7/14/2017 4 Comments Final blog!
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In sports repetition is the norm. Repetition however does not mean good practice. As Clarke mentions in the reading regarding good training is the only training, that is true in sports as well. This can pertain to training for coaches as well as for players. In a normal practice in the past we would typically go over scenarios verbally and explain how to react or defend to certain situations in a game. After we would go on the field and try to act it out. While this meets certain modalities there are still more that can be used to help players retain the information and apply it in game like situations where players have to think very fast at all times. Improvements to this kind of teaching in my practices would be as follows, first I would give my players a scenario, break them into groups, have them on the field play out the scenario and have them come up with and put together their best action to present to the rest of the team. After discussing all the options and hearing the presentations, players would play out all the discussed plays from their peers. As a group they would pick what was best for them and share out again. I would then critique the plays and bring video examples of those plays and scenarios to the next practice. This kind of lesson makes me the facilitator and not the bearer of all the knowledge. Students watch, discuss and practice, so they truly retain the information. A lot of what I am reading in terms of how people learn applies to my teaching and will give my players opportunities that I never had to really understand baseball better. Some of the challenges I face have to do with technology and implementing it into baseball. I am opposed to using social media myself so implementing it is a moral challenge. I plan to use video in my practices and improve upon the video. I like the idea of sharing game updates and teaching my players about how to be safe with technology today. | |
My audience is composed of my baseball players. This next year being my 2nd year as the head coach I want to implement all teaching strategies that I have learned are read about.
Involving all senses in teaching, knowing that learning is based on prior experiences, using time well and not wasting it whether in what I do with players or professional development for my staff.
My focus is to how to best get players to the next level as was my driving question. Focusing on technology and video to create the most effective videos for recruiters is my goal.
Involving all senses in teaching, knowing that learning is based on prior experiences, using time well and not wasting it whether in what I do with players or professional development for my staff.
My focus is to how to best get players to the next level as was my driving question. Focusing on technology and video to create the most effective videos for recruiters is my goal.
6/22/2017 0 Comments
baggio, clark and dervin
Baggio:
- Key Concepts-
- Experiences and learning done through senses
- Visual learning high percentage
- Our experiences effect our learning
- Teachers are facilitators of learning versus those that hold all info.
- How this effects my learning-
- This reading affirmed the importance of watching baseball instruction, watching good baseball, the need to practice and the importance of hitting all senses when instructing.
- Key Concepts-
- Technological training is important
- Staying up to date in technological training is important
- Good training is important
- Bad training is a waste of time and financial resources
- Best media is the most effective media and varies depending on content
- Assessment helps determine learning and what learning comes next
- How this effects my learning-
- Technological or not, training is a waste of time if it isn’t good training and applicable training. It is a waste of time, energy and money. As the head coach, all training for staff and players needs to be useful!
- Having objectives and goals that are assessed to see if students applied and revisiting to determine future baseball lessons and exercises is good practice.
- Key Concepts-
- Sense making
- Issue means gap, define gap, then develop strategies to implement
- Our perspective effects how we analyze thing
- Data must have value and perspective not biased
- Sense making
6/15/2017 0 Comments
Sense making methodology
The content in the Dervin article was very dense as was the language. I found it very difficult to understand it and remember it. I scanned the article a number of times to see the layout, scanned the article in search of key ideas and then read the article in detail as all of the content was needed to understand the article. I looked up videos and google images.
Sense making strategies are made up of this idea that when there is an issue, there is a gap, the gap itself has to be defined, strategies need to be conducted and strategies implemented. All of this is done from the perspective of the person who has the gap, who is guided by the facilitator of questions, the researcher. They are asked questions to help them find the gap, the strategies and help them implement them.
Our perspective affects how we see things and analyze things. When researching, the questions of the researcher are automatically biased as they are not from the perspective from the one giving the answer. If the questioner tries to change the questions to apply to a specific person it is assuming certain groups of people are the same and thus not accurate as well. For this reason sense making strategies are important and helpful because they are not from the perspective of the researcher but as the actor as described by Dervin.
If I were to teach this to high school or college students who are my target, I would break up the article into chunks. Each group would be assigned a chunk. Every students would read the whole article but they would present their section and imagine their audience was their great grandparent. Each part needs to be broken down and presented in a simple way that is understandable. They can use any other tools online to help guide them. I as the teacher am the facilitator, not the bearer of the knowledge. Once they have all presented, they can each write a summary on the article with the same audience in mind.
Sense making strategies are made up of this idea that when there is an issue, there is a gap, the gap itself has to be defined, strategies need to be conducted and strategies implemented. All of this is done from the perspective of the person who has the gap, who is guided by the facilitator of questions, the researcher. They are asked questions to help them find the gap, the strategies and help them implement them.
Our perspective affects how we see things and analyze things. When researching, the questions of the researcher are automatically biased as they are not from the perspective from the one giving the answer. If the questioner tries to change the questions to apply to a specific person it is assuming certain groups of people are the same and thus not accurate as well. For this reason sense making strategies are important and helpful because they are not from the perspective of the researcher but as the actor as described by Dervin.
If I were to teach this to high school or college students who are my target, I would break up the article into chunks. Each group would be assigned a chunk. Every students would read the whole article but they would present their section and imagine their audience was their great grandparent. Each part needs to be broken down and presented in a simple way that is understandable. They can use any other tools online to help guide them. I as the teacher am the facilitator, not the bearer of the knowledge. Once they have all presented, they can each write a summary on the article with the same audience in mind.