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I still need to work on classroom management. I need to focus more on learning how to deal with the students who don’t want to participate. It is very important to know each of the students names and unfortunately I was unable to do so. Learning

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My group worked well together we took each other's  ideas and divided up the class teaching. I think for having 40 students in a class we figured out the best ways to get their ability levels to the next level. We took what we had and gained knowledge on improving the students skill. I’m glad I had the group I had.

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My group did well working together when teaching our students. We collectively provided efficient instruction and developmentally appropriate tasks that gradually increased in difficulty throughout our lessons.

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My group and I did well at planning the activities in a sequence. We also had a really good signal for attention. At field experience I learned the importance of good transitions and the use of rules.

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It is important to be sure the activities are grade appropriate for your students. Some teachers overlook that and just pick any activity they see on PE central.

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These websites that provide these tasks might not be appropriate for the correct age and developmental skill level your students are on. They also don't account for the resources you are provided with in the school you are teaching. Some of these activities might not be appropriate in P.E at all

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Because they may not align with the standards and outcomes based on the skill of the students.

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By knowing the amount of time you actually spend in each category on the SOFIT helps to plan and develop lesson plans differently. the goal is to have students in MVPA for over 50% of the class which we were good about doing but also making sure we incorporated enough knowledge and management also helped us to adjust our lessons to make them as productive and effective as possible.

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I still need to work on my voice projection. I have learned that for students to succeed they need to work at their own skill level. Even if everyone in class is in second grade based on their age, they are all working at their own level of motor performance. You need to plan ahead to include modifications for students of varying skill level.

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I think that I can work on more modifications for students and realizing when to add harder tasks and when to make them easier. I learned that students should be at a specific level but not everyone is at the same level and make sure to modify accordingly is important. I also need to modify for students who may have an impairment on the spot if needed.

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I still need to work on implementing routines and transitions. This will aid in instruction and allow my students to participate in quality lessons where they will not get confused after being introduced to a new skill, task or activity.

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I would say I have to work on classroom management more and behavior management. The students I was faced with this year had many behavior problems that I honestly did not know how to handle. Being able to let my students know that I am the instructor and they must listen and follow the instructions so we can continue onto the task.

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I think I need to work on my behavior management skills. I have learned a lot about how to handle behavior in class but it is a lot harder when you are teaching and do not have much experience with behavior management

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I would look at the forms to see what I could improve on to make my teaching improve. It was important to take the feedback and try to improve so that each of the students got the best learning experience possible. IT is important to be a reflective teacher. A reflective teacher looks back at their previous lessons to improve for their upcoming classes. A reflective teacher is best to ensure that each student is successful.

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I feel I still need to work on encorperating more fun activities to ensure the students stay engaged and have fun while performing physical activity.

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Assessments were made to see how students were progressing. Mainly with the cues/steps of a skill that we were teaching, for both cognitive and psychomotor. For affective it was related to behavior in class. Going forward, I would be more in depth on what is being assessed and how it is being assessed. Being that we taught before most other pre-service teachers arrived, we did not get our assessments competed by anybody and could not use them as feedback.

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After getting information back from the other group we could see the things that we could improve. Including time on task and managing the students from one task to another. For example having the students flow from one task to another easily, having the next task set up ahead of time.

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When developing a lesson plan it is important to take into consideration the GLSP of your class and find activities that meet that level. By using the outcomes and national standards along with the spiral charts, teachers can develop tasks that at developmentally appropriate for each individual class.

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We were in discussion when it came to what we were assessing. When we wanted to focus on a skill, we wanted to make sure the students were understanding the skill, so therefore we based our assessments off of that. Some changes I will make will be to have always have a pre and post assessment when starting a skill, that is important to see the growth in a student. The data was used to see if the students were understanding the content. If they weren’t they we had to make sure to restate cues, do some more demonstartions, to make sure the students saw those again, to help them out more.

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When planning in the PLG group we used the feedback from other groups to plan ahead. We used their written feedback from the assessments we used. This relates to good teaching because you need to be able to reflect and change your teaching to ensure students are getting the best instruction.

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While planning the lessons we would always have the book and use the GLSP in order to get an idea where the students should be at skill wise. We would use the outcomes book to relate to our outcomes on our lesson.

