Monday, March 30, 2020
Wednesday, March 25, 2020
Minilessons - Day 6: Creativity in the Classroom
Creativity in the Classroom
Through the use of interviews with renowned scholars in the field and practice based narrative, this module gives an overview of the use onhance academic outcomes. The main message conveyed by the module is to have creativity as part of every teacher’s toolbox and develop strategic use of eliciting creativity.
After watching this video, the question is; what can you do to find ways to incorporate creativity in the classroom?
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Football
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Greg Rousseau
Minilessons - Day 2 : A Real Education, Football & Tacos
A real education: The plight of teachers
After watching this video, please write your response to the situation teachers are currently going through financially, professionally, socially, psychologically and emotionally.
Students' Feedback
Personally, I view teaching as one of the most challenging occupations
because it requires a huge amount of patience and kindness. After
watching the video, I realized how many teachers are not financially
secure off their teaching job, forcing many of
them to take on a second job. This has to take a toll on the teacher
socially and emotionally because teaching is already such a demanding
job and now they have to take on another job, leaving them with no free
time. This leads many teachers to feel disrespected
by society because they feel that they are not valued as much. Maggie Reich
This
video is very disappointing but it's the truth. As an education major I
know there will be challenges working as a teacher, but I have
continued to pursue a career in education because I love working with
kids; it’s always very rewarding. Teachers play a very important role in
children’s development and success in academic abilities. They teach a
child many of the fundamental skills needed
to succeed in higher education and in their future careers. If it
weren’t for teachers, we wouldn’t be where we are today with the
academic abilities we have (reading, writing, comprehension, math,
etc.). I believe teachers deserve more respect and a higher
salary to allow for them to live comfortably. If they aren’t always
worried about how to make ends meet, they can focus on their development
as a teacher in order to provide the best instruction possible to their
students. Jamie Norton
---------------------------------------------
Students' Work Today
Football Lesson
Greg Rousseau
--------------------
How to make tacos from scratch. with key ingredients
John Campbell
- In a saute pan (I prefer non-stick but this isn't crucial), brown ground beef.
- While beef is browning, combine the remainder of ingredients in a small bowl.
- Drain beef. Return to pan. Add the sauce. Stir, and add some water if desired (I add maybe 4-8 oz.). Simmer uncovered until meat reaches desired consistency.
- Serve on heated taco shells with cheese, sour cream, lettuce, tomatoes, olives, and hot sauce or however you prefer to use seasoned taco meat.
- Ingredients:
- lb ground beef
- 1
(8 ounce) can tomato sauce - 2
teaspoons ground cumin - 2
teaspoons ground coriander - 1
tablespoon chili powder (heaping, I like to use either ancho or Penzey's medium hot chili powder) - 3
garlic cloves, crushed -
hot sauce, to taste (optional) -
salt, to taste (optional)
Monday, March 23, 2020
Minilessons - Day 1: Review / Teaching Mini-Lessons; Cooking, Painting & Swimming
PARTS OF A LESSON PLAN
I. Title (Somewhere at the top of the lesson plan)
Course Subject
Grade Level
Teacher's Name
Volume
II. Date (current date)
III. Objective (S.M.A.R.T / Specific, Measurable, Achievable, Results Focused & Time Bound)
IV. Standards (At least one Florida Standard)
V. Plan (Beginning, Middle and End)
Write in the sequence of activities and events in your lesson
Example: a) Anticipatory Set, b) Lecture c) Activity, d) Assessment
VI. Assessment
Each objective with its aligned standard must be assessed for student comprehension and success.
Example: Formative Assessment like an exit ticket or a unit assessment.
Exit tickets are a formative assessment tool that give teachers a way to assess how well students understand the material they are learning in class. ... Teachers can then use this data for adapting instruction to meet students' needs the very next day.
VII. Homework
Be specific about which task they should complete.
VIII. Cross-Curriculum Standards
Think of other subjects you could incorporate in your lesson
Example: English Language Arts (ELA), including ELA standards.
IX. Differentiation
Include differentiation through content, process and product.
Example: Students with disabilities and ELL (English Language Learner)
X.Technology
Add technology, skills and standard as much as possible.
The corona virus crisis certainly makes the need for technology in instruction necessary.
XI. Written Component
Writing is a transferable skill.
Students should learn how to write about the artistic/creative process.
XII. Careers Skills
It prepares students for life outside school.
