PE Task One - Here is an example of the task for Physical Education and Health Methods. PDF

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Here is an example of the task for Physical Education and Health Methods....

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Western Governors University Kayla Hartless 11/11/2020 Task One Part A and A. The lesson plan I chose to evaluate was the “Throwing Skills Lesson Plan”. A1. Effectiveness of the instructional plan- In my opinion the “Throwing Skills” lesson plan was very well organized. Students are learning the required skills in a progressive setting. For the warm-up students are learning to throw using a fictious or imaginary ball and learning where to place their feet, and how to swing the ball without twisting their bodies. They then move to a lightweight ball to ensure they have a good form and finally they get a heavier weight ball along with different targets to aim for, as well as running to every target. On the downside of the lesson, there was not any activation of prior knowledge recorded nor was there an assessment to show achievement of skill. There was also no modeled practice or guided practice. b. The lesson included a couple of a differentiations. One was having the students jump, hop, slide, and skip to the following throwing station. Another was having the students of different skill levels divided by work areas. Sadly, there wasn’t any accommodations or variations for students that had intellectual or physical disabilities. c. Standard Alignment Standard One- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard Two- The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard Four- The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. The lesson I chose does not align with the first standard due to the fact there is not an assignment given to test competency. The lesson chosen does however align with the second standard because the students are using knowledge of the concepts and students are answering the open-ended questions in the cumulative activities. However, the fourth standard is not addressed at any time in the lesson. The teacher could have included questions regarding behavior during the lesson to activate their prior knowledge before the lesson began. d. The lesson I chose encourages healthy lifestyles. The lesson teaches the students a skill valuable for if they play sports. It also encourages a healthy attitude because it teaches the students a skill, they can use to better themselves in athletics, and helps them have more confidence in themselves when throwing a ball. A2. Three instructional changes that I would make to the “Throwing Lesson” would be an activation of knowledge to help students scaffold their learning, an assessment to gauge mastery of skill, and a way to differentiate the instruction for students with disabilities. a. I would begin by adding an activation of knowledge and make the lesson align with the second standard, “the individual exhibits personal and social behavior that respects self and others.” To begin, I would start the lesson by explaining to the students that we are practicing a throwing skill but, we must always be responsible, respectful, and safe when we split into our individual stations. I would ask the students open-ended questions such as, how could one show respect to another during the activity? Is it safe to run around, acting crazy around others as they are participating in their activity? Overall, what should our behavior be when we participate in activities? What could we do to show respect to our fellow

classmates? “When you activate students’ prior knowledge of how we behave during a lesson we are able to “clear up any misunderstanding students may have about the topic.” -https://www.middleweb.com/36652/8-strategies-to-quickly-assess-priorknowledge/ PUBLISHED 12/31/2017 By Barbara Blackburn

Additionally, I would include an assessment in the lesson so students can show they have mastered the skill of throwing tosses overhand and overhand. When students have completed the practice drills and go through all the different stations, students will demonstrate mastery of the skill to the Physical Ed teacher. It will be required for students to demonstrate overhand and underhand skills at 100% efficiency, if students cannot demonstrate skills properly, they will return to their stations and continue to work on skills with peers until they are ready to attempt demonstration to teacher again. “The advantage of an assessment at the end of a lesson is that they prove immediate feedback, they guide student improvement, and they “give chances for students to demonstrate success.” http://www.ascd.org/publications/educationalleadership/feb03/vol60/num05/How-Classroom-Assessments-ImproveLearning.aspx/

February 2003 | Volume 60 | Number 5. © 2020 ASCD

Finally, I would include differentiated instruction in the form of visual aids to help the students. The lesson begins with students working on their throwing factiously in their spots. The lesson would begin with the teacher demonstrating for the students the steps in throwing. The teacher could demonstrate the steps by using an

approved video on YouTube, or with posters to properly showing each step for the students to mimic. Students would be able to refer to the posters to ensure they are doing each step correctly and should be left up for students. “When you use differentiating instruction you are working to “meet the needs of each child”. Visual aids can be a way to reach a visual learner.” https://www.schoology.com/blog/differentiated-instruction-definition-examplesand-strategies Kristen Cole . May, 17, 2019 .@2020 Schoology...