Reflection/
Grading

Reflection

Daily/Weekly Journaling is a great method to allow partners to reflect on their experiences in this course. Journals can also be used during the orientation period for students to set and track their goals related to fitness, health and leadership.

For the educator, reading these journal entries on a weekly basis provides the chance to gain insight into the student experience and identify potential issues as they arise. More information and examples of questions and topics can be found in the Unified PE Resource (p. 165)

Weekly Journals Prompts

  • Experiences with classmates (favorite moments)

  • Reactions to personal growth as a result of this unique experience

  • Weekly topic questions (according to learning objectives)

  • Feelings on improved confidence, humility, compassion and understanding

  • Ideas to spread unity and respect school-wide

Partners End of Course Reflection

  • Why did you take the course?

  • What does inclusion mean to you?

  • What was the most important thing you learned in this course?

  • What can you do to ensure everyone in the class feels included, supported, and connected?

  • What is your biggest strength as a leader? How can you use this strength outside of this course?

  • What was your most memorable experience of this course? Why?

  • Has this experience changed your perspective on working with students of all abilities? Why?

  • What training or supports helped prepare you for this course?

  • What additional training or supports do you think the partners should receive?

  • What advice do you have for next year’s partners?

  • What input do you have for the teacher regarding this course?


Grading Ideas for Peer Partners

  • Participation and engagement

  • Leading warm ups, games, activities, stations

  • Disability research project - Ex: presentation, written paper, class activity

  • Weekly journal and end of year reflections

  • Skill specific feedback

  • Colorado PE Standards

    • Competency in motor skills and movement patterns

    • Knowledge and skills to achieve a health-enhancing level of physical activity and fitness

    • Knowledge of concepts, principles, strategies and tactics

    • Understands the benefits of regular physical activity

    • Responsible personal and social behavior that respects self and others

    • Personal safety knowledge and skills


Grading Ideas for Classmates

  • IEP Goals

    • A student’s IEP can be considered a curricular document because it contains the specific goals (cognitive, physical, social, and emotional) students are working on

Additional resource: Grading in Adapted PE Podcast