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PED 434 Teacher Work Sample Reflection Throughout this teaching experience, it has been made clear that

assessing students in a variety of different ways is essential to develop not only healthy, but knowledgeable students. Our learning never ceases, even as we teach. We discover more and new ways to go about helping students to learn. Through our own faults in a lesson plan and through the students ability to learn in the environment we provide for them, we are able to more appropriately adjust and create a lesson that is more suitable for future classes. This process, as a whole, allows for us to see how effective we are as future physical educators, and how in tune we must be to detail in order to provide the most appropriate lessons for our students and their many different ability levels. As far as my individual teaching goes, I did not feel as though I presented myself at my best by any means. In previous teaching courses I have been much more involved with the actual teaching component, where in this simulation I was a bigger part of the planning and construction of the lesson itself. I feel the amount of time put into a lesson is essential to how well or smooth the lesson will go. For our planning, we talked about dozens of games that could have been used to get the same information from the students; however, getting the data is not the only goal of teaching. What I wanted to construct was a lesson that not only got us our data efficiently, but a lesson that also kept the students engaged and having fun. Shown on my sofit form, game play was the most commonly occurring of the lesson context; which fits how I felt I tend to teach. By having students actively involved with game play, it is simple to engage them in skill practice as well. This allows them to have more fun and stay more active while developing the same skill. I feel that we appropriately submerged our students into how to throw overhand by having them practice the skill about half as much as they were engaged in game play actually utilizing the skill. From the sofit form, skill practice occurred 11 times and game play occurred 21 times, leaving a relatively good ratio. While teaching, I found that I had had the most points in the observe category under

interactions. This category seems to be very vague, for while I was observing and was relatively adamant about giving corrective feedback and positive reinforcement to the students. The general instruction given I also felt was reasonable (13 on the sofit), not wasting too much time with direction, but getting the concept out quickly to the class so they could immediately start participating in an activity. Ultimately, keeping the students active was key so that they did not feel as though they were being analyzed throughout class and that sometimes during a lesson you might have to slow down or break down an activity to more thoroughly aid in the students learning. When looking at our instructional planning and assessment that we chose to use, I found that they did not line up completely perfect. Starting with the teacher assessment; the chart targeting each individual cue was very well done and presented, however, we did not have a game where there were trials for each of the sections. So rather than using a trial system, while teaching we counted a trial every time that the student threw the ball so we could see if they were consistent with their form. For this issue, we could have done some sort of smaller mini game with a time limit on each, counting each new mini game as a trial. By doing this we would be able to give the students more beneficial feedback between trials so that they would have a higher success rate on improvement. Next was our post assessment where we had some more minor errors when comparing it to our lesson plan. When looking at our Affective goal, it did not match the original affective questions on the post assessment. Aligning assessments with the lesson plan is very crucial in order to make sure that students receive the information you want them to grasp. For this select problem, it was just a matter of going into our lesson plan and adjusting our affective goal to, Throughout the lesson, students will work cooperatively in groups and teams and will give high fives to

demonstrate encouraging behavior and making our quiz ask about how many high fives were given and why they distributed as many as they did. Instructional planning of a lesson, especially in a unit such as cooperative games, it is so crucial that everything is aligned and appropriately displayed and executed. This unit has so much room for variation, that planning how you are going to transition from one activity to the next is key so that you do not take to large of a step up or down in difficulty. Overall, even though we had some minor errors in our lesson, we were able to recognize and fix most of them to make them more lined up and on task so that the next time we teach this unit it will run much smoother with fewer or no faults. After completing this teacher work sample, it has pushed me to be more attentive to detail so that you can collect as much data from the students as possible to help them in the most efficient way. As a future professional, I can see myself doing just that and improving the more experience I obtain. Looking at the sofit, for roughly half of my lesson students were either walking or very active, showing that they were being engaged for a decent amount of time. However, finding ways to increase that number while giving proper directions and feedback is what I, as a physical educator, hope to accomplish. The more students move and interact expending energy, the more fit they can become. At the same time though, they need to be learning and absorbing a certain amount of information from the cognitive and affective domains as well. Thus far, I have done an adequate job of relaying aspects of all three domains, but as I gain more experience, the more efficient I can be in doing that. Developing more types of assessments to gather more useful information will be the most effective way to aid students learning and to grow as a professional as well. Us as educators learn just as much from our students in class as they do from us.

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