In 2045, classrooms will likely be highly dynamic and immersive learning environments. Traditional desks may be replaced by flexible furniture arrangements, allowing for various group configurations. Virtual and augmented reality technologies will likely play a significant role, offering immersive simulations and interactive experiences. Walls may double as digital screens, displaying educational content and fostering collaborative learning. AI-powered assistants could provide personalized learning experiences, adapting content to individual student needs in real time. Sustainability will be a key focus, with classrooms designed to minimize environmental impact through energy-efficient lighting, recycled materials, and green spaces. Overall, classrooms in 2045 will prioritize innovation, interactivity, and sustainability to create engaging and effective learning environments. ChatGPT, prompt “In 2045 what will the classrooms look like? in short paragraph form”, March 26, 2024, OpenAI, https://chat.openai.com.
It was interesting to see the difference between what ChatGPT gave for an image and a description of future classrooms. In my head, I picture the crazy classroom created in the picture whereas the description is a little less crazy but both were given the same prompt. Realistically 2045 isn’t that far away although I think lots of advancements can occur I don’t believe we will be in the state of chips and robots. I hope that in the future we as teachers can use technology to assist us and take the workload off to help reduce burnout. I already see that happening as recently Uvic gave us the go-ahead on using ChatGPT to create lesson plans for our practicum which is already a step in the direction I am hoping for.
In today’s class, we had the opportunity to take the class outside to Finnerty Garden. I really enjoyed this activity as it was such a nice day out today and having the opportunity to feel the sun on my skin and breathe in the fresh air. Some thoughts I had while walking through the garden is how you can especially create a cross-curricular activity with yoga and meditation. You could use this connection in many different ways like doing some sitting meditation on a grassy area, walking meditation and guided breathing through nature or even encouraging your students to just take a silent mindful minute.
Additionally, I thought about how at Finnerty Garden what you hear is a lot of cars and traffic. An idea could be you bring your students to a more central garden like Finnerty listen and record what you can hear then go to a more secluded garden and record what you hear. There would probably be a drastic difference in what the students hear and this could even be connected to the anatomy of the ear if that fits the grade you are teaching.
Through our walk, I created a little vlog of some thoughts my group had while walking through.
I created my own game from scratch and I incorporated coding to make the dog jump over the apples and bark with each jump, additionally, the apples are programmed to glide across the bottom of the screen, and there is a scorekeeper at the top.
I had such a great experience at the competition! It was my very first time going to a regional powerlifting meet. If you’ve been following the blog you would know that you compete in 3 lifts and you get 3 attempts at each lift, along with there are refs who are making sure that you are doing all lifts to the correct standards. At this competition, I went 9/9 on my lifts meaning I didn’t fail any!! As seen below I increased both my lifts and my total.
I was lucky enough to come away with 3rd place which is an extreme achievement as I was going against some of the best lifters from the western side of Canada. After watching so many amazing athletes I left the competition inspired and ready to get back in the gym and keep building. In my recap video below I only included my 3rd attempt at my top lifts but if you ever find yourself bored and wanting to watch a powerlifting competition click HERE to see the posted live stream from the meet from Friday, March 8th.
Squat- 308lbs
Bench- 182lbs
Deadlift- 358lbs
I had a wonderful time at the comp with many friends and enjoyed every second of it. Below I have included all of my third attempts so my best lifts, along with a little collage of some pictures from my time in Moose Jaw, Saskatchewan.
Additionally, I included a picture of all my competition snacks, after you weigh in you want to eat all the food and snacks with lots of sugar and carbs to get that fast energy.
I ate oatmeal and a shake then got to all the snacks and candy:)
In powerlifting, there are many different weight classes and with whatever weight class you sign up for a given comp with that is the one you are going to weigh when you compete. It is one of the first steps on the day of the competition. So what you eat is important in helping you still in the correct weight class. Along with the importance of protein in your diet to help you gain muscles and become stronger. Below I included some visual representations of some meals I eat each week along with my food tracked in the app MyFitnessPal where you can see all of the macros and calories for each meal.
