2. TEACHING STYLE I SUBSCRIBE TO
The guided discovery approach emphasizes the production of new talents. This approach invites the students to
think, to go beyond the given information and then discover the correct skills. The overall concept is to teach
the student how to connect a sequence of information and questions that will in turn causes a responses. In
other words the instructor initiates a stimulus and the learner reacts by engaging in active inquiry, by doing this
we teach our students how to discover the appropriate responses for themselves. By actively doing the learner
will understand and therefore remember the subject matter being taught.
STATEMENT OF MOTIVATION
In order to meet the needs of a diverse student population, I’m committed to assure a learning
experience that will assist my students to achieve their greatest potential; to adapt, and adjust to a
diverse and ever changing society. This will be accomplished through continued cooperation between
school, community, parents, and students. As a teacher I will foster a climate that is safe and supportive
of individual students, enabling them to become a successful adult through continued community
involvement.
STUDENT DISCIPLINE & CONFLICT RESOLUTION
I believe in the three strikes and you're out rule as it applies to violations of the schools rules and
regulations, with the exception of fighting which will result in direct dismissal to the office. Their first
strike is a verbal warning and an explanation by the teacher about the violation. The second strike will
lead to a detention. A third strike will lead to a formal office discipline form and conference with the
student’s parents.
TOOLS FOR CONFLICT RESOLUTIONS
Mediation Program Approach
Discussing Conflicts as a group
3. GOALS AND OBJECTIVES
The purpose of physical education is to help students develop the concepts of physical fitness and the
knowledge needed to participate in a variety of activities.
*To help students understand there is more than one way to be physically active.
*Teach in a creative manner with multiple types of program activities.
* Comprehension of nutrition to help achieve a healthy lifestyle.
*Physical activity provides the opportunity for enjoyment, self-expression and individualism.
*Incorporate games or activities that will require trust and teamwork with one another
EXAMPLE OBSERVATIONAL NARRATIVE
The overall philosophy of TrainUp is founded on one idea that is of major concern, childhood obesity. It was created by a local doctor in
Rockwall; Dr. Pfliegers’ idea was to incorporate technology into the realm of physical fitness that offered children an alternative to the
traditional form of exercise that is generally only sports related. As technology continues to expand the children of this generation continue to
advance technologically; and what better way to reach out to the children of this community by adding technology into their exercise program.
The TrainUp philosophy is a wonderful attempt to change the fate of childhood obesity by offering an alternate solution to the dilemma
of childhood obesity this county is now facing. http://trainupteenfitness.com/TrainUp_Teen_Fitness_2010/Home.html
SCOPE & SEQUENCE
Beginner Developing Proficient Excellent
Archery
1 pts 2 pts 3 pts 4 pts
Stance Beginner Developing Proficient Excellent
Feet shoulder width apart, straddle
shooting line, bow shoulder facing Student demonstrates very little Student demonstrates some Student demonstrates a complete Student demonstrates a complete
target. understanding of how to stand when understanding of how to stand understanding of how to stand when understanding of how to stand when
shooting an arrow when shooting an arrow some of shooting an arrow most of the time shooting an arrow every time they
the time shoot
Grip Beginner Developing Proficient Excellent
Grip bow like holding a glass, touch
thumb to index finger, bow arm to Student demonstrates very little if Student demonstrates some Student demonstrates that they Student demonstrates that they
shoulder height, extend bow arm any understanding of how to hold a understanding of how to hold understand how to Hold the bow understand how to Hold the bow
toward target bow the bow some of the time most of the time every time they shoot
4. EXAMPLE UNIT PLANNING
Upon successful completion of this course, the student will be able to:
•Know the history of archery: Students will understand, analyze and interpret historical events,
conditions, trends and issues to develop historical perspective. History is a series of connected events,
shaped by cause and effect relationships, tying the past to the present. As early hunters and gatherers
developed new technologies, they settled into organized civilizations.
• Archery skills and techniques: Techniques (including practice and self-evaluation) are used to develop
skills related to performance in games and/or sports.
•Principals of motor skills refinement such as accuracy, technique and movement require a logical and
sequential approach.
•Character Development through Archery: Behaviors such as constructive communication, fulfilling
Commitments, and cooperation. Showing respect and responsibility to self and others.
•Physical, emotional and social benefits can be gained from regular participation in leisure/recreational
and/or competitive physical activities.
•Communication: Cooperation, rules and respect are important to the effective functioning of the group.
Critical Thinking
How do I participate in archery in a safe and responsible? Manner?
How do I successfully perform the archery skills learned?
How does participation in archery activities promote my character development?
How does participation in archery activities enhance my physical, emotional and social well-
being?
WHY ASSESSMENT IS IMPORTANT
I value assessment because it is the crucial interface between the student and the teacher. The importance of
utilizing assessment as an effective tool determines whether or not the goals of education are being met. The
students learn what the quality of good work is, and how to judge their work against a defined set of criteria. As a
result, students work to assess their own efforts, feelings of accomplishment, and how to set personal goals. These
are qualities of self-directed learners, not passive learners. As teachers we model, guide, and provide practice in
self-assessment, students learn that assessment is not something separate from learning or something done to them,
but collaboration between teachers and students, and an integral part of how they learn and improve.
