Growth in Teaching Effectiveness

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Growth in Teaching Effectiveness

• PET 686, Practicum
• Suzannah Coelho
• July 15, 2008

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About Me
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My Education

• Springfield College, 1992
• Bachelor of Science in Physical Education
• West Virginia University, anticipated Tuesday,
  July 15, 2008, 12 noon completion.
• Master of Science in Physical Education Teacher
  Education
• Massachusetts Teaching License, certified
  Pre-K-6.
• AHA First Aid/CPR/AED certified
• Physical Best Health-Fitness Specialist
  certified.

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My School

• West Point Elementary School is a Dependant
  Elementary and Secondary School System (DDESS)
  under the umbrella of the Department of Defense
  Education Activity (DoDEA).
• Serves Army families stationed at the United
• States Military Academy, West Point, NY
• Curriculum Standards updated in 2006

• http//www.dodea.edu/curriculum/standards.cfm

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My Goals

• To provide effective instruction to my students
  so that they will learn the skills and concepts
  needed to lead a healthful, physically active
  lifestyle throughout their lifetime.
• To continue my commitment as an educator to a
  lifetime of professional growth and helping
  others.

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Year 1, Brooke HallThe Journey Begins545 a.m.
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S1 Professional Knowledge

• 1A Knowledge of learners from biological,
  physical, social, and psychological science
  perspectives.
• PET 668, Issues in Motor Development
• PET 671, Childhood Motor Development
• PET 638, Operant Principles Dr. Carson
• Dr. Hawkins

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PET 668, Issues in Motor Development

• Pioneers and History of theories of development
• Maturation Happens. Development Depends on the
  variables at any moment in time between the
• Task, Environment and Mover
• Heuristic model, interaction/transaction

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Contextual Variables
Transfer of Transactions
Phases of Motor Development
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Heuristic Model of Developmental Change
The propeller spins irregularly- the blades do
not all spin at the same rate or time. This
causes them to interact at a greater or lesser
rate, creating circumstances which affect
development at that moment in time. In other
words, development is affected by interactions
causing transactions between the task,
environment, and/or the mover. The amount of
emphasis or impact on development is directly
related to how closely (or not) the blades
interact. Greater interaction equals greater
transaction . Group project by Suzannah
Coelho, Chen Li, Sue Long, Lori Peters and Byron
Towner (2006)
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PET 671, Childhood Motor Development

• Motor skill indicators
• Relevant issues in
• childhood motor
• development
• Effects of activity on
• brain development

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The Relationship between Early Brain Development
and Physical Activity

• With a partner, utilized group review of
  literature to create a PowerPoint presentation to
  summarize research findings.
• FINAL APP TO TEACHING SUBMISSION
• (Go Brains!)

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PET 638, Operant Principles

• Learned to utilize various types of reinforcement
  to teach more effectively.
• Individual lesson plan for one student with
  autism reinforced appropriate participation.

You can do it!

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Integrated Projects

• Run To Beijing
• The Olympics are the largest social sporting
  event in the world. Theme addressed integration
  of sociology of sport, cultural tolerance,
  geography, history and tradition through a
  variety of dance and field day activities.

• Hike the Appalachian Trail
• Mt. Katahdin in ME to Baxter Mountain in GA
• Swapped stories and photos with a local school
• Provided trail maps and hikes for families on the
  local part of the trail.
• Wore pedometers in PE class
• Worked with Math Facilitator to convert steps to
  miles.
• Mapped progress on a wall map for students to
  view

• Provided positive reinforcement and motivated
  students to run for improved fitness.

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S1 Professional Knowledge

• 1B Knowledge of processes and methods of
  systematic inquiry and intentional inquiry about
  teaching and learning.
• PET 615, Research Methodology, Dr. Housner

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PET 615, Research Methodology

• Statistics Project utilizing Fitnessgram results.
• Video tape analysis of teaching
• 615 analysis of teaching.doc
• Learned about writing abstracts and reviewing
  literature Responsibility Model
• 615 responsibility abstracts.doc

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Application and Extensions

• Promoting MVPA infused more instant activities
  into lessons.
• Utilized student Fitnessgram results to plan
  future instruction.
• Implemented grading based on standards utilizing
  rubrics.
• Physical Education Grading Rubric

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S1 Professional Knowledge

• 1C Knowledge of how to represent the
  disciplinary knowledge/content to make it
  comprehensible to learners (i.e., pedagogical
  content knowledge).
• PET 688, Applied Motor Learning, Dr. Housner
• PET 680, Theories of Fitness Education, Dr. Bulger

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PET 688, Applied Motor Learning

