Standard 3

Standard: Standard: Standard 3. Planning and Implementation. Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America’s National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students.

Component: 3.b Plan and implement progressive and sequential content that aligns with short and long-term plan objectives and that addresses the diverse needs of all students.

Artifact: Alignment Table Spring 2022 (Above)

Date of obtaining artifact: Spring 2022

Reflection: In preparation for writing a three lesson unit I was responsible for creating an alignment table. The alignment table is used to progress students in a developmentally appropriate manner from task to task.

Each domain aligns vertically, meaning that each goal builds upon the last to ensure students are where they need to be during the unit. For the PM assessment we progress students from jumping and landing on two feet then onto one foot. The cognitive and affective domains become more challenging with each sequential goal.

I believe that properly creating and implementing an alignment table is valuable for me as PE teacher because I can appropriately progress my students through each task and lesson. The alignment table is a useful tool because it provides structure for teachers looking to set small and big goals for their students. I will continue to use alignment table at all levels of teaching to provide my classes with an organized and detailed learning experience.

Standard: Standard 3. Planning and Implementation. Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America’s National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students.

Component: 3.c Plan for and manage resources to provide active, fair and equitable learning experiences

Artifact: Badminton Lesson 1 (Below)

Date of obtaining artifact: Winter 2022

Reflection: During my secondary field experience in Binghamton, I was responsible for creating and implementing an entire unit. I chose to do three lessons on badminton. The reason I chose badminton was because I was familiar with the unit and I felt I could best display my teaching abilities. I think choosing an activity I am familiar with helped me go into the experience with a heightened level of confidence and comfortability. Overall, it was a successful learning moment as a student and teacher candidate.

During this unit, it was important for me to consider how I could best apply/manage teaching materials, space, students, time and other resources. Firstly, I wanted to remind my students to remain safe by keeping their eyes up and shoe laces tied. It may seem like common knowledge for students at the high school level to keep their shoes tied. However, in realizing the urban environment I was in, it was easy to note some fashion statements included untied shoe laces or no laces at all. I provided visual aids to remind my students of these safety considerations. I also used a white board to write out objectives for the day on each individual lesson with each lesson building upon the previous. Furthermore, I was able to be inclusive with this unit by making accommodations for certain students who were limited with lower body mobility. I adapted equipment by allowing students with mobility issues to lower the height of their net. Lowering the net helped meet their physical and developmental needs. My students with mobility issues used a longer racket in order to reach shuttlecocks hit farther from them. Other students were also encouraged to use shorter or longer rackets to fit their needs and comfort level. For the cognitive piece of my lesson, I Incorporated a take home quiz linked below. The quiz included facts and rules pertaining to badminton as well as some of the information we reviewed throughout the lesson.

Overall, teaching badminton with an actual class in real time was a valuable learning experience. Teaching my classmates versus a classroom full of students is much different than I expected. At times, students were on their phones or partaking in side conversations. With my experience in behavior management strategies, I was able to mitigate those occurrences. The most valuable part of the unit for me was getting a chance to manage the teaching resources I had available to me. Knowing that I had students with different needs prompted me to make adjustments to equipment which I will have to do often in any diverse PE environment. For my cognitive assessment, I used a google quiz. I was pleasantly surprised at how well the Google quiz worked for my students. Managing resources is something any valuable educator is able to do. Being able to immerse myself with a task such as this one helped expose me to the resources I will be managing in the near future.