Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Jeff Towning jtowning@tarbut.com Physical Education 4th grade
Mentor Email School/District Date
Tarbut V’Torah Community
Brent Dohling bdohling@tarbut.com 10/26/18
Day School
Content Standard Lesson Objectives Unit Topic Lesson Title
4.3 Set personal short-term
goals for aerobic endurance, Cardiovascular health
muscular strength and
Goal-Setting Cardiovascular Health/Setting goals
endurance, and flexibility
Grit/Perseverance Cardiovascular Health for half-mile run/getting ready for
and monitor progress by
Encouragement for others TVT turkey trot
measuring and recording
personal fitness scores. TVT Turkey Trot

CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Establishing and articulating goals for T- Exploring
4.2 2
student learning. S- Exploring
Connecting subject matter to T- Exploring
1.3 2
meaningful, real-life contexts S- Exploring
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
I like the lesson plan and think it will be a
fantastic way to introduce the TVT Turkey
Trot. You will be connecting the importance of
- How will the use of technology in the
cardiovascular health to a very important
physical education setting help to
school event which is a great connection for
increase student learning outcomes?
the students. I like that you will have a big
- I will incorporate the inquiry focus to
timer displayed so that students can see what
see how students respond to being
time they’re at while completing their laps. I
able to track their own time with the
Inquiry Focus/Special Emphasis think the assessment sheet is definitely

timer I put out, giving them more
What is your inquiry focus and/or special emphasis? appropriate for this age level and I like that
 How will you incorporate the inquiry focus and/or responsibility to monitor their time,
special emphasis into the lesson? you incorporated a goal-setting portion onto
 What specific feedback do you want from your ME? and setting an appropriate goal to
this sheet, so students will be able to track
improve their time and how they can
their progress and see if they were able to
get there.
accomplish their goal by the end of the unit.
- I would like feedback on the
Lastly, I like that you incorporated affective
effectiveness of the student sheet that
domain into your lesson to teach the
will be passed out and if it is
importance of good character as it will help to
appropriate for the age level.
create a positive culture within your classroom
and will teach your students the importance of
achieving their personal best and not about
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 8
 beating another student in a race.

Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student is an accelerated
learner and does very well in
The critical needs for this student physical education. I picked this
This student struggles academically
will not be related to the physical student because while she does
and has a hard time focusing
aspect of the lesson, but most well in class, she often times
during class. He often times gets
Focus Students likely the comprehension of the distracts others as she is done
 Summarize critical needs and how lost because he cannot sit for very
worksheet that this student will with her work while others are
you will address them during this long and gets distracted easily. I
lesson. have to fill out. I will address them still completing it. My plan is to
will make sure to work with this
with this student by helping him have this student be my “assistant
student and go one-on-one with
read the sheet and will make sure coach” once she is completed and
him to check for understanding of
to check understanding before he to see if anyone needs help with
the lesson.
completes the paper. writing down appropriate goals,
and things they can do to help
have a stronger heart.
- One thing you can do for your focus
student is to have a separate
assessment sheet and possibly include
directions in French, and in English.
Try using Google Translate to see if he
needs any additional help completing
the form. It’s difficult when a student
- I’d like feedback on if there are any
cannot understand, read, or speak
effective teaching practices that will
English so this student may need one
 What specific feedback regarding your focus students help these students achieve the
do you want from your ME? on one support if you do not have the
learning outcomes without me having
use of an instructional aid. For the
to use one on one time which takes
other focus students, you could pair
time away from other students.
them with a classmate who is strong
in the area who will be able to help
assist them with the instructions.
Make that person your “assistant
coach” or give them a job so they feel
they have an important role in being a
leader of your team (class).
- I will keep track of the amount of time
you spend on instruction, activity
time, and time spent filling out
assessments. Try to keep the
- I’d like feedback directly related to how
Specific Feedback
instruction time at a good time so
much time I spend on instruction,
 What additional specific feedback do you want from that you do not lose the students, but
your ME regarding lesson implementation? activity time, and time spent on
I also think that it will help keep
students filling out assessment papers.
students engaged by showing them a
video of real world class runners and
making the connection to the TVT
Turkey Trot.
- Lesson will be structured with a warm- - I like the structure of your lesson with
up, introduction, lesson focus, and the warm-ups, introduction to what
Instructional Planning closure the class will be consisted of and the
 How is the lesson structured (opening, body, and
closing)?