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Choosing fun activities and assessments off of websites like PECentral is not always appropriate because they do not always align with the outcomes for the group that you are teaching. Also, they may not follow an appropriate progression or be age appropriate. As a teacher, you need to have age appropriate activities that align with outcomes are progress appropriately

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Sometimes those “fun” games off of websites are not good for class. Those games sometimes have people out when they get out in them. Also, playing those games could affect the proper form of a certian skill. The game could speed the skill up and the student could do that skill in an inproper form.

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We based our assessment off what the students demonstrated in class. We tried to not make the grading criteria too easy or hard for the students. We used data from each class to help assist us create the assessments and help provide feedback

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availableThe first thing I would do while planning a lesson is look at the outcomes book. This is crucial because it would allow me to see what the students should be leaning. Once I saw what the students should be learning, I would look through the blue textbook and align the subject with an activity that was appropriate for them. The text book allowed me to have activities readily available that fit the needs of each of the students.

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Using feedback from the groups I was able to take into consideration the suggestions they gave me. One thing we really needed to think about what the amount of MVPA we realized that our students were not moving as much as they could have been. Research shows that there MVPA should be greater than 50%. We began to focus on that and improve the next lessons.

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Using feedback from other groups, I was able to realize what went well in my lesson and what didn't. I then reflected upon my own teaching along with feedback to improve my lessons going forward. It is important for a teacher to reflect on their teaching after a lesson and strive to always become a better educator for their student.

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We made checklist and rubrics based on what we thought the students would be able to accomplish. I will change it based on the skill of the students in the class. I used the assessments to reflect on what I did as a teacher and what the students learned.

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Making the assessments we wanted to make them short but effective of measuring the skills and cognitive skills the students learned. Changes I will make will be to administer peer assessments. Students can partner up and discuss the skill movements or concepts with each other. After having the assessments administered being able to go back and give the specific student or students the information needed to get them closer to the proficient level.

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When planning I used the outcomes book to find a standard related to the topic I was teaching for that lesson. Then I used the textbook to find developmentally appropriate tasks that were related to the topic/outcome. Yes I used the GLSP’s while writing the tasks. This was very helpful to make sure that the tasks and their progressions used in the lesson matched the students ability.

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Activities may be written for a specific age group assuming that students are at a particular skill level, but the GLSP of the class is not always up to the standard of the activities written for that grade. When students are underdeveloped and they are challenged too hard in a task that is not possible without fundamental movement patterns, they are far morena likely to lose interest and fall further behind. When teachers teach to the GLSP of the class, they teach so that the majority of the class is challenged and everyone can be successful with slight modifications.

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When planning we understood that we had 5th grade, so we wanted to base our lessons on the outcomes/standards. Seeing what the 5th graders should be able to do, we planned our lesson off of that.

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We used the outcomes and the textbook in planning our lessons. We see these to help us develop appropriate progressions to our tasks.

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Choosing fun activities off of websites is not always the most appropriate because sometimes they have nothing to do with the content you are trying to teach the students. As a teacher it is nice to make ti fun for the students but it has to be within the content so you can try modifying the games to make it more skill related.

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I used the outcomes to align my lesson plan objectives to the national standards. I also used the textbook and GLSP spiral to plan progressive activities starting at the lowest level and gradually becoming more skillful. 

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I used the outcomes to align my lesson plan objectives to the national standards. I also used the textbook and GLSP spiral to plan progressive activities starting at the lowest level and gradually becoming more skillful. 

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When planning we focused on the outcomes mostly. Our grade was 5th grade and this meant most of our tasks had to focus on offensive and defensive tactics. For our planning we tried to mostly focus on reviewing the skills and then emphasizing important tactics that can be used to ensure success for proficieny in the future.

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To ensure that the activities are appropriate for the students you must look at the standards and outcomes. While choosing the fun activities off from PE central may be easy and interesting for the students, it may not always be the most appropriate for their ability level. Looking at the outcomes allows you to see what each group should be learning specifically. The outcomes allow you to see the timeline that each student should be following and allows you to teach for their benefit.

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When analyzing our assessment we were able to get a better understanding of how the students were actually doing with the content we were teaching. Although we do our best to move around the class and give feedback, some students thrive while others struggle and our assessments told us that the class was receiving the content well but not all students were performing at the same level so slowly adding progressions would be vital.