In powerlifting, peaking is the process when you maximize your strength and preparedness for a specific time like a powerlifting meet. Then a taper lowers the overall training load to aid recovery. The process of doing a peak and taper allows you to test your strength beforehand then be ready and your strongest on the day of the competition, so you can have the greatest one-rep max. Below I am sharing my best lifts from my peak week, along with a screenshot of my taper that is seen at the end of my schedule.
After watching Kaori’s presentation it made me think about my own experience with learning with a disability. I am hearing impaired in both ears and didn’t get diagnosed until kindergarten. Growing up and learning to speak, I developed a lisp because I couldn’t hear certain sounds. I struggled with reading aloud and learning new languages as I continued school. A relevant memory I have is when my teacher chose to adapt the lesson and make it individualized for me so that I could succeed in my grade eight French class. We were expected to present in front of the class. Due to my hearing loss, learning the proper sounds and pronunciations in French was tricky, so presenting in front of the class when dealing with the general struggle of speaking the language became a dreadful idea. I expressed my concerns, and my teacher was able to acknowledge my efforts and adapt in a way to see me achieve my goals. He allowed me to create a recorded presentation to show in front of the class so that I could practise my speech more in-depth, re-listen to my sounds and pronunciation and have time to make sure it was correct. If he were to not be inclusive and that we all should have the same education, I would not been able to grow as a student as I would’ve struggled deeply. Due to his choice of being inclusive and adaptive, I learned the skills with an adapted task to fit my individual needs. Realizing what my teacher did for me as a learner made me reflect on what I will offer as a future teacher. I want to aim to encourage a student-centred and inclusive learning space.
For each competition that takes place under the IPF (International Powerlifting Federation), there are rules and standards for each given lift. These rules make it so that all lifters are being judged to the same standards. When you compete 3 referees are making sure you are completing the lift to the IPF standards and rules. There is a head referee who sits in front of you then a referee is on each side of you. All of the referees have a light where they determine if the lift meets the standards. If you get 3 white lights that means all referees noted you did lifts to standards. However, for the lift to be good and count you only need 2/3 white lights.
Below I have included links to YouTube videos explaining the standards and rules for each lift in the IPF. Additionally, I have asked the chatgpt to summarize the Rules and Causes for Disqualification for each lift taken from the Technical Rules book of the International Powerlifting Federation January 2024.
The lifter faces the front and holds the bar on its shoulders, gripping it anywhere inside the inner collars.
After taking the bar off the racks, the lifter waits for the signal to start from the Chief Referee. If not ready within five seconds, they have to put the bar back.
Upon the signal, the lifter squats down until their hips are lower than their knees.
The lifter then stands up with locked knees without bouncing or moving downwards. When still, the Chief Referee signals to rack the bar.
The lifter returns the bar to the racks after the “Rack” command. They can request help from spotters/loaders if needed, staying with the bar during this process.
There must be between two and five spotters/loaders on the platform as the referees decide.
ChatGPT, prompt “simplify the rules for a squat/even simpler”, March 4, 2024, OpenAI, https://chat.openai.com.
Image by: Technical Rules book of the International Powerlifting Federation January 2024 IPF Technical Rules Book
Causes for Disqualification of a Squat:
Not following the Chief Referee’s signals at the start or end of the lift.
Bouncing the bar at the bottom of any downward movement while lifting.
Not standing upright with locked knees at the start or end of the lift.
Stepping backward, forward, or sideways. Rocking feet between the ball and heel is okay.
Not bending knees enough to lower the body below hip level.
Spotters/loaders help the lifter by touching the bar or lifter between signals.
Elbows or upper arms touching legs, unless it doesn’t aid the lifter.
Dropping or dumping the bar after completing the lift.
Not following any rules outlined for squat performance.
ChatGPT, prompt “simplify: Technical Rules book of the International Powerlifting Federation January 2024IPF Technical Rules Book 21 Causes for Disqualification of a Squat “, March 4, 2024, OpenAI, https://chat.openai.com.
Bench orientation: Head faces front or angled up to 45 degrees, with Chief Referee at head side.
Lifter position: Lie on your back with your head, shoulders, and buttocks on the bench, feet flat on the floor. Hands grip bar with thumbs around, no feet on the bench. Hair must not cover the back of the head.
Foot support: Lifte may use flat plates or blocks up to 30 cm in height to build up the platform surface.
