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Nicholas Plourde
Preservice Performance Assessment
PHED 239- Module 4: High School
Dr. Mangano
Springfield College
5/5/14













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Standard A:
PPA Worksheet- Indicator A2........................................... 1-2
PPA Worksheet- Indicator A5.... 3-4
Lesson Plan #1 (Closure).... 5
Teaching Reflection #2 (Paragraph #6)... 6
Lesson Plan #3 (Student Performance Objectives).............................................................. 7
Observation Form #3 (Lesson Presentation- #5)..... 8


Standard B:
PPA Worksheet- Indicator B1d................................................................... 9
PPA Worksheet- Indicator B3b. 10
Lesson Plan #2 (Activity #1)........................................................................ 11
Observation Form #2 (Lesson Presentation- #5).... 12
Teaching Reflection #3 (Paragraph #4)....... 13
Teaching Reflection #3 (Paragraph #5).............................................................. 14


Standard C:
PPA Worksheet- Indicator C1.. 15
PPA Worksheet- Indicator C2..16-17
Observation Form #1 (Management of the Lesson- #4)................................................... 18
Lesson Plan #3 (Activity #3). 19
Observation #3 (Management of the Lesson- #6).. 20
Lesson Plan #4 (Informing #1).. 21


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PHED 239
PPA Worksheet


NAME: _____Nicholas Plourde____________________ DATE:____5/3/14_________


STANDARD __A____: __________Plans Curriculum and Instruction________________

INDICATOR ___A2_____:___ Draws on results of formal and informal assessments as well as
knowledge of human development to identify teaching strategies and learning activities
appropriate to the specific discipline, age, level of English language proficiency, and range of
cognitive levels being taught._


EVIDENCE: (two)

1. LP #1 (4/3/14) Strategies for Badminton Gameplay: Closure- The following questions will be
issued to the Ss reviewing the content presented during the class period:
1. Why is using the side-to-side or front and back defenses helpful when playing doubles
badminton?
2. How crucial is it to know where the defender is positioned when returning the birdie
over the net?
3. What effect does learning how to productively serve in badminton have on its
participants?


2. Observation Form #3 (4/17/14) Lesson Presentation: #5. Guided questions and checks for
understanding throughout lesson- Asked a few questions regarding rules






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DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence supports the standard because it shows that I provided the students
with an informal assessment regarding the content taught during one of my lessons. Upon
utilizing these inquiries, I could then analyze the responses made by the learners in order to
determine whether or not effective instruction was provided to them. This was critical because
from the results, I then tailored my planning of succeeding teachings so that my students
needs were met.


2. This piece of evidence supports the standard because it clearly indicates that I implemented
an informal assessment into the instruction I gave out to the students during one of my lessons.
In asking these questions, I was able to make sure that they were aware of the guidelines for
the tasks in which they were being asked to perform. From their responses, the necessary
knowledge to conclude if these inquiries were beneficial to their learning became evident,
which helped me to plan my future teachings accordingly.

















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PHED 239
PPA Worksheet


NAME: _________________ Nicholas Plourde ____________ DATE:___5/3/14______


STANDARD __A____: _____________ Plans Curriculum and Instruction______

INDICATOR ___A5_____:_____ Plans lessons with clear objectives and relevant measurable
outcomes._


EVIDENCE: (two)

1. LP #3 (4/17/14) Demonstrate Tactics for Offensive and Defensive Productivity in Football:
Student Performance Objectives-
(P) Explore six play formations in football by engaging in the different training segments of the
class.
(C) Analyze the effect that pass patterns, superior defense, and trick plays can have on a teams
performance in football by answering a series of informal questions with 100% accuracy
throughout the entire class period.
(A) Follow all of the class rules by acting responsibly around other peers and teacher.


2. Teaching Reflection #2 (4/10/14) Paragraph #6- From this critique, she noted that my
review of learning outcomes, performance, and behavior was one of the better traits I exhibited
throughout my teaching episode.

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DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence supports the standard based on the fact it clearly outlines learning
objectives for which the students were expected to achieve. In doing this, it helped to provide
guidelines for what I needed to deliver in my instruction in an effort to touch upon these
aspects. With these goals, I could then create a well-structured lesson since they gave me
direction in how to manufacture a proper progression from simple to complex so that the class
would be given the best opportunity to meet them.




2. This piece evidence supports the standard due to the fact it shows how I noted that my
observer detected my review of the student learning outcomes for one of my lessons in which I
had produced prior to its start. It is evident that this reflection would not have occurred had I
not planned any objectives for the class to accomplish before providing them with any
instruction. With that being said, by touching upon them in this teaching episode was important
because in establishing these goals, it helped me to prepare for introducing the class to the
linked material so that they could ultimately attain them.








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PHED 239
PPA Worksheet


NAME: ___________ Nicholas Plourde__________________ DATE:______ 5/3/14____


STANDARD __B____: ______Delivers Effective Instruction______________________

INDICATOR ___B1d_____:___ Communicates high standards and expectations when carrying
out the lesson. e). Uses questioning to stimulate thinking and encourages all students to
respond.__


EVIDENCE: (two)

1. Observation Form #2 (4/10/14) Lesson Presentation: #5. Guided questions and checks for
understanding throughout lesson- asks Qs.


2. Teaching Reflection #3 (4/17/14) Paragraph #4- This was done by issuing them with several
checking for understanding questions to ensure they were aware in how to apply the skills
gone over and tasks having to be practiced.

