Blog 4 – Create A New Sport

Foot Bowling

Foot Bowling – Video (John Kavanagh)

The beauty of this sport is that there is so much room for adaptations and variations!

Equipment:

Bowling Pins

Cones

Football

Obstacles (If Needed – Be Creative)

Lane Alleys

Whistle

The Rules:

Groups Of 2 – 4

10 Rounds/Frames

Each Player Has Two Turns Per Round

Must Start level With Or Behind The Starting Line

Scoring:

Strike (10 Pins Knocked Over The Two Turns) = 14 Points

9 Pins Knocked = 9 Points

8 Pins Knocked = 8 Points

7 Pins Knocked = 7 Points

6 Pins Knocked = 6 Points

5 Pins Knocked = 5 Points

4 Pins Knocked = 4 Points

3 Pins Knocked = 3 Points

2 Pins Knocked = 2 Points

1 Pin Knocked = 1 Point.

Justify Its Inclusion In A School Setting

This sport, I believe, would work really well in a school setting because it is easily adapted, easily managed and controlled, requires very little equipment, can be played indoors or outdoors, contains skills that are used in other PE strands, involves fundamental movements skills (FMS), improves foot and eye coordination, develops and improves a wide range of kicking skills, and requires numeracy and literacy skills. It ticks all the boxes!

Skills In Other Strands = Kicking (Soccer, Gaelic Football)

FMS = Kicking

Kicking Skills Developed & Improved = Weight Of A Pass/Shot, Accuracy

Numeracy Skills = Adding & Keep Score

Literacy Skills = New Words (Lane Alleys, Weight Of A Pass, Pins, Foot Bowling)

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Blog 3 – The Possibilities for ICT In History

The Possibilities for ICT In History

The Department of Education and Skills, in 2006, published a report that looked at teaching and learning History in post-primary schools. The report was conducted as a result of the findings and recommendations made by inspectors of history during September 2004 and May 2006. A total of fifty post-primary school are represented in the report, thirty-four voluntary secondary schools, four community or comprehensive schools and twelve VEC schools or community colleges. The diverse range of schools involved ensures a complete overview of how History was being taught and learnt from September 2004 to May 2006. The report is broken down and simplified into four sections.

  1. Whole-School Provision & Support.
  2. Planning & Preparation.
  3. Teaching & Learning.
  4. Assessment & Achievement.

The intended purpose of the report was to summarize what inspectors found during school visits between 2004 and 2006 and secondly, ‘to assist schools generally, and teachers of History specifically, in their efforts to improve History throughout the range of areas outlined’, (Department of Education and Skills, 2006).

At this particular stage I would expect many to be asking or questioning the importance or relevance of the report outlined above. Within the report there any many subsections that discuss and explain the use of Information and Communication Technology in History (ICT). From reading the report it is obvious that, even almost ten years ago, there was huge possibilities for ICT in History. ‘Another area of general resource provision that can significantly affect History is ICT’, (Department of Education and Skills, 2006). Teachers, at the time of the report, were becoming more and more aware of the advantages of ICT in History. ‘The History teachers want to access data projectors to enable them to use PowerPoint and other applications‘, (Department of Education and Skills, 2006). It’s fair to say that even during the years 2004, 2005 and 2006 that there was great opportunities and possibilities for ICT to be used in History classes.

Since 2006, when the report was published, there has been a remarkable increase ‘in the range and quality of material available online, and through other electronic media, to support the teaching of History’, (pdst.ie). The possibilities for ICT in History and education in general is now better than ever. In recent times numerous websites and applications have been constructed to aid and facilitate student learning. There is something for every type of learner, whether you are a visual learner, auditory learner, read and write learner, or kinaesthetic learner. The Professional Development Service for Teachers (pdst.ie) have complied a number of websites and applications that support the teaching and learning of History at post-primary schools. I will now explain just a few of them.

  • StudyStack

Study Stack is a free web 2.0 tool which helps students to memorise information in a fun and engaging way. Students and teachers can create their own flashcards or use some of the millions of flashcards that have already been created. For each set of flashcards entered, the StudyStack website automatically generates over a dozen ways for students to study and revise the material they need to learn, reducing boredom. Teachers too can enter material once and have over a dozen different activities created for their students, (pdst.ie).