- Strategies and differentiated students learning goals, lesson focus
 What varied teaching strategies and differentiated instruction will include a different will be the students activity time
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used? assessment sheet for my EL learner. where they will complete the half-
How will results inform instruction? He will fill out a different sentence mile run and fill out the assessment
structure then all other students. sheet, and the closure can be where
Students will be able to share their you assess the class as a whole on
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 8
 times if they would like and share their
goals with certain classmates.
- Progress monitoring strategies will
include filling out the same sheet, each
time we do the half-mile run so
students can see the progress, or lack
of progress they are making. Results
will inform instruction because
students will be able to make a
connection between healthy habits to a
better time in the half-mile run.
- I like that you incorporate the video
- The lesson will be relevant to all
students because I will show them a
video of the world’s best marathon
runners and why running can be so
beneficial for good cardiovascular
health, and mental health. Students
Student Engagement/Learning will also be able to relate as they will
 How will you make the lesson relevant to all the be taking part in the TVT Turkey Trot
students?
 How will students show progress towards master of on Thanksgiving morning. Students will
lesson objectives?
show progress towards mastery of
lesson objectives by seeing results of
their running times. When students set
a goal in the beginning of the unit, they
will also write down what things they
will have to do to improve (eat healthy,
exercise outside of school, etc.)
- Maintaining a positive learning
- I will maintain a positive learning
environment by emphasizing the
importance of grit and creating an
atmosphere where we accept
everybody and their efforts. I will
explain that everybody will have
different times and the important
aspect is that we improve upon “our”
Classroom Management personal best and not worry about
 How will you maintain a positive learning
environment with a welcoming climate of caring, other’s times. We always emphasize
respect, and fairness?
 Identify specific classroom procedures and strategies
good character, and this lesson will
for preventing/redirecting challenging behaviors. focus on encouraging others to attain
their personal best.
- Classroom procedures and strategies
for preventing/redirecting challenging
behaviors will include a verbal warning
for the first infraction, two minute
reflection for the second infraction,
and lastly a R.O.A.R.S reflection form to
fill out for the third infraction.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
that specific day, and let them know
your thoughts on how they did. I
would suggest having all students
share their time with someone they
feel comfortable with, or do not have
them share at all. I think it could
create some issues if some students
want to share and another student
does not want to share their time. I
do love that students will be using the
same assessment sheet to track their
times throughout the unit as they will
be able to see evidence that they are
improving or still need more
improvement. I also like that you will
have them make a connection
between running and healthy habits
outside of school.
of the world’s best runners so that
they will be able to see what a world-
class runner looks like and what they
do to be at the top of their game.
Students should be more motivated
after watching a video like this and is
a great way for students to make a
connection to what they are learning
with people in the real world. I also
love that you incorporate the TVT
Turkey Trot as this is a big event at
the school. You could also use this
unit as a time for students to “train”
to be their best during the Turkey Trot
and make a connection to the video
where world class runners talk about
how they train.
environment is so important in
physical education because of the
nature of the class with lots of fun
competition. It seems that you do a
great job in creating and maintaining
a positive culture by emphasizing
support for all of their “teammates”
(classmates) and as you said in the
meeting they can connect the
qualities of being a great teammate
from your team building unit into this
unit and showing support for all
individuals. I love the emphasis on
achieving your personal best and not
on trying to run to beat a student in
the class. Your classroom procedures
and strategies through previous
observations has been effective.
Students understand your cues and
know when it is time to pay attention.
You are firm with your instructions
Page 3 of 8

Closure
 How will you close your lesson?
 How will you assess student learning and prepare
them for the next lesson?
EXAMPLE
CSTP 1: Engaging All Students
 In what ways were students
engaged?
Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
CSTP 1: Engaging All
Students
 In what ways were students
engaged? How were
students not engaged?
 How did students contribute
to their learning?
 How did teacher and/or
students monitor learning?
 How were the focus
students engaged and
supported throughout the
lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
and will follow through with
disciplinary measures if students
continue to demonstrate challenging
behaviors.
