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