Tuesday, May 11, 2010
Monday, May 10, 2010
Standard 1
Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.
Element 1.3: Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.
Date: Spring 2010
Artifact: PED 201 Motor Development Lab Reflection and Observation
Reflection:
The link above brings you to a reflection from the third lab I attended at St. Mary’s in Cortland. The labs I attended were on Monday’s from 3:00-5:00, and I presented different games to the students, and I also observed different motor skills by watching the students play. In this lab reflection, I reflect on the abilities of the students to perform the skills that they needed to execute to be successful in the games we played. I also state some strategies I have found to work well when trying to connect with the students. I have found that I need to be very enthusiastic, loud, and a huge key is to get the kids moving as soon as possible, and with as little breaks in the action as possible. This artifact also includes an assessment sheet. I assessed two students on their abilities to perform a leap, a horizontal jump, and a slide successfully. The two students who were assessed were a male and female student.Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.
Element 1.3: Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.
Date: Spring 2010
Artifact: PED 201 Motor Development Lab Reflection and Observation
Reflection:
Standard 2
Standard 2: Skill and Fitness Based Competence*
Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.
Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.
Standard 3
Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.
Standard 4
Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
Standard 5
Standard 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.
Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.
Standard 6
Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.
Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.
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