FALL 2016

HSS 605 SYLLABUSTEACHING & LEARNING FOR ELEMENTARY PHYSICAL EDUCATION

Instructor: Dr. Carla VidoniOffice Location: Crawford Gym 114Office Hours: By appointmentPhone: 502-852-8844Email: carla.vidoni@louisville.edu

CATALOGUE DESCRIPTION:This course includes the philosophy, objectives, curriculum and methods of teaching physical education to elementary children. Prerequisite: Admission to the MAT and Professional Year Teacher Education Program.

COURSE PURPOSE: Teaching and Learning for Elementary K-5 is designed to prepare students to teach in the primary and intermediate grades. It provides curriculum planning and instruction for physical education at the elementary level. This course will focus on structuring and writing and implementing lesson plans and a unit plan. Attention will be given to the process of learning motor skills, movement concepts, management and teaching strategies that are required to maintain an effective teaching/learning environment in elementary physical education.

CLASS MATERIALS/TEXTBOOK:

LIVETEXT This can be purchased online at: www.livetext.com

Required Text: SHAPE America – Society of Health & Physical Education (2014).

National Standards & Grade-Level Outcomes for K-12 Physical Education. ISBN – 13: 978-1-4504-9626-1 Publisher: Human Kinetics

Pangrazi, Robert and Beighle, Aaron (2013). Dynamic Physical Education for Elementary School Children. ISBN – 13: 978-0-321-59253-8 Publisher: Pearson Education

Text: Recommended: Jennings, P.A. (2015). Mindfulness for teachers: Simple skills for peace

and productivity in the classroom. New York, NY: W.W. Norton & Company Inc.

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Whitehead, M. (2010). Physical Literacy through the Lifecourse. New York, NY: Routledge.

Hellison, D. (2011). Teaching Personal and Social Responsibility Through Physical Activity. Champaign, IL: Human Kinetics.

Mitchell, S.A., Oslin, J.L., Griffin, L.L. (2003). Sport Foundations for Elementary Physical Education. Champaign, IL: Human Kinetics.

Lund, J. & Tannehill (2010). Standards-Based Physical Education Curriculum Development. Champaign, IL: Human Kinetics.

NASPE - National Association for Sport and Physical Education (2010). PE Metrics: Assessing National Standards 1-6 in Elementary School. Champaign, IL: Human Kinetics.

STUDENT LEARNING OUTCOMES:

Student work related to academic content for K-12 students is based on the Kentucky Core Academic Standards: http://education.ky.gov/curriculum/CSH/Documents/Primary%20Physical%20Education%20KCAS%20Aligned%20to%20NASPE.pdfhttp://education.ky.gov/curriculum/CSH/Documents/Intermediate%20Physical%20Education%20KCAS%20Aligned%20to%20NASPE.pdf

At the conclusion of HSS 605 students will be able to:

Apply principles, skills and concepts of elementary physical education by designing and implementing standard-based lessons and instructional plans including:

o Learning outcomes with detailed skills and knowledge that K-5 children will know and be able to do

o Age appropriate instant activities and lead-up gameso Age appropriate deliberate practices tasks that are

contextual, challenging and engagingo Age appropriate assessments that collect evidence of

students’ growth in movement concepts, motor competency, and social skills

o Incorporation of written learning objectives on the board, reciting the objectives along with students, and use of visual aids to foster diverse students’ increase in reading and understanding skills.

o Inclusion of instructional practices such as demonstrations, picture words, and visual aids that help diverse students to increase knowledge and engagement in movement skills and concepts.

o Demonstrations of equitable environment by utilizing gender inclusive language and equal opportunities for students to respond to questions and to demonstrate motor skills.

o Inclusion of diverse students

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o Lesson closure that is aligned with learning outcomeso Classroom management techniques such as class

organization, safety, behavior management, and transitions that foster effective instruction

Reflect upon:o Diverse students that will be likely to be in the schoolso Multiple possibilities of effective curriculum & instructiono Lessons observed and taught during field experiences

Apply the use of technology on:o The development of lesson diagrams, and instructional planso Management of assignment submissions on LIVETEXT and

Blackboardo Implementation of pedometers, tablets and web applications

aligned with lessons learning outcomes during field experience

RELEVANT PROFESSIONAL STANDARDS MET IN HSS 605

HSS 605 addresses the following Kentucky Teacher Standards (KYTS), SHAPE America (previously NASPE) Standards for Beginning Physical Education Teachers, and International Literacy Association Standards (ILA):

KYTS Standard 1 (The teacher demonstrates applied content knowledge)SHAPE America Standard 1 (Scientific and theoretical knowledge) ILA 4 (Diversity)Candidates will demonstrate awareness in planning and implementing lessons and that connect culturally with the community of learners.

KYTS Standard 2 (The teacher designs and plans instruction)SHAPE America Standard 3 (Planning and implementation)ILA Standard 4 (Diversity) Candidates will plan and implement lessons that reflect all learners’ needs, interests, and abilities to read, understand and perform.

KYTS Standard 4 (The teacher implements/manages instruction)SHAPE America Standard 4 (Instructional delivery and management)ILA Standard 4 (Diversity) Candidates will demonstrate effective communication through demonstrations, class management, feedback, instructional cues, visual aids and prompts to link physical education concepts and skills to all learners. Candidates will demonstrate to language inclusive language and equitable opportunities for students to actively engage in the lesson. KYTS Standard 5 (The teacher assesses and communicates learning results)SHAPE America Standard 5 (Impact on student learning)

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Candidates will plan and implement a variety of formative assessment to determine learners’ progress towards lessons goals and objectives.

KYTS Standard 7 (Reflects and evaluates teaching and learning)SHAPE America Standard 5 (Impact on student learning)

CONCEPTUAL FRAMEWORK SUMMARY

The conceptual framework, Shaping Tomorrow: Ideas to Action, embodies a unified rationale for our diverse programs that includes three constructs: Inquiry, Action, and Advocacy. Under the construct of Inquiry, and through active engagement and skilled training in methods of rigorous Research, candidates develop the knowledge, skills, and dispositions to become Critical Thinkers. Scholarship, informed practice through inquiry and reflection, is performed not in isolation but in communion with others, both within the university and in the world (Shulman, 2004). Under the construct of Action, and through continual Practice, candidates develop the knowledge, skills, and dispositions to become Problem Solvers in the community. They are encouraged to apply knowledge and change practice to solve real world problems. Under the construct of Advocacy, and through dedicated, committed Service to their peers, university, community, and world, candidates develop the knowledge, skills, and dispositions to become Professional Leaders. Our candidates are empowered to participate fully in the life of the metropolitan community in which we live, to practice social justice, and to seek equity of educational access for all the constituents.

Conceptual Framework Constructs

Inquiry Action Advocacy

Constructs as Learned and Applied

Research Practice Service

Constructs Reflected in Candidates

Critical Thinkers Problem Solvers Professional Leaders

Unit Dispositions Reflected in Candidates

Exhibits a disposition to inform practice through inquiry and reflection

Exhibits a disposition to improve practice through information, knowledge, and understanding

Exhibits a disposition to affirm principles of social justice and equity and a commitment to making a positive difference

CONCEPTUAL FRAMEWORK COURSE RELATIONSHIP:

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Inquiry: Candidates will have opportunities to (a) research best practices in elementary physical education in academic resources (e.g., readings, online sources), (b) to create lessons, units, behavior management plan in which the information researched are relevant to students’ needs, (c) use a reflective cycle to evaluate lessons taught and make modifications to support diverse students (e.g., reflective journals).Action: Candidates will have opportunities to: (a) teach in an authentic physical education setting, (b) apply behavior management strategies, and (c) assess and analyze students’ progress.Advocacy: Candidates will have opportunities to: (a) promote quality of physical education lessons to students with diverse background and different levels of abilities, and (b) explore possibilities to motivate all students to engage in regular physical activity.

