Proposition 1: Teachers are committed to students and their learning.
Rationale: Artifact 1 is a paper written to establish Differentiated Instruction as a norm in my classroom. It became a map for organization and lesson planning daily. Students need an opportunity to build on prior knowledge. The indicators in Proposition 1 aligned with this artifact include: 1. Teachers are dedicated to making knowledge accessible to all students. They believe all students can learn. 2. They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice. 3. They understand how students develop and learn |
Reflection:
Before taking this course on DI during my grad work I had heard the term but truly did not understand the definition. This teaching strategy with the base of content, process, and product has produced positive results in my classroom. Over the past year I have focused on the importance of DI in my classroom. Taking the time to understand the differences in student prior knowledge has led to all levels of athletes gaining ability through physical education class. Even in physical education class, it is not a one size fit all model. The more advanced students deserve the opportunity to improve on the skills they already know as well as the beginning students having the opportunity to learn the basics. With intentional lesson planning DI has become a way of life in my classroom. The beginning athletes are focusing on the basics of different units as the more advanced athletes are given the opportunity to choose a more difficult path to improve on the skills already learned at an early age. Implementing DI in my physical education class did not happen overnight but it is up and running today. The support given by the administration and co-teachers in my department deserves the credit of making this a reality.
Before taking this course on DI during my grad work I had heard the term but truly did not understand the definition. This teaching strategy with the base of content, process, and product has produced positive results in my classroom. Over the past year I have focused on the importance of DI in my classroom. Taking the time to understand the differences in student prior knowledge has led to all levels of athletes gaining ability through physical education class. Even in physical education class, it is not a one size fit all model. The more advanced students deserve the opportunity to improve on the skills they already know as well as the beginning students having the opportunity to learn the basics. With intentional lesson planning DI has become a way of life in my classroom. The beginning athletes are focusing on the basics of different units as the more advanced athletes are given the opportunity to choose a more difficult path to improve on the skills already learned at an early age. Implementing DI in my physical education class did not happen overnight but it is up and running today. The support given by the administration and co-teachers in my department deserves the credit of making this a reality.
Rationale: Artifact 2 is a literature review focusing on bullying in physical education class. Bullying is an issue in all middle schools and this artifact is a reminder I read at the beginning of every school year. Physical education class is an easy place for bullying to occur. Educators must embrace their role in limiting bullying throughout their school while being proactive, allowing every child the opportunity for a comfortable learning environment. This artifact aligns with the following indicators from proposition 1: 1. They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships. 2. They are also concerned with the development of character and civic responsibility. |
Reflection:
Gibbone and Manson (2010) illustrate students who are considered to be ‘non-athletic’ or ‘unattractive’ as easy targets during a school day and physical education class is a time of day these traits are under the spotlight. This concept has been a focus of mine since I was introduced to this project. For the first seven years as a physical education teacher I knew that bullying could occur in the classroom but I did not realize how intensive it could become in a physical education class. Students do become easy targets when they are given a task, which makes them vulnerable to failure. Bullies are smart and choose times to act when supervision is low. I have tried to make it a point to be more visible in such settings as the locker room to deter bullying from occurring.
Taking the time to be more intentional with my lesson planning has been a positive in the classroom environment as well. Li and Rukavina (2013) added to the ‘non-athletic’ concepts and lesson planning, advising teachers to focus more on mastering of skills and individual improvements rather than constant team sports. This simple idea brought awareness to my lesson planning that was not supportive of every student in the class. Team sports are important yet do not need to be done on a regular basis in the classroom. Truly taking the time to differentiate instruction during lessons has led to less ridicule and more production in my classroom. Students need to be prepared with the basics before they are thrown into game play.
Bullying still occurs on my campus, as I am sure it does on others. I will continue to be proactive to improve the environment for all students!
References:
Gibbone, A., & Manson, M. (2010). Bullying: Proactive Physical Educators' Contribution to School-Wide Prevention. Journal Of Physical Education, Recreation & Dance (JOPERD), 81(7), 20-24.
Li, W., & Rukavina, P. (2012). The Nature, Occurring Contexts, and Psychological Implications of Weight-Related Teasing in Urban Physical Education Programs. Research Quarterly For Exercise And Sport, 83(2), 308-317.
Gibbone and Manson (2010) illustrate students who are considered to be ‘non-athletic’ or ‘unattractive’ as easy targets during a school day and physical education class is a time of day these traits are under the spotlight. This concept has been a focus of mine since I was introduced to this project. For the first seven years as a physical education teacher I knew that bullying could occur in the classroom but I did not realize how intensive it could become in a physical education class. Students do become easy targets when they are given a task, which makes them vulnerable to failure. Bullies are smart and choose times to act when supervision is low. I have tried to make it a point to be more visible in such settings as the locker room to deter bullying from occurring.
Taking the time to be more intentional with my lesson planning has been a positive in the classroom environment as well. Li and Rukavina (2013) added to the ‘non-athletic’ concepts and lesson planning, advising teachers to focus more on mastering of skills and individual improvements rather than constant team sports. This simple idea brought awareness to my lesson planning that was not supportive of every student in the class. Team sports are important yet do not need to be done on a regular basis in the classroom. Truly taking the time to differentiate instruction during lessons has led to less ridicule and more production in my classroom. Students need to be prepared with the basics before they are thrown into game play.
Bullying still occurs on my campus, as I am sure it does on others. I will continue to be proactive to improve the environment for all students!
References:
Gibbone, A., & Manson, M. (2010). Bullying: Proactive Physical Educators' Contribution to School-Wide Prevention. Journal Of Physical Education, Recreation & Dance (JOPERD), 81(7), 20-24.
Li, W., & Rukavina, P. (2012). The Nature, Occurring Contexts, and Psychological Implications of Weight-Related Teasing in Urban Physical Education Programs. Research Quarterly For Exercise And Sport, 83(2), 308-317.