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We planned our lessons well and always tried to keep the students on task. We went over rules of the class everyday and had good tasks that the students enjoyed

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I still need to work my signal for attention and using my voice to my advantage. Often, the students would not listen to us and play with equipment while my group members and myself were instructing. It is important to project my voice and be enthused when teaching the students. Also, the use of a signal for attention would have helped with the problem of students using equipment while instruction is being given.

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My group and I did a great job selecting developmentally appropriate activities for our students.

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Our PLG group had the challenge of working with the first graders, who some of the students have behavior problems. After observing and trying out different tasks and ideas we realized small groups work best with our students. By implementing the small groups we were able to separate the students whohave a pattern of starting behavior problems with each other.

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During the field experience we made assessment decisions based on what we were teaching and what would be the most affective. I will keep the assessments practical and time necessary in order to maximize teaching. The data was used by showing the teacher what the students needed to work on for example in a checklist if a lot of the students were missing "bend you knees" we know that is something to focus on.

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I still need to work on my checking for understanding. Making sure that the students know what they are doing by asking questions they can answer. This will help me realize if I need to go over something again, or they understand it.

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The outcomes and textbook were very helpful in assisting us select appropriate activities for the students and their grade level

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Being that we had the challenge of teaching 40 students, we collectively decided to split the group into 4 groups and rotate those groups through stations. By doing this we had a teacher to student ratio of 1:10 so it was easier to keep students attention and keep them on task. It is tough to keep 40 students on task as one group but splitting them up like this worked very well.

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Our group worked well balancing the workload/teaching responsibilities. We were able to bounce ideas off of each other when something wasn't working in the lesson.

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When coming up with the ideas for our tasks we were able to use the outcomes book to help us align everything for our students. The GLSP was used to help design and implement modifications and adaptions.

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We used the feedback we received to reflect on our teaching and utilized that information when planning our next lesson plan. I feel as though the feedback we received helped us improve our lessons and our teaching each week.

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PLG 1 James
We used the feedback we were given and implemented that into our teaching in the next lesson. For example, Mr. Lacey told us to never say when I say go until that is the last thing you say. That was helpful because when students hear that they get up and it is unorganzied, so hearing feedback like that, helped in future lessons.

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When we were planning our lessons we used aligned our activities with the outcomes and used the textbook to help us with our tasks

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Choosing fun activities and assessments off of website like PE Central is not always appropriate because it doesn’t always align to your objectives. To ensure that your activities are appropriate you should base it off of the developmental level of your students. The activities posted online don’t take into account the different skill level of students. It is important to make your own assessments so you are more familiar when using them.

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PE central and activities that are fun are put up there to show acitivites that kids enjoy. These activities also do not enforce skill profiency and often do not correspond with the standards. This means that some of the games do not work to improve skill level but instead lean more towards fun activities. Some of these games will diminish the progress of the skills being worked on for example throwing.

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In order for a teacher to ensure activities are appropriate, they need to refer to the national and state standards. They also need to take into account the GLSP of each of their students to plan activities that are developmentally appropriate for each individual to meet goals and grade level outcomes.

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I made assessment decisions during field experience to benefit the teacher and the students. I wanted to make sure that the assessment could be finished efficiently so it did not take up a lot of time. Each assessment was made to assess different aspects of the skill that the child was performing. During the assessment process, I only had one that was hands on for the students. In the future I would have the students fill out more assessments to allow them to give their own answers rather than just me assessing them. After seeing the data from each assessment, I would know what the students needed more practice at and would plan the next lesson accordingly. The assessments would allow me to know what tasks and skills needed to be worked on and how many different modifications I would need to provide to the students.

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Throughout my teaching at Barry Elementary, my biggest difficulty was time management. Although it is good to overplay a lesson, students often ended up spending too much time in the stations we made and we had to cut the last station short so that we could close. If we cut some time off each station we could have gotten through everything better.

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I need to work on providing developmentally appropriate activities for the students according to their age group. I would give some activities that were too easy or too hard. I have learned the best lessons come from a well developed and appropriate plan.

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We were not able to get much feebcak from our peers. The feedback we did receive was helpful in helping prepare for future lessons using better organization and behavior management skills.