COURSE CONTENT

Develop a standard-based curriculum framework Class management and discipline Selection of appropriate content (locomotor, non-locomotor, manipulative,

and body management skills, and educational games Instructional alignment for lesson and instructional planningo Standard-based learning outcomeso Content developmento Assessment

Teaching styles and teaching strategies Diversity Use of technology in PE Elementary school field experiences to enhance instructional, motivational,

and assessment skills

COURSE ASSIGNMENTS

1. Chapter Quizzes. Students are expected to be prepared for the chapter readings that will be covered in class (10 points each quiz X 6 = 60 points)KY-KTS 1.1SHAPE America 1.1, 1.2, 1.3, 1.4, 1.5

2. Active Reading Assignments. Students are expected to be prepared for class discussions in topics related to elementary physical education. During class readings students will be expected to make notes about questions, important facts/ideas, purposes, connections, inferences, contradictions and implications about the topic. After reading students are expected to organize the notes and write them down on the on the assignment template posted on Blackboard. Assignments should be posted on the appropriate Blackboard folder by 11:59pm in the evening of the chapter lecture/discussion. The assignment template and assessment

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indicators are posted on Blackboard. (5 points each assignment X 6 days of chapter discussions = 30 points)KYTS 1.1SHAPE America 1.1, 1.2, 1.3, 1.4, 1.5ILA 4.1,

3. Class Participation & After Reading. Students are expected to be prepared for class discussions in topics (video and reading assignments) and field experiences related to co-teaching in the last two weeks of the course (2.5 points X 12 class segments = 30 points). During class, students who consistently demonstrate knowledge of the reading and video assignments, and interest in participating in class by sharing examples, past experience, doubts, questions and understanding related to the topic being discussed will earn up to 5 points. Students who respect the classroom environment, but refrain from talking during class discussions will NOT be awarded with any points for class participation. If the student is absent, no point will be awarded for participation. KYTS 1.1SHAPE America 1.1, 1.2, 1.3, 1.4, 1.5

4. Family Diversity Activity. Students will watch video related to children raised by diverse families. A group activity will be required to be completed and uploaded on Blackboard during class time. Questions and assessment indicators are posted on Blackboard. (10 points)KYTS 3.5SHAPE America 3.5ILA 4.1

5. Observation Logs. Students will complete observation logs during school observation visits (total 4 logs). Observation log templates and assessment indicators are posted on Blackboard. Each log must be uploaded on Blackboard on the correct folder by 11:59 pm of the due date (10 points per each log X 4 logs = 40 points)KYTS 1.1, 7.2SHAPE America 1.2

6. Behavior management plan. Students in will design a plan for classroom management that involves (a) a system with progressive behavioral consequences, and (b) develop a chart which states rules that you will use in your physical education classes. Guidelines and assessment indicators for this assignment are posted on Blackboard. (10 points) KYTS 3.2SHAPE America 4.2ILA 4.1

7. Reflective journals. Students will write reflective journals during co-teaching and teaching days (total 3 journals). Journal templates and

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assessment indicators are posted on Blackboard. Each journal must be uploaded on Blackboard on the correct folder by 11:59 pm on Fridays of weeks 3, 4, and 5 (10 points per journal X 3 journals = 30 points)KYTS 7.1, 7.2SHAPE America 5.3ILA 4.1

8. Microteaching (Cochran). Each student will teach an elementary PE 4-part lesson for 20 minutes. Guidelines and assessment indicators for this assignment are posted on Blackboard. (20 points)KYTS 2.1, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5SHAPE America 3.2, 3.4, 4.1, 4.2, 4.3

9. Self-evaluation of video analysis of teaching. Each student will videotape a lesson and use the CEHD teaching observation form to report areas of strength and growth related to each KY teacher standard. In addition, the students will write comments/questions/suggestions as a reflective portion of the self-evaluation. (15 points)KYTS 9.1, 9.4SHAPE America 5.3ILA 4.1, 4.2, 4.3

10. Professional Dispositions. Students are expected to demonstrate professional behavior during campus coursework and field experience. Examples of professional behaviors are: Class/school attendance and punctuality, accomplishment of assignments on time and quality of work, hard copy of lesson plan during teaching days, professional dressing, respect for others, respect for equipment, respect for class (HSS 605) and school site rules, gender inclusive language, proper English and proper manners during classes and field experience. (15 points).*CEHD Teacher Educator HandbookSHAPE America 6.1, 6.2, 6.3, 6.4

11. HALLMARK # 1 – INSTRUCTIONAL PLAN I. Students will develop an instructional plan involving grades K-1 developmental level. Guidelines for this assignment are included in this syllabus, posted on LIVETEXT and Blackboard.This HALLMARK assignment must be uploaded on LIVETEXT. Guidelines for this assignment are posted on LIVETEXT and Blackboard (40 points).KYTS 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 5.2, 5.6, 6.1, 6.3SHAPE America 1.1, 1.2, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1,

5.2

12. HALLMARK # 2 – INSTRUCTION PLAN II. Students will develop an instructional plan involving grades 2-3 developmental level. Guidelines for this assignment are included in this syllabus, posted on LIVETEXT and Blackboard.

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This HALLMARK assignment must be uploaded on LIVETEXT. Guidelines for this assignment are posted on LIVETEXT and Blackboard (40 points).KYTS 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 5.2, 5.6, 6.1, 6.3SHAPE America 1.1, 1.2, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1,

5.2

13. HALLMARK # 3 – INSTRUCTION PLAN III. Students will develop an instructional plan involving grades 4-5 developmental level. Guidelines for this assignment are included in this syllabus, posted on LIVETEXT and Blackboard.This HALLMARK assignment must be uploaded on LIVETEXT. Guidelines for this assignment are posted on LIVETEXT and Blackboard (40 points).KYTS 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 5.2, 5.6, 6.1, 6.3SHAPE America 1.1, 1.2, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1,

5.2

14. HALLMARK # 3 - One lesson plan for grades K-1 or 2-3. Each student is required to develop one grades K-1 or 2-3 lesson plan. This lesson plan must be uploaded on LIVETEXT. This lesson plan should follow Adapted KTIP format. Guidelines for this assignment are posted on Livetext and Blackboard (20 points). KYTS 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.4, 3.5, 4.5, 5.2, 5.6, 6.1, 6.3SHAPE America 1.1, 1.3, 1.5, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1ILA 4.1, 4.2, 4.3.

15. HALLMARK # 4 - One lesson plan for grades 2-3 or 4-5. Each student is required to develop one grades 2-3 or 3-5 lesson plan. This lesson plan must be uploaded on LIVETEXT. Lesson plans should follow Adapted KTIP format. Guidelines for this assignment will be posted on LIVETEXT and Blackboard (20 points). KYTS 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.4, 3.5, 4.5, 5.2,

5.6, 6.1, 6.3SHAPE America 1.1, 1.3, 1.5, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1ILA 4.1, 4.2, 4.3.