• Modifying Skills in various ways to teach all
  students effectively through the use of
• Sport Skill Analysis and Critical Elements
• Designing tasks that are fun, engaging and safe
• Use of Instructional Cues
• Student achievement of objectives
• Learning Activity 1.1.doc
• Learning Activity 5.2.doc

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PET 680, Theories of Fitness Education

• Infuse fitness concepts into daily lessons and
  encourage students to lead active lifestyles
  beyond the school day.
• Presidents Challenge
• Fitness calendars
• Family Fitness Night
• Fitness Skillastics
• Fitnessgram
• FG scores sheet.doc

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S2 Professional Practice

• 2A Teaching reflects integration of planning,
  instruction, and assessment as a unified process
  to achieve long and short term outcome/goals.
• PET 683, Principles of Effective Teaching, Dr.
  Hawkins
• PET 665, Curriculum in Physical Education,
• Dr. Wiegand

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PET 683, Principles of Effective Teaching
PET 683, Principles of Effective Teaching

• Lesson planning
• PET683 Principles of Effective Teaching\Throwing
  and catching lesson gr. 1-2, Unit 3 lesson PET
  683.doc
• Video tape analysis
• In conclusion, I feel that the goals and methods
  used in this lesson were effective and
  appropriate. In the future, I would try to have
  task cards prepared for the stations to reduce
  talking time and increase activity time. (Unit
  1 video analysis)
• So. . . Here come the task cards!

• Lesson planning
• PET683 Principles of Effective Teaching\Throwing
  and catching lesson gr. 1-2, Unit 3 lesson PET
  683.doc
• Video tape analysis
• In conclusion, I feel that the goals and methods
  used in this lesson were effective and
  appropriate. In the future, I would try to have
  task cards prepared for the stations to reduce
  talking time and increase activity time. (Unit
  1 video analysis)
• So. . . Here come the task cards!

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Wall Ball

• What should I do?
• Throw a ball against the wall and catch it after
  the bounce.
• Tips to help me
• The harder that you throw, the faster the ball
  will come back to you.
• Move your body behind the ball to catch.
• Have your hands ready to catch.
• Give with the ball- pretend its an egg.
• Challenge
• Can you catch after the bounce, turn and
  immediately throw back to the wall?

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Ready to Climb!

• What to do
• Climbing wall- 1 minute climbs
• Can you climb to the right? To the left?
• Tips to help me
• each hand and foot gets its own rock.
• no sharing rocks.
• do not cross arms or legs when reaching for a
  rock.
• climb down when finished- no jumping off.
• spot your partner carefully.
• Challenge
• Can you choose a route that mostly uses yellow or
  red holds?

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Toss and Catch

• What to do
• Toss and catch underhand with a partner.
• Can you make 30 catches?
• Can you make all 30 catches with no drops?
• Tips to help me
• Reach to catch the ball.
• Overhead ballthumbs together
• Under waist pinkies together.-
• Give with the ball- pretend its an egg!
• Move to get behind the ball.
• Challenge
• How many catches can you make in 1 minute?
• Can you make 30 catches overhand?

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Helping students to understand and assess
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Sample Assessments Making Connections

• Gr 3 dribbling assessment.doc
• Grade 1 Motor Skills.doc
• CRE Graphic Organizer

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PET 665, Curriculum in Physical Education

• Curriculum project
• Examined the DoDEA philosophy, and compared it to
  my own philosophy of teaching.
• The Physical Education program promotes the
  development of a physically educated person ready
  to pursue a lifetime of healthful physical
  activity. The student develops the personal and
  social skills for safe and enjoyable performance
  in a physical activity setting develops movement
  skills and patterns to perform a variety of
  physical activities and learns the importance of
  regular participation in physical activity and
  its contribution to physical fitness and a
  healthful lifestyle.
• Curricular models SPARK, Sport Education,
  Multi-Activity, Social Responsibility.

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Application

• Working toward a more comprehensive curriculum
  for our school.
• Currently a list of dates and units.

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S2 Professional Practice

• 2B Teaching reflects differentiation of
  instruction based on personal and cultural
  characteristics of learners.
• PET 681, Motor Development for Special
  Populations.
• Amy Rogers Sidwell

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PET 681, Motor Development for Special Populations

• Top 10 list to help students with disabilities
• 1. Ask a specific student to invite that child to
  be a partner or to be part of a group activity.
• 2. Use stations to teach skills.
• 3. Follow the leader- visual model.
• 4. Consider partial participation when
  appropriate.
• 5. Know specific limitations for each child.
• 6. Consistency with rules and routines works
  well for these students.
• 7. Activity and equipment modification.
• 8. When a child is over stimulated, try "heavy
  work"- weight bearing, large muscle exercises and
  activities.
• 9. Use lots of positive energy and encouragement!
• 10. For the student who is hesitant, allow choice
  and add challenge gradually.

