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Education 3601

C & I Majors Physical Education

Peer Teaching Assignment


Overview
You will teach one 30-minute lesson to the class. The lesson must be planned while keeping in mind
the class size and available equipment/space. You will record your lesson (technology is available from
TH 348) and provide your evaluator with access to the electronic peer evaluation document. Your
activity has already been listed in the peer-teaching schedule. A lesson plan, and delivery, peer
evaluation, and personal reflection are required for this assignment. The assignments will be word
processed and submitted to Moodle within 48hrs. after teaching.
Lesson Plan (10%)
The lesson plan is completely filled out and detailed
The lesson plan accurately makes the connection to the Alberta Program of Study
The lesson plan is appropriate for the grade level and setting with appropriate progressions
The objectives are clearly written
There is a plan to assess the objectives
Lesson Plan Delivery (10%)
Demonstrates teacher presence
Demonstrates content knowledge
Students are motivated and engaged
Introduction, body, and closure
Assessment
__________________________________________________________________________________________
_______________________________Personal Reflection (min 500 words ) (10%)
Whenyouwatchedthevideoofyourselfteaching,whatdidyounotice?Whatstoodouttoyouaboutthe
waythatyouteach?
Whatwereyourobjectivesforyourlesson?Whatdidyoudototryandaccomplishyourobjectives?
Didyouaccomplishyourobjectives?Howdoyouknowyoudid?
Describethetypeandamountoffeedbackyougavethestudents.
Describeyourvoicelevel,enthusiasm,andknowledge.
Describehowthestudentsrespondedtoyourteaching.
Whatwasthebestpartaboutyourlesson?Whydoyouthinkthiswas?
Whatpartofyourlessondidntgoaswellasitcouldhave?Whatstrategiescouldyouuseinthefuture
toimproveuponthis?
Describeyourspontaneouscombustion,howdidyouhandlethehotspot,wasthisappropriate,andis
thereanythingyoucoulddobetterinthefuture?
WhatdidtheinformationfromyourPeerpointout?Howcanthisbehelpful?
__________________________________________________________________________________________
_______________________________

Peer Evaluation
Electronic copy of the peer evaluation has been submitted via moodle
*The Peer Teaching Assignment must be submitted 48 Hours after you teach via Moodle
Ed 3700, Fall 2014, Instructor: B. Gammie

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Lesson Plan Rubric

/10
0

1.5

Connection
to the
Alberta
Program of
Studies (PoS)

GLOs and
SLOs do not
connect to the
Alberta PoS

GLOs and SLOs


connect loosely to
the Alberta PoS

GLOs and SLOs


make an
appropriate
connection to the
Alberta PoS

GLOs and SLOs


connect with
purpose and
accuracy to the
Alberta PoS

Learning
Objectives
(2-3)

Learning
objectives are
non existent

Learning objectives
are confusing

Learning
objectives are
partially correct

Learning
objectives are
clear and
measureable

Assessment

No assessment
present

One form of
assessment is used
and inappropriately
aligned to the
learning objectives

Two forms of
assessment are
used and tightly
aligned to the
learning objectives

Three forms of
assessment are
used and tightly
aligned to the
learning
objectives

Lesson Plan

Lesson plan is
missing 5 or
more
components

Lesson plan is
missing three or four
components

Lesson plan is
missing one or two
components

Lesson plan is not


missing any
components:
(See attached
sample)

Grade Level
Appropriate

Lesson
activities and
progressions
are rarely if
ever
appropriate for
grade level

Lesson activities and


progressions are
occasionally
appropriate for grade
level

Lesson activities
and progressions
are frequently
appropriate for
grade level

Lesson activities
and progressions
are consistently
appropriate for
grade level

Lesson Delivery Rubric


Teacher Presence

Content Knowledge

Motivation /
Engagement

/10
0
Occasionally
demonstrates
leadership with
enthusiasm and a
strong voice, while
clearly defining and
reinforcing classroom
expectations
Occasionally
demonstrates
accurate subject
matter and variables
related to PE
Class or student(s) are
not engaged in lesson.
No effort to keep class
engaged

Ed 3601, Spring 2015, Instructor: B. Gammie

1
Frequently
demonstrates
leadership with
enthusiasm and a
strong voice, while
clearly defining and
reinforcing classroom
expectations
Frequently
demonstrates
accurate subject
matter and variables
related to PE
Class is inconsistently
engaged and has been
motivated. Limited
effort to keep class
engaged