Teach career-ready practices for students to prepare for life outside the classroom.
==================================
RUBRIC
Lesson Plan (10 pt)
1. (1 pt)
Title (.1)
Theme (.2)
Art Discipline (.2)
Grade Level (.3)
Teacher's Name (.1)
Volume (.1)
2. Date (.5 pt)
3. OBJECTIVE & COMPONENT (2 pt)
4. Standard (Competency) (1 pt)
5. Plan (Activity) (2 pt)
6. Assessment (1 pt)
7. Homework (.5 pt)
8. Cross-Curriculum Standards (.5 pt)
9. Differentiation (.5 pt)
10. Technology (.5 pt)
11. Written Component (.5 pt)
12. Careers Skills ( 1 bonus pt)
________________________________________________
Mini-Lesson
(15 pt total)
(15 pt total)
I.
Teaching (15 pt)
1.
Accurate Allocation
of Time: Demonstrates good use of time by teaching within the agreed time frame. Accurate use of time (20 minutes) (2 pt)
2.
Professional
Interactions: Demonstrates professionalism in interactions. Demonstrates a
positive rapport with students. Proper classroom management (move around, make sure every one is on task, acknowledge proper behaviors). (1.5 pt)
3.
Verbal
Communication: Speaks clearly and understandably (e.g. pronunciation,
modulation, volume, articulation). Uses correct oral conventions (e.g.
mechanics of the English language as well as subject specific terms and
symbols). (1.5 pt)
4.
Non-Verbal
Communication: Uses effective and appropriate non-verbal communication (e.g.
eye contact, facial expressions, body language). Reads nonverbal communication
and responds appropriately. (e.g. scans
class to identify students who are not engaged. Appropriate lesson content for age group (lesson and language used must be accessible) (1.5 pt)
5. Written
Communication: Uses correct written conventions (e.g. mechanics of the English
language, as well as subject specific terms and symbols). Writes clearly and
understandably (e.g. appropriate size and script text, legible text, layout of
board work, overhead, multimedia). Use of VAKT (video, recordings, manipulatives, visuals, hands-on activities) (1.5 pt)
6. Use
of the Arts in Instruction: Creative use of visual and/or performing arts to
accomplish the objective by developing hands on activities the students would
enjoy and appreciate. (Use of the Arts as medium of instruction) (2 pt).
7. Organization
of Content: Follows the order of the lesson plan by addressing each and every
one of the items listed in the plan. (5 pt)
a)
Brain Storming (0.5)
b) Video to grab attention or any other cool idea (0.5)
c) Explain Activity (2.0)
Intro (.5)
Beginning (.5)
Middle (.5)
End (.5)
d) Provide enough time to complete task (0.5)
(Time yourself)
e) Review (0.5)
f) Assess (0.5)
h) Provide
feedback (0.5)
----------------------------
Students' Minilessons
Students' Minilessons
Professor
Jorge L. Morejón, Ph.D.
TAL 324
23 March
2020
Lesson Plan: Monday March 23rd,
2020
1). General Information
Title:
Outdoor, Pool, Swimming Activities & Skills
Theme:
Aquatic safety, enjoyment & exercise
Art
Discipline: Self-Expression
Grade
Level: 3rd
Teacher
Name: Katie Kean
Volume
2). Date
Monday,
March 23rd, 2020
1 hour
class (20 minutes of instruction, 30 minutes of activity, 10 minutes of clean
up/reflection)
3). Objective & Component
The objective
for this lesson will be to incorporate aquatic skills and activities for
students to learn more about safety and exercise in a water setting.
Component
II. Cooperative Activities
Objectives
6. Knows potential risks associated with physical activities.
Competency
B. The student can perform basic exercises (jumping jacks, push-ups, etc.) and
properly respond to a simple command.
Component
VI. Stunts and Tumbling
Objectives
4. Understands and applies basic movement concepts (e.g. space awareness, body
awareness and transfer of weight) to gymnastics.
Competency
A. The student can perform a series of basic movements (e.g. jumping rope,
running, changing direction, etc.) while participating in a variety of
activities.
Component
II. Interaction of Society and the Environment
Objectives
1. Describe examples of the physical and
behavioral adaptions that allow animals to live successfully in their
environment and how organisms best adapt to compete for the available resources
will be successful and pass their adaptions (traits) tot their offspring.
