Running Head: Learning Map 1

Learning Map

Zach Zimmer

National University
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Abstract

The author of this paper participated in a four hour observation as well as conducted an

interview with a common core PE teacher, Coach Wall. The primary focus of the interview and

assignment was the aspects of planning that happens in Physical Education. The interview

consisted of asking Coach Wall what are the first steps he takes when planning, some of the key

considerations he makes when planning, how to plan with certain learners accommodations in

mind, planning with differentiation in mind, and how to plan fair assessments. The chart consists

of planning for multiple means of representation, action & expression, and engagement with

varying levels of ELL students in mind. Within the chart the author plans for assessment,

instruction, and management with various California State Standards are in mind.
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Interview

1. How do you usually start planning? Where do you begin?

a. Coach Wall explained that the first step that goes into planning for a unit in the

PE department is the scheduling of sports or activities that the department will

cover. Usually the planning occurs in PLC’s amongst the entire PE department.

The teachers will all get together and put together a year or semester long

schedule of the order and length of each unit. This is always the first step in

planning due to the fact that we have anywhere from eight to nine PE classes each

period that rotate with each other between fitness and spending time on the actual

unit.

2. What are some key considerations you use at the beginning and during your planning

process?

a. When I asked Coach Wall about the key considerations he takes into account

when planning he had a few answers. One of the first aspects that he takes into

account is the equipment that is available to him. For instance, if developing a

lesson around developing students basketball handling skills a teacher will first

make sure they have enough basketballs readily available. Depending on how

many basketballs are at the PE departments disposal, this will factor into how the

lesson is planned. If every student is not able to have a basketball of their own

Wall may utilize lines or relay races so that every student has the opportunity to

perform the same drill or task. Another key consideration that is made while

planning is if there are any 504s or IEPs for any of the students. If any students

have a 504 or IEP plan it is important to plan around their accommodations to

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guarantee that they are fully included in the lesson. One of the final

considerations that is taken into account when planning in PE, especially in the

winter, is weather. Since the majority of PE lessons take place outside it is

important for PE teachers to make plans to be flexible just in case weather keeps

the classes inside.

3. In terms of content area knowledge, how do you decide on the target for a one-day

lesson, two-day lesson or an instructional unit of study over several days?

a. Coach Wall shared some great ideas when it comes to how he decides the target

for a one-day lesson, two-day lesson, and a unit. For a one-day lesson he

explained that the target is primarily general knowledge, such as rules of a

game/sport, and basic skills. Often times a one-day lesson will focus on teaching

or demonstrating to students key rules that will help them understand the flow of a

sport or game and the basic skills they will need to flourish in this particular sport

or game. A two-day lesson’s target will primarily be for students to

demonstrate/practice the skills that are being taught in the particular sport or

activity. This could be proper grip or stroke in golf, practicing proper form for a

free throw, etc. Finally, the target for a unit would be meeting the overall

standard for that particular unit. For example, an aquatics unit’s target would be

for the students to demonstrate proficient movement skills in aquatic,

rhythms/dance, and individual and dual activities (California High School PE

Standard 1.2).

4. In terms of your learners, what are some key things you always keep in mind when

planning?
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a. When it comes to learners, Coach Wall explained the first thing he looks for is if

the student has a IEP or 504 plan. It is important to plan your units and lessons

with any students who need accommodations in mind. The second aspect that he

told me he plans around when it comes to his learners is any self-pace students.

Self-pacing is something that is only seen in PE, it refers to students with asthma

for example. A teacher must plan around these students accommodations in PE.

5. Do you plan for differentiation ahead of time and if so, what are you including in this

planning?

a. Coach Wall explained the primary form of differentiation that he plans for ahead

of a lesson is a multitude of different forms of equipment. A good example would

be to have varying sizes of balls when doing a golf unit. This way students who

need accommodations or simply students who are struggling can use a larger

sized ball so they can make contact and slowly work there way down to an actual

golf ball.

6. How about planning for differentiation while you are teaching? How about technology

mediation or access to resources or curricular materials?

a. One of the forms of technology that Coach Wall plans for and utilizes is videos.

Oftens for a new unit he will show his class a video. This video is sometimes

educational and teaches technique for a skill they will be learning, or simply a

video of a professional athlete in the sport they are working on. This way it may

not only teach the students something, but watching a professional athlete or

sports team perform will excite the kids and get them motivated to participate.
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7. In terms of assessment, what are important areas you keep in mind when planning? Do

you prepare your assessments as part of your planning? Do you allow yourself to deviate

from your original assessments and if so, when and how?

a. When it comes to assessments in PE Coach wall said there are two forms he

focuses on, informal and formal assessments. Informal assessments are not

something that is planned for, but simply walking around giving the students help

on something like form. Formal assessments are the second form that are actually

planned for. Often at the end of the unit students will have to perform both a

skills test as well as a written test. The skills test will consist of a vital skill that

the class worked on in the completed unit. A written test will consist of questions

about the history of the sport, some of the cues or skills that are vital to the sport,

rules of the game, and much more. The formal assessments are planned by the

entire PE department in PLCs, Professional Learning Communities, so that the

tests are consistent across all the classes.

