What a lot of information we were given, in particular lots of links to a virtual world. The Lowdown showed us BREO the virtual learning environment, which I will make an attempt to log onto before class today. I wasn't particularly interested in seeing other people's submissions for the units, but I do need to consider how to answer all the unit outcomes ... hence the Submission Proposal & Self Assessment form which I now have.
The Technology for learning & teaching was an excellent, fun session ... almost scary but just shows you to think outside the box ... all things are possible!
www.evernote.com - a website to keep track of web pages for research
www.gapminder.org - a website that animates global statistics perhaps useful for interactive discussion based on reality
www.sporcle.com - lots of quizzes to do and it is possible to create your own.
We used ipads & phones & androids in an interactive positive way which was fun (even though I preferred just to watch others and listen rather than actually take part!
The Library session bombarded us with information and sheets of paper ... however the best bit was the search engine used to find references including online stuff to read ... this will be very useful. Start with the homepage and use Discover ... shall try that. I also liked the Refworks which will automatically create a bibliography by using a plugin for Word.
Registration was painless as I had done most of it beforehand.

The working lunch sort of worked and we have a small group of 6 with a working title of "Barriers to teaching". I volunteered to be the group leader which should be interesting.

Sue Cowley's presentation certainly got us all thinking about managing behaviour. I suppose in my line of work generally the students are there because they want to be there. Being a practical subject ... well the canoeing is ... it is relatively easy to break up the day with doing actual canoeing sessions. There is some classroom time and some theory that needs to be covered. I try to create multi-outcome sessions which  looks at one outcome while incorporating evidence of something else we will come back to. For example using IDEAS (a teaching model) but also incorporates different approaches to coaching style (based on Mosston's teaching styles) (pp 57 of McMorris & Hale (2006)) and ultimately links back to learning styles of visual, audio & kinaesthetic. Generally for coaching we don't include the reading as when we are teaching coaches to be coaches at level 1 we want them to be practical in the most part and consider the visual, audio and active input.

At the end of the tutor day I was shattered. Even driving home was difficult as my brain was fried! When you throw a lot of information at students without the ability to self learn it can be too much! Therefore when applying such teaching to my own students it is important to give an appropriate level of information. I guess I can cope as I can look up the relevant stuff later (self study) as motivation is there ... ie deadlines etc. In the Level 1 paddlesport course I deliver often time is made available for the completion of paperwork as the deadline is the end of the course. Where the course is 4 days straight there is limited time for extra work including reflection, but where a course is set over 2 weekends then the time in between can be valuable for students to consolidate in their own time. The former means total immersion, whereas the second leaves time for distraction! mmmm ... an interesting consideration for how a course should be taught! 





 



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