School of Education Portfolio University of Wisconsin Platteville Artifact Reflection Title of Experience/Artifact: Date Experience o!

!pleted: Floor hockey lesson, Bullying lesson plan, Adaptive Aquatics lesson "pring #$%&, Fall #$%', "pring #$%&

Describe your educational experience/artifact:

( have co!)ined three different lesson plans that ( have created during !y ti!e at *+, -latteville. The first lesson /as a )asic introduction to different hockey skills for high school sopho!ores. ( introduced dri))ling, passing, and trapping to the students and included a different ga!e for each skill to help the! i!prove and practice each skill. The second lesson ( created /as for a )ullying unit that ( taught to !y peers in class. This lesson /as part of an entire unit of )ullying that ( created and /as the introduction to the different types of )ullying and the different roles involved /hen so!eone is )eing )ullied. The final lesson ( taught as part of an adaptive aquatics class one on one /ith a student that had a learning disa)ility and anxiety pro)le!s. During the lesson ( helped the student refine and practice different s/i!!ing stokes like the front cra/l and )ackstroke as /ell as practicing treading /ater and different dives.
Wisconsin eacher Standard Ali!n"ent

( )elieve these artifacts )est align /ith "tandard one, ontent: The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that !ake these aspects of su)0ect !atter !eaningful for pupils. ( feel that these artifacts aligns /ith "tandard % )ecause all three sho/ !y capa)ility to create a lesson plan for each su)0ect and adapt the! /hen necessary for different students /ith disa)ilities. These three artifacts also sho/ !y kno/ledge and understanding of physical education, health education, and adaptive physical education. The hockey lesson it de!onstrates ho/ ( /as a)le to progress the students through each skill and allo/ the! to practice and i!prove each skill through activity. Before ( taught this lesson ( colla)orated /ith the cooperating teaching to understand the )ackground the students have had /ith floor hockey and reali1ed they /ere already fairly skill at the different task ( had planned for the! so ( /ould )e a)le progress quickly through each skill and activity. The )ullying lesson plan used for a health class /as intended to introduce to !iddle school students. Throughout it ( introduced and infor!ed the student on /hat )ullying is and the negative effects it can have on other students. This also /ill allo/ the students to understand ho/ !etal health can have a serious effect on a person in short and long ter! /ays. Finally !y adaptive aquatics lesson plan sho/s !y a)ility to adapt and speciali1e a lesson for students /ith disa)ilities in !y class. For exa!ple the student ( /orked /ith /as very high functioning )ut he /as very nervous and unsure a)out his skill level so throughout the lesson ( /ould have to !ake sure to progress hi! to !ore difficult tasks and provide a lot of feed)ack.
UW#Platteville School of Education $no%led!e& S'ills& Dispositions Ali!n"ent

( )elieve these artifacts )est align /ith 2"D '.c. Engages "tudents in 3earning: The candidate has the a)ility to engage students in the learning process )y linking appropriate content, )ased upon suita)le instructional !aterials and resources, to students4 kno/ledge and experience, )eing certain that all students are cognitively engaged in the activities/assign!ents and that the students actively contri)ute to the content design. (nstruction is highly coherent and

appropriately paced for all students and allo/s for reflection and closure as appropriate. ( feel that all three of these artifacts /ill engage students in learning )y providing appropriate !aterial and instruction for each lesson and teaching to the student5s a)ility level. For the floor hockey lesson )ecause the students /ere already highly skilled so ( /as a)le to progress faster though the lesson. They /ill also )e a)le to )eco!e !ore actively engaged during the activities and challenge the!selves during each activity. During the !iddle school )ullying lesson )ecause ( /as introducing the unit to the students !ore ti!e /ould )e spent on understanding /hat )ullying is and the different )asic effects it can have a person !entally and physically. This /ill allo/ the students to understand the infor!ation in future lessons )etter as /e progress through the unit. For the aquatics lesson ( provided specific one on one instruction and feed)ack to help !y student engage in learning and i!prove his s/i!!ing skills. ( /ould also cognitively assess the student on /hat /e have done on previous day to test his co!prehension of different s/i!!ing strokes and skills.
Explain %hat you learned about teachin!/learnin! fro" this experience:

Fro! these experiences ( feel that ( have learned ho/ to create a variety of different lesson plans for physical education health education, and adaptive physical education and ho/ to !ake each lesson !eaningful and i!portant for the students. ( also feel that )y creating lessons that are at the appropriate level of the students ( /ill )e a)le to keep the! !ore engaged throughout the lesson and !ake learning !ore en0oya)le for the!.
Explain %hat you learned about yourself as a prospective educator as a result of this experience/artifact:

(n the future ( feel that ( /ill )e a)le to use this experience to )etter engage !y students in learning in all aspects of teaching. ( have also )eco!e !ore )alanced in !y kno/ledge of education )ecause ( a! a)le to create lessons and activities for physical education, health education, and adaptive physical education.