This document discusses models for supervision and reflection in student teaching. It describes two supervision models: the tactical games model which uses a whole-part-whole approach focusing on skills and tactics, and the clinical supervision model which involves modeling a lesson, teaching the lesson, collecting data, and a post-teaching conference. It also outlines the roles of university supervisors, student teachers, and cooperating teachers in the student teaching process. Reflection tools like journals, video analysis, and portfolios are presented. The ALACT model of reflection involving action, looking back, awareness, creating alternatives, and testing is also summarized.

1. 5 in 5
Presentation
Luis Figueroa
Pet 485
6/4/15

2. Supervision MODEL
TACTICAL GAMES MODEL- This
model focuses on the whole, part, whole
method
• Start class with a mini game play activity
(previous day game)
• Focus on skills and tactical awareness.
(What to do)
• Eventually leading to full gameplay (How to
do it)
CLINICAL SUPERVISION
MODEL
• Model out lesson to the
students
• Teacher teaches a lesson
• Data collected on teacher and
pupil behavior
• Leads to post-teaching
conference

3. “Actors”
University Supervisor
Is where ST and CT go to if they need
additional help. The supervisor usually
focuses on bigger issues pertaining to
ST. These supervisors are the ones who
oversee all of the teachings as ST
progress through the process.
Student Teachers
(Teacher candidates)
They learn about the rules and
routines and authority from the
cooperating teacher. This part of
cycle is more observing from
cooperating teacher and learning
from them.
Cooperative Teachers
Are the one ST look to for
advice and guidance through
the process. They collaborate
with ST to make lesson plans
and teaching time. Eventually
CT allow for ST to take over
class while they step back and
observe. They develop a focus
on ST’s teaching skills and
ability to reflect.

4. Reflection
(Why & How)
The “Why”
• Reflections are like a record keeper
for your experience teaching.
• When reflecting look back on your
lesson and think about things that
could have been altered or done
differently.
• Reflecting on how well ones
particular lesson is and how they
will use it in the foreseeable future.
• Students behavior and class
management can also be reflected
upon.
The “How”
Reflecting come in many different
variations. Here are some of the
reflection types that can be used.
• Journal writing
• Video taping
• Reflective writing
• Action research
• Professional portfolio

5. Reflection Tools
Post Teaching Reflective Analysis
This form allows you to conduct an in-
depth Post-Teaching Reflective Analysis
on your teaching. It forms part of your
professional growth as a teacher of
physical education. It is required that you
engage in one in-depth reflection PER
DAY while teaching.
Using Video for
Reflection
Initial results suggest that
video reflection can help
improve inexperienced sports
coaches & teachers by
highlighting strengths and
weaknesses in performance
that may be overlooked by
traditional methods.
It allows the teacher to use
visual evidence to find out
what exactly is going on in
class. Teachers can further
observe student behavior or
skills they might have missed
during class.
Professional Portfolio
A professional portfolio is an
organized collection of relevant
documents and artifacts that
showcases your talents, most
relevant skills, and charts your
professional growth. A
professional portfolio can be
created and used for any discipline
or profession.

6. Reflection Models
ALACT MODEL
1. Action- What students or teachers are doing
during classroom time
2. Looking back- using reflective tools to
see/think about what is going on in class
3. Awareness of- student learning, subject
matter, teaching strategies etc.
4. Creating other methods- once reflective
what changes can you make? Is change
needed?
5. Testing out method- Finding out what
truly works best for your class