Inspiring Inquiry and Lifelong Learning in
Your Online Course
Success Strategies Implemented in
Fall of 2022
Implementation Plan
As we participated in the course online and in person I selected a variety of pedagogiacal techniques to add into four courses and with Dicovery Scholars.
Context for The Work - Program or Course
Student population you serve - average number per semester and their characteristics.
Coordinator of the Graduate and Undergraduate Health and Physical Edcation Programs
Implemetnation Plan
Courses Online
EPER 522 Methods of Elementary Physical Education
EPER 578 Methods of Secondary Physicla Education
In Person Course
EPER 233 History and Principes of Physical Education and Recreation
EPER 375 Research and Assessment in Recreation
Describe the distinguishing characteristics of your department/course. What is special or unique?
Our students in Human Movement tend to be hands on experiential learners. They learn by doing and some have more trouble digging into the reading and written assignment than others.
Scope of the Student Success Strategy Exploration
- Describe strategy.
I developed and used a check sheet for larger projects, I developed an assignment list and had them review it and time it took to complete and what they got from each assignment. I also, did some mind mapping activities. I found the mind mapping activities really worked! I will introduce the assignment check list with extra credit if everyone does it to my online class today. I also really focused on breaking assignment down into smaller pieces with check lists. I also made a google form to have students practice a breathing technique. I had students set goals for the rest of the semester. Another thing I did was have students make their own midterm to move up Bloom's taxonomy.
How did collaboration with campus colleagues impact your work?
The scheduled in person meetings were extremely helpful! It was great to talk and share in person. I learned a lot from others. I also met with Anthony a few times and it sparked more creativity in each of us. In fact, the day I was going to do a review for a test I decided to have them make their own test. That came directly from the collaberation.
What did you provide students who engaged with the strategy?
In class students made up test questions in class and also worked on the mind mapping in two different classes as I found it so succesful. Students in EPER 375 Assessment and Research in Recreation class made forms. Students in EPER 578 used forms to report their breathing technique practice and indtruction to their students. Students in 522 Elementary Methods used the Assignment Assessment.
Share your SMART goal.
Increase studnt engagement in online courses.
What was your inspiration for selecting this area of focus?
I wanted to practice most of the material we learned as that is how I will remember and learn it myself. I've have been teaching these classes for a long time and am excited to have support to make them different and better!
Describe how this strategy/area of exploration aligns with:
Your department’s assessment plan.
Our assessemnt plan models Bloom's taxonomy of learning so having studnts creat helps them hit the top level.
Vision 2028’s Guiding Principles
Transforming Learning
Engaging in Place
Building Knowledge
Impcting Society
Equity, inclusion, and a sense of belonging for CSUP students
A sense of belonging was developed when students had to create questiosn for a specific section of the midterm. Several of my studnets are behind and having them see what is die and having a checklist seems to really help them understand what the y need to do to catch up. By going over details of bigger projects probably felt cared for.
Implementation
Describe how you explored the strategy with students:
Number of students who engaged with this strategy.
Online graduate courses eight toal.
13 in in oerson classes.
Four Discvery Scholars
Implementation timeline/date range.
Fall 2022 some strategies still in progress some of these.
Expectations vs. Reality
Elaborate on the challenges or barriers to success that you anticipated and if they were indeed present. What did you do in response to them? - Describe unforeseen barriers that arose. What did you do in response to them?
I didn't know how to make sites, or maps and had only a little experience with forms. I got help from Denise Henry. My senior students were pretty good at forms. The discovery Scholars and I are still learning sites to present in EPER 101. I have had frustration with students that don't do work when do and often don't come to class. I sent starfishes out on them and continue to attempt to help them get caught up.
Strategy Early Indicators of Promising Practices and Next Steps
How did you collect student data and/or feedback?
I used forms (see in next column) I also have asked studnets to work together to earn extra credit for feeling out the Assignment Assessment. Six of seven studetns have created forms in EPER 375. One is doing qualitative research and does not need to. I had students email me their test questions, I had students create group and indiivdual mind maps.
Did you adjust your strategy during the implementation based on the midpoint review of student success data?
Yes- I added check sheets and assessment feedback. To attempt to break sdown the overwhelm of blackboard submissions.
What are your next steps with continuing this strategy?
Adding more information to syllabus and scheudle like midterm review of goals. Student made exams, midterm assignment assessments.
What suggestions do you have for others who are interested in exploring this strategy with their students?
Keep making progress and get involved with CTL!
Checklist for Online Students to Create Success
Project Checklist for Secondary Methods
Online Class Student Reflection
This semester I learned a lot of information that will help me specifically with my traditional PE classes. The elementary PE class with the textbook, Children Moving, has been extremely beneficial for me for multiple reasons. I find it so beneficial because I was learning really good information that was very applicable to my classes. Being in the alternative license program, my degree is slightly different from your traditional degree to teach PE. In college, I didn’t get these classes that taught all these different cues to teach the students these motor skills or sport performance movements. My degree is in health and exercise science so I had very different classes going through my undergrad. It was very valuable information that I will keep and use for my entire career as a PE teacher.
Another thing that I learned this semester was how to implement teaching social emotional learning can be integrated in a PE program. I was already doing this in my classes but it was still nice to actually see a solid frame work set up to follow. It’s nice knowing that there are programs that are out there that are trying to reach and teach the same goals that I am with my students. That I am not the only teacher who is trying to teach her students this. It’s nice to also be able to put names to things that I already do but didn’t have a name for them yet. Even though I knew this was already a very important element of teaching, at least to me it was, it was still nice reading the book. I also enjoyed learning about new activities that could be fun to integrate into a PE program, such as parkour. I think that would be a very fun unit to add into my classes. I actively started to look up programs on training on how to teach parkour at schools.
Overall, I really enjoyed the classes this semester and I learned a lot from them. I would recommend any students to take these classes.