Lesson # 2 on Orienteering

Within the next two weeks after my first orienteering lesson, I had to teach again. This time I was not sick and was able to speak loudly for everyone to hear. I was disappointed because I forgot to reintroduce myself and remind the class of the safety concerns. Other than that I feel the lesson went well. I had the class get into four groups. I taught them about nature and man-made symbols that would appear on a map. Within these groups I had them do a relay race where they had to run to the middle of the gym and pick up a card that had a symbol on it. They then had to run to the other side of the gym and place the card on to a paper that stated the name of the symbol. Everyone told me they loved the game. The problems that I saw during the lesson was that I had some management time that caused the students to wait for a few seconds. For a good portion of the lesson, all students were active, which I think is very positive. I worked hard at tring to give everyone feedback, but i still have room for improvement. I made a visual aid that was big, colorful, and showed all the symbols. The signs at the opposite end of the gym where hand written, which in the future I would print out. With every lesson I am imporving but also finding new areas that I need to work on. I enjoy have these experiences because I hope that they will help me to become the best Physical Educator that I can be.
One day I went to talk to my professor and found out that what I thought was a lot of activity ended up being all waiting time. I never considered that only having only 4 groups do a relay only allowed for 4 people to participate at a time. At the end of the activity a lot of my class mates came up to me and told me they liked the relay game, so I guess I figured it was a good lesson. In the end, it was not. When I realized this I was very upset and very disappointed in myself. I will never allow that to happen again. I will always make sure my class will be active. No more relays or activities that require a line.
Here is my transcript from this lesson
Here is my feedback form from this lesson

Lesson #1 of Orienteering

When the day arrived that I had to teach for my C-lab on Orienteering, I ended up coming down with a cold. This cold caused me to lose some of my voice, so I had difficulty speaking loudly. However, I worked with what I had, and tried to speak as loud as I could. I asked the class to listen carefully to me because I would be hard to hear. The lesson for the most part ran smoothly. I had all the students point to the North, South, East, and West. The second task delt with them working in a group and going to certain directions and performing exercises that were on the cards at that location. The hardest part for this lab was giving feedback. When it came time to giving someone feedback my mind would go blank on their name and I would have difficulty coming up with their name fast enough to give them feedback before they ran off to the next station. Also I found it hard to give feedback on the directions people were going. After teaching this lab I now know areas that I need to work on. One would be giving positive congruent feedback, another is working on my projection, and dealing with on the spot situations (losing your voice).

orienteering lesson plan

SUNY
Cortland Physical Education

Lesson Plan _5___of ­­_20__	NYS/NASPE Standards	School and Teacher Names: Teaching Style: Command Practice Reciprocal Self-Check Guided Discovery Inclusion Convergent Divergent Jigsaw Cooperative		Date: October 20, 2008 Grade: Middle School # in class: 25
		Objectives	Assessment Tool	Length of class: 14 mins
Domains
Psychomotor	1a/1	1. By the end of the lesson the students will be able to walk to the degrees of North, South, East, or West successfully.	Teacher Observation	Unit: Orienteering Focus: N, W, S, E
Affective	2/5	2. During the activities the students will be working together cooperatively and give praises when succeeding in finding the directions.	Self Assessment paper	Equipment: Poly spots, stickers, poster holders, and maps
Cognitive	1a/2	3. Students will be able to find more than half of the controls by using a map during class.	Teacher observation
Safety Statement	2/5	4. During the lesson the students will be mindful of their personal space as they go from direction to direction.	Self Assessment paper	References: PECentral.com; Orienteering The Sport of Navigating with Map and Compass By: Steven Boga; Professor Malmberg

