Lucy Gillett PHED 239 Module 4: High School Preservice Performance Assessment (PPA) Assignment Dr.

. Mangano, Springfield College, 3/12/14

TABLE OF CONTENT
STANDARD PAGE

STANDARD A

STANDARD B

STANDARD C

STANDARD A- EVIDENCE 1

STANDARD A- EVIDENCE 2

STANDARD B- EVIDENCE 1

STANDARD B- EVIDENCE 2

STANDARD C- EVIDENCE 1

10

STANDARD C- EVIDENCE 2

11

PHED 239 PPA Worksheet

NAME: Lucy Gillett DATE: 3/12/14

STANDARD __A____: Plans Curriculum and Instruction INDICATOR 5: Plans lessons with clear objectives and relevant measurable outcomes

EVIDENCE: (two) 1. Lesson Plan #1 (2/11/14) Table Tennis, Block Shot- Activity #3

2. Lesson Plan #3 (3/4/14) Volleyball, Bump and Set- Activity #4

DISCUSSION: (justify how each piece of evidence supported the standard) 1. In Lesson #1, I set an objective to see how many times the students could hit a target that I had made. I asked the students to see how many times they could hit the target out of 10 times. Each student will count in their head how many times out of 10 they were able to return the ball inside the target.

2. In this lesson #3 I set an objective for the students to make as many passes as possible between their team in the time provided. The object of the game is to get the highest number of passes in a row between the teams using a bump and set.

PHED 239 PPA Worksheet

NAME: Lucy Gillett DATE: 3/12/14

STANDARD __B____: Delivers Effective Instruction and performance. INDICATOR 2e: Uses questioning to stimulate thinking and encourages all students to respond.

EVIDENCE: (two) 1. Lesson Plan #2 (2/25/15) Table Tennis- Serving and scoring. Q&A- CFU

2. Lesson Plan #3 (3/4/14) Volleyball- Bump and Set. Can anyone guess how many.

DISCUSSION: (justify how each piece of evidence supported the standard) 1. In lesson plan #2, during my introduction I brought the class around me and asked them questions about what they knew about the scoring and rules of Table Tennis. I also during this time checked for understanding. I asked the students, who would serve next if I had served 5 times. This shows that I encouraged

students to respond by asking an open ended question. I was looking for an answer from the students and got it by asking the question.

2. In lesson #3 I asked the students to guess what they believe the answer to my question was. I asked the students If they can guess how many bumps the next team must complete in the sequence during my modified game.

PHED 239 PPA Worksheet

NAME: Lucy Gillett DATE: 3/12/14

STANDARD __C____: Manages Classroom Climate and Operation INDICATOR 4 :Manages classroom routines and procedures without loss of significant instructional time.

EVIDENCE: (two) 1. Lesson #1 (2/11/14) Table Tennis- block shot

2. Lesson #4 (3/11/14) Volleyball Tournament Play

DISCUSSION: (justify how each piece of evidence supported the standard) 1. In lesson #1 I had the students bring it in to the meeting table as promptly as possible so that they would not lose activity time. I did this by being specific with

what I wanted from the students. I told them to put their paddles down and meet at table 1. This allowed for no loss in time and a quick transition.

2. In lesson #4 I moved the students in to their students and then motivated them to follow their routine promptly. Got Ss moving quickly into warm-up Ss know it from there. This shows that I got the students in to their routines and then allowed them to take over by having them follow their daily routine.