PEP 421 Secondary Methods in Physical Activity Pedagogy

Teaching Skills Reflection 3

Audio and video record one of the lessons where you are the lead teacher/have a significant teaching role in the
lesson (save all of your videos and your reflections as they will be uploaded to Taskstream at the end of the
semester).
***NOTE: Please be sure this lesson recording includes you and your students using technology
throughout the lesson (i.e. GPS devices, iPad minis)
After the lesson, observe the video. Complete the Learning Time Analysis Observation Instrument as you
observe the video. Be sure to calculate the total lesson time and lesson percentages for each of the four codes.
Provide additional remarks as needed.
Each individual will complete their own reflection of the teaching of their choice.
In a formal written report, address the following in a teaching reflection that is complete and detailed. Include the
complete observation instrument with your report. Include any lesson assessments or additional data that support
your reflection.
Due: submit via blackboard by April 25 @ 11:59 pm

1. Introduction
In one paragraph, provide background information about the lesson (day and date of the teaching, where you
taught/lesson location, the unit, the lesson number, the grade level, and the number of students). Indicate
what the purpose of the lesson was. Briefly describe what you taught and how you designed the lesson.

2. Student Objectives/Learning Outcomes

Evaluate whether or not your students accomplished the objectives/learning outcomes that you had planned.
Write 1-2 paragraphs for each of your 3 student objectives/learning outcomes (psychomotor, cognitive,
affective). Be sure to include the lesson objective at the start of your evaluation. In each paragraph, answer
the following:
2.1. Did your students accomplish your objective?
2.2. To what extent?
2.3. How do you know? (Refer to lesson assessments to support your answers)

3. Learning Experience Design

Think about your lesson and the criteria for designing a learning experience. Choose 1 criterion that you
would have liked to implement better in your teaching. Then write a paragraph each on three things: what
you had planned, what you actually did during the lesson, and what you would do differently if you were
asked to teach this lesson again. Use the questions below to guide your writing:
3.1. When you were planning this lesson, how did you intend to implement this criterion in your lesson? (Be
specific)
3.2. When you taught your lesson, how did you apply this criterion? (Use specific examples of what your
students did to elaborate your main point)
3.3. If you were given the chance to teach this lesson again, what would you do differently?

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Teaching Skills Reflection 3
4. Learning Time Analysis
Think about your lesson and the amount of management, activity, instruction, and wait time throughout the
lesson. Then write a paragraph reflecting upon your use of time throughout the lesson and how this impacts
student learning. Support all answers with specific data from the observational instrument and specific
teacher and student examples from the lesson (and video). Use the questions below to guide your writing:
4.1. Reflect upon the amount of time your students spent in each of the four types of codes (management,
activity, instruction, and waiting) throughout your lesson.
4.1.1. What factors played a role in the amount of time your students spent managing, participating in
activity, receiving instruction, and waiting (Include both teacher and environmental factors as
appropriate)?
4.2. Which of the four codes did your students spend the most amount of time throughout the lesson?
4.2.1. How does this impact student learning?
4.3. Which of the four codes did your students spend the least amount of time throughout the lesson?
4.3.1. How does this impact student learning?
4.4. Compare your amount of activity time to the recommended amount of time students should be
participating in moderate to vigorous physical activity (MVPA) throughout their Physical Education
class.
4.4.1. How will you (create a plan specific to how you will design learning experiences) maintain or
improve student MVPA to meet the recommendation in future lessons?
5. Technology Integration
Analyze how you utilized technology throughout your lesson. Answer the following in your report:
5.1. How did you, as the teacher, utilize technology throughout the lesson? For each type of technology
used:
5.1.1. Describe the type of technology and how it was used throughout the lesson.
5.1.2. Why did you decide to use the specific type of technology?
5.1.3. How did the technology aid in classroom management or student learning experiences? (Be
specific)
5.1.4. After using this technology, what would you change (related to technology) in the next lesson?
5.2. What are going to be your next steps in enhancing the use of technology for yourself as a teacher in your
next lessons?
5.3. How did your students utilize technology throughout the lesson? For each type of technology used:
5.3.1. Describe the type of technology used and how it was used throughout the lesson.
5.3.2. Why did you decide to have your students use the specific type of technology?
5.3.3. How did the technology aid in the students learning experiences? (Be specific)
5.3.4. After using this technology, what would you change (related to technology) in the next lesson?
5.4. What are going to be your next steps in enhancing the use of technology for your students in your next
lessons?
6. Improvement Goals
Finish your reflection by thinking about how you can do better in your teaching. Write one final paragraph,
describing your thoughts on what you want to work on next in your teaching experience. Reflect both your
own ideas as well as the key issues in our text and class work.
6.1. What do you want to improve on the next time you teach?
Note: Your ideas here will be the starting point for developing your teacher objectives for the next lesson.

