Download - Assignment III
GCS-ACT ASSIGNMENT 3
Instructional Design Standard III- Teachers know the content they
teach
Sherry Wyche
12/11/2013
Wiley Elementary School, 2013-2014 School Year Coach: Tina Johnson Staffing Specialist: Cristina Lester
According to Dr. Ray Jones a teachers job is to cause change as well as to cause thinking in the
students. Dr. Jones , an experienced teacher and coach himself; believes that most teachers do what
they ‘think’ they ought to be doing as it relates to teaching. Understanding first that learning is a process
it then leads one to begin the process of figuring out then the answer to the question, “How do you
cause learning”?
I too belive that the process of learning begins with an external idea and the challenge then
becomes how to get that idea inside of the child. As Dr. Jones said children will get the idea in them by 1
of 3 ways; reading, listening or viewing. In this assignment I will attempt to show how I think I ought to
be teaching. I will present artifacts of my teaching before November 18th and end by showing growth in
my teaching and strength in my plans. My objective is to transform from what I think I ought to be
teaching and how I think I ought to be teaching to shortining the gap between teaching and learning.
Background of class:
Each class at Wiley Elementary school is vastly different. However, what I would like to see change is
universal. My lessons currently seem to flow well. I’d like to see the students become more ready for
the real world. I’d like to see them work on their social skills as well as becoming effective cominucators.
Each class is mostly full of students who don’t look you in the eye when they speak or students who are
not confident in themselves. I would like my overall goal to address these concerns and for those goals
to become visible in my lessons.
Overall Goal: To increase student led instruction as well as adding a more solid formative assesment
piece to each lesson.
Essential Standard: Apply comptetent motor skills and movement patterns needed to perform a
variety of physical activites.
Objectives K-2.MS.1 Execute recognizale forms of basic locomotor skills
Essential Question: How can we use the locomotor skills to play?
In the month of September my goal was to introduce and reintroduce locomotion and the skills
associated with it to K-5 students. My lesson plans for the week of September 23rd – September 27th
were geared toward that goal. We had previously introduced a few locomotor skills so the students
were farmilar with how to identify a skill as a locomotor skill. Before the lesson began I activated that
knowledge by asking them to recall those skills and also how to identify a locomotor skill.They were
required to perform the recalled locomotor skills to ensure they also knew how to do the movements.
During the lesson I played the book “Brown bear, Brown bear” via YouTube. To prepare the students for
the game which related to the context of the book I asked questions that would eventually conect the
two. After I gave the students the opportunity to apply the locomotor skills learned through playing a
game. Finally, I challenged the students to recall the colors in the book, the colors in the game, the
locomotor skills used during the game and to describe how locomotor skills help you play.
Distribution of Labor:I/We/They
For this lesson I demonstrated the locomotor skills for the students first. I also facilitated the
game. Together the students and I reviewed previously introduced locomotor skills. The word wall
words were introduced in a collaborative way in that I facilitated but the students have to join the
conversation (using body movement, call and react, selected students writing the words on the board,
and actively encouraging their peers). They were asked to use bears to perform the new words that
would be used in the lessons to come. Finally, the students played the game independently and used the
skills and information that was learned before and during the lesson.
Artifacts:
Lesson Plans September 23rd-27th (k-2).docx
YouTube reading of Brown bear, Brown Bear
Coach W’s Word Wall 3-5 (New).pptx
Brown Bear, Brown Bear.pptx
Reflection
This lesson was planned to reach all students. Consideration to the ability to recall the various
locomotor skills was taken which is why they were reviewed in mulitple forms before the actual
application during the game. Careful consideration was also taken as it was assumed that all students
would not know their colors so a powerpoint that connected back to the book and the colors of the
animals was up during the entire game. This was a beginning locomotor game so the skills were set at a
very intermediate level and the requirements to perform them and participate were low.
I felt the lesson went well and walked away knowing I needed to leave room for more student
conversation. I felt the instructional plan was exactly what I anticipated but I could have allowed more
student involvement in the closing.
Essential Standard: Apply comptetent motor skills and movement patterns needed to perform a
variety of physical activites.
Objectives PE.K.MS.1.2 Use recognizable forms of the basic manipulative skills.
Essential Question: How can we use what we know about locomotor skills to play with magnets?
Distribution of Labor:I/We/They
For this lesson given October 28th – November 1st to grades K-5, I first collaborated with grade-
level chairs to determine what kind of information the students might bring with them as it related to
magnets. As I assumed that varied across the grade levels so I researched different information for each
level. I gathered all materials and created powerpoints and vidoes and align the lesson. At this point of
the year I began to have students lead the warm-up routine and during this lesson that was done. A
student was chosen to lead the warm-up and I monitored and facilitated as needed. The students then
either watched a Bill Nye the science guy video educating them on magnets or I read the book “What
Makes a Magnet?” (K-2 read the book and 3rd-5th watched the video). I then explained the game and
how to play and the students then played the game. Each student had a team captain who made sure
the people on their team knew how to perform the exercise for their group and the team captain was
also in charge of checking the cards verse the paperclips placed in the cup.
