Stephanie Olbrys
Return to: ETAP 623 Fall 2020 (Zhang) | Mini-Course front page: Provide a Safe Recess during the COVID-19 Pandemic
About Me
My name is Stephanie Olbrys. I am currently attending University of Albany for my master's program in Curriculum Development in Instructional Technology. I have finished my bachelor's degree in Inclusive Childhood Education so that I can teach grades 1-6 in general education and special education. I have substitute taught at a school, have had over 16 weeks of student teaching, and I also have been a one-on-one aid with a student at a BOCES center.
My Topic and Purpose
My topic is on the importance of having recess time and/or a time set aside for 'free time/period' during the school day. Physical and social involvement helps the mind stay awake, alert, and ready to learn. Without it, students become lethargic and do not obtain information they are learning about as well or at all. Providing recess to students helps them in multiple ways including their physical and mental health, social interaction/connection, and learning productivity. I also have included how to safely provide a recess or free time to students throughout the COVID-19 pandemic that we are currently living in.
Scope of Learning Outcomes and Content
The learning outcomes/goals of my topic include:
The effects of having and not having a recess on
- physical health
- mental health
- social connection
- learning productivity
- How to provide a safe recess during COVID-19
Needs Assessment
Who is this reaching? This instruction is reaching students, parents, teachers/educators, even the public.
Location of the problem The location of the problem is inside the school setting. Students are given longer days in school but having their recess or free time taken from them. When they are misbehaving it is also taken from them, causing issues among their learning experiences. The problem occurs on a daily basis. The importance of children having free time throughout their day is unknown for some people. The problem is very big. No free time means students brains do not receive the break they need in order to be able to retain more information and not become burned out. A lot of teachers I see think that behavioral problems are dealt with taking away what students look forward to (their free time). However, them not having this free time causes a lot of the behavioral issues.
Analysis of the Learner and Context
Learner Analysis: Learners will be learning about the importance of free time for students, what it does for their development and learning in school, the benefits and non-benefits of having free time during the school day, and ways to incorporate activities for students if a school does not provide recess time (especially in extended school days).
Context: The context of this instruction will be held fully online. Internet and a tablet, phone, or computer is needed. However, a computer works best and is highly recommended.
Performance-Based Objectives
Objectives:
1. To be able to explain and understand how recess benefits students learning productivity, mental, physical, and social health.
2. To be able to preform a safe environment for students to have recess during the COVID-19 pandemic.
Assessments:
1. Create a circle diagram with explanations of how getting rid of recess can affect students learning productivity, mental, physical, and social health.
Task Analysis
My two objectives will be spread out throughout different unit plans.
Unit 1: Understanding how recess or free time affects students learning productivity
Items discussed in this unit plan:
-Students ability to focus when they have a break in their day versus no break.
Unit 2: How having recess versus not having recess (or free time) affects students mental, physical, and social health.
Items discussed in this unit plan:
-How having and not having recess/free affects students mental health.
-What having recess/free time can do for a students physical health.
-How having and not having recess/free time affects a students social health with their peers and teachers. -Different ways to provide physical movement in students throughout the day if recess is not available.
Unit 3: To be able to preform a safe environment for students to have recess during the COVID-19 pandemic.
Items to be discussed in this unit plan:
-Safety regulations of COVID-19
-Precautions to take with students
-Possible scenarios to provide for students
-What to do if a student has possibly contracted COVID-19
Curriculum Map
References and Resources
https://peacefulplaygrounds.com/covid-19-distancing-playground/
Alicia Cooper Stapp, Jenny Kate Karr. (February 28, 2018). Effect of Recess on Fifth Grade Students Time On-Task in an Elementary Classroom. Internal Electronic Journal of Elementary Education.
Dr. Melinda Bossenmeyer. (August 24, 2020). Recess Solutions: How to Offer a Safe Recess During a Pandemic.
Massey, William V., et al. "Development of the great recess framework - observational tool to measure contextual and behavioral components of elementary school recess." BMC Public Health, vol. 18, no. 1, 2018. Gale Academic OneFile, https://link.gale.com/apps/doc/A546243046/AONE?u=albanyu&sid=AONE&xid=73c89d30. Accessed 13 Nov. 2020.