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Teaching Skills Reflection 3

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Teaching Skills Reflection 3
Rubric
Name:
Advanced (3)

Proficient (2)

Developing (1)

HELP (0)

Introduction

Gives complete info about

lesson demographics
Reader has a good idea of the
purpose of lesson, what was
taught and how it was taught

Gives some, but not

complete info
Reader has some idea of the
purpose of lesson, what was
taught and how it was taught

Gives little info

Reader has vague idea of the
purpose of lesson, what was
taught and how it was taught

Gives no info
Reader has no idea of the
purpose of lesson, what was
taught and how it was taught

Student
Objectives/
Learning
Outcomes

Gives complete info on

objectives include those of the
assignment as well as student
learning objectives
Provides several examples of
student responses to support
points

Gives some, but not

complete info
Examples are provided, but
minimal

Gives little info

Examples are thin

Gives only minimal goal info

Misses assignment goal or
lesson plan goal

Learning
Experience
Design

Identifies how lesson

accomplished 1 of the 4
criteria for learning
experience
Addresses the issues of what
was planned, what happened,
and potential changes
Doesnt miss important points
noted by observer

Uses some, but not all, of

items noted in advanced
column

Uses very few of items noted

in advanced column

Generally provides
inadequate support or
connections

Learning
Time
Analysis

Gives complete and accurate

info on learning time analysis,
including info on all codes,
describing the amount of time
for each
Gives complete info on
teacher and environmental
factors directly connected to
instrument data
Provides complete, accurate,
thoughtful insight into
impacts on student learning
Complete and accurate info on
comparison to MVPA
recommendations, including
specific plan directly
connected to learning
experience design to address
MVPA
Provides complete and
accurate data to support points
Provides several examples of
teacher and student responses
to support points

Gives some but not

complete or accurate info on
items noted in advanced
column
Missing 1 criteria outlined
in advanced column
Data provided to support
some, but not all points
Teacher and student
examples are provided, but
minimal

Gives very little info or little

accurate info on items noted
in advanced column
Missing 2 criteria outlined in
advanced column
Little data to support points
Few and thin teacher and
student examples to support
points

Most info is incomplete or

inaccurate info on items
noted in advanced column
Missing 3 to 4 criteria
outlined in advanced column
Missing or inaccurate data
from observational
instrument to support points
Missing teacher and student
examples to support points

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Teaching Skills Reflection 3

Technology
Integration

Gives complete info related to

the teachers use of
technology, including the next
steps to enhance the use of
technology
Gives complete info related to
the students use of
technology, including the next
steps to enhance the students
use of technology

Improvemen
t Goals

Gives a minimum of 1 clear

suggestion that follows
logically from both goals and
what happened
Suggestions reflect analysis
and explain why
Suggestions reflect clear
connections to effective
teaching skills and course
discussions

Gives 1 ok suggestion that

might miss a key element
noted in advanced column

Gives 1 vague suggestion

that misses key elements
noted in advanced column

Suggestions are fuzzy or do

not reflect important
elements of the assignment
Suggestions lack connection
to effective teaching skills
and course discussions

Attachments

Includes complete observation

instrument
Includes any assessments that
were referred to in the
reflection (completed by
students in lesson)

Includes attachments that

are partially complete

Includes attachments that are

incomplete

Includes no attachments

No misspellings or grammatical

2 to 3 misspellings and/or

4 to 5 misspellings and/or

6 or more spelling errors

Mechanics /
Writing

errors
Writing includes logical, easily
comprehendible, complete
sentences

Gives some, but not

complete info related to the
teacher
Gives some, but not
complete info related to the
students

grammatical errors
Writing is somewhat logical,
comprehendible, complete
sentences

Gives little info related to the

teachers use of technology
Missing plan to enhance
teacher use of technology
Gives little info related to the
students use of technology
Missing plan to enhance
student use of technology

Gives only minimal

technology info
Missing info for three or
more questions

grammatical errors
Writing is not logical,
scattered, uneasy to
comprehend, some complete
sentences

and/or grammatical errors

Writing is not logical, reader

can not follow or comprehend

order of information, few
complete sentences

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Comments:

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