16. Field experience. Partners will be placed in school sites. Each individual student will teach/lead different periods. When one student is teaching, his or her partner will be coding teaching behaviors or helping to manage equipment and technology. Students will initially observe lessons, and then co-teach along with the cooperating teacher and finally teach/lead their own lessons. University supervisors’ assessments will occur once in each teaching week (2X20 points = 40 points).KYTS 1.1, 1.2, 1.3, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.3, 4.4, 4.5SHAPE America 2.1, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6

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ILA 4.1, 4.2, 4.3.

SUBMISSION OF ASSIGMENTS NOTE:

1. All assignments should be uploaded on LIVETEXT

2. Assignments must be posted on the due date before 11:59pm.

3. Assignments submitted after the due date will not be accepted.

4. Hard copy assignments will not be accepted.

5. Assignments submitted via email will not be accepted.

6. Exceptional circumstances may be considered if the instructor is contacted prior to the deadline of the assignment.

EVALUATION:

Chapters quizzes (6X10 pts.) 60Class participation (12X2.5 pts.) 30Active reading (6X5 pts.) 30Family diversity video 10Observation logs (4X10 pts.) 40Behavior management plan 10Reflective journals (3X10 pts.) 30Microteaching evaluation 20Self-evaluation of video analysis reflection 15Lesson plans (2X20 pts.) 40Teaching observations (2X20 pts.) 40Instructional plans (3X40 pts.) 120Professional dispositions 15TOTAL 460

GRADING SCALE:

A 92-100% 423– 460 C 72-77.99% 331 – 358 A- 90-

91.99%414 – 422 C- 70-71.99% 322 – 330

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B+

88-89.99%

404 – 413 D+

68-69.99% 312 – 321

B 82-87.99%

377 – 403 D 62-67.99% 285 – 311

B- 80-81.99%

368 – 376 D- 60-61.99% 276 – 284

C+

78-79.99%

359 – 367 F Below 60% Below 275

PROFESSIONAL DISPOSITIONS:

1. Attendance and punctuality. All students are to comply with the HSS Statement on Student Teaching/Field Experiences. Failure to attend class on time and regularly will have an adverse effect on the final grade.

One absence is permitted in this course. However, 5 points per period will be reduced from final grade (am and pm schedules).

Two absences will result in a failing grade. The five points earned for engagement in class discussions will not be awarded if the student was absent in during the whole class period (am and pm).

NOTE: Verifiable emergencies (hard copy documents) will be considered

as excuses if turned in immediately after the missing day. No excuses will be accepted after one week of the class missed. During field experiences students will be working in pairs or

triads. It is very important and professional that you attend school every day. If students face any emergency, please contact Dr. Vidoni, the university supervisor and your cooperating teacher as soon as possible.

It is expected that students will notify the university supervisor and cooperating teacher in case of an emergency or absence. Be aware that this notification will not reflect on points missed, but it will demonstrate respect for professionals that will be working in the education sector.

2. Tardiness. Students are expected to be in class or at schools on time. Five points will be reduced per tardiness that is up to 15 minutes for campus classes and school sites. After 10 minutes, the particular tardiness incident will result in absence not matter whether the students choose to stay or leave the class (absence = 10 points reduced from final grade).

3. Early dismissal. Students are expected to be in class and in the school sites during all stipulated time. Early dismissals will not be

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accepted unless Dr. Vidoni approves it prior to the event. Ten points will be reduced from final grade per incidence of early dismissal. Be aware that no matter how early students leave the class or the school site 10 points will be reduced.

4. Appropriate dress. Appropriate professional attire is required in this course. Dress professionally when you go to the schools. Dress for physical activity during microteaching and physical activity days. Failure to dress appropriately will result in loss of 10 points (per incident) towards your final grade.

5. Active participation. Enthusiastic, positive participation in learning activities will enhance your learning and make the experience more enjoyable for everyone. Failure to actively engage in class will result in loss of 5 points (per day) towards your final grade.

6. Class preparation. Students are expected to come to class prepared. Be ready to discuss your assignments. Lack of preparation shown by inability to make appropriate discussions/comments in class will lower the professional disposition score. Failure in class preparation will result in loss of 5 points towards your final grade.

7. Positive attitude. Students are expected to demonstrate positive attitude such as politeness, good manners and personal responsibility during interactions with peers, children, instructor, cooperating teachers, school staff, and university supervisors. Failure in demonstrating positive attitude during you university and school experiences will result in loss of 10 points (per incident) towards your final grade.

8. Electronic Devices. The use of electronic devices (i.e., laptops, tablets, phone calls, text messages, any cell phone activity) that demonstrates class disengagement is not allowed in this class. If you are expecting an emergency call or text message, please communicate this with the instructor. Ten points will be reduced from final grade per incidence of one of the above inadequate use of electronic devices.

NOTE: In addition to the points reductions related to occurrences of isolated incidents, students will also be subjected to grade reduction at the end of the year evaluation of professional disposition.

POLICY ON INSTRUCTIONAL MODIFICATIONS

Students with disabilities, who need reasonable modifications to complete assignments successfully and otherwise satisfy course criteria, are encouraged to meet with the instructor as early in the course as possible to identify and plan specific accommodations. Students will be asked to

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supply a letter from the Disability Resource Center to assist in planning modifications.

CEHD DIVERSITY STATEMENT

Diversity is a shared vision for our efforts in preparing teachers, administrators, school counselors and other professionals. Students will be encouraged to investigate and gain a current perspective of diversity issues (race, ethnicity, language, religion, culture, SES, gender, sexual identity, disability, ability, age, national origin, geographic location, etc.) related to their chosen fields. Students will also have the opportunity to examine critically how diversity issues apply to and affect philosophical positions, sociological issues, and current events in a variety of areas. Students will examine their belief systems and be encouraged to reexamine and develop more grounded beliefs and practices regarding diversity.

TECHNOLOGY EXPECTATIONS

Assignments are to be word-processed. Continuing and regular use of e-mail and Blackboard is expected. Electronic submission using BLACKBOARD and LIVETEXT for assignments is required.

ACADEMIC DISHONEST STATEMENT

Representing the words or ideas of someone else as one’s own in any academic exercise. An academic unit that determines that a student is guilty of academic dishonesty may impose any academic punishment on the student that it sees fit, including suspension or expulsion from the academic unit.

TITLE IX/CLERY ACT NOTIFICATION

Sexual misconduct (sexual harassment, sexual assault, and sexual/dating/domestic violence) and sex discrimination are violations of University policies. Anyone experiencing sexual misconduct and/or sex discrimination has the right to obtain confidential support from the PEACC Program 852-2663, Counseling Center 852-6585 and Campus Health Services 852-6479.

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Reporting your experience or incident to any other University employee (including, but not limited to, professors and instructors) is an official, non-confidential report to the University. To file an official report, please contact the Dean of Student’s Office 852-5787 and/or the University of Louisville Police Department 852-6111. For more information regarding your rights as a victim of sexual misconduct, see the Sexual Misconduct Resource Guide (http://louisville.edu/hr/employeerelations/sexual-misconduct-brochure).

Syllabus PreparationCourse syllabus prepared by Dr. Carla Vidoni in January of 2016.

ACTIVE READINGS ASSIGNMENTS (5 points)

Based on the assigned chapters for daily quizzes, students will apply a during-reading strategy using post-it notes. The notes will address questions, important facts/ideas, purposes, connections, inferences, contradictions and implications about the topic. After reading students are expected to organize the notes and write them down on the on the assignment template posted on Blackboard. Assignments should be posted on the appropriate Blackboard folder by 11:59pm in the evening of the chapter lecture/discussion. The assignment template and assessment indicators are posted on Blackboard. (5 points each assignment X 6 days of chapter discussions = 30 points)

WRITING: Elaborate and organize the notes as topic/concepts with descriptions of definitions, facts, examples, illustrations, and implications. With a minimum of three topics, this assignment requires multiple sentences explaining the topics chosen. The intent of this assignment is to prepare you for the quiz and to enrich

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students’ participation in class discussions. Be prepared to actively engage in class discussions. Use the template posted on Blackboard “Active reading Assignments folder” to complete this assignment, and upload it as an attachment in the same folder by 11:59 pm of the due date.