Content	Time (mins)	Organization & Transitions	Teaching Progressions	Adaptations Assessments, Reminders
Instant Activity				TBI
Hook & Set Induction	1	T SSSSSSSSSSSS	How many people have always wanted to travel around the United States? Well, today is your chance!
Demo	1	T SSSSSSSSSSSS	Demonstrating where North, South, East, and West are according to the gym by having signs and pointing out the directions.	Signal for attention Cues CFU
Body of Lesson	6	SSSSSS SSSSSS SS T SS	Skill:
			Understanding Degrees: We will explain what degree goes with what direction 0/360=North, 90=East, To be able to tell us what direction and being able to orient yourself with degrees 180=South, 270=West they are facing.
			Reading a Compass: 0/360=North, 90=East Teaching them how to move with a compass 180=South, 270=West
			Map Reading: 0/360=North, 90=East Finish first Students will be able to read a map with degrees and 180=South, 270=West Find the end result
			Learning man-made map symbols: major road, footpath, Check for understanding Intorducing symbols and being able to recognize them building, railroad and on a map fence
			Learning nature map symbols: streams, lake, cliff, and Check for understanding Introducing symbols and being able to reconogize boulder them on a map
			Map symbol relay: major road, footpath, The students will be put into team and they will match building, railroad, fence, Be the first team to finish the relay the name with the symbol. streams, lake, cliff and boulder
			Map memory: Directions, degrees and Put 15 out of 20 controls in the The student will look at a key map and they will have symbols correct spot to remember where the controls are on the map and place them on a blank team map.
			Scavenger Hunt in the gym: Directions, degrees and The first to finish Using a map to locate controls in the gym symbols
			Unscramble word hunt: Directions, degrees and Spell the word the fastest Locating letters to spell out a word or phrase symbols
			Jigsaw Puzzle: Locating puzzle pieces that are spread out around an Directions, degrees and To finish the puzzle area symbols
			Scavenger hunt in the gymnastics room: Directions, degrees and To finish first The students will find the controls located in the symbols gymnastics room using a map
			Scavenger Hunt in PER: Directions, degrees and To finish first The students will find the controls located in PER symbols using a map
			Scavenger Hunt outside: Directions, degrees and To finish first Students will locate controls using a compass symbols and a map
Assess			Finding the correct colors during the Color game, as well as being successful in scavenger games.
Closure			Next week we will be exploring different games from different parts of the United States.

Pre-planning:
Previous instruction in this activity (earlier grade levels)

This
is the first time they have worked with Orienteering.

Post-planning:
“Assessment Drives Teaching:” future needs based on
assessment results

Giving the
students, the knowledge to be able to do a scavenger hunt by
themselves.

Teacher
Reflection Notes:

"Guiding and inspiring
youngsters in the process of becoming physically educated and healthy
for a lifetime."

Orienteering

Orienteering

P.E. Mini Confrence

SUNY Cortland's P.E. Mini Confrence is always a huge success. Many Physical Education Teachers from around the area come to learn new teaching techniques from other teachers. I went to the Main speaker and he was very enlightening. I was very moved by his presentation. I never knew that I was going to see a speaker that is as famous of a physical educator as he was. He has won many awards for his patience and helpful teachings to adapted students. After listening to him speak and watching clips from his life, I was very interested in becoming an adapted concentration. I only hope to some day make a positive impact on others lives like he has. I was so privledged to have seen him speak. For the rest of me teaching career I will think about him and how I want to positively change children's lives like he has. He is an inspiration to all physical Educators.
Before he spoke our class did an introduction to the confrence. We came out saying "We will teach you". It was so much fun and really got us involved and ready for the confrence. I also liked the little activity we did, that got everyone down onto the basketball floor meeting one another. It was a great way to meet future employers.
I can't wait for next years Mini Confrence and I hope to be apart of it more.

Feedback

Feedback is very important for students to hear from their teachers. Feedback allows them to understand areas they need to improve on and areas that they are being successful at. It is important with feedback that you make it go along with the cues that are taught and that you are positive with what you say.
After listening to my transcript, I gave feedback to five students. Two were boys and three were girls. I found that I am pretty even with feedback between the sexes but I usually just give feedback to the same individuals over and over again. Before I listened to my transcript I figured that my feedback was just going to be general, however I was surprised to find out that they were not all general. I was specific and postive with skills that students were performing. It was weird listening to my transcript becuase there was many breaks inbetween each feedback because I was walking around to each group. I liked listening to my transcript for my feedback because it made it very clear to me what I need to fix and how encouraging feedback should be.

Is that MY voice?

Transcripts are a great way to help students learn how to teach. Listening to their voices allows them to know if they need to have a more energenic voice or speak up louder.
For me, I feel that I spoke clearly so everyone could hear me but, I also feel I could have been more enthusiastic about my lesson. After listening to my transcript, I now know what I need to fix, but I was very happy that I did not say "um's" and 'uh's" a lot. Areas that I need to improve on are using more descriptive words when explaining a task and getting more involved in the game. I was just walking around to each group a lot and not being energetic and encouraging to the teams. I would just say a few feedback comments here and there (however, feedback is for another blog in the future).
After I was done instructing the lesson I was very annoyed with myself becuase I forgot to add an important challenge to my lesson. I really wanted to have individual scoring within the group so that there was some competition and more involvement in the activity.
For the most part, I was satisfied with how I taught and I really enjoyed listening to myself on the transcript because now I know how to improve.