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
a. 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)
2. Lesson focus - You are teaching public school students for this part and the remaining parts
a. Assume that you already led a warm-up
3. Lesson focus 2
a. You may have more than two lesson foci
4. 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.
a. The teacher from the other inclusion lesson will act as the student with a disability
b. You must teach a movement education lesson (forces, directions, relationships, body parts,
etc) from the guided discovery approach
c. You may request an aide but this is not required
Pull-out Lesson 2. 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.
a. The teacher from the other pull-out lesson will act as the student with a disability.
b. One student will volunteer to be all-time aide for all pull-out classes.
c. One volunteer will act as the other student with a disability for that day.
d. 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?
i. This can be almost anything such as I stand in one spot too much or I provide clear
and concise transitions.
4. 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
Stretchy bands (~7)
Beanbags (some animals)
Whiffle ball bats (7)
Parachute (1)
Basketballs (20+)
Medicine balls
Dyna-bands
Lacrosse Sticks (20+)
Hockey sticks (20+)
Rope (50ft)
Kickball (1)
Empty plastic soda bottles (50+)
Soccer balls (20+)
Maracas (20+)
Fleece balls (20+)
Lolli-pops (6)
Rings (~10)
Dumbbells – 3 to 5 #’s (~10)
Hula hoops (30+)
Cones (various sizes)
Pinnies
Scooters (3)
Nerf footballs (10+)
Yoga mats (~7)
Pickleball paddles (20+)
Frisbees (15)
Golf clubs (20+)
Role Play Assignment Rubric
Name: ____________________________ Disability: _________________________ Inclusion/Pull-out
Criteria (point value in parenthesis)
Insuf
ficie
nt
(0)
Deve
lopin
g (.5)
Target
(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
Adventure
Basketball
Field Hockey
Fitness
Football
Floor Hockey
Jump Rope
Lacrosse
Soccer
Softball
Team Handball
Track & Field
Volleyball
Weight Training
Wrestling
HIGH SCHOOL
- Lifetime activities & fitness (preferably elective program)
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