Competency
A. After using the science process skills in hands-on activities, the students
will explain their interdependency of living organisms in an ecosystem.
The above
objective and competency are from Dade Schools
4). Standard (Competency)
PE.3.C:
Cognitive Abilities
Standard 2
PE.3.C.2: Identify, analyze and evaluate movement concepts, mechanical
principles, safety considerations and strategies/tactics regarding movement
performance in a variety of physical activities.
The above
competency is from CPALMS, a trademark of Florida State University 2019
5). Plan
(1 week
prior to lesson)
1.
Students
will be notified ahead of time that the class will be taught in an aquatic
setting in order to receive permission from parents to swim and will be prepared
for class with the appropriate attire.
(Day of
lesson)
2.
Students
will be prepared in the appropriate attire for aquatic activity. Students will
gather inside to review necessary water safety and outdoor safety policies.
3.
The
policies for review are as follows: Safety in an aquatic setting, the need for
adult supervision (preferably an AED, CPR certified lifeguard), the importance
of appropriate attire/materials including swimming suit, sunscreen, towel,
goggles (optional), swim cap (optional).
4.
Students
will be asked if they have any preliminary questions regarding aquatic safety
and swimming prior to starting instruction.
5.
Students
will gather and will learn a series of swim strokes starting with arm
movements, moving to leg movements, and concluding with putting the two
together to execute one swim stroke.
6.
Students
will observe the arm movements for the freestyle stroke and will be asked to
mimic the motion outside of the water.
7.
Students
will observe the leg movements for the freestyle stroke and will be asked to
mimic the motion outside of the water.
8.
Students
will observe the entire freestyle stroke with the arms and legs in the water.
Students will then enter the water and be given the opportunity to put the arm
motion and leg motions together to execute the stroke.
9.
Students
will each swim one lap of freestyle.
10. Students will observe the arm
movements for the backstroke and will be asked to mimic the motion outside of
the water.
11. Students will observe the leg
movements for the backstroke and will be asked to mimic the motion outside of
the water.
12. Students will observe the entire
backstroke with the arms and legs in the water. Students will then enter the
water and be given the opportunity to put the arm motion and leg motions
together to execute the stroke.
13. Students will each swim one lap of
backstroke.
14. Students will observe the arm
movements for the breaststroke and will be asked to mimic the motion outside of
the water.
15. Students will observe the leg
movements for the breaststroke and will be asked to mimic the motion outside of
the water.
16. Students will observe the entire
breaststroke with the arms and legs in the water. Students will then enter the
water and be given the opportunity to put the arm motion and leg motions
together to execute the stroke.
17. Students will each swim one lap of
breaststroke.
18. Students will observe the arm
movements for the butterfly stroke and will be asked to mimic the motion
outside of the water.
19. Students will observe the leg
movements for the butterfly stroke and will be asked to mimic the motion
outside of the water.
20. Students will observe the entire
butterfly stroke with the arms and legs in the water. Students will then enter
the water and be given the opportunity to put the arm motion and leg motions
together to execute the stroke.
21. Students will each swim one lap of
butterfly stroke.
22. Students will learn to dive through
a 3-step process.
23. Prior to starting to learn to dive
safety protocols and instructions will be reviewed. Important safety measures
include ensuring the depth of the pool is deep enough and the danger of diving
into shallow water. Students will be asked if they have any questions regarding
safety and diving.
24. Students will observe the seated
dive instructions and visual.
25. Students will sit on the edge of
pool with legs in the water and hands above their head. They will then dive
head first into the water from the seated position.
26. Students will observe the kneeling
dive instructions and visual.
27. Students will kneel near the edge of
the pool with one knee pointing towards the pool and hands above their head.
They will then dive head first into the water from the kneeling position.
28. Students will observe the standing
dive instructions and visual example.
29. Students will stand near the edge
of the pool with both legs together facing towards the pool and hands above
their head. They will then dive head first into the water from the standing
position.
30. Students will learn to do a flip
turn in the pool. A technique used in swimming to transition from one end of
the pool to the other in a swift and succinct motion.
31. Students will observe the flip turn
instructions and visual example. This part of the lesson will build off of the
earlier instruction of the freestyle stroke.
32. Students will then practice
swimming and stopping just before the wall where they will do a front flip in
the pool and push off of the wall to propel themselves forward.
