Emma Bierwert

ITE 390
April 10, 2019

Formal Observation Checklist

(Padua)
Spring 2019

Key Information Due Date Time

First draft due April 1, 2019 11:55 p.m.
(10 days before observation)
Pre-conference April 4, 2019 11:00 – 11:40 a.m.
(1-2 days before observation)
Final Draft Due April 21, 2019 11:55 p.m.
Observation Date April 11, 2019 9:00 a.m. – 10:00 a.m.

Post Conference April 15, 2019 5:00 – 5:30 p.m.

(no later than 7 days after the
observation)
*If PE is formal obs #3, then you do not need to do these components.

Before Observation

Speak to MT about my lesson and decide on an observation time.

Schedule observation on my supervisor’s shared Google Calendar.
 Include your name as an invitee.
 Create three notices (1 week via email, 2 days via email, 2 hours notification)
Design lesson plan. Ensure all handouts, activities, URLs, student assigned readings are
included in the lesson plan. Power points and student text can be submitted as separate files.
Save those files as:
Power Point: Lastname_obs#_pwrpt_date.pptx
Student text: lastname_obs# (shortened title).docx or .pdf
Upload my lesson plan draft to my supervisor at least ten days before my scheduled
observation. ITE 390>Dropbox>Formal Obs3_date.
The date saved should is based on submission, NOT the date of your observation. Click send
email notification.
o Save as lastname_obs3_date.doc OR .docx
 Bierwert, p. 2

Send a draft copy of the lesson plan draft to MT at least ten days before my scheduled
observation. Ask MT if he/she would prefer a print or digital copy.
Conduct preconference with my supervisor (in person, phone or via virtual office).
Complete the following:
 Identify Borich lens: Observing Dimensions of Classroom Warmth and Control
 List Borich instrument for use by field supervisor: Instrument 5.5

Identify which students do not have permission to be recorded on video. Determine a

seating location for them to sit during the lesson, where they will not be recorded.*
Upload a copy of the final lesson plan draft by 10:00 p.m. in the ITE 390>Dropbox. The date
saved should is based on submission, NOT the date of your observation. Click send email
notification.
o Save as lastname_obs1_date.doc OR .docx
Give a print/digital copy of your lesson plan to your MT

Observation Day
Share with MT and field supervisor which students are not allowed to be recorded on video.*
Set up video camera in a location where you will capture yourself physically and orally*
Provide MT and supervisor with a copy of the Borich instrument
Record entire lesson*

After Observation
Watch my recorded lesson*
Complete the Video Analysis Guide handout for obs 1 or PE Reflection Questions for obs 3.
Meet with my supervisor for a lesson debrief (within one week).
Share V-Note timeline and Video Analysis with my supervisor*.
Post the formal lesson observation assignment to Laulima due date.
o Save as lastname_obs1_date.doc OR .docx
 Bierwert, p. 3

Physical Education: Bean Bag Bonanza!

Part I. Context of Learning

Name: Emma Bierwert Grade: Kindergarten

Date: April 11, 2019 Content Area: PE

Duration: 60 minutes

Materials needed (2c: Managing Classroom Procedures)

 Basket of bean bags (~25 bean bags)
 SWBAT/I can statements visual
 Throwing/catching steps visual
 Clipboard (teacher)

Demographic Information
A brief description of the participants and potential adult supports
(1b: Demonstrating Knowledge of Students)

Number of students in the class: 24

· males: 12 females: 12
· SPED: 1 ELL: 4 GT: 0
· Other learning needs: 0

Number of support staff/teachers in the class: 0

Where is the venue/location? Who is in charge of this location and gave you approval to
use the space?
The location is on the concrete in front of the library. The school is in charge of this
location and Ms. Cabanero gave me approval to use this space.
 Bierwert, p. 2

Part II. Curricular Information

Overview
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and knowledge
are important for students to develop. Include prerequisite student knowledge required to meet lesson outcomes and relationship to
future learning
(1a: Demonstrating knowledge of content and pedagogy)

In this lesson, students will participate in physical activities that involve throwing and
catching. Prior to the lesson, students must know how to hold and toss a bean bag. Students will
practice tossing a bean bag, slowly working their way up to tossing to a partner. Students will be
incorporating different locomotor skills and creative choices into their tossing (such as clapping in
between tosses). Students must use communication and basic manipulative skills to throw and
catch alone, with a partner, and in small groups. These skills will allow students to develop their
hand eye coordination and basic manipulative skills.

