Sunday, May 9, 2010
About Me!
My name is Miles Levesque and I am from Tupper Lake, New York. I am a Physical Education major here at Suny Cortland. I love going to school here because it is one of the best P.E. schools in the country and each semester here I see so much improvement in my teaching.
Wednesday, May 5, 2010
NASPE Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.
Element 1.1: Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity, and fitness.
Artifact: Biomechanics Newton’s 2nd Law Lab
Date: Fall 2010
Reflection:
In Biomechanics, I applied my knowledge of Newton’s 2nd Law and the corresponding formulas in order to solve problems dealing with impulse, momentum, and impact.
This biomechanical knowledge helps me better understand the science behind impulse, momentum, and impact.
Understanding biomechanics is key for a physical educator because it helps them better understand the importance of mats during activities such as gymnastic due to the reduced impact force mats provide. Physical Educators need to be able to biomechanically prove things such as this in order to get funding for certain safety equipment.
Element 1.5: Analyze and correct critical elements of motor skills and performance concepts.
Artifact: Bigger Faster Stronger Certification
Date: Spring 2011
Reflection:
During the Bigger Faster Stronger certification course, I was taught weight room safety and correct form for different weight training exercises including the squat, box squat, bench press, towel bench, clean, and many more.
In order to get my Bigger Faster Stronger certification, I needed to demonstrate to course instructions my ability to correctly complete multiple reps of the squat, box squat, bench press and other weight training exercises. I also needed to score at least a 90% on the 102 question exam.
Knowledge in proper weight training form and safety is vital for a physical educator because they are responsible for teaching students how to improve their muscular strength and endurance while keeping them safe. To properly teach and demonstrate weight training exercises; a physical educator must be able to execute them with the proper form.
Element 1.1: Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity, and fitness.
Artifact: Biomechanics Newton’s 2nd Law Lab
Date: Fall 2010
Reflection:
In Biomechanics, I applied my knowledge of Newton’s 2nd Law and the corresponding formulas in order to solve problems dealing with impulse, momentum, and impact.
This biomechanical knowledge helps me better understand the science behind impulse, momentum, and impact.
Understanding biomechanics is key for a physical educator because it helps them better understand the importance of mats during activities such as gymnastic due to the reduced impact force mats provide. Physical Educators need to be able to biomechanically prove things such as this in order to get funding for certain safety equipment.
Element 1.5: Analyze and correct critical elements of motor skills and performance concepts.
Artifact: Bigger Faster Stronger Certification
Date: Spring 2011
Reflection:
During the Bigger Faster Stronger certification course, I was taught weight room safety and correct form for different weight training exercises including the squat, box squat, bench press, towel bench, clean, and many more.
In order to get my Bigger Faster Stronger certification, I needed to demonstrate to course instructions my ability to correctly complete multiple reps of the squat, box squat, bench press and other weight training exercises. I also needed to score at least a 90% on the 102 question exam.
Knowledge in proper weight training form and safety is vital for a physical educator because they are responsible for teaching students how to improve their muscular strength and endurance while keeping them safe. To properly teach and demonstrate weight training exercises; a physical educator must be able to execute them with the proper form.
NASPE Standard 2: Skill and Fitness Based Competence
Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.
Element 2.2: Achieve and maintain a health-enhancing level of fitness throughout the program.
Artifact: Muscular Strength and Endurance, Flexibility and Cardiovascular Endurance fitness plans.
Date: Spring 2010
Reflection:
In Health Related Fitness, I learned many different skill assessments in order to find out what ability level an individual is starting at. I also learned how to create a workout program to improve muscular strength, endurance, flexibility, and cardiovascular endurance. I assessed myself in muscular strength, flexibility, and cardiovascular endurance. I then planned and followed a fitness plan.
The results of my fitness assessment show that I follow a fitness plan that helps maintain a health-enhancing level of fitness.
A physical educator needs to maintain a high-quality level of fitness because he or she is a role model to all students. Students can be motivated to improve their own fitness level because of how fit their physical education teacher is.
