Title of Experience/Artifact: Challenge Week Experience Date Experience Completed: Student Teaching Experience 4th Quarter Spring 2014

14 Artifact Description: Challenge week was created and implemented during my 4th quarter student teaching experience at Logan High School in LaCrosse, WI. Challenge week was constructed and applied to a Select physical education class, consisting of 50 sophomore, junior and senior students. The Select physical education class is choice physical education; two different units are introduced to students and they have the option of what unit they wish to participate in. Challenge week is implemented throughout one week of the semester. The purpose is to challenge students in various activities, enhancing their teamwork skills and characteristics. The organization and production of challenge week demonstrates an instructors ability to plan, engage students, and meet instructional and curriculum goals. Wisconsin Teacher Standard Alignment: I believe these artifacts align best with Standard Seven: Instructional Planning; Teachers are able to plan different types of lessons. The teacher plans instruction based upon knowledge of subject matter, students, the community and curriculum goals. This experience aligns best with this standard because it demonstrates my ability, as an instructor, to plan instructional lessons that come directly from curriculum and student interests. Incorporating student interests into my planning demonstrates my knowledge of students and the community in which they take part. In order for challenge week to run smoothly, planning was crucial. Since there are 8 different teams of students being challenged in different activities, the timing of games as well as location of activities was extremely important. UW-Platteville School of Education Knowledge, Skills, Dispositions Alignment: I believe these artifacts align with KSD1.b. Demonstrates Knowledge of Students; The candidate displays knowledge of the typical developmental characteristics, learning styles, skills, interests, developmental backgrounds, and cultural heritages of students and is always aware of the broad ranges and variety present for each of these student characteristics and lifestyles. These artifacts align best with this KSD because I planned activities that students would take part in, competitively, throughout challenge week. Three activities that my students love to partake in, but dont get to participate in often due to other curriculum standards, are volleyball, basketball and kickball. Implementing these activities into Challenge Week insured that students would be motivated and encouraged to participate each day with one hundred percent effort. Since there are 50 students in Select PE, the range of ability within these students varies tremendously. To ensure all teams would stay motivated throughout the entire week, I picked their teams, ensuring students from both ends of the skill level spectrum were on each one. Secondary KSD alignment include: KSD1.e. Designs Coherent Instruction KSD2.c. Manages Classroom Procedures KSD2.e. Organizes Physical Space

What I learned about teaching/learning from this experience: From this experience I have learned the importance of incorporating a week of challenge into curriculum. Students need something exciting and motivating to take part in and Challenge Week provided just that. Since students have already been introduced to these activities and have met all instructional goals, it was a great way to encourage participation without incorporating various assessments and drills. Students had fun demonstrating their learned skills in game situations. What I learned about myself as a prospective educator as a result of this experience/artifact: As a future educator, I learned that I am a very organized professional. In order for an event such as Challenge Week to run smoothly and accordingly, planning had to take place. This experience shows that I can develop fun, engaging activities that meets curriculum while still engaging students one hundred percent of the time. Not only was everything organized, but it was displayed visually on the walls around the gym. Teams were posted in large font so students could always double check which team they were apart of, and, if they desired, the members of the other team they were challenging next. Also displayed on the walls were general rules, kickball rules, volleyball rules and basketball rules. Displaying these rules ensured that students at the high school level could solve rule conflicts without the aid of a teacher. The last thing displayed on the gym walls was the weekly schedule of who was playing what activity, where, when and against who. This ensured that teams could stay on schedule with the activities, allowing all games to take place.