Technology and dance was the topic of today’s presentation. I thought it interesting that we would be talking about technology during a physical education class but now that I think about, technology is very crucial and all areas of teaching. Just from visiting schools in our practicum we can see how technology such as projector screens, computers, smartboards, and ipads have been incorporated into the school systems to enhance learning. Although technology has greatly enhanced learning in the classroom for some students, we must caution how we use technology as it could create distraction or even hinder the learning process of some students.

Dance is a great way for students to learn to express themselves in a different way. I believe technology plays a pivotal role in dance because it provides a lot of the supporting elements that are just very difficult to perform without. Dance is much easier to learn when there is music to dance to. Videos and resources (such as go noodle) are a great way for students to begin to explore different movements without worrying about getting steps right or other people watching them because everyone is moving to their rhythm. That being said, technology is not the only component required for a dance lesson to succeed. It requires a very positive and energetic mentality and the belief that how one moves is their own and that nobody can tell them that it is wrong.

This week’s physical education theme was Dance and it was beyond pleasurable to be a part of!  It triggered many memories of being back in my elementary school physical education class. The grade 6 dance unit was focused around student formed groups that had to create their own routine for an entire song and did not provide any fundamental skills prior to that.  It created a lot of tension and pressure for students who lacked funds of knowledge relating to dance. This is why I thought that the use of a go noodle for today’s lesson was an excellent way to warm up the class by getting everyone moving, energized and engaged! The go -noodle approach to dancing eliminates the worry of being watched by peers because everyone is independently focused on following the routine on the screen. After having the privilege of participating in the groups activity it got me reflecting on the many different ways I can incorporate technology into the physical education classroom. It is so refreshing to experience all of these unique ways to teach students that move away from the traditional competitive game focused curriculum. Utilizing the presence of a smart board in the classroom can maximize physical education time without having to lose time by travelling to the gymnasium. Youtube dance tutorials, go noodle routines and yoga directed videos are just a few ways that technology can be utilized.Upon reading about the abundance of digital tools for physical education, I found that Excelade and Coach’s Eye will be very beneficial tools for my practice as they allow for both students and the educator to go back to reevaluate the performance. Students will be able to self assess how they did during a certain activity and evaluate themselves with a rubric or through a self reflection. Being able to visually see yourself during an activity is such a great tool for goal setting and working towards improving.I am looking forward to introducing my grade 5’s to the world of go noodle among many other digital tools for physical education!

Today’s dance lesson was a lot of fun! I really enjoyed seeing the incorporation of technology into teaching and learning dance. It made it especially fun and interesting as todays society is so reliant on the usage of technology that we as educators need to develop appropriate strategies for incorporating it into the curriculum. This is extra important as our students now and in the future are so connected to their phones and what not that they aren’t receiving the appropriate amount of physical activity that they need. That is why I thoroughly enjoyed how the group this week brought in technology to show a video where we were able to follow and copy the dance moves on the screen. This allows us (the students) to remain in contact with technology while also doing physical activity.

Another aspect to today’s lesson that I enjoyed was how the group allowed us to express our individuality in respectful and creative ways during the dance routine. At first we all did the same dance moves, but the second portion allowed us to create our own routine within the original; almost a symbol of how we must create our own identity while involved in society. This made it really interesting to see how everyone put their own spin on the dance and to see everyone have fun with it made it entertaining (in a good way 😀 )

Overall, it was an awesome lesson 🙂

The concept of physical literacy will definitely make the practice of assessment much tougher to deliver. One reason is the overall concept of physical literacy is not about winning or losing or who might be faster or stronger or even neccasarily even full completion of a task. Rather its about the child reading their environment, facing the task, multitasking, engaging moving, designing etc etc, thus making it much harder to assess than just seeing which child is the quickest.

However I enjoy the physical literacy model as opposed to the military style phys ed we might have experienced because it engages      children on different levels. Now saying this I saw incredible value in the groups rubric because it went far and beyond the form of assessment that we might have received as children. I also enjoyed the game in relation to bat and swing where we were the trees and buckets.

What is the purpose of dance?

Dance “fulfills social, recreational, competitive, religious, therapeutic, and artistic functions” (Robinson & Randall, 2014, p.211). Therefore, dance serves many purposes that go above and beyond the other fundamental movement skills. Furthermore, dance can easily be integrated across curriculum due to its versatile nature. Dance in closely linked to cultural practices, is a partner to music, and is a form of emotional and artistic expression. The senses of sight, sound, and touch are all heavily engaged through the activity of dance. One of the wonderful things about dance is that it is very accessible for a wide range of abilities and interests. In many contexts, there is not a “right” way to dance, as it is based upon individual self-expression through movement. “Dance education is valued because it offers the student a different way of knowing, a means of thinking, and a form for expression and understanding of self and others, issues and events” (Robinson & Randall, 2014, p.211-212). When students are able to invent their own dance routines, they are given ownership over their own learning, empowering them within their physical literacy. Furthermore, this allows for creativity to play a large role in PE, which is an important skill that can often be overlooked in this area of learning. When educators use dance lessons to incorporate students’ cultural backgrounds, the purpose of dance becomes one of identity and community building. In my opinion, dance is the most versatile of the fundamental movement concepts in that it can create the most personal meaning, reaching the deepest levels of understanding and growth (of both self and others).

How do I plan for a quality physical education (PE) program?