Content Standard(s)
The Hawaii Content & Performance Standards III (HCPS III) AND Society of Health and Physical Educator (SHAPE) standards
and grade level outcomes that align with the central focus and address essential understandings, concepts, and skills
(1c: Setting Instructional Outcomes)

HCPS III
PE.K-2.1.3 Use basic manipulative skills in initial (immature) form alone, with a partner, and in
small groups.
I can think of different ways to toss and catch a bean bag alone, with a partner and in small
groups using the methods taught.
SHAPE Grade level outcomes
S1. E13. Manipulative. Throws underhand using a mature pattern.
I can follow the steps to throw underhand.
S3. E2. Engages in physical activity. Engages actively in physical education class in response to
instruction and practice.
I can follow directions and participate.
 Bierwert, p. 3

Assessments
The procedures to gather evidence of students’ learning of learning objective(s) to include formative (informal) assessments applied
throughout the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any
assessment tools)
(1f: Designing Student Assessment)

The students will demonstrate their learning by participating in a warm up, partner activity, and
small group challenge during which they will use basic manipulative skills to toss and catch a bean
bag as modeled visually and taught auditorily. Students will be given vague prompts to allow them
to incorporate their own creativity to their routine. Evidence used to document student learning
includes a teacher assessment tool, which is a checklist.

The teacher assessment tool is a checklist. The teacher is assessing for formative purposes. The
student data will be used to gauge students’ ability to use basic manipulative skills in initial
(immature) form alone, with a partner, and in small groups.

Student Objectives
Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment
(1c: Setting Instructional Outcomes)

Content Objectives: Students will be able to (SWBAT)

 Toss a bean bag
 Catch a bean bag

Language Objectives: Students will be able to (SWBAT)

 Toss a bean bag while verbally stating each step
 Catch a bean bag by verbally repeating the steps
 Bierwert, p. 4

Differentiated Instruction
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the
needs of students who require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
(1b: Knowledge of Students; 1e: Designing Coherent Instruction)
Identify type of learners Type of differentiation Instructional accommodations
(MLL, SPED, Accelerated Learners,
Striving learners, 504 students, (content, process, product) (What strategy/ies will you implement?) Cite
reading) (See Tomlinson [2017]) Tomlinson, Himmele & Himmele or others, and the
page number to show evidence of your
accommodations
Striving learners Process  Instructors may guide hand and
placement
 Gradual release of responsibility.
Learners may spend more time on
individual practice (throwing and
catching)
Accelerated learners Product  Create more complicated,
choreographed, and creative routines
during partner work
 Increase distance between partner
when throwing/catching the beanbag
SPED Depends on situation  Will modify according to specific
needs

Academic Language and Language Supports

Oral and written language that the students will learn and use to access the content. The planned language supports help
students understand, develop, and use academic language.
(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

Academic  Catching
Vocabulary o Verbal sequencing: “Look, move, reach, grab, absorb”
 Throwing
o Verbal sequencing: “Feet together, bag in hand, swing and point, step
and throw”

Language  Verbal sequencing (see above)

supports
 Bierwert, p. 5

Part III. Lesson Sequence

Instructional Activity Sequence
Component

Out of class 1. Ask MT where lesson can take place

preparation a. Concrete outside library because Grade 3 is having resource day
and uses Hoʻaeʻae Park and courts
Evidence 2. Email Mr. Murashima asking/confirming to borrow bean bags for
 Confirming location
Thursday, April 11, on March 30, 2019
 Securing equipment
 Bringing equipment 3. Meet with Mr. Murashima to get bean bags
 Notifying students/ 4. Ensure access to P.E. materials (e.g. make sure the closet is not locked)
families of proper 5. Notify students to wear shoes, wear sunscreen, and bring water on
attire, bringing Wednesday, April 10, 2019
water/hat, using
sunblock

In class 1. After restroom break (occurs before 9:00), introduce lesson to students
preparation a. Tell students we are doing a P.E. lesson today using bean bags
(5 minutes)
Show and State Content Objectives: Students will be able to
Evidence
(SWBAT):
 Provide background
info to lesson 1. Toss a bean bag
 Directions to prepare 2. Catch a bean bag
students for
transition from Show and State Language Objectives: Students will be able to
previous activity to (SWBAT):
PE activity
1. Toss a bean bag while verbally stating each step
2. Catch a bean bag by verbally repeating the steps
a. Note: Students do not necessarily need to state steps every time
they catch something during independent practice