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DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence supports the standard because it displays that during this lesson I
issued the class with questions to get them engrossed in the concepts that were being
introduced. Upon this implementation, it was vital in getting them to learn more about the
content in light of the fact it forces the learners to have use the knowledge they obtained from
my instruction. From the responses made by the class, my delivery of further material in
reference to the focus of the teaching was then built off of what they stated.



2. This piece of evidence supports the standard through my personal observation of posing the
students with inquiries about the content presented in this lesson. In carrying out this behavior,
I was able ensure that the class fully comprehended the instruction for which I provided. In
addition, it was not only critical for the learners to have this pedagogical strategy incorporated
into this teaching episode, but for me as well based on the fact it helped to assess my
communication of concepts to them.

PHED 239
PPA Worksheet

NAME: ___________ Nicholas Plourde__________________ DATE:______ 5/3/14____


STANDARD __B____: ______Delivers Effective Instruction______________________

a) INDICATOR ___B3b_____:_Communicates high standards and expectations when
extending and completing the lesson. b). Provides regular and frequent feedback to
students on their progress._


EVIDENCE: (two)

1. LP #2 (4/10/14) Demonstrate Throwing and Catching a Football when Running Routes:
Activity #1- T will walk around with their back to the wall to issue feedback to them on their
throwing and catching execution.


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2. Teaching Reflection #3 (4/17/14) Paragraph #5- The feedback I offered the learners with
was in large quantities, just not wide in variety with regards to the specific types in which were
expressed to them.


DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence supports the standard by specifically showing an exact segment in one
of my lessons where these instructional comments were made to the students. Also, it indicates
the exact type of statements I made about the performance being carried out by the learners
during this portion of the teaching episode. In doing this, I could then target the concepts that
were most relevant towards what the class was presently learning, which gave me a focal point
for what I needed to assess from these individuals performance.


2. This form of evidence relates to the standard based on the fact it distinctly specifies that I
provided these instructional comments to the learners throughout this lesson. It was extremely
beneficial that I communicated to the class about their performance of this content so that they
could then refine their execution of it accordingly. Without the merging of these pedagogical
statements into my instruction, I am certain that it would have been very difficult for my
students to have found any success at accomplishing the material in focus.


PHED 239
PPA Worksheet


NAME: ___________ Nicholas Plourde__________________ DATE:______ 5/3/14____


STANDARD __C____: ____________Manages Classroom Climate and Operation_______

INDICATOR ___C1_____:______Creates and maintains a safe and collaborative learning
environment that values diversity and motivates students to meet high standards of conduct,
effort and performance.__________________________________________________


EVIDENCE: (two)

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1. LP #3 (4/17/14) Demonstrate Tactics for Offensive and Defensive Productivity in Football:
Activity #2- Motivational Objective- Complete or break up as many passes as possible in a
row.


2. Observation Form #3 (4/17/14) Management of the Lesson: #6. Safety issues are identified,
repeated and enforced- Moved the lax nets- good.


DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence supports the standard based on the fact it outlines the way in which
the students were inspired to partake in a certain task introduced to them in this lesson. It was
imperative that they were made known of this instruction because it was useful in their
attainment of its content. In being informed about this level of performance, I found that the
class, in turn, worked harder in an effort to want to obtain this inessential feat.



2. This form of evidence relates to the standard because it illustrates that a hazard was
effectively dealt with in which could have harmed not only the students learning, but their
well-being as well. This was essential for establishing a setting that the class could work in with
one another to achieve the qualities needed in order to be successful with the content
presented. The learners, as a result, were then able to execute the material introduced to them
without having to worry about any limitations that the facility possessed.


PHED 239
PPA Worksheet


NAME: ___________ Nicholas Plourde__________________ DATE:______ 5/3/14____


STANDARD __C____: ____________Manages Classroom Climate and Operation_______

INDICATOR ___C2_____:___ Creates a physical environment appropriate to a range of learning
activities.


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EVIDENCE: (two)

1. Observation Form #1 (4/3/14) Management of the Lesson: #4. Maximizes use of space and
equipment to provide OTRs- all courts being utilized


2. LP #4 (5/1/14) Demonstrate Trick Plays for Offensive Efficiency in Football Gameplay:
Informing #1-
Format-
The tournament configuration will be that of a round-robin arrangement.
2 teams will be playing on the field at one time (3 teams in total).
The teams will be held responsible setting up on the line of scrimmage, being on sides,
keeping track of downs and completed plays towards a first down, scoring, and creating
and using plays that utilize everyone.
The team that is not playing will be stationed on the adjacent field practicing to
incorporate the trick plays introduced as well as any prior material worked on during the
unit.
When not playing on the field, the team practicing will be provided with a play template
and a pencil in which they must create their own trick play that they need to use at least
one time during their games. They will be encouraged to use the trick plays that have
been presented to them as a guide for making their own. These worksheets will be
collected by the T at the end of class.
Ss will be required to use trick plays that they have learned and created during the
tournament in an effort to help them break free from their defenders.






DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence supports the standard because it shows that during this particular
lesson I utilized the facility provided to effectively construct tasks that correlated to the learning
of each student. From this arrangement, it ensured that everyone in the class was given an
equal opportunity to be actively involved in achieving the content presented. This practice time
then contributed to the learners having a better chance to ultimately find success with the
material in focus.



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2. This piece of evidence supports the standard based on the fact it displays participation by
everyone in the class when practicing the content gone over. Each individual was administered
with a task they had to execute that related to the goals in which they were expected to reach
by the end of this lesson. Furthermore, there was a variety of different duties for the learners
that were accommodated upon this setup, which was vital for them to carry out the concepts
being introduced.