Spotter/loaders: 2-5 allowed. Lifter may enlist help to remove the bar from racks, with lift off at arms’ length.
Hand spacing: Not exceeding 81 cm between forefingers, reverse grip forbidden.
Chief Referee’s signal: Given when the lifter is motionless and the bar is properly positioned. The lifter must replace the bar if not ready in 5 seconds.
Start signal: Downward arm movement and “Start” command.
Lift: Lower bar to chest or abdominal area, hold motionless, then “Press” command. Return bar to straight arms’ length, “Rack” command.
Safety racks: Height adjustable by jury for safety reasons.
ChatGPT, prompt “simplify point form: Bench Press Technical Rules book of the International Powerlifting Federation January 2024IPF Technical Rules Book “, March 4, 2024, OpenAI, https://chat.openai.com.
Image by: Technical Rules book of the International Powerlifting Federation January 2024 IPF Technical Rules Book
Causes for Disqualification in Bench Press:
Not following Chief Referee’s signals during the lift.
Changing lifting position during the lift, like raising head, shoulders, or buttocks.
Heaving or sinking the bar into the chest to make the lift easier.
Any downward movement of the bar during the press.
Bar not lowered to chest or abdominal area, or touching the belt.
Failing to press the bar to straight arms’ length with locked elbows.
Spotter/loaders touching the lifter or bar between signals to assist.
Feet contacting the bench or supports, lifting feet not allowed.
Intentional contact between bar and bar rest supports.
Elbows not lowered level with or below shoulders.
Not following any performance rules outlined.
ChatGPT, prompt “simpliy: Technical Rules book of the International Powerlifting Federation January 2024IPF Technical Rules Book Causes for Disqualification of a Bench Press”, March 4, 2024, OpenAI, https://chat.openai.com.
Stand facing the front of the platform with the bar in front of your feet. Grip the bar with both hands and lift until standing straight.
After lifting, lock your knees straight and pull your shoulders back.
The Chief Referee signals “Down” with a downward arm movement once the lifter is still and in the finished position.
Any attempt to raise the bar counts as an attempt. Once lifting begins, no downward movement is allowed until standing straight with locked knees. If the bar settles slightly as shoulders pull back, it’s not a disqualification.
ChatGPT, prompt “simplify: Technical Rules book of the International Powerlifting Federation January 2024IPF Technical Rules Book 26 Deadlift 1 “, March 4, 2024, OpenAI, https://chat.openai.com.
Image by: Technical Rules book of the International Powerlifting Federation January 2024 IPF Technical Rules Book
Causes for Disqualification in a Deadlift:
The bar moves downward before reaching the final position.
Not standing straight with shoulders back.
Knees not locked straight at end of lift.
Supporting the bar on the thighs during lift is disqualification, but slight upward movement on the thighs is okay unless supporting.
Stepping or moving feet sideways after “Down” command is allowed, but not before.
Lowering bar before Chief Referee’s signal.
Releasing bar from hands before returning it to platform.
Not following any performance rules outlined.
ChatGPT, prompt “simplify: Technical Rules book of the International Powerlifting Federation January 2024IPF Technical Rules Book Causes for Disqualification of a Deadlift”, March 4, 2024, OpenAI, https://chat.openai.com
The SAMR model stands for Subsitute, Augmentation, Modification and Redefinition. The model offers a valuable framework for teachers to reflect on their use of technology and consider how it impacts their teaching and their students’ learning. Looking at this model I wanted to think of some reason why as a future teacher I like this method.
Some reasons I like SAMR are the focus on transformation, guidance for progression, and empowerment through technology. SAMR helps teachers to work for higher levels of technology integration further than the substitute phase. It emphasizes the transformative ways of technology and gets teachers thinking creatively about how tech can improve teaching and learning. Additionally, the model outlines 4 distinguishable levels of how tech can be integrated this outline acts as helpful guidance for teachers. The method models the range from basic substitute to transformative redefinition.
Furthermore, SAMR offers empowerment through technology. Tech can be a very powerful tool for educators to empower themselves and their students. The model provides a structure for using technology to aid students learning to encourage creativity and become skilled in digital tools for future life.
In conclusion, the SAMR offers me and many educators a very structured and beneficial way to approach integrating technology into our teaching.