Transition to 1. Dismiss students to get water and line up at the door

location 2. Ask one student to carry clipboard
(5 minutes) 3. Ask one student to carry throwing/catching steps visual
4. Teacher carry basket of bean bags
5. Walk to front of library

Arrival 1. Instruct students to put water bottles by pole

(1 minute) 2. Instruct students to stand in a line facing the library
a. Instruct helpers to give me the clipboard and visual
Evidence 3. Count to make sure all students are present
 Ensure all students
are present at
location

Instant Activity Activity

and Setup 1. Tell students to do ten jumping jacks then wait for further instruction
(30 seconds)
 Bierwert, p. 6

Instructional Activity Sequence

Component

Evidence
Setup
● Upon arrival to PE 1. Set out basket of bean bags
location students
engage in a physical
activity.
● Equipment is setup
before the instant
activity is over.

Anticipatory Set Share:

(2 minutes) 1. Tell, “Today we will be tossing and catching bean bags.”
2. Ask, “When tossing and catching by yourself, what strategies could
Evidence make it easier to catch the bean bag?” (maintaining visuals on the bean
● The scenario or
question is related to bag, giving oneself more time by tossing above the head, etc.)
the fitness activity. 3. Ask, “When tossing and catching with a partner, where should we aim to
● Students are excited/ make catching easier for our partner?” (aim to throw where your partner’s
motivated. hands are, do not throw to a partner who is not looking at you, etc.)
4. Ask, “When tossing and catching with a partner, how should we best
prepare ourselves to catch the bean bag?” (pay attention, hands out rather
than facing up, etc.)
5. Ask, “Who’s ready to have some fun?!”

Physical Warm Up 1. Instruct students to move into a circle

(10 minutes) 2. Hand out bean bag to each student
3. Guide warm up #1: Individual tossing
Evidence a. Toss at head level with one hand, catch with same hand
● PE academic b. Toss at head level with one hand, catch with opposite hand
language is used. c. Toss at head level with one hand, clap, catch with any hand
● Language use is
4. Guide warm up #2: Partner tossing
comprehensible for
all students. a. Pair students and line them across from each other and have
● Clear explanation. each student take two steps back
● Feedback is given. b. Model the steps of throwing “Feet together, bag in hand, swing
● Modifications made and point, step and throw”
and shared.
c. Practice sequence as a group
● Students
collaborated. d. Teacher will walk around and adjust students’ movements as
● Water break is needed to provide feedback
given. e. Model the steps of catching “Look, move, reach, grab, absorb”
f. Practice sequence as a group
g. Teacher will walk around and adjust students’ movements as
needed to provide feedback
h. Tell students to practice tossing to partner stating the steps as
they toss
i. Gradually move back as they gain more experience
 Bierwert, p. 7

Instructional Activity Sequence

Component

5. Give water break

a. Move into shade while taking break

Instructional Focus Show and State Content Objectives: Students will be able to
and Fitness Activity (SWBAT):
(20 minutes) 1. Stated in classroom before going outside to reduce amount of time
in the sun
Evidence
● PE academic Show and State Language Objectives: Students will be able to
language is used. (SWBAT)
● Language use is 1. Stated in classroom before going outside to reduce amount of time
comprehensible for
all students.
in the sun
● Clear explanation.
● Teacher voice is State success criteria or assessment evidence
heard from all areas 1. Throwing: Correctly use throwing sequence to toss bean bag to
● Feedback is given. partner
● Teacher models for
activity.
a. Feet together, bag in hand, swing and point, step and throw
● Differentiation is 2. Catching: Move to the direction of toss to catch bean bag
modeled and a. Look, move, reach, grab, and absorb
explained. 3. Following directions: Follows instructions, stays on task,
● All students are participates appropriately
engaged.
● Students
collaborated. Explain activity
● Water break is 1. Explain that the objective of the game is to pass to someone across of
given. you and see how many rounds you can go before dropping the bean bag
- students may not throw to people directly to their left or right or
someone who has already thrown (make a pattern). Students will sit
after they toss to someone.
2. There will be four groups of six
a. Jayce, Harleigh, Titan, Mehana, Adrian, Brianna
b. Zhean, Taliah, Sili, Ruby, Rylan, Abby
c. Tobiaz, Athyna, Shane, Chavelle, Bentley, Gloreyan
d. Lucas, Cyrenne, Krue, Angeles, Royce, Lotoa
3. We will start with one bean bag and as you start to get better, we will
make it into a competition
a. When students get the hang of tossing in a pattern, groups will
compete to see who can complete the sequence faster
b. If the bean bag drops, everyone stands up and they have to start
the pattern again