ACTIVE READING ASSIGNMENT ASSESSMENT INDICATORS

Unacceptable (5 points reduced if any of the following items is present) Late Unclear descriptions on many topics/concepts/ideas Significant errors in content

Incomplete (3 to 4 points reduced if any of the following items is present) Includes less than 3 topics/ideas for required reading Less than 3 sentences per each topic Lacks elaboration in descriptions of several topics/concepts Redundancy (keep repeating the same idea/topic/concept) Few times with minimum articulation when presents/speaks/supports any

ideas/topics/concepts during class discussions No connections, inferences and implications

Acceptable (less than 3 points reduced) Three or more topics included Lacks elaboration in few topics Sometimes articulates well when presents/speaks, supports any

ideas/topics/concepts, but in a few occasions Presents some connections, inferences and implications

Target (no points reduced) Exceptionally clear when describing the topics/concepts Clear elaboration of all topics Elaborated paragraphs (minimum 3-4 sentences per each topic) The assignment addresses substantial connections, inferences and

implications

HSS 605LOG ASSESSMENT INDICATORS (10 points)

Complete the template posted on Blackboard “LOGS” folder by adding the answer below the question.

Upload as an attachment on the appropriate Blackboard folder by 11:59pm of the due date.

Unacceptable (10 points reduced if any of the following items is present) Late Not submitted as attachment Unclear when answering the questions related to the assignment

(misalignment) Significant errors in content Not uploaded correctly in Blackboard

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Incomplete (5 to 7 points reduced if any of the following items is present) Lacks technical/specific descriptions regarding class management, content,

lesson format or other events that happen in the observation event Significant errors in grammar/spelling/typos and significant use of

abbreviations/slangs. No organization regarding questions and answers. No questions typed, or

numbers and letters related to questions were not included. One or more questions not responded One or more questions answered with very short answer(s)

Acceptable (1 to 4 points reduced if any of the following items is present) Generally clear when answering the questions. Lacks few details on some

answers Generally technical/specific when describing class management, content

development and lesson format Minor errors in grammar/spelling/typos and minor use of abbreviations/slangs Some organization, but missing some questions numbers, and not giving

space in between questions

Target (No points reduced) Follow the assignment directions Exceptionally clear when answering the questions Exceptionally technical/specific when describing class management, content

development and lesson format No errors in grammar/spelling/typos and no abbreviations/slangs Organized with numbers and provided space in between questions

HSS 605REFLECTIVE JOURNALS ASSESSMENT INDICATORS (10 points)

Complete the template posted on Blackboard “REFLECTIVE JOURNALS” folder by adding the answer below the question.Upload as an attachment on the appropriate Blackboard folder by 11:59pm of the due date.

Unacceptable (10 points reduced if any of the following items is present) Late Not submitted as attachment Unclear when describing thoughts related to the questions (misalignment) Does not show evidence of critical thinking (information, ideas/concepts,

assumptions, inferences, implications, and point of view) Significant errors in content and conceptions Not uploaded correctly in Blackboard

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Incomplete (5 to 7 points reduced if any of the following items is present) Lacks technical/specific descriptions of thoughts Slight evidence of critical thinking (information, ideas/concepts, assumptions,

inferences, implications, and point of view) Significant errors in grammar/spelling/typos and significant use of

abbreviations/slangs. No organization regarding questions and answers. No questions typed, or

numbers and letters related to questions were not included One or more questions not responded One or more questions answered with very short answer(s)

Acceptable (1 to 4 points reduced if any of the following items is present) Generally clear when describing thoughts. Lacks few details on some answers Generally technical/specific when thoughts Some evidence of critical thinking (information, ideas/concepts, assumptions,

inferences, implications, and point of view) Minor errors in grammar/spelling/typos and minor use of abbreviations/slangs Some organization, but missing some questions numbers, and not giving space in

between questions

Target (No points reduced) Follow assignment directions Exceptionally technical/specific when describing thoughts Clear evidence of critical thinking (information, ideas/concepts, assumptions,

inferences, implications, and point of view) Free of grammar/spelling and typos errors and well organized

HSS 605 – BEHAVIOR MANAGEMENT PLAN (UP TO 10 PTS)

Students will design a plan for classroom management that involves the development of:(a) a slide (poster) which states rules that you will use in your physical education classes, and (b) a slide (poster) indicating a system with progressive behavioral consequences.

ASSIGNMENT GUIDELINES:

1. The final products of this assignment are two power point slides that will represent 2 posters a. One slide (poster) for class rulesb. One slide (poster) for class consequences

2. Each student will upload the Power Point document on Blackboard on the appropriate folder.

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3. The slides/posters must have color, large font size, age appropriate language, and be attractive to students.

4. The rules poster must involve at least 4 categories of behavior: (a) listening to the teacher, (b) cooperating and working with everyone, (c) personal behavior control, and (d) safety regarding equipment and working space.

BEHAVIOR MANAGEMENT PLAN ASSESSMENT INDICATORS:

Unacceptable (10 points reduced if any of the following items is present) Not individually uploaded on Blackboard Not in a Power Point format Used of physical activity as punishment Late Not aligned with required component

Incomplete (5 to 7 points reduced if any of the following items is present) Only one chart was created Addressed some, but not all required components Lacked creativity with charts illustrations Small font size, too much information squeezed on one chart Some rules or consequences were not age appropriate Not appropriate language Too many rules, unrealistic consequences

Acceptable (1 to 4 points reduced if any of the following items is present) Both charts well created Addressed all required components Appropriate language Lacked color, attractiveness Font size is ok, but it could be more effective Fair number consequences, realistic consequences, fair number of rules

Target (No points reduced) Exceptionally neat, colorful, and attractive Exceptionally covered of required components Effective font size Appropriate language, precise information Realistic rules and consequences Well balanced number of rules

HSS 605 – DIVERSITY VIDEO ACTIVITY (up to 10 points)

Respond the questions below and upload the worksheet on Blackboard. Keep question before the answer.

QUESTIONS:

1. What was the purpose of the video?2. List at least 3 facts/data that you watched in the video that caught your

attention (made connections)? Explain why.3. How is this video relevant to future physical education teachers?4. If we take the message of this video seriously, what are some implications?

Proficient (2 pts.)

Acceptable (1- 2 pts.)

Below Average (0.5 - 1pt.)

Unsatisfactory (0 pt.)

Demonstrates clear Demonstrates Is not completely Does not clearly 17

Question 1

understanding of the purpose

understanding of the purpose

clear about the purpose

understand the purpose of the video

Question 2

Gathers sufficient and relevant information: uses statements, logic, facts

Describe the facts in details Makes connection with a

background knowledge/experience and describes it in detail

Gathers sufficient and information

Provides some details Makes some connection

with background experience, but does elaborate it with many details

Gathers some information, but not enough: some information may be relevant

Omits relevant information

Makes connections but does not provide details

Relies on insufficient and relevant information

Fails to identify and explain the facts

Not able to make connection with background knowledge/experience

Question 3

Identifies and accurately explains relevant key elements related to teaching PE

Identifies and explains relevant key elements , but not with the depth and precision of a proficient response

Identifies some (not all) key elements, but with no evidence of relevance

Misunderstands relevant key elements or ignores relevant key elements

Question 4

Identifies the most significant implications and consequences of the reasoning (weather positive or negative)

Distinguishes probable from improbable implications

Identifies significant implications and consequences and distinguishes probable from improbable implications, but not with the same insight and precision of a proficient response

Has trouble identifying significant implications and consequences; identifies improbable implications

Ignores significant implications and consequences of reasoning

DIVERSITY VIDEO ASSESSMENT INDICATORS:

HSS 605 – MICROTEACHING GUIDELINES

Microteaching is a 30-minute lesson that a leading student will act as a teacher and teach children from specific grade levels.