2
Consistently
demonstrates
leadership with
enthusiasm and a
strong voice, while
clearly defining and
reinforcing classroom
expectations
Consistently
demonstrates
accurate subject
matter and variables
related to PE
Class is consistently
engaged and has been
motivated for the
duration of class.
Consistent effort to
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keep class engaged


Introduction, Learning
Activities, Closure

Assessment

Introduction and
Introduction or closure
closure unclear.
unclear. Learning
Learning activities non activities lack
motivating and
motivation or proper
without progressions.
progressions.
Inappropriate use of
Inappropriate use of
time
time
Occasionally circulates Frequently circulates
collecting and
collecting and
distributing various
distributing various
assessments
assessments
PEER EVALUATION

Introduction and
closure clearly stated.
Learning activities
motivate with proper
progressions. Time
appropriate.
Consistently circulates
collecting and
distributing various
assessments

Name of Teacher _____Mr. Adam Toth________________ Name of Observer ________Katelynd Marchant_______


Below are a few characteristics of effective teaching. Use these to provide helpful comments and feedback to your peer.
Write additional comments in the space below. Provide a copy of your comments to the person you observe.

Category

Description

Comments

Assessmen
t

The students understand (clear


language) the purpose of the lesson
and this is assessed in multiple
ways.

Used clear, simple and understandable


language. Asked questions to see if
students understood material and used
observation of students performing the
tasks.

Enthusias
m

The teacher has a positive attitude


towards the students and content.
The classroom climate is positively
affected by their attitude. Behaviors
include smiling, movement around
gym, passionate description of
content and activities

Tone of voice was assertive and positive.


Movement around the gym during first
activity addressed all the groups but during
the second activity it centered mostly in
one area and did not get over to the far
side where the rowdy group was.

Classroom
Mgt.

Teacher is organized with


equipment, transitions run quickly
and smoothly, students spend
majority of time actively engaged in
the lesson

Clear guidelines and expectations at the


beginning of the class set the tone and
boundries for the rest of the lesson. Going
over specific guidelines for certain
activities (how far away to be) would have
also helped with classroom management
for those activities.
Go over tagging again before actually
doing that part of the lesson.
Caught the boys behavior and used the
first step of managing behavior (pausing
and making eye contact). This group got a
bit rowdy during the second activity.
The whistle was a great attention grabber.
Transitions were smooth and activities
connected to one another. Having
everything set up prior to starting aided
this.

Ed 3601, Spring 2015, Instructor: B. Gammie

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Voice/

The teacher uses their voice to


enhance student learning. It is
projected in a way that all students
can hear. The teacher presents
themselves as confident in theyre
teaching and content knowledge.

Good voice projection, easy to hear you


when facing the class (just remember its
hard to hear when facing away). Sounded
confident and assuring.

Feedback

Teacher provides adequate positive


feedback (specific and general) and
constructive feedback to the
students based on the activity in
which they are involved.

Good feedback to individual groups and


correcting them in a positive way.
Feedback was specific and clear.
Addressed common issues with the whole
class (such as tossing method).

Motivation/

The students are motivated to


participate in the lesson and
engaged throughout (intro, body,
closure).

The students were engaged throughout in


part due to appropriate length of activities
(long enough to work on skills but not so
long that students get bored).

Confidenc
e

Engageme
nt

Most students were really engaged (to the


point of acting out) and in general the class
seemed to be enjoying the activity.
Checking in with some of the students not
putting as much effort in may have
encouraged increased participation.

Content
Knowledge
/

The teacher demonstrates sufficient


knowledge to promote student
learning and explains the activities
clearly.

CLARITY

Demonstration as well as explanation


helped for clarity of the task.
Demonstrating the toss and going through
step by step initially would have avoided
needing to go back and correct students
method.

Additional Comments:
In general a fun class with engaged students and use of different assessment methods (self
assessment [exit slip] and observation). Activities were connected which helped with the transitions
although some tasks could have used a bit more direction (how far apart to be, how to throw, etc.) as some
students participated at the minimum level without this direction (standing 2 feet apart to pass to one
another). Feedback was good and you addressed common issues with the whole class.
Movement throughout the gym usually centered on one side, allowing activity on the farthest side to
get a bit rough but you were addressing and clarifying issues with those that needed it. Voice was loud and
clear, and the whistle was an effective way to attract the attention of the class. Students were engaged and
the class laid the foundation for future lessons.

Ed 3601, Spring 2015, Instructor: B. Gammie

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