Artifacts:
Lesson Plans Octotber 28th- November 1st (K-5th).pdf
Coach W’s Word Wall (Magnet).pptx
Bill Nye YouTube video
Reflection
The game was a combination of sensory motor and manipulative skills, I felt that I was
successful in combining the PE content with information that the students would one day be able to use
as prior knowledge in another area. I walked away feelin that the students did in fact leave my room
with knowledge that they didn’t have before. I was able to assess manipulative skills which allowed me
to plan what kinds of games I could plan for in the future that enable student success.
Essential Standard: Apply competent motor skills and movement patterns needed to perform a
variety of physical activities.
Objectives PE.1.MS.1.4 Use non-locomotor and locomotor skills in a variety of pathways, in different
directions, and at different levels in response to music.
Essential Questions:
Kindergarten How can we use locomotor skills, letters, and teamwork to play? 1st-2nd How can we combine what we know about teamwork and locomotor skills to play a game using vowel sounds? 3rd-5th How can we revisit what we know about scooters and math facts to play a game using locomotor skills?
Distribution of Labor:I/We/They
During the week of October 14th –October 18th my students continued to work on locomotion and
teamwork. I set up a relay style game that involved scooters, letters, working together as a team and
using limbs as a source of locomotor skill. The games intent was to make students think quick while
incorporating physical fitness. I read a story that connected seasons to the lesson. Together we
reviewed short a vowel sounds through a powerpoint that I created. Students wre instructed to give a
thumbs up or a thumbs down to assess their knowledge as the powerpoint went on. Finally, students
took the knowledge that they brought with them or the knowledge they gained during the learning time
and applied it to the game.
Reflection:
The game was a combination of learning new information and tapping into old information. I
was able to focus on the objectives of the standard by adding in team captains that had specific duties in
keeping their teams excited and organized. I further aligned the lesson to the standard by ensuring that
music was involved and at points during the game it was used rhtymically to start and stop the game.
I used this lesson for all grade levels and was able to differintiate it for the upper levels by
adding math content. All students received the same PE standard and physical fitness the only diffferent
was it was differintiated for Kindergatern, 1st-2nd and then 3rd-5th. I truly felt this was a great lesson that
involved many layers and allowed the opportunity for many learning points.
Artifacts:
Lesson Plans Octotber 14th-18th (K-5th).docx
FALL LEAVES FALL!.pptx
Letter Fall.pptx Coach W’s Word Wall (motion).pptx
Bicycle Crunch
3rd-5th Grade Game 3rd-5th Grade (modified game)
Short A vowel sound game
Letter Match game (Kindergarten)
Essential Standard: Apply comptetent motor skills and movement patterns needed to perform a
variety of physical activites.
Objectives PE.K.MS.1.2 Use recognizable forms of the basic manipulative skills.
Essential Question:
Kindergarten Can we count, toss and write numbers? 1st -5th Can we create math problems with bean bags?
Distribution of Labor:I/We/They
During the week of November 25th –Novemebr 26th my students reviewed a skill previously introduced.
To prepare them for the game each student was tossed a tennis ball. As the balls are tossed I am
explaing to the students the importance of focusing on the ball and knowing where you want your
hands to go. When a student did not catch the ball (for one reason or another) I asked them to throw
the ball back to me and focus on catching again. During this time I shouted as well as demonstrated
different ways to throw and catch the ball. Intermitedely I shouted our attention signal and
demonstrated how they should focus on me when it is called even if they had materials in their hands.
Those students who struggled with tossing and catching worked with me one on one and if they
continued to struggle I gave them a larger ball to practice with.
After this initial assessment we transitioned into the game room. In the game room there were multiple
colored spot dots on the floor aligned in rows to give the students a place to stand. Next to the spot dot
was a frisbee with a beanbag, a pencil, and a blank index card. On the screen students saw number flash
and they had to either write the number on their card and then toss the beanbag that number of times
or add, subtract or multiply the number times the next number.
The power point was not long which allowed for students to be called to roll the dice and count the
numbers. As they rolled I called out a sign and they created problems this way. At the end of the game
(time permitted) students tossed the beanbag to themselves as many times as they could and wrote
that number down. Finally, students had to write a sentence that used the word wall words for the day
detailed with the number of times they were able to toss the beanbag without dropping it.
Reflection:
This lesson included multiple layers that allowed the students to walked away changed. This lesson was
created after the session with Dr. jones and much consideration was place on the distribution of labor.