Explain rules and consequences

1. Say, “You have to use the steps of throwing.”
2. Say, “You can only throw to a person who is not right next to you and
 Bierwert, p. 8

Instructional Activity Sequence

Component

someone who hasn’t been thrown to yet. After you throw the bean bag,
you sit down.”
3. Say, “If you use the bean bag inappropriately, you will be asked to drop
the bean bag in the basket and observe for 2 minutes. How are we
throwing the beanbag--underhand or overhand? Correct, so I should
not see you throwing the beanbag using overhand.”

Explain differentiation for targeted students

1. Mention ideas for striving learners, accelerated learners, and SPED
a. Striving learners- More independent throwing and catching
b. Accelerated learners
i. Partner work: Creative routines, increase distance
ii. Group work: Throwing and catching at a faster pace

Model activity
1. Ask for 5 volunteers to make game of 6
2. Say, “I will start the game. Remember, I cannot pass the beanbag to
___ or ____ because they are right next to me. I need to tell ___ that I
am about to throw the bean bag.”
3. ____ is going to remember the steps of throwing, “Feet together, bag in
hand, swing and point, step and throw. After ___ throws, they have to
sit down.”
4. The person who is catching will look, move, reach, grab, and absorb.

Guided Practice with Feedback

1. Teams practice for two rounds
2. Ask what strategies were used complete activity
a. “How did you get the attention of the catcher, or the person you
were throwing to?”
i. Possible answer: “Call out the name of the catcher”
b. “How could you increase the pace of the activity?”
i. Possible answer: “‘Catch and throw in a pattern”

Independent Practice
1. Round 1
a. Tell students to practice in their groups with one bean bag and
see how many rounds they can complete without dropping
b. After round is complete, all students stand up and continue to
next round
c. Monitor plan:
i. Throwing (Feet together, bag in hand, swing and
point, step and throw)
ii. Catching (look, move, reach, grab, and absorb)
 Bierwert, p. 9

Instructional Activity Sequence

Component

2. Round 2
a. Make activity into a competition
b. First team to sit down after completing round wins
1. If someone drops bean bag, everyone stands up and
group starts over
c. Apply monitoring plan
2. Tell students to get water then come back

Cool down 1. Explain cool down. Say, “For our cool down we will be doing dynamic
(5 minutes) and static arm stretches and shoulder rotations to relax the muscles
we’ve been using!”
Evidence 2. Guide cool down #1: Dynamic stretches
 PE academic a. Say, “Dynamic arm stretches are arm stretches involve gentle
language is used. bouncing or swinging movements meant to force your elbow,
 Language use is shoulder or wrist joints past their normal ranges of motion.”
comprehensible for
all students.
b. Say, “For our dynamic stretch, we will be doing arm circles.
 Clear explanation. Hold both arms at shoulder height, extended sideways, away
 Teacher voice is from your shoulders. Make 10 small backward circles, then 10
heard from all areas. small forward circles”
 Feedback is given.
 Teacher models for
activity.
 Differentiation is
modeled and
explained.
 All students are
engaged.

Closing 1.
Instruct students to get water bottles
(8 minutes) 2.
Instruct students to line up by pole
3.
Walk back to the classroom
4.
Instruct students to put water bottles away and sit on carpet
Evidence 5.
Review I can statements/language and content objectives
● Reviewed I can
a. Display visual
statements, language
and content b. Say, “Be my echo”
objectives, success c. Students will be able to
criteria. d. Toss a bean bag while verbally stating each step
● PE academic e. Catch a bean bag by repeating the steps for catching
language is used.
6. Ask, “Do you think you met our goals for this lesson? Give me a
● Language use is
comprehensible for thumb up, thumb down, or thumb sideways”
all students. 7. Say, “Awesome job everyone! Thank you for participating in this P.E.
● Quick transition in lesson.”
getting ready to 8. Transition to lining up for recess
return to class
● Quick return to class
 Bierwert, p. 10