Microteaching day will be at Cochran Elementary Gymnasium from 11 am to 4:00 pm. Cochran Elementary School is located at 500 W. Gaulbert Ave – Louisville, KY 40208

Different students will present lessons in each day based on the following timetable:

GRADE LEVEL TIME CO-TEACHING

FORTH 11:00 – 11:3011:30 – 12:00

MAT STUDENT #1 TEACHES MAT STUDENT #2 TEACHES

KINDERGARTEN 12:25 – 1:25 TAUGHT BY MR. ADAM ROBERTS18

FIRST 1:30 – 2:002:00 – 2:30

MAT STUDENT #3 TEACHES MAT STUDENT #4 TEACHES

THIRD 2:30 – 3:003:00 – 3:30

MAT STUDENT #5 TEACHES MAT STUDENT #6 TEACHES

AFTER SCHOOL

3:30 – 4:00 DEBRIEFING

LESSONS DESIGNED BASED ON SHAPE AND PANGRAZI’S BOOKS, AND HANDOUTS COVERED IN CLASS

The lesson plans must be built in elementary content found in SHAPE America (class discussions), Pangrazi & Beighle’s textbook and be based on elementary school students developmental levels and learning outcomes provided by the material used in this course.

It is imperative that during preparation of lessons students read and understand developmental levels, learning outcomes and design lessons with instructional alignment.

The lesson will be designed to fit to the 30-minute microteaching time slot:

Each 1-hour class will have one MAT student teachingo Instant Activity approximately 10 minuteso Lesson Focus approximately 20 minuteso Lesson Focus approximately 20 minuteso Closing Game approximately 10 minutes

Lesson plan format: Students should plan learning outcomes for all three domains (psychomotor,

cognitive and affective). SHAPE & KCAS need to be indicated in parentheses next to learning

outcomes. Each lesson segment needs to have a diagram under the organization column An assessment checklist related to lesson focus will be required to be part of

the lesson

MICROTEACHING ASSESSMENT (TOTAL 20 POINTS)

PREPARATION FOR CLASS

Equipment and facilities NOT ready for use/not safe 5 points reducedLong waiting time, large groups, long lines 5 points reducedFinished class too early or too late 5 points reducedRead the lesson plan consistently 5 points reducedUsed unclear statements OR used slangs 5 points reducedNot professionally dressed 5 points reducedNot organized 5 points reduced

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Chewed gum during teaching 5 points reducedLesson did not follow required format 15 points reduced

INSTRUCTION (10 PTS)

Shares objectives with the students 1 0.5 0Demonstrates skills fully 1 0.5 0Monitors technique and provides correction 1 0.5 0Circulates, but keep students in vision (BTW) 1 0.5 0Reminds students critical elements/cues aloud 1 0.5 0Effectively manages formations and equipment 1 0.5 0

Clear directions and statements 1 0.5 0Uses higher order questions 1 0.5 0

Provides sufficient practice time 1 0.5 0Maintain the gym a safe place for physical activity 1 0.5 0

ASSESSMENT ON CLIPBOARD (3 PTS)Psychomotor 1 0.5 0Cognitive domain 1 0.5 0Affective domain 1 0.5 0

DEBRIEFING/CLOSURE (2 PTS)Reviews the lesson content & objectives 1 0.5 0Provides feedback on how students met objectives 1 0.5 0

TEACHER QUALITIES (5 PTS)Uses voice as a valuable tool (tone, inflection) 1 0.5 0Exhibits enthusiasm & encouragement 1 0.5 0Punctuality (Arrived at school ahead of time) 1 0.5 0Interacts with children positively 1 0.5 0Shows effort to learn students’ names 1 0.5 0

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INSTRUCTIONAL PLAN GUIDELINES AND TEMPLATEHSS 605/612

The Elementary Teaching Plan has 6 sections consisting of: (1) Title page (5 points reduced if not include required components)(2) Context (5 points reduced if not include required components)(3) Lessons goals/outcomes aligned with KY standards and SHAPE (15

points)(4) Task Analysis (5 points)(5) Block Plan (30 points)(6) References (5 points reduced if not included)

SECTION 1: TITLE PAGE (-5 points if the requirements are not included)

Include themes to be taught, grade level, date submitted, your name and school name. Keep in mind that many times in elementary you cannot do an official sport theme: the older students may work up to modified sport activities, however the primary students need lead-up skills taught: striking, with rackets, paddles and long-handled implements, balancing, jumping and landing, space awareness, skill themes in dance, tumbling, etc.

SECTION 2: CONTEXT (-5 points if the requirements are not included) Teaching and learning context of the school: School, community and

district factors, ESL, cultures, and describe the gym or classroom condition for teaching PE. Explain the impact of these factors in your physical education lessons.

Describe if you have students with disabilities and what kinds of modifications you have to implement to provide successful experiences to these students. Describe if students with disabilities have aides and their role during your lessons. 

Add how many times a week each class has physical education, and how long the lessons are, and the average of students per class.

SECTION 3:  GOALS AND OUTCOMES FOR EACH LESSON (15 PTS)

Provide your goals for each: psychomotor, cognitive, and affective domains.

***Add KY POS and SHAPE America standards in parenthesis next to each goal.

Label each learning domain in bold and in each one describe the daily goals of what students should know and be able to do per each learning domain:

PSYCHOMOTOR:COGNITIVE: 

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AFFECTIVE:

SECTION 4: TASK ANALYSIS

Illustrate with a diagram format how your instructional plan goals and

outcomes will relate to the three domains (psychomotor, cognitive and affective) of teaching/learning. Task analysis is directly related to your daily learning goals, but in a more graphic way. You may attach your task analysis diagram. A template is attached to this section.

See example below:

SECTION 5: BLOCK PLAN

You will need to design block plan (4 days). Your block plan should show the performance tasks of:

(A) INSTANT ACTIVITY(B) FITNESS ACTIVITY (C) LESSON FOCUS(D)CLOSING GAME(E) CLOSURE(F) ADD ASSESSMENT DESCRIPTION PER EACH LEARNING DOMAIN

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PSYCHOMOTOR COGNITIVE AFFECTIVE

ASSESSMENT:

Under assessment, you are required to describe what type of assessment and what will be assessment in an abbreviated fashion (e.g., teacher checklist, rubric, exit slips) you will use for psychomotor, cognitive and affective domains.

USE THE TEMPLETE BELOW. A BLOCK PLAN EXAMPLE IS POSTED ON BLACKBOARD

TASKS LESSON 1 LESSON 2 LESSON 3 LESSON 4INSTANT ACTIVITY

FITNESS

LESSON FOCUS(Tasks

development)CLOSING

GAME

CLOSURE(aligned with lesson focus)

ASSESSMENT Psychomotor: Cognitive: Affective:

Psychomotor: Cognitive: Affective:

Psychomotor: Cognitive: Affective:

Psychomotor: Cognitive: Affective:

SECTION 6: RESOURCES AND REFERENCES (-5 PTS reduced if not included)

List all resources and references you used to complete your instructional plan.