The only thing I did was change the slides on the powerpoint and explain the expectations of the game
to the students. They (the students) had to apply their prior knowledge of numbers and number facts,
they had to physically do the work, and they needed to think about the entire lesson to complete the
sentence. The sentences were then used as a formative assesment to ensure the students knew what
was intended for them in the lesson.
Artifacts:
Lesson Plans November 25th-November 26th (k-5th).docx
Coach W’s Word Wall (catch).pptx
Beanbag math toss Bean Bag number sentence.pptx
Bean Bag Numbers (Kindergarten).pptx
Essential Standard: Apply competent motor skills and movement patterns needed to perform a
variety of physical activities.
Objectives PE.1.MS.1.4 Use non-locomotor and locomotor skills in a variety of pathways, in different
directions, and at different levels in response to music.
Essential Question:
Can we learn new ways to play with balls and use locomotor skills?
Distribution of Labor:I/We/They
In this lesson I planned to bring the text that we would read to life. The story left students wondering
what the game “Whaleball” is and how to play it. The lesson began with a vigorous warm up along with
music. I allowed the students to decide which exercise we would do. We then instroduced the new word
wall words which would help them play the game. Students were asked higher level questions to lead
them to the definitions of the words introduced. Students were then selected to write those words on
the board while their teammates cheered them on. They were then invited into the gameroom where
the room was set up with tunnels, exercise dots, jumpropes and cones. Students were arranged in
teams of 4-5 and given then instructions.
Reflection:
I thought this game went well. Students led most of the instruction which was my goal. They were able
to incorporate what they already knew about locomotor skills and add those ideas and learnings to a
new one which was inspired by the word wall words introduced. Students who didn’t know how or in
which ways you could balance a ball were able to find out how, students who envisioned what the game
might look like were able to see it and play it through. I felt there was plenty of ‘they’ and less of me and
I was also able to incorporate several components of student led instruction.
Artifacts:
Lesson Plans November 14th - November 18th (K-5th).docx
Whale Ball.pptx Whale Ball Whale Ball Photos
Essential Standard: Apply comptetent motor skills and movement patterns needed to perform a
variety of physical activites.
Objectives PE.K.MS.1.2 Use recognizable forms of the basic manipulative skills.
Essential Question:
Kindergarten-5th How can we review time, tossing and catching and still have fun? Distribution of Labor:I/We/They
In this lesson students had to come to class with some prior knowledge of the clock. The lesson began
by the selection of a “teacher for the day”. Students were all engaged in the process by singing a song
that prepared them to be chosen as the teacher. The ‘teacher’ was then selected by me and given
instructions on what to teach. The student led and facilitated the warm up. After the student performed
the class gave the ‘teacher’ feedback on the lesson. The “teacher for the day” was welcomed back to
their seat with a positive song sung by the students (see video artifact). I then gave another brief
warmup where the students knew the arrangement of the centers and moved to the music. I introduced
the word wall words and they were encouraged to answer by their peers and myself. Higher level
questions were asked to guide the students to the correct definitions of those words. A student was
selected to then write the word on the board. Students then cheered for the student and we read the
story about time. Students were then given an apple with two sides that they would use to agree or
disagree with the answers given by their peers. A powerpoint was shown as the students used their
prior knowledge and the snapshot of knowledge given to them before introducing the powerpoint.
Students had to guess the times on the clocks.
Finally, students entered the game room where there were colored spot dots arranged in partner style.
Each dot had a frisbee with a clock, a game piece and each pair had a ball (either football, soccer ball or
dodge ball). Students had to use the knowledge learned from the learning room on the new word wall
words in order to correctly pass the ball to their partner. Soccer balls were kicked and the other balls
were passed appropriately. Students then had to either read their game card or match the clocl
Reflection:
I thought this lesson went well and that I met my goal. The students were thourougly engaged, they led
and I took the back seat and I added a more solid formative assessment.
Artifacts:
Lesson Plans December 2nd - December 6th (NEW).docx
Time 3rd-5th Grade (Game).pptx
Coach W’s Chants for success.pptx
Coach W’s Word Wall (Pass).pptx
Time.pptx Time 3rd-5th Grade.pptx
Additional photos Additional photos
Summary:
A teacher’s job is to cause students to change, to cause thinking. In order to do this I found it is
easier to begin with thinking about the students that I will teach. I recognized that students need to read
it, see it, hear it and view it before it sticks. The first 3 lessons provided were thought out by first
building an understanding of where my students were physically and educationally. I worked hard to
remember that students operate in the “yet” meaning there were things that they can definitely do but
still things that they don’t know how to do yet. With that in mind I felt pretty decent about the
presentation, delivery and comprehension of the lessons.
After further reflection I recognized that I needed to take a deeper look at the distribution of
labor, giving up control, finding more ways to increase the ‘they’ column of the chart, reducing lecture
time and increasing play time and including a better formative assessment. Once I added these
components my lessons truly came to life! All of the students were totally engaged and the feedback
from them was unmatchable.