This platform can be used for personal or educational reasons.
Just Sketch Me is an online platform that allows you to learn to draw or manipulate body parts; students can choose what ‘character’ they would like to use which creates a more inclusive environment as students can choose animals or characters that relate to them. Body parts are color coded to make it easy to distinguish the different body parts and joints. This platform is pretty cool because even though we see our bodies everyday, it is nice to have a more neutral perspective that does not pin point or highlight any parts of the body.
Personal uses we talked about were for personal art, for sketching and drawing proportions.
And then in the classroom, we thought that Just Sketch Me would be a great way to visual the body for students. This platform really appeals to me as a future PHE teacher who uses the body for reference and often needs to reference different body positions. This type of platform would be great to use so students can explore the different parts and movements that their body’s can do. Adding a visual element to PHE can work to level the playing field for students who may not be as athletically gifted or who may not even be motivated to participate in PHE.
And welcome to the last week of Iquiring! I will say that I have really learned a lot about technology and I am very excited to use some of the different techniques as a teacher! Especially some of the stuff we did with screencastify and editing videos!
For my last inquiry I will just be sharing some Simone highlights because she is my favorite and I have not really enjoyed the last few weeks of this inquiry.
So I want to finish this up with a nod to the queen.
This feels like a sad ending to what started as an exciting project, but I think that what this has taught me, is that my interests need to stay as my interests. As soon as it became a ‘project’ it felt like something I had to do.
I did learn a lot and I feel that overall I did enjoy learning a little bit more about Gymnastics every week!
Hello friends and welcome back to another week of Gymnastics!!
This week I am sharing with you all, a Youtube video of the most impossible gymnastics moves! I think the really awesome thing about Gymnastics is that it really does entertain everyone of all ages! There are definitely no shortages of Gymnastics content on the internet!
I guess this week we are talking about AI again… And even a week later, I don’t know if my mind has changed about my feelings towards AI.
In the last week, I have been experimenting with ChatGPT and as impressive as it is, it felt weird reading off the answers and thinking about using it for an assignment. It didn’t feel like my writing and it felt artificial, yet so many people use it so much. Sometimes I feel sad about the increased use in technology; I understand that technology helps me in my everyday life so much, but I feel as though AI is depersonalizing education. No one is the same, and obviously there are many more people out there who love to use AI than me and it might be hard for me to understand but the biggest thing I have realized is that technology is only going to get more impressive and as an educator, the expectation is that you are able to use it.
As discussed in class, AI can also be used for tutoring and practice and I think that is one way that it could work; asking ChatGPT to write out scenarios and answers to the scenarios.
I wanted to try this out so I had ChatGPT come up with scenarios around bullying (which is part of the PHE curriculum) and some possible responses for the scenarios. I think this is a good opportunity to practice concepts and answers but I think being more careful about the words used will make this more realistic. Some scenarios are very open ended and could have different responses, which is not as helpful when studying for tests or exams.
ChatGPT Prompt: Come up with 5 scenarios with answers about bullying.
“Scenario 1:
Situation: A student in high school has been consistently teased and harassed by a group of classmates during lunch breaks.
Response: The student should report the incidents to a trusted teacher, counselor, or school administrator. Schools typically have anti-bullying policies in place, and the appropriate authorities can intervene to address the situation and provide support for the victim.
Scenario 2:
Situation: A child in elementary school is being cyberbullied through social media.
Response: Parents should be involved immediately. They should document the cyberbullying incidents, take screenshots, and report the behavior to the social media platform. Additionally, it’s crucial for the parents to communicate with the school and, if necessary, law enforcement to ensure appropriate measures are taken to stop the cyberbullying.
Scenario 3:
Situation: A coworker consistently belittles and mocks a colleague during team meetings, affecting the victim’s performance and mental well-being.
Response: The victim should first address the issue directly with the coworker, expressing how their behavior is impacting them. If the behavior persists, the victim should report it to a supervisor, human resources, or follow the company’s established procedures for dealing with workplace harassment.
Scenario 4:
Situation: A teenager is being bullied for their appearance by peers in their neighborhood.
Response: The teenager should confide in a trusted adult, such as a parent, teacher, or school counselor. The adult can provide emotional support and guidance on how to handle the situation. Additionally, community programs or workshops addressing diversity and inclusion could be promoted to raise awareness about the harmful effects of bullying based on appearance.
Scenario 5:
Situation: A group of friends is excluding one of their peers, making them feel isolated.
Response: The excluded individual can try to communicate with their friends, expressing how they feel left out and asking for inclusion. If the situation persists, it might be helpful for a teacher or school counselor to facilitate a conversation among the friends to address the issue and promote a more inclusive environment. Encouraging empathy and understanding among peers is essential in fostering positive social dynamics
Welcome to another week of learning about gymnastics!
As you know from my previous blogs, I have not been feeling inquirious about gymnastics at all, but I am still trying to stick it out and get it back.
So, I have been trying to research something interest each week to talk about.
This week when I was looking through Gymnastics current events, I came across this article about a college athlete who actually makes a lot of money… just from sponsors and ads even…
Before reading this article, I don’t think I had even heard of this girls name, but I guess thats what happens when you are ‘famous’ on tik tok.