NOTE: Under ASSESSMENT, you are required to describe what type of assessment and what will be assessment in an abbreviated fashion (e.g., teacher checklist, rubric, exit slips) you will use for psychomotor, cognitive and affective domains. Describe specific cues and concepts to be assessed.

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HALLMARK #1 – INSTRUCTIONAL PLAN

PURPOSE

Candidates will apply previous content and pedagogical knowledge and skills to plan, teach, and reflect over a four-day instructional plan appropriate for students in their student teaching context, with an emphasis on designing, reflecting on teaching. This instructional plan and reflection of its implementation will demonstrate the candidate's ability to design and plan instruction based on sound content knowledge, Kentucky content standards, and an understanding of the context and needs of the students s/he is teaching.

PROCESS

Planning

1. With your cooperating teacher, identify knowledge and/or skills (appropriate for the content, grade level, and needs of students) that can be taught and assessed in 4 lessons. Identify state and national standards that the sequence will address. Create an essential question and 3-4 learner outcomes that establish a framework for your planning and student learning.

2. Provide age appropriate goals (learning outcomes) aligned with lesson focus and assessments.

3. Provide a task analysis to identify critical elements to be covered per each learning domain.

4. Use a block plan to provide detail of daily content covered during several class segments such as warm-up/fitness/instant activity, lesson focus, closing game and closure.

5. Follow the template and guidelines provided in this syllabus and Livetext to complete your instructional plan.

Implementation

1. Teach lessons, using formative assessment data to modify your plans as warranted.

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2. Be sure that your university supervisor observes you for two of the lessons.

3. Be sure that your cooperating teacher observe formally one of the lessons using CEHD -Adapted Teaching Observation Form.

4. Be sure you complete the instructional reflection after implementing your lessons and assessing student learning.

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PRODUCT

The final INSTRUCTIONAL PLAN project will be submitted on LiveText and include.

SHAPE AMERICA STANDARDS ADDRESSED IN THE INSTRUCTIONA PLAN:

SHAPE America-INI-2008.1Scientific and Theoretical Knowledge: Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.

SHAPE America -INI-2008.3Planning 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.

SHAPE America -INI-2008.4Instructional Delivery and Management: Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.

SHAPE America -INI-2008.5Impact on Student Learning: Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.

STANDARD + ELEMENT

Target Acceptable Unacceptable N/A

Cover Page and References (If Cover Page and References are not used then 10 points may be deducted from your final score)

Cover page lists name/theme of instructional plan and grade level, name, date, school name, and supervisor

Target performance is evidenced by:

1. A thorough and detailed list of resources used to complete the instructional plan is included. (Ex: Websites and professional literature)

2. References are

The cover page has a limited list of name/theme of instructional plan and grade level, name, date, school name, and supervisor

Acceptable performance is evidenced by:

1. A general list of resources used to complete the instructional plan is included. (Ex: Websites and professional

The cover page lists incorrect and incomplete information about the instructional plan, grade level, name, date, school name, and supervisor

Unacceptable performance is evidenced by:

1. A non-specific list of resources used to complete the instructional plan is included.

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appropriate for students' experience with activities.

literature)

2. Some or most references are appropriate for students' experience with activities.

(Ex: Websites and professional literature)

2. References are either omitted or are inappropriate for students' experience with activities.

Instructional Plan Goals and Outcomes

KY-KTS-08.2 KY-KTS-08.3 KY-KTS-08.5 SHAPE AMERICA-INI-2008.1 SHAPE AMERICA-INI-2008.3 SHAPE AMERICA-INI-2008.5

Target is evidenced by:

1. The instructional plan goals include all three educational domains and a clear description of student outcomes.

2. KY Goals and KY Core Content connect with lesson focuses.

3. Two or three implications and/or a rationale for teaching the instructional plan are identified. An overview of possible technology that could be used to enhance your instruction and student learning is included.

4. Levels of performance expected from the students as a result of instruction in this instructional plan of study is provided.

Acceptable is evidenced by:

1. The instructional plan goals include some educational domains and an adequate description of student outcomes. 2. KY Goals and KY Core Content sometimes attempt to connect with lesson focuses.

3. Only one implications and/or a rationale for teaching the instructional plan is identified. A vague overview of possible technology that could be used to enhance your instruction and student learning is included.

4. Levels of performance expected from the students as a result of instruction in this instructional plan of study are provided but vague.

Unacceptable is evidenced by:

1. The instructional plan goals include no educational domains and an unclear and incorrect description of student outcomes. 2. KY Goals and KY Core Content rarely connect with lesson focuses.

3. Only one implications and/or a rationale for teaching the instructional plan is identified. An overview of possible technology that could be used to enhance your instruction and student learning is not included.

4. Levels of performance expected from the students as a result of instruction in this instructional plan of study is not provided

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Task Analysis

KY-KTS-08.2 KY-KTS-08.3 KY-KTS-08.5 SHAPE AMERICA -INI-2008.1 SHAPE AMERICA -INI-2008.3 SHAPE AMERICA -INI-2008.5

Target is evidenced by:

1. The diagram precisely illustrates the psychomotor skills, cognitive information, and behavior performances that are being taught and their relationship to each other.

2. The task analysis also has a clear connection with the instructional context

Acceptable is evidenced by:

1. The diagram tries to illustrate the main skills, cognitive information, and behavior performances that are being taught and their relationship to each other.

2. The task analysis has an occasional connection with the instructional context.

Unacceptable is evidenced by:

1. The diagram minimally illustrates the main skills, cognitive information, and behavior performances that are being taught and their relationship to each other.

2. The task analysis has an unclear and incorrect connection with the instructional context.

Block Plan

KY-KTS-08.2 KY-KTS-08.3 KY-KTS-08.5 SHAPE AMERICA-INI-2008.1 SHAPE AMERICA-INI-2008.3 SHAPE AMERICA-INI-2008.4 SHAPE AMERICA-INI-2008.5

Target is evidenced by:

1. The block plan includes a comprehensive plan for the 5-day instructional plan.

2. Major skills, concepts, and activities that are being taught are presented in a logical order and enhance the learning experience.

Acceptable is evidenced by:1.The block plan has an acceptable plan for the 5-day instructional plan.

2. Major skills, concepts, and activities that are being taught are presented in a somewhat logical order that may enhance the learning experience.

Unacceptable is evidenced by: 1. The block plan is vague and repeat lesson focus more than twice.

2. Major skills, concepts, and activities that are being taught are presented in random order that does not enhance the learning experience.

Assessments

KY-KTS-08.5 SHAPE AMERICA -INI-2008.5

Target is evidenced by:

1. Peer, teacher and self- assessments relate to the instructional plan and aid in the mastery of the skills learned.

2. The assessment plan is clear and the performance

Acceptable performance is evidenced by:

1. Peer, teacher and self-assessments somewhat relate to the instructional plan and aid in the mastery of the skills learned.

2. The assessment

Unacceptable performance is evidenced by:

1. Peer, teacher and self-assessments do not relate to the instructional plan or aid in the mastery of the skills learned.

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objectives clearly match the assessments designed for each learning domain.

plan is somewhat clear and the performance objectives match the assessments designed for all three domains.

2. The assessment plan is not clear and the performance objectives do not match the assessments designed for all three domains.

