Community based learning power point (3)

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Community based learning power point (3)

  1. 1. Community-Based Learning: Physical Education Learning Centers in Elementary Schools DANIEL DROST KATIE CUTSHALL ANDREW LEBLANC
  2. 2. The Origin of the Concept  Problem 1 – The content from methods classes is not experiential and therefore not completely meaningful  Problem 2 – visits to schools do not result in quality observations  Problem 3 – observations are individual and offer an ineffective opportunity for quality reflection
  3. 3. The Original Idea  Locate a school where teachers demonstrated teacher traits and characteristics which aligned with the UWF program  Students would have open access to the school/teacher for completing course assignments  What the assignments were…undetermined
  4. 4. Making a Concept into Reality  Emerge Scholar opportunity  Developing a plan for a high impact practice  Program SLOs, CLC activity components, assessments, planning tasks, timeline, resources, reflective activities, and visibility plan
  5. 5. Original SLO 1  Project Management – Design, implement, and assess projects using specific criteria within given time constraints  Activity Learning Outcome – early lesson plan development, modification of lesson plan after each learning center observation, final modified lesson plan graded for lesson development relative to observational components
  6. 6. Original SLO 2  Critical Thinking – Identify and assess performance characteristics  Activity Learning Outcome – complete observation instrument, create a descriptive report, grade report
  7. 7. The Plan Becomes Reality  Discussions with Escambia County and the hand- selected teacher  Permission to do a “project” in Escambia County  Meeting with the teacher
  8. 8. Collaboration  Designed the course schedule to include 4 visits/field trips  Decide on the observational content to align with text/lecture content  Discuss the content with teacher  Ensure that the observation is less about “observing good teaching” and more about “analyzing teaching behaviors.
  9. 9. Observation Content  Lesson planning  Classroom behavior  Task presentation  Teacher feedback
  10. 10. Immediately Prior to the Observation  Students read  Class lecture  Plan observation  Observation instrument
  11. 11. The Observation Instrument  Focus observation on the intended content  Aligns with specific content that is not always covered in classroom lecture/discussions  Not just a recording of what is seen, allows for interpretation of what is seen  Data from observation can be further analyzed postobservation
  12. 12. Post-observation Reflections  Immediate  Organization of data  Next class
  13. 13. High Impact Practice Reflection  The question after the project – How can I improve what we did?  SLO 1  Student feedback/experiences
  14. 14. Original SLO 1  Project Management – Design, implement, and assess projects using specific criteria within given time constraints  Activity Learning Outcome – early lesson plan development, modification of lesson plan after each learning center observation, final modified lesson plan graded for lesson development relative to observational components
  15. 15. Student Perspectives  Katie Cutshall  Andrew Leblanc

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