ATTACHMENTK

Pre and Post Observation Forms

Art andScienceof TeachingEvaluationFramework

Planning(Pre)ConferenceStructured InterviewForm A

Nameof Teacher: Mike Young

Nameof Observer:

PlanningConferenceDate:

ObservationDate:

Reflection Conference Date:

Instructions: Pleaseattachyourlessonplan,assessments, scoringguides,and/orrubricsto thisdocument.Pleasebepreparedto discussthefollowingquestionsinpreparationforthe planningconference

ClassroomDemographics
1. Brieflydescribethe studentsinyour classroom (e.g.,number ofstudents,gender, special needs,etc.)
Answer: My 1st hr class has 30 students in there, with a good mixture of males to females. The class has a high number of novice lifters. We spent a lot of time on form, technique and explaining lifts the 1st nine weeks of school.
Planning andPreparing forLessons andUnits
2. How will youscaffoldthecontentwithinthelesson?Pleasedescribe:
therationaleforhowthecontent ofthelessonisorganized therationaleforthesequenceofinstruction
howthecontentisrelatedtopreviouslessons,unitsorothercontent possibleconfusionsthat mayimpact thelesson
Answer: The students were assigned a platform and a beginning workout at the beginning of the year. The workout schedule is a 6 day workout. It progress from arms to legs to cardio. There are two sets of arm, leg and cardio workouts. The workout cycle last 8 weeks. It changes after each 6 days. The amount of reps and %’s of lifts stay the same over the course of 6 days. As each cycle goes by, it progressively gets more difficult. Confusion sets in, when myself or a student is absent. They don’t go back to where they missed, the workout progression continues when they are absent.
3. Howdoes thislesson progress within theunitovertime?Pleasedescribe:
howlessonswithintheunitprogresstowarddeepunderstandingandtransferof content
describe howstudentswill makechoices andtakeinitiative howlearningwillbeextended
Answer: The lesson progress over the course of 8 weeks. With each cycle getting more difficult. The students have to decide how much they can max out on each core lift after 8 weeks. The choice is, do they really want to get stronger and make it more difficult, or make it easier and not max as much so their workouts aren’t as hard. The students need to understand which lifts they’re better at, or their form is better, which makes the lift easier.
4. How will you align thislesson withestablishedcontentstandardsidentifiedbythedistrict
andthemannerinwhichthatcontent should be sequenced? Please describe:
importantcontent(scope)identifiedbythedistrict
sequenceof the contenttobetaughtasidentifiedbythe district
Answer: Our content and lessons are through the bigger, faster, stronger program. The lessons are adjusted to students abilities and are graded based on improvements throughout the school year. Students keep chart each core lift and aux. lift they participate in daily. These charts show progression of improvement throughout each semester.
PlanningandPreparingforUseofResourcesandTechnology
5. How will theresourcesandmaterialsthat youselectbeusedtoenhancestudents’
understandingof thecontent?Pleasedescribe the resourcesthatwill be used:
traditionalresources technology
Answer: Traditional resourses used will be workout sheets, charts, workout percentage charts. The students are able to understand their workouts by charting them daily on their workout sheets. They can visualize their daily assignments and see their progression throughout the school year. They will be able to see where they’ve taken time off or if they’ve continued working to the best of their ability, by the improvements in their max, completing workouts and their auxiliary lifts.
Students use several forms of technology in the weight room, with the biggest one biggest one being the heart rate monitors. These monitor the heart rate of the students while they’re on the cardio machines. It’s designed to measure how long they spend in their Target Heart Rate Zone. If they’re supposed to be on for 25 minutes, and if they’re in their zone for 85% of that time, their grade is a B for that cardio assignment. If they spend less time, then the grade drops. We also have the Body Mass Scale. Students will weigh in at beginning of each 9 weeks. They’ll have a goal for body fat %. The scale will then measure their bmi, ffm, and body fat %. Students are expected to keep track of these print outs to monitor their progress.
PlanningandPreparingfortheSpecialNeedsof Students
6. Howdoyouplantoaddressthespecial needsof yourstudentstoincludespecial educationstudents,ELLstudentsandstudents who comefromhomeenvironmentsthat offerlittlesupportforschooling?Pleasedescribe:
specificaccommodations thatwill be made
Answer: The students who need special accommodations will be allowed to workout at their pace or on modified lifts. There are some lifts that can be done in a modified fashion rather than normal technique and form wise. They can max out in the modified core lifts, also, that way there’s less risk to injury. These students can also be provided extra assistance with help from the teacher or students who are advanced according to the rubric. Students who cannot provide their own P.E. clothes, we can assist them with that. I can provide p.e. clothes for those who need them, that way they’re able to participate in activities rather than sit out and take a bad grade.

Art andScienceof TeachingEvaluationFramework

Reflection(Post) ConferenceForm B

Nameof Teacher: Mike Young

Nameof Observer: Robert Murphy

PlanningConference Date:

ObservationDate:

Reflection ConferenceDate:

Instructions: Pleasebringstudentwork, assessments,scoring guides,and/orrubricstothe reflectionconference andbepreparedtodiscussthefollowingquestions

GeneralReflection
Overall,howdoyouthinkthelessonwentandwhy?
Answer:The unit went about as well as I expected. We have been reinforcing technique and form, along with properly spotting your partner. The students have been doing their workouts for ¾ of a year now, and some have developed bad habits with form. Some students responded very well in the days after by working on form, while others have not.
Routine Events
1. Inwhatwaysdidstudentsmeetornot meet thelearninggoalsyouestablishedforthis
lesson? Howdidyourassessments informyourunderstandingof student learning?
Answer: Students were able to meet the learning goals established by filling out their workout sheets properly and following a daily workout. My assessments of the lesson are observing students doing the workout that they say they’re doing on their daily workout sheet. We check their sheets weekly to make sure they’re recording accurate information on their workouts. Students who didn’t meet the goals, struggle to record their daily workouts because they have a difficult time staying on task in such an open environment and so many activities to choose from.
Content
2. Howdidthestrategies youusedtointroducenewcontenttostudentssupportstudent learning?
Answer: The strategies helped reinforce proper form and technique in the core lifts. It emphasizes always having a spotter as well as good form to ensure student safety.
Enacted onthe Spot
3. Whichtechniquesforengagingstudentsweremostsuccessful?Which techniqueswere
notsuccessful?
Answer: The most successful strategies were when I demonstrated good form and technique for the students. It was reinforcing the new content that we were discussing and it gave them a visual observation to go by. Techniques that didn’t work, was having other students try and demonstrate for their peers. Lack of focus, seriousness led to the students getting off task and therefore led to students not completing their workouts.
4. How will thislesson informchangestoyourinstructional plan?
Answer: More instruction on form and technique throughout the year. Going over and demonstrating proper form as well as spotting technique, also. Having students properly demonstrate for me they know how to lift properly. My lessons in the future will also include reminding students to fill out their workout sheets and also showing them how to fill them out correctly.