HALLMARKS 3 & 4 – THREE KTIP LESSON PLANS

PURPOSE

Candidates will apply previous content and pedagogical knowledge and skills to plan, teach, and daily analyze appropriate for students in their student teaching context, with an emphasis on designing, implementing and analyzing assessment data to inform student progress and subsequent instruction. The lesson plan reflection and analysis of student learning will demonstrate the candidate's ability to design and plan instruction based on sound content knowledge, Kentucky content standards, and an understanding of the context and needs of the students s/he is teaching. It will also demonstrate the candidate's ability to create appropriate assessments, use data from those assessments to plan and adjust instruction, and to analyze student work to determine the effectiveness of instruction.

PROCESS

Planning

1. With your cooperating teacher, identify knowledge and/or skills (appropriate for the content, grade level, and needs of students) that can be taught and assessed. Identify state and national standards that the lesson will address.

2. Create an instructional alignment among lesson objectives, lesson focus and assessment of all three domains.

3. Develop lesson two plans, one per different developmental level (e.g., grades K-1, 2-4 or 4-5). Lessons must include well-developed warm-up/fitness/instant activity, lesson focus and closing game, formative assessments, and closure. For details on expectations, review the indicators within each row of the HAT rubric indicated in this syllabus and on LiveText.

4. Follow the template/lesson plan format guidelines provided in this syllabus and attach it to the procedures section on LiveText.

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5. Indicate on the lesson plan that learning outcomes (I CAN statements) will be written on the board and read/recited with students during lesson introduction and closure (ILA 4.1).

6. Indicate on the lesson plan that full demonstrations and visual aids of movement skills and concepts will be provided before students’ engagement in instructional tasks (ILA 4.2).

Implementation

1. Teach the lesson using formative assessment data to modify your plans as warranted.

2. Be sure that your university supervisor observes you for two of the lessons.

3. Be sure your cooperating teacher formally observes you at least once using CEHD - Adapted Teaching Observation Form.

4. Be sure you complete Task A-1, A-2 and Task C of each KTIP lesson plan on LiveText.

5. Be sure that you read and recite with students the lesson objectives (written on the board) during lesson introduction and closure (ILA 4.1).

6. Be sure that you fully demonstrate the instructional tasks, and use different forms of language (picture words, visual aids) during lesson implementation (ILA 4.2).

7. Be sure that you use gender inclusive language when talking to the students (ILA 4.3).

8. Be sure that you use provide equal opportunity for students to respond questions and to demonstrate tasks or movement skills during the lesson (ILA 4.3).

LESSON PLAN FORMAT GUIDELINESInstructional Format

Grades xxOBJECTIVES1. Psychomotor: xxxxxxxxxxxxxx (SHAPE #; KCAS #)2. Cognitive: xxxxxxxxxxxxxxxxx (SHAPE #; KCAS #)3. Affective: xxxxxxxxxxxxxxxxxx (SHAPE #; KCAS #)

INSTRUCTIONTime Activity/content Organization/ Assessment/Cues

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development(Description/directions of each

activity/task and progressions/extensions)

diagram(Not many words)

Instant Activity

Fitness

Lesson Focus1.2.3.4.5.6.

Closing Game

Closure

ASSESSMENTS – follow the order of learning domains stated below and keep your assessment identified as (1) psychomotor, (2) cognitive and (3) affective. Include the whole assessment tools in the same way you will assess your students. This is NOT only a description of assessment. It is the actual assessment.

1. PSYCHOMOTOR 2. COGNITIVE3. AFFECTIVE

PRODUCT

The final project will be submitted on LiveText and include:

1. Lesson ContextKey findings about community, school, classroom, and student contextual factors and their instructional implications for student learning. Key concepts related to the theoretical foundations of health behavior, principles of learning and needs assessment data should be included in the justification for teaching this unit in your school setting.

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2. Lesson planPer each lesson respond all questions about instructional alignment, and attach your lesson plan format to the procedures. You do not need to complete the chart, because the information requested on the chart will be provided on your attached lesson format. Make sure you include that I CAN statements (learning outcomes) will be written and read/recited with students during lesson introduction and closure. In addition, it is important that a full demonstration of movements skills and concepts will be provided before students’ engagement in the instructional tasks.

3. Post Lesson ReflectionAddress all prompts on Post Lesson Reflection in detail. You do not need to indicate students’ names, but you need to provide full description and explanations per each required question. Use a psychomotor learning domain objective to address the questions in this section. Make sure you complete Post Lesson Reflection no later than 2 days of the lesson observed.

SHAPE AMERICA (PREVIOUSLY NASPE) STANDARDS ADDRESSED IN THE LESSON PLANS ARE:

SHAPE AMERICA-INI-2008.1Scientific and Theoretical Knowledge: Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.

SHAPE AMERICA -INI-2008.3Planning 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.

SHAPE AMERICA -INI-2008.3.7Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives.

SHAPE AMERICA -INI-2008.4Instructional Delivery and Management: Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.

SHAPE AMERICA -INI-2008.4.5Utilize managerial rules, routines, and transitions to create and maintain a safe and effective learning environment.

SHAPE AMERICA -INI-2008.532

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

SHAPE AMERICA -INI-2008.5.3Utilize the reflective cycle to implement change in teacher performance, student learning, and instructional goals and decisions.

ILA STANDARDS ADDRESSED IN THE LESSON PLAN ARE:

ILA 4: Diversity – Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.

ILA 4.1 – Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.ILA 4.2 – Use literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.ILA 4.3 – Develop and implement strategies to advocate equity.

STANDARD + ELEMENT

Exemplary Target Developing Insufficient

CONTEXTUses contextual data to design instruction relevant to students

KY-KTS-08.1 KY-UL-I2A.12

Plans and designs MOST instruction that is clearly and appropriately based on significant student, community, and/or cultural data.

Plans and designs SOME instruction that is appropriately based on some student, community, and/or cultural data.

Minimally plans and designs instruction that is based on student, community, and cultural data OR planning and design reflect biased or minimal use of data.

Does not plan and design instruction that is based on student, community, and cultural data OR planning and design reflect biased or no use of data.

CONTEXTIdentifies students whose learning could be enhanced by collaboration

KY-KTS-08.8

Identifies one student whose learning could be enhanced by collaboration AND provides several effective planned activities.

Identifies one student whose learning could be enhanced by collaboration AND provides at least one effective planned activity.

Minimally identifies students whose learning could be enhanced by collaboration and vaguely identifies a planned activities are.

Does not identify any students whose learning could be enhanced by collaboration or identifies a student but planned activities are not listed or appropriate.

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LESSON PLAN Develops significant objectives aligned with standards

KY-KTS-08.2 KY-UL-I2A.6

ILA 4.1

States learning objectives that reflect key concepts of the discipline AND are aligned with local or state standards.

And,

Describes that will read and recite with students the lesson objectives (written on the board) during lesson introduction and closure.

States learning objectives that reflect key concepts of the discipline but are not aligned with local or state standards OR states learning objectives that do not reflect key concepts of the discipline.

And,

Describes that will read and recite with students the lesson objectives (written on the board) during lesson introduction

Uses objectives that are vaguely stated or are trivial AND vaguely aligned with local or state standards.

And,

Describes that will read with students the lesson objectives (written on the board) during lesson introduction.

Uses objectives that are not clearly stated or are trivial AND are not aligned with local or state standards.

And,

Does not describe that will read and recite with students the lesson objectives (written on the board) during lesson introduction and/or closure.

LESSON PLAN Plans assessments to guide instruction and measure learning objectives

KY-KTS-08.2 KY-KTS-08.5 KY-UL-I2A.

