PHED 239/639

PST Worksheet

NAME: ____Chris King____________

DATE:_December 13, 2016___

STANDARD 1: Curriculum, Planning, and Assessment Standard

INDICATOR 1a: Curriculum and Planning indicator: Knows the subject matter well, has a
good grasp of child development and how students learn, and designs effective and
rigorous standards-based units of instruction consisting of well-structured lessons with
measurable outcomes.

EVIDENCE: (two)
1. Lesson Plan #3 (11/30/2016) There is Student Performance Objectives for all three
domains and they all are measurable objectives. Also, they are all developmentally
appropriate for my age.
2. Feedback From My Observing Teacher #2 (11/16/16). My cooperating teacher wrote
that I informed well, presented my activities in a good way, had good activities, and gave
good corrective feedback throughout my lesson.

DISCUSSION: (justify how each piece of evidence supported the standard)

1. My Lesson Plan #3 is clear evidence that I used rigorous standards-based units
of instruction consisting of well-structured lessons with measurable outcomes.
In my Lesson Plan #3, there is Student Performance Objectives for all three
domains and they all are measurable objectives. Also, they are all
developmentally appropriate for my age. For example, my psychomotor objective
is for students to demonstrate the ability to shoot in field hockey by knocking
down the bowling pin 3 out of 10 times during activity #1. This is a measurable
objective because students can easily count if they knocked down 3 out of 10 pins
or not. This is developmentally appropriate because students in high school
should be able to knock down 3 out of 10 pins, but it also might not be too easy
for them.
2. My feedback from my observing teacher #2 is definitely a piece of evidence that
supports standard 1. He wrote that my informing was good, my activities were

presented in a good way, and that I had good activities. This supports the fact
that I know the subject matter very well because a person who didnt know the
subject matter wouldnt be able such great activities for their lesson. Another
reason why the feedback I received is such a fantastic piece of evidence is that my
teacher said that I gave a lot of corrective feedback throughout the lesson. This
proves I understand how students learn because I was able to give them advice to
become better at yoga. After I gave the corrective feedback, the students then
understood what to do and performed each yoga pose well.
Evidence:

(P) Demonstrate the ability to shoot in field hockey by knocking down the bowling pin 3
out of 10 times during activity #1. (National# S1.H1.L1; MA CF# 2.17; Activity #1)
(C) Demonstrate knowledge of floor hockey by naming at least two safety concerns of
floor hockey when asked during the closure of the lesson. (National# S3. H5. L1; MA CF
# 2.26; Closure)
(A) Demonstrate appropriate behavior by showing respect to self, classmates, and
teachers 100% of the class block. (National# S4. H2. L1; MA CF# 2.26; Throughout the
entire lesson)

PHED 239/639
PST Worksheet

NAME: _____Chris King___________________ DATE:___December 13, 2016________

STANDARD 2: Teaching All Students Standard.

INDICATOR 2B: Learning Environment indicator: Creates and maintains a safe and
collaborative learning environment that values diversity and motivates students to take
academic risks, challenge themselves, and claim ownership of their learning.

EVIDENCE: (two)
1. The video of lesson #3 (11/30/2016).

2. My Reflection Summary (12/7/16).

DISCUSSION: (justify how each piece of evidence supported the standard)

1. The video of my third lesson was a great piece of evidence to support Standard 2.
Throughout the video, you can see me giving positive feedback. This positive
reinforcement helps create a safe learning environment for the students in the
classroom because they are happy and excited that their teacher thinks they are
doing a good job. This motivates students because they want to continue to hear
more positive feedback. I didnt just give positive feedback to the athletic
students, either. I gave positive students to all sorts of students;boys and girls,
athletes and non-athletes, freshman and seniors. I hope and believe that this made
the students feel accepted and at ease in the classroom.
2. My reflection summary also provided a lot of evidence to support Standard 2. In
the reflection summary, I speak about an example of how I motivated one of my
students. I spoke about how I was talking to a student before class and told him
that I wanted him to score 2 goals that day in floor hockey. This really motivated
the student because he wanted to prove that he could actually score 2 goals.
Throughout the lesson, I kept saying, Lets see you score those two goals. He
played much harder than he did the day before and ended up scoring 1 goal. This

really created a safe environment because he knew that his teacher believed in
him. It also really motivated the student to challenge himself and try to be the best
floor hockey player he could be.

Evidence:
https://app.seesaw.me/#/student/feed/class.472dd8fe-fbb8-4ecf-9c3b-4512bccf6230/perso
n.bbcca817-732d-4dc3-85ff-aeaff93d2ad9

My favorite example was when I was talking to a student before class. He and I were
talking before floor hockey and I told him, You are good at floor hockey. I want to see
you get at least two goals for me today. This showed him that there can be challenge in
physical activity. It really got him excited and ready to play in the games. You could tell
that he was trying harder than normal. I kept bringing up during the game that I was
waiting for him to get those 2 goals. He ended up scoring one goal and seemed to enjoy
the class more than he did the class before. I want to make sure that all of my students
remain motivated throughout my lesson and learn about the values of physical activity.