It’s kind of crazy because college athletes were not allowed to make money off of sponsorships before, and now they can make a full living with it, which obviously has its perks and downfalls.
But, she definitely works hard! Quite impressive to watch!
Today we are talking about some guy named AI in Education.
I don’t even really like technology and everytime I see the word AI, I think they’re talking about some person named Al.
Seems like the idea of all of this Ai technology was to have a simulation of human intelligence through machines. My knowledge on this topic is very minimal and this year was the first year I learned what Chat GPT was. Becoming reliant on technology is scary to think about; obviously it has provided us with so many benefits and technology has made so many things (education, shopping) much more accessible. I think it can be scary to think about how students can use technology for assignments and school and it worries me that students will miss out on important aspects of learning.
I definitely use my phone and my computer everyday and will admit that I would have a difficult time living without technology, but for technology to simulate the thoughts, emotions, and information processing of humans to produce human-like output and responses.
I have learned that Chat GPT is very popular, so many people use it and even students talk about it. I almost didn’t believe Chat GPT would actually work, but the endless possibilities and answers are really amazing.
So, here is a reflection on AI in Education that Chat GTP wrote for me:
Title: AI in Education: Transforming Learning and Empowering Students </FONT>
In recent years, the integration of Artificial Intelligence (AI) in education has sparked a transformative wave, revolutionizing the way we teach and learn. As I reflect on this technological advancement, I am both awed by its potential and intrigued by the challenges it presents. AI in education, with its myriad applications, has ushered in a new era of personalized learning, efficiency, and accessibility.
One of the most remarkable aspects of AI in education is its ability to customize learning experiences for individual students. Traditional classrooms often struggle to meet the diverse needs of students, but AI algorithms analyze vast amounts of data to understand each student’s learning style, strengths, and weaknesses. This personalized approach ensures that students receive tailored educational materials and support, fostering a deeper understanding of the subject matter. As a result, learning becomes more engaging and meaningful, catering to the unique abilities and interests of each learner.
Furthermore, AI-driven tools have significantly enhanced the efficiency of educational processes. Tasks that once consumed considerable time, such as grading assignments and providing feedback, can now be automated, allowing educators to focus on more strategic aspects of teaching, such as designing engaging lesson plans and fostering student-teacher relationships. This newfound efficiency not only benefits teachers but also empowers students to receive timely feedback, enabling them to track their progress and make necessary improvements promptly.
The inclusivity and accessibility brought about by AI in education cannot be overstated. Technology has the power to break down barriers, making education available to a broader and more diverse range of learners. AI-powered applications, such as speech recognition software and adaptive learning platforms, cater to students with disabilities, ensuring they have equal access to educational resources. Moreover, these technologies transcend geographical boundaries, providing quality education to individuals in remote or underserved areas, thereby narrowing the educational divide.
However, amidst the optimism, there are ethical and societal challenges that demand our attention. Privacy concerns, data security, and the ethical use of AI-generated content are critical issues that need rigorous regulation and thoughtful consideration. Ensuring that AI in education is deployed responsibly, respecting individual privacy and data security, is paramount to building trust in these technologies.
Another concern revolves around the potential bias in AI algorithms, which might inadvertently perpetuate existing inequalities in education. It is imperative to address this issue by promoting transparency, diversity, and fairness in the development and implementation of AI systems. A conscious effort to mitigate biases and ensure equal opportunities for all learners is essential for the ethical evolution of AI in education.
In conclusion, AI in education represents a groundbreaking advancement that holds the promise of transforming the educational landscape. Its ability to provide personalized learning experiences, enhance efficiency, and promote inclusivity signifies a paradigm shift in how we approach education. However, as we embrace these technological innovations, it is crucial to do so responsibly, addressing ethical concerns and ensuring that the benefits of AI in education are accessible to all. By navigating these challenges thoughtfully, we can harness the full potential of AI to create a more equitable, engaging, and enriching learning environment for students worldwide.
I hope you enjoyed my artificial intelligence inspired reflection!
Welcome back to another week of not feeling inspired about Gymnastics!
I have a really hard time with giving up on things, but I really don’t feel like I have much to say about gymnastics anymore… I definitely don’t feel as excited that I did the first few weeks, but I am determined to see if I can get out of this.
This week, I was browsing through the web trying to find inspiration about what to talk about and I cam across this blog post that was written a while ago from a college gymnast.
It’s not very long, but it brought up a lot of feelings for me from my college sport days. In her blog, Tasha talks about the lessons and the skills she received from Gymnastics and that is something I have always felt really passionate about.
Sports can make really collaborative people.
I think they obviously cause a lot of stress and now more anxiety, but from a work ethic point of view and to be a working individual in society, sports taught me how to be on time, to try my hardest, to always work hard, and to respect your superiors. Playing competitive sports also taught me how to work with people; playing on a team was one of the most amazing feelings I have ever had, knowing that you had another family that had your back, but it could also be really difficult at times. The fighting and the tension when the team is loosing is unbearable, but the more you are comfortable with your team and trust your team, the easier it is to win again.