Teacher Assessment Tool: Checklist

+ = Student completed the task

- = Student did not complete the task
0 = Not observed

Students’ State the steps Perform the State the steps Perform the Follows
First Name in throwing steps in in catching steps in directions
throwing catching
1. + + + - +
2. + + + - -
3. ABSENT ABSENT ABSENT ABSENT ABSENT
4. + + + + +
5. + + + - +
6. ABSENT ABSENT ABSENT ABSENT ABSENT
7. + + + - +
8. + + + + +
9. + + + - +
10. + + + - -
11. + + + + +
12. + + + + +
13. + + + + +
14. + + + + +
15. + + + - +
16. + + + - +
17. + + + - -
18. + + + - -
19. + + + + +
20. + + + - -
21. + + + - +
22. + + + - +
23. + + + - -
24. + + + + +

5/5 = MP
4/5 = MP
3/5 = DP
2/5 = NY
1/5 = NY
 Bierwert, p. 11

Student Data Table

Students’ PE.K-2.1.3 Use basic manipulative skills in initial (immature) form alone,
First Name with a partner, and in small groups.
I can think of different ways to toss and catch a bean bag alone, with a
partner and in small groups using the methods taught.
1. MP
2. DP
3. ABSENT
4. MP
5. MP
6. ABSENT
7. MP
8. MP
9. MP
10. DP
11. MP
12. MP
13. MP
14. MP
15. MP
16. MP
17. DP
18. DP
19. MP
20. DP
21. MP
22. MP
23. DP
24. MP
 Bierwert, p. 12

Teacher Artifacts

Artifact side 1:

Artifact side 1, Caption 1: The first side of the poster includes the content and language
objectives. The content objects are, “SWBAT throw a beanbag” and “SWBAT catch a
beanbag.” The language objectives are, “SWBAT throw a beanbag while verbally stating each
step” and “SWBAT catch a beanbag by verbally repeating the steps.” I included the quote,
“Throwing and catching go hand in hand, literally” because the object goes from one’s hand to
another hand. It highlights the reason why we are teaching throwing and catching in
conjunction.
 Bierwert, p. 13

Artifact side 2:

Artifact side 2, Caption 2: On the back side of the poster, I included the explicit steps of both
throwing and catching. I will use verbal sequencing along with movement to teach each step. I
decided to write the words and provide corresponding pictures because I wanted to use three
modalities (i.e. auditory when speaking to the students, tactile/movement when
demonstrating/asking the class to imitate the actual movements with their bodies, and visually by
showing the poster and pointing to the words and pictures). If the students cannot remember the
movements, they can refer to this “anchor chart” during the lesson. I made the decision to place
both steps on the same side because the thrower/catcher swap roles immediately and often.
 Bierwert, p. 14

Physical Education Lesson Reflection Questions

1. Write three words to describe your experience teaching a Physical Education (PE) lesson. Explain why
you selected each word and use the PE resources or other academic research to support your thinking.

One word to describe my experience teaching a PE lesson is nonstop. I selected this word

because I was always instructing or commenting on student performance. The only time I stopped to

gather myself was when I gave them a water break. I noticed that because I was constantly instructing,

commenting, and transitioning from one activity to the next, there was a good flow to the lesson. “The

teacher’s ability to move the class along at a brisk pace and keep transitions between major instructional

events short and orderly, while establishing milestones toward which all students work, contributes

momentum and a sense of accomplishment to the classroom” (Borich, 2015, p. 13).

The second word to describe my experience teaching a PE lesson is feedback. I selected this

word because throughout the whole PE lesson, I was providing feedback to all the students as they were

participating in the activities. I noticed that when I did that, the students were more engaged and eager to

continue with the activity in order to improve or continue demonstrating their abilities. “When students

receive constructive feedback from the physical education teacher, they learn more about their

performance and the degree of success they are attaining on an ongoing basis” (SHAPE America, 2014, p.

79).

The third word to describe my experience teaching a PE lesson is teamwork. I selected this word

because I noticed how well my students worked together while participating in the partner and group

activities. They demonstrated great teamwork which surprised me because in the classroom, some

students have a hard time working together with a group or partner. Research shows that “organized sport

participation is an important avenue for children and youth to participate in moderate and to reap the

benefits of interacting with others” (Physical Activity Plan, 2018, p. 24). There was also teamwork with

the Kaleiopuʻu school team in creating the lesson because we worked together to develop the lesson plan

and many of us were able to use it to teach our own classes.