- I will have students think, pair, share
with members of their galaxy (rows) - I like that you give students time to
and talk about what things they wrote collaborate with their peers to talk
down that will help them achieve their about what they wrote down in
goal. After two minutes, I will ask for response to how they can achieve
volunteers to share what they wrote their goals. Students will gain an
down and will proceed to talk about understanding that eating healthy,
ways in which I think will be of the exercising outside of school, getting
most help to decrease their running proper sleep, etc. will really help
time. Students will then be assessed them to achieve their goals. While
on how they did as a group, and I will students are completing their
dismiss. assessments this will give you a good
- I will assess student learning by opportunity to walk around and
observing and listening to student monitor students learning and see if
conversations as they are pair sharing any students need help in thinking of
with each other, as well as being able ways that they can achieve their
to look at their pre-assessment sheet goals.
that will be turned in to me.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
Students were all focused and
engaged while watching the video. I thought the lesson went well and
They were sitting quietly and that the students were constantly
Teacher did a great job of circulating respected your instruction to engaged during the video,
the class while the students were remain silent during the video so worksheet, and activity of the half-
filling out the questions on their that they could all focus and listen mile. Students all remained quiet
worksheet. Students were engaged for the answers to the worksheet. I and were respectful to their
in the video and it was appropriate thought you spent a good amount classmates so they could hear the
for the age level. I like that you of time for instructional time, video and listen for the answers. I
mentioned to them to think about activity time, and time for students think I provided assistance for
the connection between what the to fill out their assessment sheets. I students who needed it by
heart is doing while they perform didn’t notice any students become circulating around the room and
physical activity during the half-mile bored or disengaged throughout making sure that they were on task
run, and everything that they do in the lesson. I also like that you gave and focused. If they were struggling
physical education class. them time to collaborate with each with the answer I had them pair up
other after the video was over to with a partner who could help them
help students who may have to find the answer.
missed some answers.
Students were engaged while The students were all sitting in Students were engaged throughout
watching a short video on the heart. front of the screen with their the lesson when watching the video
The teacher was circulating the class worksheets and a pencil. Students about how our hearts work, when
while the video was playing to were very engaged in the video and filling out the worksheets,
ensure students were focused and it was grade level appropriate. collaborating with peers, and during
following directions. Students Students needed to fill out the activity time while running the half
contributed to their learning by worksheet that coincided with the mile. The students had an
filling out a worksheet that video that was shown, and had a opportunity to collaborate with each
coincided with the video being chance to help other classmates other after the video was over to
shown. After the video was over, after the video was over to ensure review some of their answers and to
the teacher gave students time to that they had a chance to obtain all help others who may have missed an
share with each other so that of the answers. After the students answer during the video. They were
Page 4 of 8

CSTP 2: Effective Learning
Environment
 How did students and
teacher contribute to an
effective learning
environment?
CSTP 3: Organizing
Subject Matter
 What actions of the NT
contributed to student
assimilation of subject
matter?
 How did students construct
knowledge of subject
matter?
 What misconceptions did
students have and how
were they addressed by
the teacher?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
students who may have missed
answers had a chance to fill them in.
The teacher had students read the
question and answer to each of the
questions on the worksheet and
students were all very eager to raise
their hand and participate. The
focus students were also engaged
and were assisted by the teacher,
one-on-one shadow, and classmates
which gave the focus students a
great chance to obtain all of the
required answers to the worksheet.
The teacher contributed to an
effective learning environment by
providing an engaging lesson that
kept students engaged and active.
He had a good amount of learning
time mixed with activity time for the
students to get outside and be
physically active, but also to get the
academic content of the heart and
what the heart does when we are
physically active. I thought it was a
great way for students to make a
connection to what their bodies are
doing while they are in physical
education class.
The teacher showed an age
appropriate video from KidsHealth
to show how the heart works.
Students were informed that their
goal was to make a connection
between the video, and their half-
mile run as well as what their heart
is doing when they are physically
active. Students were making the
connection that when our bodies
are physically active, our hearts beat
faster to pump out oxygenated
blood to our muscles. The teacher
was circulating the class during the
video to ensure students were on
task and gave all students a chance
after the video to help each other
out and to help those who may have
missed some of the answers from
the video.
had a chance to share with each
other, the teacher called on
students to raise their hand to read
the question and answer. Students
were very eager to participate.
Students then went out to the field
to run a half-mile. They had to fill
out their time, reflection of their
run, and a goal for their last half-
mile run.
The students contributed to an
effective learning environment by
respecting the teachers directions
by remaining quiet when the video
played, and also they got a chance
to collaborate with each other on
two occasions in order to help each
student be successful in completing
the worksheet and the
reflection/goal setting sheet. The
students were helping those
students who missed an answer,
and they were all working hard and
encouraging each other after their
half-mile run. I can tell that the
teacher places a strong emphasis
on the Affective domain which
creates a positive classroom
culture.