StudyStack Link: http://www.studystack.com/

StudyStack (Video): https://youtu.be/geOJmK-7zgU

Digital learners prefer processing pictures, sounds, colours and video as opposed to working with static text. Animoto is a Web 2.0 tool which facilitates this. It can be used to improve subject vocabulary, understanding of complex topics, link concepts and develop greater understanding for students. Animoto allows users to create visually appealing and memorable videos which can be created in minutes once the subject material is available, (pdst.ie).

Animoto Link: https://animoto.com/

Animoto (Video): https://d150hyw1dtprld.cloudfront.net/videos/HP_VideoTest_NoPostRoll_v2_720p.webm

  • Padlet

Padlet is a free online tool that is best described as an online notice board. Padlet can be used by students and teachers to post notes on a common page. The notes posted by teachers and students can contain links, videos, images and document files, (pdst.ie).

Padlet Link: https://padlet.com/

These are just a few examples of how we, as teachers, can incorporate and use ICT in the subject History. It is obvious from these examples and the discussion above that there is huge possibilities for ICT in History!

References

Department of Education & Science, (2006). Looking At History: Teaching & Learning History in Post-Primary Schools. Stationary Office, Dublin. Retrieved from https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/insp_looking_at_history_pdf.pdf

Professional Development Service for Teacher, (pdst.ie). Junior Cycle – History. Retrieved from http://pdst.ie/jc/history/ICT

Blog 2 – The Possibilities (Or Not) for ICT In Physical Education

The Possibilities (Or Not) for ICT In Physical Education

At this moment in time there are endless possibilities for Information and Communication Technology (ICT) in Physical Education (PE). Whether we like it or not we now live in a world where, at times, many of us have almost permanent hand extensions. The hand extension more often than not is a portable electronic device that can access the internet easily. The websites and applications available on such devices are nothing short of extraordinary. Educators, coaches, schools, clubs and those alike should really embrace, invest and value such websites and applications as there are huge benefits and rewards to be gained.

The use of ICT in lessons can have a positive effect on the teaching and learning standard. ‘By increasing the exposure of ICT within both theory and practical lessons, it should in turn increase the teaching and learning standard across the curriculum’, (Myers, 2012). Increasing the teaching and learning standard can only be a good thing for everyone involved. ICT also has the ability to appeal to many different learning styles. ‘The use of ICT can facilitate a pupil centred approach by appealing to different learning styles’, (Myers, 2012). By having a more pupil centred approach and by appealing to the different learning styles using ICT the overall PE experience and learning is sure to be increased. The use of ICT in lessons can also increase student participation and interest. ‘Through utilising the use of ICT within lessons it also encourages the notion of active engagement, whereby it is deemed that pupils learn most effectively when they are interested, involved and appropriately challenged by the task’, (Myers, 2012). From this, it is fair to say that using ICT in PE lessons can be very beneficial to both teachers and students.

Now, where and how to use ICT in PE lessons? Firstly, ICT can be used in every aspect of PE. There are various websites and applications that support the teaching and learning of PE.

  • Apple iPad

Ideal for videoing, assessing and analysing matches, races, performances, etc. It allows teachers to easily point out to students where they are going wrong or need to improve. The iPad also features a slow motion video which is perfect when trying to teach or correct the more difficult skills. An expensive piece of kit but defiantly excites and improves the students.

  • CMV: Slo-Mo, Frame-By-Frame Video Analysis (Apple App.)

An anytime, anywhere video analysis application that allows side-by-side viewing, sync-playback, instant video-swapping and much more. CMV is a beautiful application that is sure to enhance student performance and learning in your PE lesson.

  • Sworkit (Apple App.)

Sworkit is an application that allows you to customize and play personalized video workouts. It’s perfect for any Health Related Activity lesson as you can simply show students the correct technique and stages of any exercise.

  • Dropbox

Dropbox is an online website that allows you to store and share files, videos, pictures and more with anyone. There are also applications available for mobile and tablet devices. I am currently involved in a club that uses Dropbox along with Sportstec Player and I must say it works very well. Both apps are quick and easy to use.

Dropbox Link: https://www.dropbox.com/

  • Blend Space

Blend Space is an easy way to blend your classroom with digital content. Easily find, add and share online content (videos, images, pdfs, Google docs). Students comment or take notes alongside content, (pdst.ie).

Perfect for sharing videos and images of drills and skills with students prior to the lesson.

Blend Space Link: https://www.tes.com/lessons?redirect-bs=1

These websites and applications can be used in almost every aspect of PE. It is important to note that these are just a few of the thousands of ICT resources available to teachers. The examples of ICT discussed clearly show that there is huge possibilities for ICT in PE. Everyone benefit from the use of ICT!