Just like in the real world; working with other people will happen no matter what in your life and knowing how to effectively work with others is such an important life skill that is only strengthened when you play sports.
The greatest complement I have ever received as an athlete was being told that I was very coachable. I know that being coachable is the same as being flexible and adaptable; having the ability to receive feedback and make changes right away is really important in life and something that I think you can definitely learn from sports.
This week I was unable to attend class, but after looking through the class slides, I am pretty excited to write about gamification.
I missed in class discussions surrounding gamification, but as a future PHE teacher, gamification means more inclusivity for my classroom. Gamifying PHE could look like so many different things:
I talked about it in my last reflection, but using virtual reality in PHE still allows for movement, but than can be adapted and made to be more engaging and visually appealing
I also touched on Teaching Games for Understanding (TGfU) in my first ever blog, where we can take sport concepts and teach those through mini games. Instead of teaching soccer, I would have my students play a variety of ‘invasion’ games where the goal is similar to soccer: Invade an opponents territory with the goal to score a point. This way we can play a variety of games that are new to every student to level the playing field and students can still learn sport concepts but through games
Computer Games (Twine) to have students making game time decisions or concepts with a more visually appealing mode that may not require much physical movement, but that will still challenge students mentally
Gamified teaching really appeals to me as a future physical educator, because PHE does have many negative emotions connected to it. I want students to think of PHE as games, fun, movement and physical activity, instead of just ‘sports’. Gamifying the PHE classroom would be a great way to target and cater to the students who would normally not choose PHE, but should still be learning life long physical activity skills.
The student will be able to… Move through their opponents territory without being tagged, know how to create space for themselves to move through their opponents territory, and understand how each play benefits a game situation.
In Crossover, students will still learn common concepts from soccer/basketball/hockey: moving through an opponents zone and not being tagged or loosing possession and understanding how to make more space for themselves to get away from their opponents. This would be an entry level game, and does include builds/levels to start with students.
This would be a more advanced game to play with more complicated concepts relating to invasion games: transitioning from offense to defense and adjusting court positioning.
I think that PHE would be one of the more convenient domains to include gamified learning because of the curriculum and the gym/outdoor spaces, the opportunities to gamify PHE are endless.
This past year I feel like my eyes have been opened to so many different perspectives and experiences, and it really made me feel uncomfortable at first. I had never really been around such a diverse group of people that I never even considered about how that could affect me as a teacher. My students won’t all be like me, and I need to be able to adapt. The discussion in class was really beautiful; hearing everybody’s stories and perspective and seeing how it affected others in the class was heartwarming!
I’m also really glad that I can talk about virtual reality (VR) for this reflection, because recently I have been talking about using it for Special Education PHE classes. I think that the use of VR could be really beneficial for any PHE class in order to even the playing field; allowing students to imitate games/actions while still interacting with game rules, they can still be active, but in a safe controlled environment. I also think that the excitement around VR could contribute to the motivation to participate, and hopefully students gravitate towards a ‘video game-like’ class.
I got really interested in this idea after working with a special education class while doing my practicum at a high school in Kelowna (not because they had VR there). It was really amazing to work with this class, I thought that I was going to have to change how I was and be more careful, but every single student was just excited to be there. It was really cool to participate in sports with them and get their perspective of a lot of things and that’s when I started to think about the VR theory; they kept wanting to play wii sports the whole time.
But it got me thinking about how tired and out of breath I used to get during Just Dance on the wii, and how that was such great exercise and I didn’t even know it. I probably did that for an hour at a time and I don’t think I could do that now. But it really goes to show how video games could find a way into the PHE classrooms for improving accessibility, motivation and engagement.
That’s it for now!
until next time,
xoxo
FYI I really don’t like zoom classes, I don’t think I was very present during class. But, I do understand that many students prefer and thrive off of it.
If I am being completely honest, I don’t feel ‘inquirious’ at all. I feel like learning about gymnastics has become a chore; I was never super serious about Gymnastics and I think that’s what made it fun. It was something that I did every once and a while that made me feel like a kid and care free, but now I feel like I have to rush around trying to fit Gymnastics into my schedule or I’m constantly worrying about how I “need” to do Gymnastics.
I think that as soon as you have the word “need” before physical activity its a negative; we shouldn’t feel like exercise is something we ‘have’ to do, it should be something we look forward to-something we want to do. I felt like that with Gymnastics last year, but I think that inquiring on it put a lot of pressure on the thing I had as carefree hobby.
I also think that this is kind of in the same category as when people start a business from their hobbies; sometimes when you turn your hobby into a job, it becomes work. Obviously this isn’t my job but I do feel like it’s an extra thing and a hassle, and I was really excited about this project so it does feel a little disappointing that I don’t feel excitement about it anymore.
This is how I felt at the beginning; it was so fun and I was really impressed with what I could. Even in this video, some of these individuals were attempting and doing flips and that’s something that I was really proud of learning too. I think that I feel sad with how this assignments is going because I loved how Gymnastics made me feel before, but now I don’t feel as excited and it feels like such a chore to try and get excited about it.
Hopefully by next week I will have some more motivation-but this is my true thoughts and feelings this week:/