Students constructed knowledge of
the subject matter by filling out the
worksheet that went along with the
video, and were instructed to think
about the connection between the
video they watched and what their
bodies are doing when we are
physically active. The students had
very well thought out questions to
the video, and were very surprised
at the anatomy of the heart, such
as having 4 chambers. Some of the
students needed a little additional
help in completing the half-mile
reflection sheet and goal setting,
but they were able to complete
with help from the teacher or peer.
also tasked to encourage each other
after their completion of the half-
mile run in an effort to show an
appreciation for each students
abilities and completing the run. I
was constantly circulating the class
to make sure students were on task
and to provide specific feedback.
Focus students were also engaged
throughout the lesson and had
additional help from one-on-one
aids that were able to help assist
them with the finding the answers.
I think one of the strengths of my
teaching is placing a high emphasis
on the affective domain and
constantly stress for students to
have good sportsmanship,
encourage others, and have an
appreciation for others in physical
education. The students had
multiple opportunities to collaborate
during the lesson and they were on-
task and made sure to help those
who needed help while also
encouraging them that they did a
fantastic job. I emphasized that the
important thing during the half-mile
run was not the time you finished,
but the improvement that you plan
to make by the last half-mile run.
I thought that the video would be a
perfect way to show students a basic
anatomy of the heart, and what it is
actually doing during physical
activity. We move our bodies a lot in
physical education class and one of
the goals was to make the
connection between what our hearts
are doing during physical activity. I
feel strongly that the students were
engaged and interested to know
what their bodies are actually doing
during physical activity. The
students were able to take the
information that they learned
through the video, worksheet, and
collaboration with peers and transfer
that information during their half-
mile run. During the closure I asked
students to quickly talk with their
galaxy members and talk about two
things they learned today and what
is our heart doing when we are
exercising. They were able to share
with me after collaborating some of
their answers.
Page 5 of 8

CSTP 4: Learning
Experiences
 How were students
supported through
differentiated instruction?
 How did students
participate?
 How did the NT contribute
to student learning?
CSTP 5: Assessing Student
Learning
 How did students
demonstrate achievement
of lesson objectives?
 In what ways did students
struggle or demonstrate
limited understanding?
 What teacher actions
contributed to student
achievement?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
All students were supported by
having the ability to share their
answers with one another after the
video was over. The teacher had a
handout that was appropriate for all
students, and the students who
needed additional help were
supported by their one-on-one
shadows, peers, and the teacher.
The students were also instructed
that during the half-mile run that if
they needed to walk, that was OK,
but it needed to be a fast walk. The
emphasis of the run was not on
getting a fast time, but rather
improving each time they did the
half-mile run. This allowed students
to still feel competent even if they
were not able to successfully jog the
entire 3 ¼ laps. The teacher did a
good job of relaying the message of
grit, teamwork, and the connection
between the run and what their
hearts were doing.
The teacher did a good job of
circulating the class throughout the
video to ensure students were
focused and filling out their
worksheets to the best of their
ability. The teacher also set a good
precedent for the goals that he
wanted them to achieve for that
specific lesson and incorporated a
goal for each of the 3 domains
cognitive, psychomotor, and
affective. The instruction was
differentiated and gave all students
a chance to be successful.
Section 4: Post Observation Conference
The students were all very
supportive of each other during the
lesson, such as sharing their
answers with each other, and
helping each other come up with
the correct answer. The students
who missed answers were able to
obtain them by collaborating with
peers after the video. The students
were all participating during the
worksheet, as well as the half-mile
run. Some of the students looked
tired, but the teacher did a good
job of encouraging them to finish
regardless of if they were jogging or
fast walking. Students had a couple
opportunities to collaborate with
each other during the course of the
lesson which was a good way for
them to discuss and make
connections between the video and
the lesson.
The students demonstrated
achievement of the learning
objectives by filling out the
worksheet, completing the half-
mile run, and the half-mile run
reflection and goal setting sheet at
the end of the class. Also, after the
completion of the video the teacher
gave students a chance to raise
their hand to read the question and
answer out loud and informed all
the students to listen intently if
they still had an answer missing.
Some of the focus students looked
like they had a little challenge to
keep up with the video, but they
were able to obtain the answers
through talking with peers after the
video, and during the teacher
discussion. The students were able
to mark down their half-mile time
and will use the same sheet of
paper to chart their next half-mile
time.
The students were supported during
differentiated instruction because of
one of the goals of the lesson which
was to show grit and perseverance
and not be worried about the time
that you receive. Students
understood that it was not about
how fast you ran the half-mile, but
the improvement that you plan to
make from this first time you
received. I probably could have had
a picture of the anatomy of the heart
available for some of the students
who are more visual learners, but I
did stop the video during the portion
of the worksheet where they had to
list 6 parts of the heart. Students all
participated during the lesson by
watching the video and filling out a
corresponding worksheet,
collaborating with students to help
find answers and set goals after the
run, and all did a fantastic job
completing the half-mile run.
