A2.6 Health education-Candidates know understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.
A2.7 Physical education-Candidates know, understand, and use-as appropriate to their own understanding and skills-human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.
Semester: Spring 2014 Date: April 11, 2014
1. Description of exemplar and how it demonstrates meeting this ACEI Standard and Element(s).
This exemplar was designed for my first P.E. lesson with my 2 nd grade students at Waikiki Elementary. It was designed to introduce and practice basic locomotor skills that would provide the basic foundation of lessons to come. This exemplar also focused on the purpose and importance of physical education and the health benefits of physical activity. It also meets both stand elements of A2.6 and A2.7 by providing student with the opportunity for development and practice of skills that contribute to good health as well as exposing elementary-aged students to physical activity to promote and foster active, healthy life styles and enhancing their lives.
2. Reflection on my professional growth in knowledge, skills, and dispositions related to this ACEI Standard and Element(s).
My professional growth in knowledge of instruction grew significantly while both creating and teaching this lesson. This exemplar was created based on some best practices learned through my KRS 107 class at the University of Hawaii at Manoa. As students of the class, we produced similar lessons and practiced teaching them to our fellow classmates. I gained knowledge of the demands it takes to teach physical education to elementary-aged students
I was able to develop my skills in instruction through using resources from my KRS 107 class such as our course texts, fellow student and instructor whom I collaborated with. Teaching actual elementary students, versus collegiate co-eds, helped showcase my management skills. Keeping my students engaged and having each activity flow into the next seamlessly helped achieve this.
My growth in disposition is in my eagerness to get trained in the Orton-Gillingham phonics program. I got to see how students can easily identify sounds through repetitions of this
program. English is not an easy language to learn or to teach, but this program breaks it down in such a way that is very understandable.
Connection to GLO(s): -Community Contributor (2.2, 2.3)
Enduring Understanding(s): Healthy individuals know the importance of being active and physically fit.
Guiding Questions: Why is physical education important? What is a locomotor skill? Why are locomotor skills important?
Standard/Benchmark Specific content area standard/benchmark The performance task gives students opportunity to demonstrate knowledge to meet the benchmark HCPS III HE.K-2.1.1 Explain the healthy benefits of exercise. HCPS III PE.K-2. Use basic locomotor skills in initial (immature) form alone, with a partner, and in small groups. ACEI 2.1 2.4 Content Area Knowledge (2.1 Language Arts, 2.2 Science, 2.3 Math, 2.4 Social Studies) Candidate demonstrates knowledge, understanding and use of content area concepts, learning theory, and processes to design instruction
Assessment The performance task gives students opportunity to demonstrate knowledge to meet the benchmark Formative assessments (applied appropriately throughout lesson): Students will be asked to display certain motor skills on command throughout the lesson.
Summative assessment (includes checklist or rubric): Criteria Exit Ticket: Students must be able to explain why exercise is beneficial to their health and perform locomotor skill asked of them. ACEI 4 Informal and formal assessment Candidate plans appropriate formative and summative assessments to guide and assess student learning, including scoring criteria
Activities/Instructional Strategies Clear steps that convey the use of multiple strategies, resources and technology Activating Prior Knowledge: -At recess, when playing outside on the playground, each one of you is engaging in physical activity whether you know it or not. Today we will be learning why physical activity is beneficial to your health. -Who would like to share how they spend their recess out on the playground? What do you do? (Answers will vary)
-Something as simple as chasing your friend around the playground is participating in physical activity and exercise. Exercise is important to your health because it keeps you in shape and it helps keep your heart healthy. Mini Lesson: What specific strategy or skill will you explicitly model? These are the strategies students will apply. -Teacher will first explain rules that are displayed on laminated rules poster placed on each cone cornering the boundaries. Teacher will also explain what the blow of a whistle means, it either means to start or it means to stop what you are doing and turn your body and attention to the teacher with your hands on your knees in a ready position. -Teacher will introduce the different types of locomotor skills (e.g. walking, running, jogging, skipping, sliding, galloping, etc.), each time checking to see if students know how to properly execute the given locomotor skill. -For example, An example of a locomotor skill is a skip, can somebody raise their hand quietly and show me what a skip looks like? -Teacher will then demonstrate the locomotor skill and have all students repeat. Work Time: How will students apply the strategies and skills learned during the mini lesson? What directions are needed? Will they work independently, in pairs or in small groups? -Once all locomotor skills are taught, teacher will have students spread out within the boundaries. Teacher will give a command and students will follow. -Going clockwise, (motioning clockwise with arms to show students clockwise), I want me to show me a walk. -Teacher will go through all locomotor skills. Closure: How will you synthesize the learning that occurred in this lesson? How will students reflect upon their learning from this lesson? -Teacher will blow whistle, students will face teacher in ready position as explained at the beginning of the lesson. -I want you to do your favorite locomotor skill to get to the baseline of the basketball court, you will then line up in lunch line order. Your exit ticket will be if you can tell me one example of a healthy benefit of exercise. ACEI 3.1 Knowledge of students and community; Integration of knowledge for instruction ACEI 3.1 Knowledge of students and community; Integration of knowledge for instruction Candidate designs learning activities that: Uses a variety of instructional strategies Integrates knowledge of students, community, subject matter and curricular goals Incorporates a variety of resources Uses technology where possible
ACEI 3.3 Critical thinking, problem solving and performance skills Candidate demonstrates understanding of cognitive processes associated with various kinds of learning, and incorporates strategies that encourage students development and use of critical thinking and problem solving.
Opportunities offered for inquiry, active learning, individual work and pairs/small group interactions: Students are encourage to raise their hands if they do not understand and are asked to share both with their partners, as well as the class.
ACEI 3.4 Active engagement in learning Candidate plans instruction that: Fosters student motivation and active engagement in learning
Incorporates independent and pairs/small group learning Helps students to assume responsibility for themselves and others, and monitor their own learning
ACEI 3.5 - Communication to foster learning Candidate plans instruction that uses oral and written discourse between themselves and students to foster: Active inquiry and collaboration Positive relationships and social interaction K-6 students use of effective communication strategies
Differentiation Plan Adaptations connected to instructional strategies
ACEI 3.2 Adaptation to diverse students Candidate designs student-centered instructional tasks and incorporates varied strategies to enable all students to achieve learning goals, and are appropriate to the needs of students who are culturally diverse or have exceptional needs.
Differentiate the learning environment, content, process, or performance task for individuals or small groups (e.g., accelerated, ELL/MLL students).
Identify the type of need (e.g., ELL/MLL, accelerated students, reading needs, 504 students, struggling learners, enrichment) List the type of differentiation (learning environment, content, process, or performance task) and tell how you will differentiate
ELL/MLL
Content Process Keywords will be written on the court with sidewalk chalk. (E.g. locomotor skills, gallop, skip, etc.) Struggling Learners
Learning environment Struggling learners may work with a partner and mimic their partners choice of locomotor skill. Accelerated Learners
Performance Task
Accelerated learners will be allowed to think of and demonstrate other locomotor skills.
Duration: 50 min.
Materials: Students-covered shoes. (sunscreen is optional)