Peer Teaching – APE

Dr. Cummiskey

Description: Each partner will teach one 20-minute lesson simultaneously, one inclusion and one pull-out on opposite sides of the tennis nets. The lesson must include at least four parts:

  1. Initiation – You are addressing college students
  2. Discuss major cognitive, psychomotor, and affective characteristics (not all) from the Project Inspire website at Texas Women’s University as well as the goals and objectives for the lesson (2 minutes max)
  3. Lesson focus - You are teaching public school students for this part and the remaining parts
  4. Assume that you already led a warm-up
  5. Lesson focus 2
  6. You may have more than two lesson foci
  7. Closure (1 minute)

Inclusion Lesson –

  1. Farmington Elementary School student, inclusion setting, involved/concerned parents, 7 year old 2nd grader operating at a kindergarten level, mild to moderately disabled. Remember to plan a regular PE lesson but specify modifications for inclusion appropriate to the student/disability in the differentiated instruction rows.
  2. The teacher from the other inclusion lesson will act as the student with a disability
  3. You must teach a movement education lesson (forces, directions, relationships, body parts, etc) from the guided discovery approach
  4. You may request an aide but this is not required

Pull-out Lesson -

  1. Hartford High School student, small group pull-out class consisting of two similarly disabled students. Both students have limited home involvement and are 17-year-old 12th graders operating at a 5th grade level. Remember to plan a lesson specifically targeting long-term and short-term objectives specified in the IEP.
  1. The teacher from the other pull-out lesson will act as the student with a disability.
  2. One student will volunteer to be all-time aide for all pull-out classes.
  3. One volunteer will act as the other student with a disability for that day.
  4. Teach a lifetime activity lesson (see the list of activities provided on page 4)

Inclusion Lesson –
You can use both courts on one
side of the tennis net / Pull-out Lesson
You can use both courts on one
side of the tennis net
Inclusion Lesson / Pull-out Lesson
Doubles Alley – Initiation and Closure Here / Doubles Alley – Initiation and Closure Here
Videorecorders


To Hand In Prior to Teaching:

  1. Completed lesson plan (use BSED lesson plan form posted online in wikiPE)

Each lesson will be digitally videocorded via laptops and webcams. At the conclusion, the video of your teaching will be copied to a flash drive which you provide. Afterwards, you will complete a reflection that must be turned in the following class.

Assignment to be completed:

Reflection Paper 1 (5 points) – Due the NEXT CLASS after you teach

Discuss each of the following in SEPARATE NUMBERED paragraphs.

  1. What modifications (activity, teaching, equipment) did you make to promote the success of the inclusion or pull-out student? Relate the modifications directly to the characteristics of the disability.
  2. Identify some areas of strengths and some areas of weakness in your planning and/or execution of the lesson.
  3. What are some insights you gained by watching the video of your teaching?
  4. This can be almost anything such as I stand in one spot too much or I provide clear and concise transitions.
  5. What did you find most challenging about this assignment overall.

Length: ¾ to one full page single-spaced, standard margins, 12-inch font

Grading: Based upon adherence to assignment requirements, quality of insights, and language.

Available Equipment

15 minutes prior to class, collect the necessary equipment from the closet. Do not be late because the equipment closet will close 10 minutes prior to class. If you fail to collect equipment, you will still be required to teach. You are responsible for taking the equipment to the gym and returning it after class. The following equipment is normally available but is subject to change. I suggest planning a lesson that does not need an abundance of equipment.

Badminton rackets/birdies / Rope (50ft) / Hula hoops (30+)
Stretchy bands (~7) / Kickball (1) / Cones (various sizes)
Beanbags (some animals) / Empty plastic soda bottles (50+) / Pinnies
Whiffle ball bats (7) / Soccer balls (20+) / Scooters (3)
Parachute (1) / Maracas (20+) / Nerf footballs (10+)
Basketballs (20+) / Fleece balls (20+) / Yoga mats (~7)
Medicine balls / Lolli-pops (6) / Pickleball paddles (20+)
Dyna-bands / Rings (~10) / Frisbees (15)
Lacrosse Sticks (20+) / Dumbbells – 3 to 5 #’s (~10) / Golf clubs (20+)
Hockey sticks (20+)


Role Play Assignment Rubric

Name: ______Disability: ______Inclusion/Pull-out

Criteria (point value in parenthesis) / Insufficient (0) / Developing (.5) / Tar-get
(1) / Comments
1.  Planning - Properly stated lesson objectives which relate to selected activities
2.  Planning - Lesson plan well-constructed including appropriate differentiated instructions (.5)
3.  Planning - Lesson activities appropriate for disability and functional level of special needs students and incorporate them as much as possible (.5)
4.  Discusses major cognitive, psychomotor, and affective characteristics prior to lesson as well as the goals and objectives for the special needs student(s).
5.  Clear directions and organization which specifically tell students what is expected
6.  Feedback during lesson is appropriate for performance of special needs students, rate of 2 per minute to entire class
7.  Makes appropriate differentiations and adjustments based upon student performance (high, low performers)
8.  Behavior Management: Keep students on task, circulate around the classroom, back to wall, everyone listening and equipment stationary during instruction, etc
9.  Effectively utilizes aide to maximize learning, keeps aide on task (pull-out) or provides individualized instruction to special needs student
10.  Creativity - Exposes fellow teacher candidates to novel activities or instructional techniques not previously seen
11.  Fun Factor – students enjoy a significant portion of the lesson while also learning (2)
12.  Bring a flash drive to copy video file at the conclusion of the class period with enough space for a 60MB file
13.  Write-up – Graded upon adherence to assignment requirements, quality of insights, and word usage (3)
Bonus: Use created/physically modified equipment in the lesson (up to 1)
Possible Deductions
§  Professional conduct and tone, mostly relates to CCSU dispositions scale (Vista)
§  Less than the required 20 minutes
§  Not effectively modeling the behaviors of students with disabilities while being the inclusion or pull-out student
§  Not providing lesson plan prior to teaching

Comments:

Possible Lifetime Activities

Use the high school columns

MIDDLE SCHOOL - Team sports & fitness

/ HIGH SCHOOL
- Lifetime activities & fitness (preferably elective program)
Adventure
Basketball
Field Hockey
Fitness
Football
Floor Hockey
Jump Rope
Lacrosse
Soccer
Softball
Team Handball
Track & Field
Volleyball
Weight Training
Wrestling / Adventure
§  Low ropes, high ropes, project adventure
Aquatics
§  Including lifeguard certification & WSI
Archery
Badminton
Bowling
Coaching
CPR/First Aid certification
Dance
§  Swing, salsa, big band, modern, social
Exercise Science
§  Anatomy/Physiology
Fencing
Fitness/Weight room
§  Fitness certification (ACE)
Fitness testing (fitnessgram, activitygram)
Golf (traditional, frisbee, ring)
Group Exercise
§  Pilates, spinning, kickboxing, tae bo, water exercises, and aerobics / Outdoor
§  Orienteering, camping, canoeing, fly fishing, hiking, rollerblading, rock climbing, mountain biking, environmental ed, and survival skills
Personal defense
Plyometrics
Racing: triathlon, biathlon
Running
Softball
Speedminton
Sport officiating
Table Tennis
Tennis/Pickleball
Ultimate Frisbee/Ultimate
Volleyball
Walking
Winter
§  Cross-country skiing, downhill skiing, snowshoeing, snowboarding
Yard Games
§  Horseshoes, croquet, bocce ball, washers
Yoga
Throughout both grade levels:
Fitness, Cooperative Activities/Project Adventure