In order to plan for a quality PE program, teachers need to ask themselves what it is that they want their students to learn, how they plan on assessing whether or not students have properly learned their lesson, and how they are going to initiate and carry out students’ understandings. So, as this demonstrates, planning, teaching, and evaluating are the steps involved in the instructional process. Another aspect of establishing a quality PE program is evaluating the individual strengths and requirements of students in order to determine any modification that should be made to lessons. Each province provides teachers with curriculum documents outlining specific learning outcomes for each grade. These guidelines help teachers with the planning process about what it is they should expect students to learn. The curriculum documents are very general, allowing for teachers to be creative and individualize their lessons. Effective teachers will design lessons that will be the most beneficial for their groups of students, taking into account their various interests and needs. Furthermore, teachers need to take into consideration the school’s policies and values. Some schools may be more sports bases whereas others will place more focus on movement and games. Being mindful to stay away from “hall of shame” activities, ensuring that each lesson is inclusive and meaningful is yet another factor in developing quality PE programs.

What are the steps to the Instructional Process?

The instruction process discussed in ch.5 begins with establishing a safe (emotionally, physically, and mentally) environment that meets the needs of individual students while fulfilling the prescribed learning outcomes of the provincial curriculum. This requires teachers to be flexible with their plans, allowing for students to play a role in the process and adapting lessons to meet their needs. This will also encourage the active engagement of students, building up on their intrinsic motivation for PE. Furthermore, the text highlights the point that, “outstanding physical educators implicitly and explicitly address the affective learning domain, recognizing that teaching is about developing positive relationships with and among students” (Robinson & Randall, p.78).

A crucial step towards developing positive relationships involves effective communication skills. The textbook highlights key communication skills such as “clarity, demonstration and visual aids, cues, questioning, observation, and feedback” (Robinson & Randall, p.79). Not only do these skills help to establish positive relationships in class, but they also help enhance meaning making and understanding. Furthermore, through positive communication strategies and relationship building, students will become more engaged in activities, which is crucial for accomplishing the stated goals of a lesson.

The instructional framework is another key element in the instructional process. The steps involved are: The introductory phase (warm-ups and overview); New skills phase (explanation/demonstration); Consolidation phase (students practice and teachers give feedback); Application phase (apply new skills in a more independent setting); Closure (students are provided feedback on the activities) (Robinson & Randall, p.87).

What are the different teaching styles?

The textbook outlines the 11 different teaching styles proposed by Mosston and Ashworth (2001).

Command style of is teacher-directed where the teacher delivers the instructions to learners and the students are expected to respond accordingly. This is a very straightforward approach that follows the teacher’s plan very closely. “Teacher feedback is limited” (Robinson & Randall, p.88) with this type of instruction, maximizing the students time on task.

Practice style is a slightly less teacher-directed approach. In this teaching style, learners are given slightly more independence by allowing for them to set their own pace for activity time. There is more of a focus on individual practice and the teacher provides students with individual feedback.

Reciprocal style is more social in nature. In this type of teaching style, the students are grouped in two’s or three’s. One student does activities while the other(s) observe and give feedback rather than the teacher providing feedback. Although the teacher communicates with the student who are observing, they mostly place responsibility in the hands of students.

A Self-Check style is when students assess themselves as opposed to teacher assessment. This allows for the students to gain a better understanding on their own personal strengths, weaknesses, and progress. Teachers provide feedback for students at the end of a lesson.

Inclusion style takes account of the varying abilities in a group. This teaching style allows for accommodations to be made in order to increase or decrease the complexity of an activity in order to meet individual’s needs. This is a more self-assessed/directed style of teaching.

The remaining teaching styles are inquiry-teaching styles. They range on a spectrum from Guided Discovery to Self-teaching. A Guided Discovery style, teachers guide students through a series of steps, offering frequent feedback and working along with the students throughout the process. Convergent Discovery style involved the teacher presenting the problem/task and the students figure out the process. Whereas Convergent Discovery style involves only one solution to a problem, Divergent Discovery style considers many different solutions to a problem. In this teaching style, teachers may model one response but mostly encourage students’ responses to the problem. Learner-Designed Individual Program style allows students to take control of their learning experiences under the teacher’s broad topic area. Learner-initiated style is when the learners make all of the decisions and the teacher is a facilitative resource. Self-teaching style is when the student is the teacher (and is “outside the realm of physical education classes”(p.89).

This week I was very nervous to come to class and participate in gymnastics. I am not that flexible and cannot do cartwheels. When I think about gymnastics, I am thinking about swinging on ropes and jumping up high, spinning, and twirling. When I was in grade 1 and 2 we went on field trips to do gymnastics and I loved it, but somewhere in between I lost my abilities to participate in gymnastics. This happened because none of my teachers incorporated gymnastics into our physical educational experience. It is unfortunate this happened because now it is so hard for me to love and enjoy gymnastics. Nonetheless, I am so glad we had a class based on gymnastics because a lot of my fears disappeared.

I never thought log rolls, shoulder rolls, modified cartwheels, etc. was apart of the gymnastic experience. Throughout this lesson, I found myself smiling, laughing, and really having a great time! The worksheet we received outlines the differences between professional gymnastics and educational gymnastics. I think I have only viewed gymnastics in the professional way, whereas educational gymnastics meets the needs of all students. I also appreciated how some activities were “challenge by choice” because this did not pressure me into doing a movement that made me feel uncomfortable. Now I have a new perspective of how I will introduce gymnastics to the classroom to a variety range level of skill levels the students may possess.

This image displays my positive emotions: happiness, joy, and adventure seeking.