References

Myers, Liz. (2012). The Role Of Teaching Strategies, Differentiation And ICT In Enabling Learners To Reach Their Educational Potential. Retrieved from https://www.pescholar.com/resource/phase/whole-school/1879/teaching-strategies-differentiation-and-ict/

Professional Development Service for Teacher, (pdst.ie). Junior Cycle – History. (Blend Space Website) Retrieved from http://pdst.ie/jc/history/ICT

Blog 1 – The Place for Creativity In Education

The Place for Creativity In Education

Teachers now a days, in the ever changing world that we live in, need to more creative and innovative than ever before. Before we continue any further it is important to understand the meaning of creativity and innovation. ‘Creativity means bringing into being; it involves the generation of new things or ideas or the transformation of those previously existing’, (Aurora Chavez-Eakle, 2010). Innovation on the other hand is seen as ‘making changes to something established by introducing something new’, (The New Oxford Dictionary of English, 1998, P. 942). From reading both definitions, there is no denying that some similarities could be made between the two.

For many outside the teaching environment the idea of being creative and innovative may seem relatively easy. However in a teaching environment, as many teachers will tell you, it’s a lot more difficult then it seems. It’s a lot more difficult than it seems because the majority of the time teachers and students are under pressure to produce good academic results. Nevertheless, teachers now a days are really embracing the challenge and are becoming more and more creative and innovative.

There should be no end or no limit to creativity in education. Having said that, it is important that teachers, or students for that matter, ensure that their creative ideas are safe first and foremost and take into account the curriculum. There is room for creativity in every subject and every module out there. All that’s needed is a little thinking, creativity and innovation.

In recent year’s professors, teachers, students and much more alike have been able to share their creative and innovative ideas with the world thanks to the World Wide Web. There are countless websites today devoted to compiling teaching resources and ideas for teachers, The availability of so much creative ideas including lesson plans and schemes of work has really changed the game, for the better, for teachers.

Now I will share with you some of the creativity and ideas I have come across. Both ideas will help you to understand that creativity should not be underestimated in education as it is hugely effective and is a huge part of education. ‘Where a laptop computer and data projector were employed for document work, the quality of analysis, visual impact and overall student engagement was outstanding’, (Department of Education and Skills, 2006).

  1. Underwater Orienteering – Physical Education
  2. Who Wants To Be A Millionaire? – History (PowerPoint)

_________________________________________________________________

Underwater Orienteering

(Swimming Pool)

Equipment:

– Whistle – Orienteering Equipment (Question & Answers) – Bricks – Floats – Goggles

Game:

  • Divide students into pairs or teams of 4/5.
  • Provide each team with a list of question.
  • The answers to the questions are spread around the pool attached to either bricks or floats.
  • They must find the answers to the questions on their sheets and record them.
  • They must use a feet first surface dive to get the answers attached to the bricks.
  • They may use any swim stroke to move around the pool.
  • The team who answers all question correctly the fastest wins.

Progression:

  • Attach answers to bricks only.

Safety Considerations

  • Ensure the answers attached to the bricks are clear and can be read easily. This will ensure that student don’t have to spend too long under the water.

_________________________________________________________________

Who Wants To Be A Millionaire?

 Who Wants To Be A Millionaire PowerPoint

_________________________________________________________________

References

Aurora Chavez-Eakle, Rosa. (2010). The Relevance of Creativity in Education. The Johns Hopkins University New Horizons for Learning. Spring. Retrieved from http://education.jhu.edu/PD/newhorizons/Journals/spring2010/therelevanceofcreativityineducation/

Department of Education & Science, (2006). Looking At History: Teaching & Learning History in Post-Primary Schools. Stationary Office, Dublin. Retrieved from https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/insp_looking_at_history_pdf.pdf

Underwater Orienteering:

More Information & Files Available from: https://www.tes.com/teaching-resource/swimming-surface-diving-game-underwater-orienteering-11011486

Who Wants To Be A Millionaire? – PowerPoint

Soundtracks Available from: http://www.mezgrman.de/wwm-sounds

Template Available from: http://www.twinkl.co.uk/resource/t-c-579-who-wants-to-be-a-millionaire-adaptable-powerpoint-template

https://www.tes.com/teaching-resource/who-want-to-be-a-millionaire-3009846

Video (of similar PowerPoint) Available from: https://www.youtube.com/watch?v=UiCnC5Au6oQ&nohtml5=False