Plans MOST assessments that guide instruction, measure learning results, and are aligned with learning objectives.

Plans SOME assessments that guide instruction, measure learning results, and are aligned with learning objectives.

Plans FEW assessments that guide instruction, measure learning results, and are aligned with learning objectives.

Does not plan assessments that guide instruction, measure learning results, and are aligned with learning objectives.

LESSON PLAN Procedures

KY-KTS-08.2 KY-KTS-08.4 KY-UL-I2A.15 KY-UL-I2A.9

Evidenced by the following: Engages students into the lesson by relating to their interests, background experiences, and prior learning. Designs activities and instructional strategies to support and scaffold student learning as described in the lesson standards and objectives. Provides clear directions are clear that follow a logical sequence. Implements lesson

Evidenced by the following: Lesson somewhat engages students into the lesson by relating to their interests, background experiences, and prior learning. Designs activities and instructional strategies that somewhat support and scaffold student learning as described in the lesson standards and objectives. Provides directions that are somewhat

Evidenced by the following: The lesson has limited appeal to the learner and vaguely address student background or prior learning. Activities are vaguely tied to the objectives for the lesson. Learners will move awkwardly from one activity to the next. Methods show minimal creativity or partial engage the students. The lesson somewhat overestimates or

Does not provide evidenced of the following: Information about the learner and does not address student background or prior learning. Activities are not tied to the objectives for the lesson. Learners will move awkwardly from one

34

within a realistic time frame and moves easily from one activity to the next. Provides activities that are engaging, varied, and related to varied learning styles and to multiple intelligences. Describes lesson clearly enough to enable a third party to teach the lesson.

clear that follow a logical sequence. Implements lesson within a realistic timeframe and engages some of the learners.

underestimates the time frame for the lesson.

activity to the next. Methods lack creativity or do not adequately engage the students. The lesson clearly overestimates or underestimates the time frame for the lesson.

LESSON PLANPlans instructional strategies and activities that address learning objectives for all students

KY-KTS-08.2 KY-KTS-08.5

Aligns MOST instructional strategies and activities with learning objectives for all students.

Aligns SOME instructional strategies and activities with learning objectives for all students.

Aligns MINIMAL instructional strategies and activities with learning objectives for all students.

Aligns FEW instructional strategies and activities with learning objectives for all students.

LESSON PLANPlans instructional strategies and activities that facilitate multiple levels of learning

KY-KTS-08.2 KY-KTS-08.4

ILA 4.2

Plans MOST instructional strategies that include several levels of learning with SOME requiring higher order thinking.

And,

Consistently indicates on the lesson plan the use full demonstrations and visual aids of movement skills and concepts will be provided before students’ engagement in instructional tasks.

Plans instructional strategies that include at least TWO levels of learning with at least ONE requiring higher order thinking.

And,

Indicates on the lesson plan the use of some demonstrations and/or visual aids of movement skills and concepts will be provided before students’ engagement in instructional tasks.

Plans instructional strategies that include at least ONE level of learning OR minimally requires higher order thinking.

And,

Minimally indicates on the lesson plan the use of demonstrations and/or visual aids of movement skills and concepts will be provided before students’ engagement in instructional tasks.

Plans instructional strategies that do not include levels of learning OR do not require higher order thinking.

And,

Does not indicates on the lesson plan that any demonstrations and/or visual aids of movement skills and concepts will be provided before students’ engagement in instructional tasks.

35

POST LESSON REFLECTIONUses assessments that are aligned with learning objectives

KY-KTS-08.5

Aligns ALL assessments with learning objectives.

Aligns SOME assessments with learning objectives.

Vaguely aligns assessments with learning objectives.

Does not align assessments with learning objectives.

POST LESSON REFLECTIONAnalyzes assessment data to guide instruction and learning and to measure learning progress

KY-KTS-08.5

Analyzes assessment data to guide instruction and learning and measure learning progress.

Analyzes assessment data to guide instruction and learning OR to measure learning progress.

Vaguely analyzes assessment data to guide instruction or measure learning progress.

Does not analyze assessment data to guide instruction or measure learning progress.

POST LESSON REFLECTION Uses data to reflect on and evaluate student learning

KY-KTS-08.5

REGULARLY reflects on and evaluates student learning using appropriate data.

SOMETIMES reflects on and evaluates student learning using appropriate data.

MINIMALLY reflects on and evaluates student learning using appropriate data.

NEVER reflects on and evaluates student learning using appropriate data.

POST LESSON REFLECTIONUses data to reflect on and evaluate instructional practice

KY-KTS-08.5

REGULARLY reflects on and evaluates instructional practice using appropriate data.

SOMETIMES reflects on and evaluates instructional practice using appropriate data.

MINIMALLY reflects on and evaluates instructional practice using appropriate data.

NEVER reflects on and evaluates instructional practice using appropriate data.

POST LESSON REFLECTION

KY-UL-I2A.13

Provides detailed analysis of individual learners related to how planned activities enhanced students' learning.

Provides general analysis of individual learners related to how planned activities enhanced students' learning.

Provides minimum analysis of individual learners related to how planned activities enhanced students' learning.

Provides no analysis of individual learners related to how planned activities enhanced students' learning.

IMPLEMENTATION OF LESSON PLANS(FIELD EXPERIENCE)

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Two assessment instruments will be used to assess the implementation of the lesson plans: (1) The College of Education and Human Development’s “Source of Evidence: Observation of Teaching” form, and (2) ILA Standard 4 Rubric for Elementary Physical Education.

(1) COLLEGE OF EDUCATION AND HUMAN DEVELOPMENTSOURCE OF EVIDENCE: OBSERVATION OF TEACHING FORM

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(2) ILA STANDARDS ASSESSMENT RUBRIC FOR ELEMENTARY PHYSICAL EDUCATION

ILA 4: DiversityCandidates create and engage their students in literacy practices that develop awareness,

understanding, respect, and a valuing of differences in our society.ILA

standardInsufficient Evidence

Developing Target Exemplary Comments/

Questions/

Suggestions

ILA 4.1 – Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to

The candidate does not describe that will read and recite with students the lesson objectives (written on the board) during lesson

The candidate reads with

students the lesson

objectives (written on the board)

during lesson introduction.

The candidate reads and recites with students the lesson objectives (written on the board) during lesson introduction

The candidate reads and recites with students the lesson objectives (written on the board) during lesson introduction and closure.

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read and write.

introduction and/or closure.

ILA 4.2 – Use literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.

The candidate does utilizes demonstrations and/or visual aides of movement skills and concepts will be provided before students’ engagement in instructional tasks.

The candidate minimally utilizes partial and full demonstrations and/or visual aides of movement skills and concepts will be provided before students’ engagement in instructional tasks.

The candidate utilizes partial and full demonstrations and/or visual aides of movement skills and concepts will be provided before students’ engagement in instructional tasks.

The candidate utilizes full demonstrations and visual aides of movement skills and concepts will be provided before students’ engagement in instructional tasks.

ILA 4.3 – Develop and implement strategies to advocate equity.

The candidate does not use gender inclusive language.

OR

Does not provide equal opportunities to actively engage in managerial and instructional tasks.

The candidate minimal gender inclusive language.

And

Provides minimal equal opportunities for students to actively engage in managerial and instructional tasks.

The candidate uses some gender inclusive language.

And

Provides some equal opportunities for students to actively engage in managerial and instructional tasks.

The candidate consistently uses gender inclusive language.

And

Provides equal opportunities for students to actively engage in managerial and instructional tasks.

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