EDU 255: Prezi Final

The presentation below contains answers to both Part B and Part C.

Link to an academic article on the correlation between physical activity and academic performance. Also here is the link to my comment to the CBC web page

Daily Burn
Daily Burn in an online exercise and nutrition tracker. After using this program for only a brief time I feel as though the tools that this program provides are extremely valuable. I really enjoyed the multitude of features that this program provided. The "Nutrition Tracker," and the "Weight Tracker" were really great tools. The "Weight Tracker" allowed for a visual representation of your body weight throughout the week in the form of a graph. I believe many people would like this because they can easily read their own results. The "Nutrition Tracker" was great for many reasons. One of these being that it allowed for the user to enter the foods consumed during the day and then have it visually displayed in a pie chart of carbohydrates, proteins, and fat. This allows the user to easily see what they are consuming and then to make appropriate adjustments. This is the first time I used a program like this that was so in depth. I believe that I am going to keep using the nutritional portion of the "Daily Burn" because I am finally getting better from my injury that occurred late last year and I think that a balanced diet will help me to get back into the shape I was before.

Below Are Some the Results of Daily Burn

Regent's Learning Standard #1B states that a student will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength/endurance, and body composition. The "Daily Burn" exercise and nutrition tracker allows for a user to meet this goal fairly easy. The program allows for some personalization, and gives the user the tools they need to be successful like the applications previously stated above. Modifications can be made for individuals by just changing the settings of the program. Their are various workouts all the way from strength training to cardio respiratory endurance training.

An electronic tool that could useful in helping to capture Regent's Learning Standard #1A, which is "students will perform basic motor and manipulative skills, and attain competency in a variety of motor and sports activities,"  is a video recorder. Video recorders are already being used in skill and technique based classes fro a variety of reasons. Having the video of a skill allows the teacher to slow down the movement and see how it is being performed. In a High School setting it allows the teacher see if the student is in compliance with the predetermined guidelines of the rubric so that a grade can be assigned. This is easier and more efficient because if the skill is just visually assessed the teacher may miss something due to where they are positioned, or environmental distractions that can occur. Also having a hard copy of the skill allows for the teacher to show the student why they received the grade that they did. It allows for physical proof if any disputes are presented.

PE Rockstars "Move Your Body" Beyonce 2011

2010-2011 SUNY Cortland

Lab D: Water Polo

Lab D, the culmination of all my knowledge that I have acquired throughout the two semesters I have had here at SUNY Cortland. I had prepared for this lab for almost a month and it was going to be great. Nothing could go wrong I had double, even triple checked every detail of this lesson and it was for less than a better word "Perfect." Well I came to find out that in the real world "Perfect" does not really happen.

The night before I went through every detail of my lesson. I wrote down everything I needed so I would not forget and set all my visual aids and props out the night before. With the amount of planning I had done I thought nothing could go wrong. I got up the morning of my lesson and was quite enthusiastic. I had total confidence in myself. I walked down to the pool where my lesson was going to be and as soon as I walked in I knew something was wrong. There was electrical wires hanging from the ceiling, the pump was off, tubes running into the pool, and maintenance men were walking all around. A scheduling error had occurred and my lesson got double booked on the maintenance day for the pool! I ran up to see my professor to explain what had happened and he told me that it was going to be fine for me to "come up" with a lesson. I was in shock I had planned for almost a month for this lesson and for it to be done in a pool environment, not the gymnasium.   After the initial panic I gathered myself and with the help of my T.A. Anthony and my professor reassuring me it was going to be fine I developed a lesson in about ten minutes that came out to be one of my best teaching experiences.

During the lesson I tried to hit on every aspect of teaching I knew. In the skill groups I made I gave feedback and intra-task variation to every participant. I allowed for teaching by invitation by having the participants choose which activity they wanted to start at. This grouping of people caused my content development to be a little off because it called for the addressing of the class as a whole, but I addressed individuals and small groups multiple times to where addressing the whole class was unnecessary. When it came to the  modification of a Water Polo game on scooters toward the end of my lesson it was a little hard to give congruent feedback with the skills. This caused me to not really say much a long the lines of feedback. When my professor told me to put the participants on their stomachs instead of sitting on the scooters I was able to give more congruent feedback and become more involved that way.

Overall this was one of my best labs. Having to essentially throw away a months worth of planning and come up with a new lesson I feel was the true test of the knowledge I have acquired here at SUNY Cortland. I believe that the lessons success directly reflects on the great teachers I have had here, and my determination to be the best I can be.