Chapter Reflection

I fuel decidedly see myself using some of the stuff that I memorise virtually in this chapter in my true classroom. The first ingredient of this chapter was every last(predicate) just active the deferent levels of curriculum integration. I in condition(p) that on that point ar three different levels of integration attached, sh ared, and partnered. The least complicated of the three is connected, and would lust Involve me, as the teacher, making simple connections between twain subject areas.I venture that this would involve me sense of smelling at two subjects and thusly welcomeing the common ground that they share so that I could reward knowledge from one subject In another. The second level would be shared, which would Involve taking salary incepts in two or to a greater extent subjects and reinforcing them in each of the subjects. You indigence to be able to pay back something in one subject, and do the same thing for the other. The keyword Is share. I learne d that the last level, partnered. Is often the most herculean. It would be the most problematical because it involves a team of teachers discussing the same big ideas.I cipher that this would be difficult because each teacher In the team might have a different Idea about what would be best and It might be difficult to keep what is most important at the center of the discussion. desegregation elicit definitely be hard, but it is doable. The next section of the chapter talked about devising your own cross-disciplinary topics. The big thing about this section was the matrix that was included to champion us bet about cross-disciplinary studies so that we give the axe create our own topic connections.When filling out the matrix, It will compel easier to see where commonalities may lie. Some links will come advantageously to us, but I think that this matrix will definitely be of use to me in the future. Matrixes and tables always have a way of making things easier to observe an d understand. This Is Just the most basic, and the rest of the chapter got a little much technical and specific with ideas. The next big section of this chapter was about interdisciplinary examples for linking strong-arm education content to other subjects.For math, we could do things like occupy students to find their maximum heart rate that they reached after Jumping rope, or lease students about what shapes they drive out draw using the lines of a hoops court. With language arts, children could read books based on movement or games, which would help students make links with physical education, or we could also have them indite l can sentences that talk about things that they can do in the ball below my waist, and by keeping my head up. We could incorporate physical education with science by having the students hop into the air, and thusly ask them why they come down after they Jump. With social studies, we could do things like ask students how games that we lay out in the US are different than the way they are played in other countries, or we could ask our students to think about things that they do after school and then whether or not they were operational to children 30 years go. It is very important for connections to be made because, when they are, students are more potential to learn and retain information.Theyre also more likely to learn when theyre having fun and enjoying themselves. If we can find a way for them to do this and become more physically fit, then that is always a incentive The last section of this chapter was about how you can apply classroom say topics to physical education lessons. There were lots of different ideas listed in this section as well. After reading all of the ideas and suggestions that were presented in his chapter, it only corroborate what I believed before. Children are more likely to learn when theyre having fun.When you incorporate classroom topics into physical education, children may think theyre being giv en the chance to play when, in reality, theyre also learning. The more we can do this, the better I definitely proposal on using some of the ideas from this section in the future. The ideas put forth in this chapter were very useful to me. I plan on being productive and, in the future, taking some of these ideas and expanding on them to make them my own. I firmly believe that the more active we can get our students, the better.Over to You 1) I would say that I am the most creative in finding a way to make something land. If something doesnt work, I evidence everything I can to achieve the end result that I want or the ideal end result. Sometimes it may not be the most conventional way of doing things, but my somewhat creative head word gets the Job done that way. I also like making things carriage pretty, and I have found that I will often find a creative way to make something stand out. I think it definitely has an advantage in finding connections.It will help me look for sim ilarities between two subjects and then find a way to get under ones skin them together based on their common ground. Im a believer that there is usually always a way to make something work. 2) To find ideas about cross-disciplinary learning, I could talk to my teachers and fellow colleagues, especially those who have been around in the profession longer than a new teacher has. They know what workings and what doesnt work, and could be a great source of ideas and advice. Academic Journals could also be a good source of information and ideas. When in bout look at ) You could have students design a game that would make them become more active while, at the same time, helping them to review content that theyve learned in the classroom. You want to get your students up and moving in each way that you possibly can. You can also have your students look at how certain popular games here in the US (such as baseball and basketball) might be played differently in other countries, and then have the students attempt to play the games being physically active. 4) I think that, for me, it would be easier to name classroom epics and apply them to physical education lessons.I could take my students on nature walks. I could also strive to plan more lessons and activities for the classroom that would get them to become more active. I think its definitely easier for me to incorporate physical education into the classroom. It gives me an avenue through which I can be very creative, and I love that. I also think that it would help me to become more active as well, as I would have to kind of go through the motions to find out what would work best with my students and what wouldnt.