Professional Documents
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Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8
fitness concepts, and so he can see his
time during the half mile.
I expect that this student will
struggle with attaining the proper
form of fitness concepts and time,
I expect this student to improve upon
and I hope to help him with his
his form and time in fitness concepts I expect this student to be able to
social emotional state and to help
as he always has a good attitude obtain the learning goals quite
him understand that the important
despite not being able to easily, but I want to help her to set
Expected Results thing is the process, and trying your
communicate with myself or his peers. accelerated goals, and through
best. My hope is that through
He always has a smile on his face and technology, be an asset to her
technology, he will be more
works very hard in whatever activity fellow peers and not a disruption.
motivated to see a visual of how the
we are doing.
fitness concept should look and by
seeing the timer, he will be able to
see and note his improvements.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities.
11/12 11/13 11/26 11/27 11/28
Students will be introduced to fitness concepts and specifically cardiovascular strength/endurance. Class
will be held on the lower school field where students have plenty of space to learn and perform the skill.
After warm-ups, I will explain that the emphasis will be on proper form and to slowly get a better time for
the half mile each week. The skill will first be displayed electronically on the tv in the weight room before
Provide 1-2 sentence we head outside with the sworkit kids app, and a short youtube clip of the world’s best marathon runners
summary of your lesson plan. so that students can visually see the skill being performed. Students will be instructed to run the half mile,
and I will set up a big timer so they can keep track of their pace. After the first half mile, students will chart
their time after their last lap has been completed, and a goal that they will set for themselves to complete
by the end of the unit. They will track their times each time we run the half mile to see the improvements
they’ve made, or the improvements that they need to make.
The process of administering the pre-assessment will be filled out on a sheet of paper that I’ve provided.
They will chart down the time that they completed their first half mile run, and their goal for the end of the
Summarize process for
unit. The post-assessment will also be on the same paper. They will chart their time of the last half-mile
administering and analyzing
pre- and post-assessments. run, as well as if they reached their goal. If students reached their goal, they will explain what things they
did to help them get there. If students did not meet their goals, they will write down what they can do
differently to reach their goals next time.
Section 4: Inquiry Research and Exploration
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
https://www.thetechedvocate.org/how-technology-can-benefit-
https://blog.capterra.com/gym-classes-go-digital-how-tech-changes-
physical-education-classes/
physical-education/
Through this article I learned about different apps that I can implement in
This article discusses how technology can change a physical education
Physical Education class, as this article was specifically directed toward
class in a positive way. An example would be students creating and
technology in the physical education setting. The article also talked about
watching best practice videos for physical training or sports. The article
utilizing student-owned devices and wearable technology such as heart
also talks about reviewing sports mechanics videos from professional
rate monitors and talking about items such as fitbits. While my school
athletes or online trainers, and lastly creating health video projects
doesn’t have access to heart rate monitors, this would be a fantastic idea
demonstrating the proper diet and fitness of a healthy individual.
to help students understand their cardiovascular strength/endurance.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
One middle school colleague has addressed this issue by implementing a Another middle school colleague uses 4 students who wear different
big timer at the finish line of their mile run. Students pass the timer about colored pinnies. These students wear heart rate monitors that keep
4 times so they can track their time each time they pass the timer and see track of pacing. On the back of the pinnies are big numbers that other
if they need to increase their pace, or if they are going at the appropriate students can see that coorelate with the pacing of that runner. For
pace for them. Students also fill out a critical thinking question at the example, a student wearing a green colored pinnie with the number 6
completion of their mile run. They perform this every week. will coorelate with the pace of a 6 minute mile.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
The special emphasis will be incorporated through the implementation
The special emphasis on this lesson will be from ISTE standard 1a.
of goal setting for students. After students chart their time on their
Articulating and setting personal learning goals; developing strategies
first half-mile run, they will also set a goal for what time they would like
leveraging technology to achieve them; and reflecting on the learning
to be at by the completion of the unit. Students will be able to see on
process itself to improve learning outcomes.
the post-assessment if they ran a better time then the first run, and will
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 8
be able to see if they’ve reached their goal. If students reach their goal,
they will write down what things they did to help them reach their goal.
If students do not reach their goal, they will write down what things
they can do differently to reach their goal next time.
Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
The theme of this unit was to incorporate how our heart and our
muscular system work so that students can make a connection
between what their bodies are doing when they are taking part in I thought that I would have more students be a little more
physical activity. I used a few pieces of technology including motivated to beat their own times, but I found that while
YouTube videos, a timer for students to track their time, and students did complete the run, they were not as motivated to
quizlet to discuss academic language. I also incorporated beat their previous time as I thought they would be. I think in
worksheets for students to fill out that coorelated with the video the future, instead of having students track their time, that I can
that they were watching in order for them to obtain the learning incorporate teaching about the heart and muscular system with
goals. I thought that it went really well, and students were able to a more entertaining and engaging activity. I wanted students to
make the connection between what their bodies are doing during learn how to set a S.M.A.R.T. goal which they did, but I think
physical activity. Students were very engaged in the video’s, that I could use this with something more engaging then just
worksheets, and the activity time. This unit tied in perfectly with running a half-mile.
our TVT 5K Turkey Trot and 1K Fun Run that took place on
Thanksgiving morning.
Action Items
I incorporated two videos from YouTube that talked about the function and anatomy of the heart including
the four chambers, and why our hearts pump oxygenated blood throughout our bodies. The muscular
For curriculum design, lesson
system video talked about the three types of muscles including the smooth, cardiac, and skeletal muscles. I
planning, assessment
planning created my own lesson plan with these videos, worksheets, collaboration time, quizlet vocabulary games,
etc. The assessment planning was for students to write their reflections from their run on the same sheet
as well as the same sheet that they wrote down their goals for the half-mile.
I use my “galaxies” which is the students seating chart wherever class takes place (outside, gym, weight
room, dance room, etc.) so that students know exactly where to sit every day they come to P.E. I also have
For classroom practice certain cues that I use to get the kids attention when they start to become a little off task. This cue helps to
engrain our school-wide behavioral plan of R.O.A.R.S. which stand for respect, ownership, attitude,
responsibility, sportsmanship/safety.
For the focus students, and specifically my EL learner and student with special needs, I am sure to use their
For teaching English learners, one on one aids to help them acquire the learning goals, but I also use visual aids, videos, and collaboration
students with special needs,
and students with other
time with peers in an effort to help them acquire the learning goals. The student who is an accelerated
instructional challenges learner has a special task of helping those around her and I often give her the title of “assistant coach” so
that she feels she has an important job to help others.
I plan on going to more conferences to help in my pedagogy and specifically go to more conferences that
are Physical education related because it will help me to learn more effective classroom strategies that are
For future professional
development
tailored specifically to physical education. I also plan to continue to collaborate with students homeroom
teachers to maintain that we are all on the same page in an effort to help struggling students who struggle
academically or social-emotionally.
In the future, I want to plan on implementing a more rigorous classroom environment where I can really
push students to learn more about their bodies and overall health. It is often a challenge when
For future inquiry/ILP incorporating some more rigor because students are so used to getting out and being active as soon as the
class starts, so when we fill out worksheets or talk more academic stuff, they sometimes complain because
it is not as “fun”.
The next POP cycle, I want to see if I can incorporate the same amount of technology into my unit, but with
more engaging activities then having students run a half-mile. I thought it would be a good way for them to
For next POP cycle set a goal through running and connecting it with our heart health, muscular system, and turkey trot.
Students did do a good job with the unit, but I think next time I can be more creative in thinking about how
to incorporate goal setting in P.E.
Other
Other Notes
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 8
Few examples of Student Work:
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 8
Pre-/Post- Assessment Data Table follows this document.
Include copies/images of pre-/post- assessments/directions and the Pre/Post Assessment Data Table with submission.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 8
Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP)
Revised 5.1.17
Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level
th
Jeff Towning jtowning@tarbut.com Physical Education 4 Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
100% of the students were able to set a goal for themselves for
their half mile run, finish the run, and to improve on their time.
9 students did improve their time/ 8 students did not improve
5= students set an appropriate goal and finish the run their time.
4= students set an appropriate goal and almost finished the run
3= students set a semi-appropriate goal and finished the run 5= students improved upon their time
2= students did not set an appropriate goal but finished the run 4= students did not improve their time
1= students did not set an appropriate goal and did not complete
the run
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 5 5
2. Focus Student: 504/IEP 5 4
3. Focus Student: Teacher Choice 5 5
4. A.P 5 5
5. A.V 5 5
6. M.D 5 5
7. K.B 5 5
8. B.G 5 5
9. D.K 5 5
10. J.Z 5 5
11. T.N 5 4
12. M.Z 5 4
13. E.P 5 4
14. J.G 5 4
15. S.C 5 4
16. S.G 5 4
17. M.R 5 4
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8
32.
33.
34.
35.
36.
910111 21314 1516
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 8