Thursday, February 9, 2012

Lab 6

Can a child in a wheelchair enter the front door and the back door? What modifications would you make?

No a child in a wheelchair cannot enter from both the back and front door, because if they were to enter in through the back door the rope would come down on top of them. Whereas if they went in the front door, they would essentially follow the rope as they were going through and pass right by the rope. To make it easier for the student, the students swinging the rope would swing it slowly so the pace of the rope could be easily matched. The student in the wheelchair could also enter from the front door, but in the middle of the rope allowing for more height on the rope as they went through.

How would you apply goal setting to this lesson?

You could apply goal setting by having the students practice jumping by themselves for a minute or two to get comfortable and then stop the group. Have the students choose a number of consecutive jumps and try to accomplish that number of jumps. After a few minutes of attempting, see how many students met their goal. For those that did meet it, you could challenge them by having them increase their number by 5-10 more jumps. Those who still hadn’t accomplished their original goal, see if they want to change their number, or continue trying for their goal.

Design a long rope jumping routine for a pair of students jumping at the same time.

The two students could enter from opposite sides one in the front door, and one in the back door. When the students reach the center, they could try to hold hands and keep jumping. If they are able to do this, then they could try and jump in a circle spinning inside the rope. Then they could release hands and try to do a 180 and exit out the other side that they came in on.

Create a checklist of critical elements to look for and use in teaching basic, two foot rope jumping.

Is the student taking off and landing with 2 feet?        Y    N
Is the student swinging their entire arms?                   Y    N
Is the student jumping over the rope?                        Y    N
Is the rope swinging evenly around the body?            Y    N

Describe how you would go about organizing a rope jumping club for you elementary school.

I would start by creating interest during the jump rope unit in the class, and see how many students would like to participate. I would then ask the staff if there is anyone interested in helping out as well as extending the offer to parents. I would plan to meet once a week directly after school in the gym and have students master the basic movements, and then progressively increase the difficulty of the moves. The students could then get together and create their own routines and use this time to practice them. After a few weeks of practicing, we could set up a night for parents to come in and watch the different routines. I would also look into the community to see if there were any jump roping clubs in the area that would be willing to come and give a demonstration. We could also organize a jump off to raise money for a charity. For example students to try to find sponsors that would donate for each successful jump. Like a penny or nickel for each consecutive jump and then donate the earnings to a local charity that the students decide on.

Stimulus Variation is a method/technique used by teachers to attract a student’s attention and gain interest by using different methods of teaching and different ways of learning. In today’s lesson we focused on jumping rope, but we didn’t just do a standard jumping routine, instead we used catching the snake activity and jumping the creek. Both included skills that were necessary for jumping rope, but taught them in different manners. One worked on timing and focus, while the other worked on the skill theme of jumping. Both activities proved to be useful when building a jump roping unit.

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