 Bierwert, p. 15

2. In what ways, did you provide instruction for the three domains of PE learning: cognitive, affective, and
psychomotor? Explain the glows and grows for each domain. Include supporting examples from the
lesson and PE resources or academic research for each domain.

For the cognitive domain, I provided instruction on the steps of catching which were look, move,

reach, grab, absorb. In teaching these steps, I showed the students a poster with the steps and pictures to

go along with it. I showed them the movement for each step to help them remember what each step was.

As Borich (2015) says, “for students who require more structure, their findings suggest that the teacher

should provide specific, step-by-step guides and instructions” (p. 170). One glow was that the

movements helped the students remember the order of the steps of catching and they were able to recite

the steps without looking at the poster. One grow is that many students were not able to actually perform

the steps. They did not have the coordination to successfully perform the steps of catching.

For the affective domain, I provided instruction on how to cheer on their teammates when they

were participating in the group activity. The affective domain “addresses growth in feelings or attitudes”

(SHAPE America, 2014, p. 4). I encouraged the students to clap for their teammates when they finished

the round and when they were trying to complete the round. I wanted to teach the students that it’s

important to encourage your teammates and support them even when they make a mistake. Before the

lesson, I had a discussion with the students about making mistakes and how it is okay to make mistakes. I

discussed ways in which you should and should not encourage your teammates. For example, I asked

them “If your teammate drops the bean bag in the game, should you say ‘Aw come on! That wasn’t

good!’ or should you say ‘Nice try! You can do it again!’”. All the students said that they should

encourage them by saying nice try. One glow was that most students said encouraging words to their

peers during the group activity such as “Good job!” or “Nice try! Try again!”. They were able to

celebrate their wins and not rub it in other team’s faces. They were humble. One grow is that there were

a few students who got a little too competitive and got frustrated when their teammates dropped the bean

bag during the group activity. I could have stopped the activity and reminded the students how to be

encouraging and have positive attitudes during the game.

 Bierwert, p. 16

For the psychomotor domain, I provided instruction on the steps of throwing which were feet

together, bag in hand, swing and point, step and throw. The psychomotor domain “relates to the manual

or physical skills related to movement literacy” (SHAPE America, 2014, p. 4). I displayed the poster

with the steps of throwing and had the students read it with me a couple times. Then, I demonstrated the

steps and had the students follow me. We practiced the steps multiple times before actually putting them

into action. During the partner activity, each time, the students had to recite and demonstrate the steps of

throwing before they threw the bean bag to their partner. One glow was that the poster with the words

along with the movements allowed the students to physically demonstrate their understanding of how to

throw properly. All students were able to state as well as perform the steps of throwing. One grow is that

I could have had the students recite the steps and demonstrate them on their own a few times. Each time

they threw to their partner, I said and demonstrated the steps of throwing with them. If I had let them do a

couple rounds on their own, it would have been a more accurate representation of their learning.

3. Identify the assessment tool used to monitor students’ learning for this lesson. Then, explain the students
learning of the standards and skills for this lesson using data (no opinions or justification).

In this lesson, I used a checklist to assess student learning of the standard PE.K-2.1.3 Use basic

manipulative skills in initial (immature) form alone, with a partner, and in small groups and the skills of

tossing and catching. Based on the skill of tossing, 22 students were able to state the steps in throwing.

22 students were able to perform the steps in throwing. Based on the skill of catching, 22 students were

able to state the steps in catching. 8 students were able to perform the steps in catching. All students

demonstrated learning in stating the steps in throwing, performing the steps in throwing, and stating the

steps in catching. All students were able to show their feet together, bag in hand, swing and point, and

step and throw the bean bag. Only 36% of students or 8 out of 22 students, were able to demonstrate

learning in performing the steps in catching. Many students had difficulty moving, looking, reaching,

grabbing, and absorbing the bean bag when it was tossed to them.

4. Explain any challenges, successes with the assessment tool AND student learning. What you would do
the same and differently in your future classroom?
 Bierwert, p. 17

One challenge I had with the assessment tool was using it during the lesson while I was teaching.

It was difficult to complete the checklist with five different sections because I was walking around to each

group to make sure they were being safe and using the equipment properly. In my future classroom, I

would spend a short instructional block the previous day explaining to the students how to use the

equipment properly and give them background on the next day’s lesson. This would have given the

students more experience about the safety of the bean bags and allowed me to use the assessment tool

more accurately. In the future, I could break the lesson into parts instead of teaching all the steps in one

day. For example, I could teach them the steps of throwing one day and then the next day teach them the

steps of catching and then gradually increase to partner activities and group activities.