Flexiblity and Cardiovascular Fitness Plan
Muscular Strength and Endurance
Element 2.1: Demonstrate personal competence in motor skill performance in a variety of physical activities and movement patterns.
Artifact: Activity courses taken at SUNY Cortland and Clinton Community College.
Date: Fall 2007-Spring 2011
Reflection:
Throughout my college career, I have taken many activity courses ranging from recreational activities like canoeing to team sports like football and soccer.
In these activity courses, I have been provided with the knowledge and understanding of the activities and the most effective ways to teach them.
Having knowledge in a wide range of activities is crucial for physical educators because they are responsible for teaching a curriculum that contains a variety of units.
Element 2.2: Achieve and maintain a health-enhancing level of fitness throughout the program.
Artifact: Muscular Strength and Endurance, Flexibility and Cardiovascular Endurance fitness plans.
Date: Spring 2010
Reflection:
In Health Related Fitness, I learned many different skill assessments in order to find out what ability level an individual is starting at. I also learned how to create a workout program to improve muscular strength, endurance, flexibility, and cardiovascular endurance. I assessed myself in muscular strength, flexibility, and cardiovascular endurance. I then planned and followed a fitness plan.
The results of my fitness assessment show that I follow a fitness plan that helps maintain a health-enhancing level of fitness.
A physical educator needs to maintain a high-quality level of fitness because he or she is a role model to all students. Students can be motivated to improve their own fitness level because of how fit their physical education teacher is.
Flexiblity and Cardiovascular Fitness Plan
Muscular Strength and Endurance
Element 2.1: Demonstrate personal competence in motor skill performance in a variety of physical activities and movement patterns.
Artifact: Activity courses taken at SUNY Cortland and Clinton Community College.
Date: Fall 2007-Spring 2011
Reflection:
Throughout my college career, I have taken many activity courses ranging from recreational activities like canoeing to team sports like football and soccer.
In these activity courses, I have been provided with the knowledge and understanding of the activities and the most effective ways to teach them.
Having knowledge in a wide range of activities is crucial for physical educators because they are responsible for teaching a curriculum that contains a variety of units.
NASPE Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.
Element 3.5: Plan and adopt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.
Artifact: Individualized Education Program
Date: Spring 2011
Reflection:
In Adapted Physical Education and Sport I learned how to properly pre-asses and create an Individualize Education Program for a student that I worked with in lab for one hour each week.
I created an Individualized Education Program for this student which provided everything from health and safety concerns to equipment modifications. This IEP was reviewed and signed by this student’s guardian.
It is essential for physical education instructors to make modifications for individual students because each class will include a variety of skill levels.
Element 3.3: Design and implement content that is aligned with lesson objectives.
Artifact: Lab D Lesson Plan and Activity Progression.
Reflection:
In Basics of Effective Instruction in Physical Education, I created three lessons in different disciplines. I was responsible for creating an activity progression for the final lesson. The final Lesson was Lab D.
In Lab D, I had twenty minutes in the pool to teach aquatics. I taught the students how to tread water and perform the side stroke. This lesson required a great deal of preparation that is demonstrated in the lesson plan and task progression. This teaching experience along with my lesson plan and activity progression demonstrates my skills for planning and implementation.
A physical educator needs to be able to plan activities that parallel the objectives of the lesson. They also need to properly plan progressions for activities in order to help their students properly learn skills while keeping them safe.
Element 3.5: Plan and adopt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.
Artifact: Individualized Education Program
Date: Spring 2011
Reflection:
In Adapted Physical Education and Sport I learned how to properly pre-asses and create an Individualize Education Program for a student that I worked with in lab for one hour each week.
I created an Individualized Education Program for this student which provided everything from health and safety concerns to equipment modifications. This IEP was reviewed and signed by this student’s guardian.
It is essential for physical education instructors to make modifications for individual students because each class will include a variety of skill levels.
Element 3.3: Design and implement content that is aligned with lesson objectives.
Artifact: Lab D Lesson Plan and Activity Progression.
