Crossroads Independent Study



8th Grade Yoga Independent Study PacketPart 3NAME:COHORT:Read carefully for suggested due dates. Rubrics attached!Got questions? Need support? Ms. Fleming will be available from 1:10-2:10pm Monday – Friday via text, email, phone, and Blackboard Interactive (through BCPSS)Contact Ms. Fleming: 443-386-9389; efleming@Part I. Action Project -- Class ReflectionSuggested Rough Draft Due Date: Friday, May 8th Suggested Final Draft Due Date: Friday, May 15thNow that you’ve taught your class, your FINAL task is to complete a written or video reflection on your project that summarizes your community, the effectiveness of your class (this means how well your students responded to it / how it helped them), and anything you would do differently next time. Please read the reflection criteria AND exemplar (this is a response that would earn a 4) below carefully and let Ms. Fleming know if you have any questions. Reflection Criteria:Directions: Compose an essay that reflects on your experience during the Yoga Action project. Your essay should include: · ??Name of Your Community· ??How You Chose Your Community?· ??Why You Chose Your Community?· ??What You Planned / Implemented? (What poses you taught and why?) When teaching your class, what went well? What didn’t go as planned?· ??Was Your Program Effective? How Do You Know? (Did it accomplish what you wanted it to?)· ??What Would You Change For Next Time? Formatting Expectations 1. Font: Times New Roman2. Font Size: 12 Point3. Line Spacing: Double SpacedReflection Example: Reflection: Yoga Action Project (Crossroads Students and Teachers) For our project, we chose to teach yoga to Crossroads’ students and teachers. We chose our community we know them personally, and we know that our teachers and students work hard and are often really stressed. During our brainstorming time, we realized that teachers are actually really stressed out, because they have a lot of tasks they have to complete each and every day. One of the articles we found stated that, “A study done by the Robert Wood Johnson Institute in 2016 found that “forty-six percent of teachers report high daily stress, which compromises their health, sleep, quality of life, and teaching performance.” The study also concluded that “when teachers are highly stressed, students show lower levels of both social adjustment and academic performance.” (Greenberg, Brown, and Abanevoli) This means that teacher stress levels affect not only their health, but also our learning. We know that yoga (especially twisting poses) can help relieve stress, so we wanted to teach yoga and meditation to a group of Crossroads’ teachers so that they have strategies to use at home and at school to help them feel better, and in turn, be the best teachers that they can be. According to an article on teen stress levels, NBC News reported that “teens routinely say that their school year stress levels are far higher than they think is healthy and their average reported stress exceeds that of adults, according to an annual survey published by the American Psychological Association.” () This quote backs up the conversations we have had with fellow students who frequently talk about all the homework they have each night. We know that because they are stressed out with homework, school work, and more, that twisting poses will be very helpful in terms of relieving stress. We planned and implemented a yoga class with a lot of twisting poses and calming breathing strategies because twisting poses help to relieve stress. For a warm-up we taught flying bird breath because it’s calming. For standing poses, we taught twisting lunge and twisting chair pose, so that they can get confidence but also calm down. For seated poses, we taught a seated twist. Finally, for our last breathing exercise we taught alternate nostril breathing because it always calms us down, and we think it will help calm them down too. When we taught our class, it went really well. Our students were actively engaged and seemed to have fun. We know we were successful because of the feedback they gave us on their exit surveys. The teachers reported that they felt much calmer and less stressed than when they came into class. They even were able to identify poses that they would use again. For example, Ms. Halloran said she really liked the alternate nostril breathing. There was one area where we could have improved, which was the length of time. We didn’t leave time for resting pose at the end of class, and that would have made our class stronger. Also, instead of teaching two seated/supine twisting poses, we only taught one, even though we had planned to teach two. We were nervous before class and were rushing, so I think that’s why we missed those poses. In terms of next time, I would practice more before so I really know my class plan and don’t have to rely on my notes. Also, I would move more slowly and not rush when I was teaching. Finally, I would make sure that I did some calming yoga poses before teaching, because I know I get nervous. Action Project Reflection DraftDirections: Use the space below to draft your reflection essay or video presentation that reflects on your experience during the Yoga Action project. Your essay should include: · ??Who You Taught and Why You Chose That Community (Paragraph 1)· What Poses You Planned / Taught and Why? (Paragraph 2)·Reflection On Your Class—What Did You Do Well As A Group / Individual? (Paragraph 3)· ??Was Your Program Effective? How Do You Know? (Paragraph 4)· ??What Would You Change For Next Time? (Paragraph 5) Your essay drafts may be handwritten using the space below, or typed. Your final draft will be typed and meet the following formatting expectations:1. Font: Times New Roman2. Font Size: 12 Point3. Line Spacing: Double SpacedAll essay drafts / video scripts are due at the end of class on Tuesday, 5/7. Essay Draft:Paragraph 1: Who did you teach yoga to? Why did you choose this community? Paragraph 2: What poses did you teach this community based on their needs? Why? (Use at least 1 piece of quoted evidence from your Brainstorming Worksheet or a quote from your community interview).Paragraph 3: How did your class go? What did you do well? What did your group do well?Paragraph 4: Was your class effective? Did it help your students in the way that you wanted it to? Were you successful? Did you teach everything you wanted to teach? How do you know? Paragraph 5: What would you change, add, or do differently next time? Why?Name: __________________________________________ Date: ____________________________________________Reflection Rubric--Yoga Action ProjectExceedingProficientApproachingDevelopingTarget Area: Yoga 4321Anchor Standard(s)8.Y.1- Students share, develop, and implement a yoga/mindfulness sequence tailored to the needs of a specific community.How the standard is demonstrated:Student provided a detailed and thoughtful reflection on the effectiveness of their class, including at least two things they did well and identified at least two changes they would make and why.Student provided a detailed explanation of how and why they chose their community (including at least two quote from their research) and a detailed summary of what poses they taught and why.How the standard is demonstrated:Student provided an appropriate reflection on the effectiveness of their class, including at least one thing they did well and identified at least one change they would make.Student provided an adequate explanation of how and why they chose their community (including at least one quote from their research) and an adequate summary of what poses they taught and why. How the standard is demonstrated:Student provided a vague reflection on the effectiveness of their class but did not identify what they did well and would change OR were vague. AND Student provided a vague explanation of how and why they chose their community, and a vague summary of their class plan, and did not include an explanation as to why they chose the poses they taught. How the standard is demonstrated:Students provided only a general reflection on the effectiveness of their class OR Student only provided an explanation of how and why they chose their community. ................
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