8. Finally, what is the importance, relevance and pertinence of planning for effective

instruction in your professional opinion.

a. Coach Wall had an interesting outlook on the importance of planning in PE. He

explained at planning for units and lessons is important so you have a plan for the

day/month, but more importantly it frees you up to be flexible. There are always

curveballs in PE, whether it be weather, facility conflicts, or even conflicts with

other classes it is important to think on your feet and adapt.

Chart
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Grade Level: High School (9th-12th)

Common Core Standard(s):

● CA Standard 2.1- Participate in moderate to vigorous physical activity at least four days
each week.
● CA Standard 1.2- Demonstrate proficient movement skills in aquatic, rhythms/dance, and
individual and dual activities.
● CA Standard 1.9- Analyze and explain which training and conditioning practices have
the greatest impact on skill acquisition and performance in combative,
gymnastic/tumbling, and team activities.
Engagement Representation Action & Expression

Learner: 10th grade Learner: 10th grade Learner: 9th Grade

Bridging Proficiency Emerging Proficiency Expanding Level
Level ELL student Level ELL Student ELL Student

Planning Target: CA Target: CA Standard Target: CA Standard

Standard 2.1- 1.2- Demonstrate 1.9- Analyze and
Participate in proficient movement explain which
moderate to vigorous skills in aquatic, training and
physical activity at rhythms/dance, and conditioning practices
least four days each individual and dual have the greatest
week. activities. impact on skill
acquisition and
performance in
combative,
gymnastic/tumbling,
and team activities.

Assessment: When Assessment: When it Assessment: For an

it comes to comes to assessment expanding level ELL
assessment for for the emerging level student they should
standards such as 2.1 ELL it will be begin to have a
there is one primary important to assist fundamental grasp of
test, the PFTs. The them, especially the English language.
PFTs, or Physical during the written For a formal
Fitness Testing, is the assessment. For the assessment to
state mandated written assessment a accommodate for the
assessment that every good idea would be to ELL student you can
teacher in CA will have a group test. have the class either
give (like the one- Allow the students to turn in a written
mile test). The great work in groups to workout plan or
thing about PE is our answer the written instruct the class
bodies can do the questions. This will through their own
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talking. A bridging provide our ELL with designed workout

level ELL student assistance as well as plan at the end of the
should understand the put them in a group to unit. This will allow
instruction of a socialize. When the students to have
simple one-mile run, picking groups a good choices on how the
sit & reach, situ, idea would be to place want to express what
modified pull up them with a strong they have learned.
tests. learner who is tolerant
of their struggle. Instruction: When it
Instruction: comes to giving
Getting kids students multiple
motivated to get Instruction: For means of action &
sweaty and exercise instruction it will be expression
is always a challenge, important to keep the gymnastics is a great
especially at the ELL student in mind. unit. You can pair
highschool level. A great use of students into groups
However, a great way multiple means of of three and give
to get kids up and representation that them 15 minutes to
elevating their heart will also assist our create their own one
rates is through ELL student would be minute team
games. High School to show the class a gymnastics routine
students love playing video of professional that they will perform
competitive games. teams playing the for the class. Make
Having a Unit end particular sport, for sure to keep the ELL
with a one or two example soccer, with student in mind when
week tournament is a commentary in the deciding groups.
great way to get kids ELL student’s native This will be
motivated as well as language. This will beneficial for the ELL
up running and being help the student and every student due
physically active. understand as well as to the fact that there
motivate the whole are no rules. It can be
class by seeing some whatever they want as
Management: When of the best individuals long as they
it comes to in the world play the incorporate a few
management in PE I sport they are learning previously learned
believe it is important at the highest level. tumbling skills.
to always have strict
management of the Management: As Management: In PE
class. There are two stated in the last it is important to keep
primary reason for segment, an assertive a strict assertive
adopting an assertive discipline model is discipline model.
discipline model of essential for PE. It Having firm set rules
discipline, in PE risk not only ensures kids and routines that are
of injury is much aren't running around taught and enforced
more prominent and off-task, but also from day one will
students are more reduces the risk of ensure that their are
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likely to be off task injury. no injuries. This is

goofing around. The extremely important
most important part for activities or sports
of a teacher’s job is such as combative
to make sure their and tumbling units to
students are safe. In ensure safety.
PE students will
inevitably get hurt,
however if you teach
the students how to
act and what you
expect from them
early on the risk of
injury will be much
smaller.

Reflection

After completing the interview and chart for the week four learning map, I have learned

the importance of planning in PE. My interview Coach Wall showed me the depth of the

planning that goes on in the PE department. In PE you will need to plan the order of the units

that you will be teaching. You will have to plan the skills and rules that you will need to teach

the students in each individual lesson. You must plan on a schedule if you are having to rotate

facilities with other PE teachers, like Buchanan High School does. A PE teacher must take into

account each of their learners accommodations, whether they have a 504/IEP or are simple a

self-pace student. Planning is required to meet those accommodations to ensure that the student

may participate fully as possible in every lesson. Planning is essential to being a good teacher,

especially in PE. It ensures that students are all included, safe, and in the best environment for

learning. As Benjamin Franklin said, “By failing to prepare, you are preparing to fail.”