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Our group did a great job working together to plan the lesson. Then we each did a great job teaching our station because we were prepared, and the equipment was ready where it needed to be. At all times, we did a great job making sure our backs were towards the wall to make sure we could see everyone in the class.

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We did not receive much feedback from our peers about our teaching

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My group and I did well at managing our classroom. We had 40 fifth grade students so it was difficult in a small gymnasium. We often did our lessons by splitting students up into small groups and teaching different tasks to each group and it worked out very well. I feel that the students learned more and spent more time partaking in physical activity when we split them up as opposed to teaching to the whole classroom.

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We were unable to receive feedback from our peers after teaching. We only received feedback from Dr.Pratt and Mr.Lacey.

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During field experience I made assessments using checklists and rubrics. I will focus on creating shorter assessments so I am able to reach all students in the class period. I used the data from assessments to plan future lessons on the same content. This made it easier to include modifications and extensions.

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We first looked at the outcome book and then looked in the textbook to find developmentally appropriate tasks. We began using the GLSP but determined through further observation that our students were not actually at that level.

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Our assessments were based on what we expected of the students according to the objectives. We would change our assessments to make them more detailed as for what we are aiming to achieve with our assessments. We used the data to reflect on our teaching to see what we needed to focus on more and what the students took away from that lesson.

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Just because an activity is fun does not make the content meaningful or developmentally appropriate for the students. As a teacher, we need to know what stages the students are at according to the GLSP and how to design tasks and task modifications accordingly. This will ensure that the activities are appropriate for the lesson.

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We as a group need to work on minor lesson plan revisions such as writing out the outcomes. Individually we could all work on time management that includes equipment set up, and instruction to ensure maximum student learning.

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We did not receive any feedback from our peers about our teaching.

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What we did well as a group is choosing a unit and developed objectives aligned with tasks that kept students engaged in learning. We have learned that is is important to keep your lessons developmentally appropriate so you students can meet the objectives and expectations.

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We used to the outcomes to help make and plan our objectives. We used these objectives to plan our lessons and the tasks of our lessons. The textbook gave us ideas for tasks. We used the GLSPs to help make our task extensions and modifications to fit the developmental needs of our students.

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Giving specific feedback to students during class. Finding different behavioral strategies to use. Ensuring that tasks are designed to allow for students to work independently.

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We did our assessments based on student age and our outcomes in the psychomotor, cognitive and affective domains. We wouldn’t make any changes to our assessments because they were developmentally appropriate. Based on assessments, we were able to see what domain objectives needed revision based on level of difficulty.

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We were never able to get feedback from other groups. Our peers only ever caught the last few minutes of our lessons if they caught any at all.

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We enforced different behavior management techniques. We also planned skills that were developmentally appropriate for the students. We have learned that sometimes the outcomes don’t always align with students abilities so you need to backtrack. Student at younger ages work better independently. With younger students you need specific and short directions to keep them focused.

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Choosing activities and assessments off of websites is not always appropriate because you have to make sure it aligns with your outcomes, grade level, GSLP and unit. As a teacher, we need to ensure activities are appropriate because of safety, equipment, grade level outcomes and students level of learning. All of these factors will ensure student learning and progression.

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We made assessment decisions based on lesson plan objectives in each domain based on our students prior knowledge what we wanted them to learn. We believe our assessments were well developed and easy to use based on the information we believe was important for each lesson. Based on the assessments we provided specific feedback to the students in regards to skill performance, cognitive development and the affective domain.

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We chose an outcome based on the unit and grade level and wrote our lesson plan based off of the national outcomes book. We did not use the GSLP in the book because we did teacher observation to measure students level of learning and growth.

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We still need to work on organization and preparedness. Transitions were a little slow so we could work on those too. We could definitely have more visual aids and utalize and incorprate them and technology into our lessons.

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They do not always align with the National or state standards. Refer to the standards book and base your lessons and tasks off of those standards. You always need to make pre assessments on your students to determine what is appropriate for their skill level

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We communicated and made sure that our lesson objectives aligned with the standards. We made sure to give a lot of feedback both positive and corrective specifically. We learned that if the activities aren’t developmentally appropriate then student participation will be skewed. We also learned that modifications play a huge roll in student participation and success.

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We never were able to receive feedback in any form from other groups. If we had any feedback, we would have used theories such as behavioral management, and behaviorism to revise our lessons and improve our teaching.