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https://youtu.be/znREkxrm_EI

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The goal of this unit was to teach students the skills needed to play the game of basketball. Lots of drills and fun spin-off games were used to help accomplish this. The drills and games were done with one player or many using just one-basketball goal. It was unique and helpful because most students had access to a basketball goal at home or in their neighborhoods. It took a lot of time to teach these skills so we tried to use fun spin-off games as a way to get the students motivated to work outside of class. The students started playing the spin-off games at recess, at home, or at the park with their friends. The students seems to understand that basketball was a great way to work on team building and social skills along with exercising. It also helped develop hand eye coordination, fine and gross motor skills, and cardiovascular endurance.

The spin-off game that were learned during class will be games that require very little equipment. The games all tie into the game of basketball. These games are great to use as a warm-up activity. They are games that can easily be played if class gets over early and a short activity is needed to fill in the time. The games are also great activates to do on a day where there is a substitute teach. There was a lot of variety with the five spin-off games and the main game of basketball. Almost all students found a game they enjoyed doing. Students learned to follow the rules and get along better with their classmates.

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Unit Project

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Technology Unit Presentation  Overview  

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Technology Unit Presentation  Overview  

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I found out a lot about student motivation through my research. Some of it was exciting and surprising to me. I will break down the results. This is what I found with each of the different ways I used to group my students for the day’s activity.

The first method I used was pre-assigning the group for the day’s activity. I picked the teams based on talent and we used those identical teams for the first day of basketball and flag football. I found with this group the teams where fair and the games were competitive. Both days of this research, the students seemed normal in behavior. I concluded that this method produced positive results. The researched students were competitive for both activities and stayed on task.

The second method I used was dividing the class by their birthdays. I used this method for the second days of both units. Since there is no changes in students birthday’s the groups were identical for both activities. With this method, the teams were lopsided on talent and not very competitive. It did not take long for the four-researched student to start losing interest. With the game not being very competitive I could see a noticeable drop in effort and attitude towards it. I thought that might be the case prior to using this method.

The third method I used was random characteristics. I used this method for the third day of each unit. I divided my class by the color of shirt they were wearing for class. Our school does not have a physical education uniform. The color of shirt that a student wore that day was definitely very random. The teams were different for on both of the day this method was used. The students researched seemed to have an easy time accepting their new team, possibly, since they looked similar. On both days of the activity no points were lost. The student’s participated at a high level. Conclusion, on both of these days the teams were evenly matched which might have made some of the difference on the results.

The fourth method I used was student choice. I used this method for the fourth day of each unit. The students divided themselves into two equal teams without the instructors help or a designated team captain. The teams were almost identical on both days. I found for this method the students basically ended up on the same team as their friends. The students seemed to have fun and the game was reasonably competitive. The student’s researched were on task, possible because their friends were. Their attitudes towards the game was good and their participation was average. Conclusion, the students researched tried to work as hard as their friends to fit in.

The fifth method I used was team captains. I used this method on the Fifth and final day of each unit. The teams changed slightly on each day due to who was picked first and who was selected as captains. I had the captains pick the first half of class then I let the last half of the class pick what team they would like to be on so no student was picked last. The students researched participated above average. Their attitudes were good. The games played were competitive. Conclusion: The researched students showed improvement from this way of grouping.

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This unit helped me the most at becoming a 21st century teacher.  It helped me to focus on how to spruce up what I was doing. It additionally helped me to make better connections with my students.  I teach a variety of classes.  I chose to do the unit with one of my strength and conditioning (weight lifting) classes. The main goal of the unit did not change from what I had already been doing. The process of how we reached the main goal did.  I had students use a free app, HUDL Technique, and our school IPads. The students weightlifting partners would use the technology to video the student lifting. The video could instantly be texted or emailed to them. The video was for that student only; it was not shared with the class or anyone else. With this program, the students can watch themselves lift weights on the technology of their choice (there personal cell phone, personal computer, tablet, or school computer). The students were given a rubric on the lift they were doing and a worksheet. The students would watch their video, use the rubric and fill out the worksheet about themselves. I found that the students became better technicians from watching themselves do the lifts. The students understood the lifts and progressed much faster.

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I did this unit over the main/complex lifts that we do in our strength and conditioning class. I instructed the students about core lifts (complex movements) through a PowerPoint. These lifts work several muscle groups at one time. Most core lifts are full body movements.  They are different from an auxiliary lift, which only works a few muscle groups at once.  The three core lifts that we emphasized were the Power Clean, Parallel Squat, and the Bench Press.  I personally made a rubric for each of these lifts. To start the unit I explained a core lift and an auxiliary lift to the class. I instructed on how they were different. I did not tell the class what specific lifts they were. As a class, we made a thinking map and my students were able to understand and communicate what a core lift was. The class was able to name several lifts, which I was pleased about their knowledge.  It brought awareness and emphasized why a core lift was important. The unit went well.  We had formative tests along the way, some of which used technology. The unit ended with a summative test and my students did very well.