33. Students will then swim one lap of
freestyle and use the flip turn technique to return to the other side of the
pool.
34. Students will then learn other fun
pool activities and gymnastics tricks they can do in the pool.
35. Students will observe the front
flip into the pool instructions and visual example.
36. Students will be asked if they have
any questions prior to attempting front flips into pool. Students will be given
the option to do a front flip into the deep end or to do front flips underwater
in the pool.
37. Students who choose to do a front
flip into deep end of pool will stand one by one and follow instructions of
running carefully and jumping into the pool flipping forward.
38. Students will observe the back flip
into the pool instructions and visual example.
39. Students will be asked if they have
any questions prior to attempting back flips into pool. Students will be given
the option to do a back flip into the deep end or to do back flips underwater
in the pool.
40. Students who choose to do a back
flip into deep end of pool will stand one by one and follow instructions of
standing backwards with their back to the pool and jumping into the pool
flipping backwards.
41. Students will close the class with
a final and fun interactive instruction regarding safety in the pool. This
instruction will include a dog and highlight rescue tactics used in aquatics.
42. Students will sit on the edge of
the pool and watch as the dog retrieves various items from the water (ball,
lifeguard raft, etc.).
43. Students will be asked for a
volunteer to throw the ball for the dog to retrieve. A maximum of three
volunteers will be selected. Behavior throughout the class will be considered
when selecting participants.
44. Students will then observe the dog
rescuing a patron by assisting to bring them to the side of the pool.
45. Students will then observe the dog
rescuing a patron by jumping into the water and swimming with the patron to
shore.
46. Students will be asked if they have
any questions and encouraged to share any feedback of observations they have
made during the series of rescues.
47. Students will be asked to reflect
on the skills they have learned.
48. Students will be asked to provide a
classmate with a statement of encouragement based off of an observation they
have made of each other today.
49. Students will collect all their
materials and return any items they have used during the class to clean up the
area.
50. Students will be given instructions
for the remaining time and the teacher will provide positive group feedback
regarding behavior and participation.
6). Assessment
Students
will be assessed individually based off of willingness to participate and
engage with different activities. Individual swimming skills will be assessed
and assigned a level (minnow, shark, dolphin, turtle, etc.)
Students
will be assessed as a class overall based on behavior and cooperation.
7). Homework
Students
will be encouraged to practice aquatic safety in their lives and outside of the
classroom.
Students
will be asked to reflect on their experience today and research the aquatic
animal they were assigned in their evaluation assessment. A short series of
questions will be outlined to guide their research. They will need to provide a
summary of this animal in the following science course where as a group they
will discuss and reflect on how each animal uses their physical and behavioral
adaptions to be successful in their environment.
8). Cross-Curriculum Standards
To connect
this lesson in Physical Education to Science student’s homework will require
they research an aquatic animal. This connection will allow them to reflect on
their experiences and skills they learned today but will also require they
expand their thinking by exploring and learning more about animals who live
underwater. The focus will be on behavioral and physical adaptations these
animals have and how it aids them in underwater living.
Component
II. Interaction of Society and the Environment
Objectives
1. Describe examples of the physical and
behavioral adaptions that allow animals to live successfully in their
environment and how organisms best adapt to compete for the available resources
will be successful and pass their adaptions (traits) tot their offspring.
Competency
A. After using the science process skills in hands-on activities, the students
will explain their interdependency of living organisms in an ecosystem.
9). Differentiation
The lesson
will have different levels of ability to accommodate for the different
experiences and prior knowledge students will bring to the lesson. Students who
have already learned any of the techniques or skills will be provided additional
instructions to challenge them, so they are still engaged in the lesson.
10). Technology
Technology
will not be utilized in the lesson. Technology will be utilized in the homework
component where students will be asked to research an aquatic animal.
11). Written Component
Through
cross- curriculum collaboration students will be tasked with a small written
research component to connect the skills they learned in the lesson with
aquatic animals. The research will be guided by a series of questions about the
assigned animals’ physical attributes and behavioral qualities. The aim will be
to allow students to understand and see the connection between physical
qualities, behavioral skills and environmental success within an ecosystem.
12). Career Skills
Through
cross- curriculum collaborations students will begin to think analytically and
learn to make connections between the things they learn in different classes.
It will also be beneficial for students to begin to learn to conduct
qualitative research on their own and building their skills with technology
(databases, Google searches, online articles, etc.).
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