Reflection:
In Basics of Effective Instruction in Physical Education, I created three lessons in different disciplines. I was responsible for creating an activity progression for the final lesson. The final Lesson was Lab D.
In Lab D, I had twenty minutes in the pool to teach aquatics. I taught the students how to tread water and perform the side stroke. This lesson required a great deal of preparation that is demonstrated in the lesson plan and task progression. This teaching experience along with my lesson plan and activity progression demonstrates my skills for planning and implementation.
A physical educator needs to be able to plan activities that parallel the objectives of the lesson. They also need to properly plan progressions for activities in order to help their students properly learn skills while keeping them safe.
NASPE Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
Element 4.1: Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.
Artifact: Motor Development Lab
Date: Fall 2009
Reflection:
In Motor Development, I assisted in St. Mary's Elementary School after school program. I learned how to effectively give the class instructions. Applying tactics such as getting down to the students' level and speaking loud and clear will drastically change how the children react to a lesson. Enthusiasm is essential for the activity that is planned to engage the children. Another great way to help the children focus is to stand with the gym wall behind your body so the children do not get distracted by anything going on in the gym. These strategies greatly improve physical education lessons.
Both verbal and non-verbal communication strategies help students focus on the instructions and become eager to participate.
Students who are focuses and listening to the instructions will stay on task and perform more successfully during class.
Verbal and non-verbal communication skills are very important for physical educators. Physical education teachers need to receive and maintain the attention of their students as well as simplifying tasks for students.
Reflection: Lab 6
Element 4.2: Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences.
Artifact: Aerobics and Fitness Association of American Personal Fitness Trainer Certification
Date: Spring 2011
Reflection:
At the end of the AFAA Personal Fitness Trainer Certification course I needed to pass a written exam and practical exam to get the certification. The criteria for the practical test included proper physical demonstration and explanation of the exercise being taught, verbal instruction with client, and proper cuing.
Passing this practical exam demonstrates my ability to give effective demonstrations, explanations and instructional cues to aid the student in the learning experience. All of these components are used by physical educators are tools to help their students become physically educated individuals.
Physical education teachers need to be able to do all of these things because they are essentially what teaching is. If a teacher cannot break down a skill into cues to help their students, they are going to have difficult teaching and the students will have difficulty learning. A physical educator who cannot properly demonstrate or give explanations for certain activities is not going to be successful because it greatly reduces the transfer of knowledge.
Element 4.1: Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.
Artifact: Motor Development Lab
Date: Fall 2009
Reflection:
In Motor Development, I assisted in St. Mary's Elementary School after school program. I learned how to effectively give the class instructions. Applying tactics such as getting down to the students' level and speaking loud and clear will drastically change how the children react to a lesson. Enthusiasm is essential for the activity that is planned to engage the children. Another great way to help the children focus is to stand with the gym wall behind your body so the children do not get distracted by anything going on in the gym. These strategies greatly improve physical education lessons.
Both verbal and non-verbal communication strategies help students focus on the instructions and become eager to participate.
Students who are focuses and listening to the instructions will stay on task and perform more successfully during class.
Verbal and non-verbal communication skills are very important for physical educators. Physical education teachers need to receive and maintain the attention of their students as well as simplifying tasks for students.
Reflection: Lab 6
Element 4.2: Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences.
Artifact: Aerobics and Fitness Association of American Personal Fitness Trainer Certification
Date: Spring 2011
Reflection:
At the end of the AFAA Personal Fitness Trainer Certification course I needed to pass a written exam and practical exam to get the certification. The criteria for the practical test included proper physical demonstration and explanation of the exercise being taught, verbal instruction with client, and proper cuing.
Passing this practical exam demonstrates my ability to give effective demonstrations, explanations and instructional cues to aid the student in the learning experience. All of these components are used by physical educators are tools to help their students become physically educated individuals.