Students demonstrated achievement
of the lesson objectives by filling in
the correct answers to the
worksheet, demonstrating grit and
perseverance during the half-mile
run, and encouraging and being
helpful to their peers. After the
class, they all had a chance to
collaborate and to discuss some of
the anatomy of the heart as well as
some of the other questions from
the worksheet such listing the
chambers of the heart, and the size
of the heart being about the size of
their fist, along with others. Some
students struggled to find all of the
correct answers during the video but
were all able to fill in the answers
through collaboration after the video
was over. A few students also had a
difficult time thinking of a S.M.A.R.T
goal and wrote down a goal that is
unattainable. I know that next time I
should spend more time talking
about how to think of an appropriate
goal that is measurable. I believe
that I contributed to student
learning by constantly circulating the
classroom checking for
understanding, as well as providing
specific feedback and a healthy dose
of encouragement during their run.
Page 6 of 8

To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
What were three top areas for
improvement?
What are next steps?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I believe that mostly all of the students were able to achieve the learning goal that were presented to them by
the teacher for this specific lesson. The students were able to share their responses with one another for the
video worksheet, they were all able to complete the half-mile run, and they were all able to successfully fill out
the reflection sheet as well as the goal setting portion of the paper. During the closure, the teacher had
students think, pair, share about the connection they were able to make from the video and what their bodies
are doing during physical activity.
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
This student looked like he had a
difficult time maintaining focus
during the video, seemingly getting This student did a wonderful job
lost by looking around and not at obtaining the learning goal.
This student was able to achieve focusing on the task at hand. The She was very engaged throughout
the lesson objective with the help teacher had to go over to the the video and often asked if
of his one-on-one shadow, his student to remind him of the goals anyone needed help. I explained
peers, and the teacher. This for the lesson, and would stand to her at the beginning of the
student has been getting a lot next to him to make sure he was class that I wanted her to take a
better with his English and is able not missing any answers. The leadership role and to help other
to communicate a lot better now student also looked like he missed students who may have missed
then he was at the beginning of the a few answers on the paper and answers, and to help encourage
school year. The student was able left them blank, but was able to those students who looked like
to fill out both sheets during this obtain those answers after the they may need a little extra
lesson, with help, and completed video through collaboration with motivation during the half-mile
the half-mile run very well. His his peers and the time spent as a run. The student was very
writing was surprisingly very good class discussing the questions and engaged throughout the lesson
and he demonstrated a great answers. Lastly, it looked as if he probably because there was very
attitude during the lesson. rushed through his reflection and little downtime as they were
goal setting paper, but was helped always tasked to be doing
by the teacher at the end of the something.
class to fill out an appropriate
reflection and goal.
Something I would do differently next time would be to talk a little bit more about writing a S.M.A.R.T. goal. I
briefly went over this with the class, but some of the students wrote down goals that are probably not
attainable. I want them to understand how to set an appropriate goal that is measurable, attainable, and
realistic. Next time, I will spend more time talking about the importance of S.M.A.R.T. goals when discussing
goal setting.
In my opinion I believe the top 3 strengths of the lesson would be the collaboration between students, the
completed worksheet that students needed to fill out and the goal to make a connection between what the
heart is doing during physical activity, and lastly the goal setting sheet that students had to fill out after their
half-mile run.
A few areas of improvement would be to dive deeper into creating appropriate S.M.A.R.T. goals and for me to
give a bit more instruction on how to create an appropriate goal. Another area for improvement would be to
talk more about grit and perseverance. Lastly, I would say that an area for improvement would be to give
clearer instruction on running form and where to run. I had to stop a couple students because they did not run
around the cones and I did not have enough time to talk in depth about proper running form. Most of the kids
ran very well, but there were some students who wasted a lot of energy because they lacked proper form and
did not pace themselves.
The next steps for this lesson would be to dive deeper into the areas that I felt I did not touch on in depth such
as S.M.A.R.T goals and proper running form and pacing. I felt that I lacked enough time to really talk about
those items, but I understand that if I can have students build upon their goals and their running form, they will
be able to make a further connection between how our bodies work, and how we can keep our bodies healthy
and strong.
Other Comments/Notes
Page 7 of 8
 All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 8 of 8