Sunday, May 9, 2010

Standard # 6

Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.

Elements – Teacher candidates will:

6.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.

6.2 Participate in activities that enhance collaboration and lead to professional growth and development.

6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.

6.4 Communicate in ways that convey respect and sensitivity.

Standard # 5

Standard 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.

Elements – Teacher candidates will:

5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives.

5.2 Use appropriate assessments to evaluate student learning before, during, and after instruction.

5.3 Utilize the reflective cycle to implement change in teacher performance, student learning, and instructional goals and decisions.

This is a project that I did in Statistics and Assessment. It was a work sample project. My group and I taught one lesson and then a couple weeks later my partner taught the same unit in a different lesson. We had to do pre and post assessments in the three different categories; psychomotor, cognitive, and affective. After we taught the lessons we then had to put together a power point and present it in front of our class who were portraying the students, parents, and administrators. It was a great learning experience and it got us ready for what we're going to face when we become teachers.

Standard # 4

Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.

Elements – Teacher candidates will:
4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.

4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences.

4.3 Provide effective instructional feedback for skill acquisition, student learning, and motivation.

4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.

4.5 Utilize managerial rules, routines, and transitions to create and maintain a safe and effective learning environment.

4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.

Standard # 3

Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.

Elements – Teacher candidates will:
3.1 Design and implement short and long term plans that are linked to program and instructional goals as well as a variety of student needs.

3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance based) goals and objectives aligned with local, state, and /or national standards.

3.3 Design and implement content that is aligned with lesson objectives.

3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences.

3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.

3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all students.

3.7 Plan and implement learning experiences that require students to appropriately use technology to meet lesson objectives.

This is the lesson plan I used for my Lab D in EDU 255. It shows how to plan and instruct a lesson on Disc Golf. The lesson plan has modifications for students that are performing the skill more advanced than the other students and also for the students that aren't performing the skill to the level the other students are at. In lab D I showed great improvement from the first lesson I taught in EDU 255.