Planning and Preparation
-Demonstrating knowledge of content and pedagogy, knowledge of students, setting instructional outcomes, use of resources,
designing coherent instruction, and designing student assessments.
At my secondary practicum placement, I was assigned to teach a new games unit, which focused more on character development and teamwork, rather than developing sport related skills such as the basketball dribble or chest pass. I had a lot of experience leading games and activities in this type of field because of my past job working at a camp that strives to develop such qualities. I felt qualified and prepared to teach the unit. I also used resources found on the internet and borrowed character development books from my professor. These valuable resources enabled me to develop a comprehensive unit plan that would meet the needs of the students by allowing them to work on having a positive sporting attitude, develop team work, self-discipline, and respect.
I think it is vital to have comprehensive knowledge of the subject content. Through my four years at Keene State College, I have been enrolled in courses that have taught me the skills for a multitude of sports and activities, along with science courses such as Kinesiology and Physiology of Exercise. Without the proper education and training in college, I would feel unprepared to seek out a job in the physical education field.
I think it is vital to have comprehensive knowledge of the subject content. Through my four years at Keene State College, I have been enrolled in courses that have taught me the skills for a multitude of sports and activities, along with science courses such as Kinesiology and Physiology of Exercise. Without the proper education and training in college, I would feel unprepared to seek out a job in the physical education field.
NASPE Standards
In all of my planning, I incorporate the National Association for Sport and Physical Education (NASPE) standards. I plan my learning objectives to contain at least one objective in each the psychomotor, affective, and cognitive domains.
A physically educated person:
A physically educated person:
- Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
- Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
- Standard 3: Participates regularly in physical activity.
- Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
- Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.
- Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Secondary Unit Plan and Lesson Plan
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I completed my Secondary Practicum at Keene High School in Keene, NH. While there, I designed and taught a 5 lesson New Games Unit to 9-12 graders. This was a unique experience. Instead of focusing on skill related competence, the unit was geared towards building character and interpersonal responsibility. The main objective of the unit was to develop positive sporting behavior among the students.
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Elementary Unit Plan and Lesson Plan
I completed my Elementary Practicum at Wheelock Elementary School in Keene, NH. Part of the requirement was to design and teach a 5 lesson Basketball Unit to 3rd graders. This was my first experience being in a classroom and taking on the responsibility of teaching a class independently. I focused on teaching the basketball skills of the dribble, chest pass, bounce pass, and the set shot. Students also learned about self-awareness by keeping their bodies and equipment in control during the activities.
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Individual Education Plan
While at Keene State College, I took an "Adaptive PE" class. Through the class, I learned how to develop an effective IEP. I then performed a pre-test to assess the skill level of a Pre-K student at St. Joseph Regional School in Keene, NH. I worked one-on-one with the student over an 8 week period to develop and enhance his skills. At the end of the 8 week period, I performed a post-test to assess whether the student reached the goals that we set.
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Designing Student Assessment
The following documents show how I created an addendum and assessment tool. I also created a sample report card and included how the results would be recorded on a master record sheet.
Elementary Assessment Portfolio
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Secondary Assessment Portfolio
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