A success I had with the assessment tool was that it was easy to determine what rating to give

each student. Once I completed the checklist, I was able to determine a rating scale based on if the

student completed the task or did not complete the task. A 5/5 was equal to a MP, a 4/5 was equal to

a MP, a 3/5 was equal to a DP, a 2/5 was equal to a NY, and a 1/5 was equal to a NY.

A success with student learning was that students who had more difficulty throwing and catching

in the beginning of the lesson, showed improvement during the small group activity. These students were

able to throw and catch the bean bag better when someone in their group called their name before tossing

the bean bag. Almost all students were able to show different ways to toss and catch the bean bag during

the individual and partner activities.

A challenge with student learning was that some students had a difficult time throwing the bean

bag to their partner. They were unable to aim correctly which was one of the steps of throwing. Some of

the students threw the bean bag straight up because they aimed upward toward the sky rather than at their

partner’s hands. This had to do with coordination which many younger students are still developing.

Some students were also throwing the bean bag too far, so I had both partners step back and make the

space between them bigger so the bean bag wouldn’t go too far.

5. Describe your classroom management and task orientation (e.g., transitions to/from classroom, working in
a larger physical space). What were two glows and two grows?
 Bierwert, p. 18

I believe that my classroom management and task orientation was organized throughout the

lesson. One glow was that I was able to transition my students from the classroom to the PE space

outside the library quickly and quietly. I called students one by one to get their water bottle and line up at

the door and then I led the students to the front of the library. I instructed the students to put their water

bottles in a certain area and then stand on a line facing me once they got to the space.

Another glow was that I used the lines on the ground to organize the students in the larger

physical space. I decided to have half the class face the sun in order to have a line to stand on to guide

them. I knew my students were going to need a line to follow to stand on because otherwise they would

be standing all over the place. This made it easier for me to see all the students and have a controlled

class.

One grow is that I could have managed my time a little better in order to make the transition back

to the classroom smoother. I had to rush the students back to the classroom because it was time for recess

and I didn’t leave enough time for the stretches at the end and reviewing the objectives. It wasn’t as

smooth of a transition as it could have been. Once we got back to the classroom, I had the students line

up at the door and do arm circles forward and backward and asked them if they thought they were able to

meet the objectives of the lesson.

Another grow is that I could have used a whistle to help me get the students’ attention instead of

yelling and using my classroom attention getter. It was windy so it was hard for the students to hear me

when I yelled “waterfall” and they kept tossing the bean bags, but it was because they could not hear me.

If I had a whistle, I could have used that to get their attention and the students know what to do when they

hear the whistle.

6. After this experience, what are three key insights about teaching PE to your future self.

One key insight about teaching PE that I have is that safety is very important to emphasize with

the students. Many students are not used to participating in PE lessons so they get very excited when they

get to do PE. This can cause students to be unsafe with the equipment or with other students. I made it
 Bierwert, p. 19

clear from the start that the students needed to follow the rules when using the bean bags or they would

have to sit out. I did not want any students to get hit in the face or hurt by someone running into another

student. It is important to emphasize the rules and consequences from the start of the lesson to ensure that

students will know how to be safe throughout the lesson.

A second key insight about teaching PE is that using a whistle can help manage the students

while they are outside in a larger environment. I learned that using a classroom attention getter does not

work as well outside as it does in the classroom. Using a whistle grabs the students’ attention quickly and

they turn their attention to me. When it is loud outside, students have a hard time hearing the teacher so

blowing the whistle gets their attention and they stop what they are doing. This will help manage the

students in an environment that is more open and when the students are more excited.

A third key insight about teaching PE is that transitions to and from the classroom are important

in order to not lose time from the actual lesson. If the transition is smooth and the students know where

to go and what to do when they get there, it will be quick and you will lose less instructional time. If the

students are rushing because you as the teacher are rushing, they will start to get more energetic and

frantic which will cause a big commotion and could disrupt other classes. It is important to inform the

students of what they need to do to get to the new location and what to do when they get there.
 Bierwert, p. 20

References

Borich, G. (2015). Observation skills for effective teaching (7th ed.). Boulder, CO: Paradigm

Publishers.

SHAPE America. (2014). The essential components of physical education. Reston, VA: Society of Health

and Physical Educators.

Physical Activity Plan. (2018). Physical activity for children and youth. (n.p.)