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Application Follow the Leader
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Application Story
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S2 Professional Practice

• 2C Teaching reflects systematic inquiry about
  their practice and the learners they serve
• PET 685, Physical Education Supervision
  Techniques Dr. Wiegand

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PET 685, Physical Education Supervision Techniques

• Systematic analysis of the effectiveness of
  instruction on learner using WVUTES.
• Final Supervision Project.doc

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S3 Professional Leadership

• 3A Conducts inquiry into professional knowledge
  and practice and communicates results of inquiry
  to the profession and community.
• PET 686, Teaching Practicum, Dr. Hawkins
• PET 605, Professional Issues in Physical
  Education
• Dr. Bulger

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PET 605, Professional Issues in Physical Education

• Nominal Group Technique participation
• Professional Development Plan
• Group Conference Presentation
• Prof. Dev. Presentation.ppt

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Application

• Postings from coursework provide evidence of
  sharing with the professional community.
• Presentations and interactions in class with
  cohort throughout the past two years.
• Supported School Improvement Plan through the use
  of graphic organizers.
• Shared results of Supervision data with PE staff.
• Advocate for program via
• Newsletters Bulldog Blast and Gym Shorts
• Family nights Square dance, line dance,
  collaboration with PTO/book fair, Back to School
  night.
• Community exercise/ ACES, Jingle Bell Run, Spring
  Fun Run, Presidents Challenge, Integrated
  Projects, Field Day

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PET 686, Teaching Practicum

• Observing and giving feedback to 22 amazing
  presentations.
• Preparing and Presenting Final Presentation for
  this program!

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S3 Professional Leadership

• 3B Continues personal development through
  contributions to the growth and professional
  development of others.
• PET 686, Teaching Practicum, Dr. Hawkins
• PET 605, Professional Issues in Physical
  Education
• Dr. Bulger

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PET 605, Professional Issues in Physical
EducationPET 686, Teaching Practicum
Professional Service

• President, Catskill Zone of New York State
  Association for Health, Physical Education,
  Recreation and Dance
• Organized zone workshops
• Developed and published newsletters
• Planned and provided social and networking events
• Jump Rope for Heart
• Liaison between zone members and Executive
  Council
• Executive Council Member, New York State
  Association for Health, Physical Education,
  Recreation and Dance
• Physical Best Instructor
• Conducted Health-Fitness Specialist Certification
  workshops.
• Goals 2000 Turnkey Trainer, 1997-2002
• Rolled out the NYS Learning Standards to
  administrators and teachers.
• Rolled out the Statewide Assessment Program to
  school districts.
• Volunteer Coordinator, West Point Open Gymnastics
  Competition, (1991-present)

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PRESENTATIONS AND PROFESSIONAL SERVICE

• Responsibility in Action, New Jersey Lake
  Conference, 2003
• Meeting the Movement Needs of Children with
  Hemophilia, New York State Association for
  Health, Physical Education, Recreation and Dance
  Convention, 1999.
• Understanding Hemophilia Implications for the
  Physical Educator, New York State Association for
  Health, Physical Education, Recreation and Dance
  Convention, 1998.
• Gymnastics Programming, New York State
  Association for Health, Physical Education,
  Recreation and Dance Workshop, Catskill Zone.
  West Point, New York, 1997.
• Keeping Gymnastics in our Gyms, New Jersey State
  Association for Health, Physical Education,
  Recreation and Dance Convention, Long Branch, New
  Jersey, 1997.
• Karing for Kids Workshop Presenter, 2002 -
  Serving the hemophilia community by volunteering
  to be a workshop director to educate parents and
  teachers of children with hemophilia. Focus on
  sports and physical activities.
• Follow the Leader Program for Students, New York
  State Association for Health, Physical Education,
  Recreation and Dance Convention, 1998.

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PET 605, Professional Issues in Physical
EducationPET 686, Teaching Practicum

• HONORS AND AWARDS
• You Stay Active Model School Award, AAHPERD, 1999
• Best Practices Award, PE Central
• Amazing Person Award, NYSAAHPERD, 2003
• PROFESSIONAL AFFILIATIONS AND CERTIFICATIONS
• New York State Association for Health, Physical
  Education, Recreation and Dance, 1996 present
• Massachusetts Teaching License, certified
  Pre-K-6.
• AHA First Aid/CPR/AED certified
• Physical Best Health-Fitness Specialist
  certified.

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Thanks to some Very Important People
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Thanks to. . .You!
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Special thanks to Jeff and Matthew
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It is good to have an end to journey toward
but it is the journey that matters, in the
endUrsula K. LeGuin