NASPE Standard 4: Instructional Delivery and Management
Physical education candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
Element 4.2: Implement effective demonstrations, explanations and instructional cues and prompts to link physical activity concepts to appropriate learning experience
Artifact: Student Teaching: Taft Elementary School Poster
Reflection:
During my first placement at Taft Elementary School in Washingtonville, NY, I developed a lesson around learning different positions for players in a soccer game. My poster included a picture of a soccer field, as well as cut-outs of soccer players for the students to label the field with.
Element 4.5: Utilizes managerial rules, routines and transitions to create and maintain a safe and effective learning environment
Artifact: PED 356 Lesson Plan with reflection
Reflection:
This lesson plan was used during my PED 356 lab. The lab took place on Tuesday nights at SUNY Cortland. This lesson plan incorporates management and organizational skills.
In creating this artifact I gained experience planning, implementing and reflecting a lesson, more specifically, a dance lesson. I learned what management skills worked and what did not. I also was able to help students learn basic movement skills (slide, gallop and hop) while keeping rhythm to a song. This represents my progress in meeting the standard because I am using the lesson plan to organize my rules, safety, and management skills.
Creating lesson plans and reflecting on them is important for teachers because it organizes the lesson. This is important because it saves time, which is one of the major challenges for a physical educator. It also helps with safety. If the lesson is planned ahead, safety risks can be anticipated and dealt with before they happen.
Lesson Plan Reflection:
On November 23, 2010, I taught a lesson surrounding the theme of Thanksgiving for a 14 and 18-year-old girl. These girls participated in the Challengers program on Tuesday nights from 7-8pm at SUNY Cortland’s Park Center. Each girl had a different disability and reacted well to music and dance. As a result, I focused the lesson around different movement concepts incorporating dance. At the start of the lesson, the girls reviewed the overhand throw and did a quick warm up. After, we focused on the girls ability to slide, gallop and hop through moving to music.
Teaching this lesson was very challenging. It was hard at times to get the girls to focus on overhand throw. They needed constant reminder of body positioning as well as completing a follow through. As the instructor, it was very frustrating when working with the girls with these skills. While one was performing the skill, the other would be distracted by what another group was doing and would wonder away. In the future, I need to be able to keep my student’s involved in an activity and motivated to continue with the exercise. My lesson was successful through the use of dance in practicing the slide, gallop and hop. The girls really enjoy music and as a result were constantly active in the dance. I was excited to see how quickly they caught onto the dance moves as well as keeping a steady rhythm. Each girl was able to lead the dance at least twice and by the end of the lesson was able to show their parents what they accomplished.
It is important as a teacher to know who your students are on a personal level. Being able to know their likes and dislikes will help create motivating lessons to keep them in constant physical activity, while having fun. This is something I need to remember, especially when providing activities that may not be interesting to the students.
Element 4.2: Implement effective demonstrations, explanations and instructional cues and prompts to link physical activity concepts to appropriate learning experience
Artifact: Student Teaching: Taft Elementary School Poster
Reflection:
During my first placement at Taft Elementary School in Washingtonville, NY, I developed a lesson around learning different positions for players in a soccer game. My poster included a picture of a soccer field, as well as cut-outs of soccer players for the students to label the field with.
Element 4.5: Utilizes managerial rules, routines and transitions to create and maintain a safe and effective learning environment
Artifact: PED 356 Lesson Plan with reflection
Reflection:
This lesson plan was used during my PED 356 lab. The lab took place on Tuesday nights at SUNY Cortland. This lesson plan incorporates management and organizational skills.
In creating this artifact I gained experience planning, implementing and reflecting a lesson, more specifically, a dance lesson. I learned what management skills worked and what did not. I also was able to help students learn basic movement skills (slide, gallop and hop) while keeping rhythm to a song. This represents my progress in meeting the standard because I am using the lesson plan to organize my rules, safety, and management skills.
Creating lesson plans and reflecting on them is important for teachers because it organizes the lesson. This is important because it saves time, which is one of the major challenges for a physical educator. It also helps with safety. If the lesson is planned ahead, safety risks can be anticipated and dealt with before they happen.
Lesson Plan Reflection:
On November 23, 2010, I taught a lesson surrounding the theme of Thanksgiving for a 14 and 18-year-old girl. These girls participated in the Challengers program on Tuesday nights from 7-8pm at SUNY Cortland’s Park Center. Each girl had a different disability and reacted well to music and dance. As a result, I focused the lesson around different movement concepts incorporating dance. At the start of the lesson, the girls reviewed the overhand throw and did a quick warm up. After, we focused on the girls ability to slide, gallop and hop through moving to music.
Teaching this lesson was very challenging. It was hard at times to get the girls to focus on overhand throw. They needed constant reminder of body positioning as well as completing a follow through. As the instructor, it was very frustrating when working with the girls with these skills. While one was performing the skill, the other would be distracted by what another group was doing and would wonder away. In the future, I need to be able to keep my student’s involved in an activity and motivated to continue with the exercise. My lesson was successful through the use of dance in practicing the slide, gallop and hop. The girls really enjoy music and as a result were constantly active in the dance. I was excited to see how quickly they caught onto the dance moves as well as keeping a steady rhythm. Each girl was able to lead the dance at least twice and by the end of the lesson was able to show their parents what they accomplished.
It is important as a teacher to know who your students are on a personal level. Being able to know their likes and dislikes will help create motivating lessons to keep them in constant physical activity, while having fun. This is something I need to remember, especially when providing activities that may not be interesting to the students.