Physical education teachers need to be able to do all of these things because they are essentially what teaching is. If a teacher cannot break down a skill into cues to help their students, they are going to have difficult teaching and the students will have difficulty learning. A physical educator who cannot properly demonstrate or give explanations for certain activities is not going to be successful because it greatly reduces the transfer of knowledge.
NASPE Standard 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.
Element 5.1: Select or create appropriate assessments that will measure student achievement of goals and objectives.
Artifact: Teacher and Peer Psychomotor Pre-Assessments and Cognitive Pre-Assessment
Date: Spring 2010
Reflection:
In Statistics Assessments in Physical Education, my team had to create and implement a pre and post assessment of the students' lacrosse skills. My partner and I were in charge of the pre-assessment. Together we created a lesson plan, a peer assessment, teacher psychomotor assessment, and a cognitive assessment. Our lesson went very smoothly and we were able to collect the data necessary to pre-assess our students. After the post assessment was done, we used a t-test and standard deviation to interpret our data. We found that the improvement between the pre-assessments and post assessments was significant. We were also able to calculate the students who were two standard deviations below the mean which is important because we could then make specific adaptations to help the students struggling develop their skills.
This shows my ability to utilize the correct assessments and use them to help students improve their current skill level. Each classroom is going to have a variety of students at a variety of skill levels. Through pre-assessment, I will be able to see what level each student is at so I can plan appropriate challenges and adaptations.
Using assessments is vital for physical educators. Without assessments we cannot show student learning occurs in our gymnasiums and we can’t ensure student success.
Element 5.2: Use appropriate assessments to evaluate student learning before, during, and after instruction.
Artifact: Physical Education Curriculum: Plan and Practice curriculum project assessment report.
Date: Fall 2010
Reflection:
In the course Physical Education Curriculum: Plan and Practice, I worked with a partner to create a physical education curriculum for the overhand throw for grades K, 2, 4, and 6. We had to pre-asses students in a fourth grade physical education class. We taught two lessons and we conducted a post-assessment. We took data and organized it to see if we could show student improvement. We were very happy to see that most of the students in the class did show improvement.
In order to successfully conduct pre-assessments and post assessments we first created assessments that measured the aspects of the overhand throw that we were focusing on. We organized the raw data using graphs and mathematical equations to prove student learning occurred.
This is extremely important for physical education teachers because when you need to justify your program to a supervisor you have statistical data that demonstrates that students in your class are learning. This type of data if properly organized is very difficult to dispute.
Element 5.1: Select or create appropriate assessments that will measure student achievement of goals and objectives.
Artifact: Teacher and Peer Psychomotor Pre-Assessments and Cognitive Pre-Assessment
Date: Spring 2010
Reflection:
In Statistics Assessments in Physical Education, my team had to create and implement a pre and post assessment of the students' lacrosse skills. My partner and I were in charge of the pre-assessment. Together we created a lesson plan, a peer assessment, teacher psychomotor assessment, and a cognitive assessment. Our lesson went very smoothly and we were able to collect the data necessary to pre-assess our students. After the post assessment was done, we used a t-test and standard deviation to interpret our data. We found that the improvement between the pre-assessments and post assessments was significant. We were also able to calculate the students who were two standard deviations below the mean which is important because we could then make specific adaptations to help the students struggling develop their skills.
This shows my ability to utilize the correct assessments and use them to help students improve their current skill level. Each classroom is going to have a variety of students at a variety of skill levels. Through pre-assessment, I will be able to see what level each student is at so I can plan appropriate challenges and adaptations.
Using assessments is vital for physical educators. Without assessments we cannot show student learning occurs in our gymnasiums and we can’t ensure student success.
Element 5.2: Use appropriate assessments to evaluate student learning before, during, and after instruction.
Artifact: Physical Education Curriculum: Plan and Practice curriculum project assessment report.
Date: Fall 2010
Reflection:
In the course Physical Education Curriculum: Plan and Practice, I worked with a partner to create a physical education curriculum for the overhand throw for grades K, 2, 4, and 6. We had to pre-asses students in a fourth grade physical education class. We taught two lessons and we conducted a post-assessment. We took data and organized it to see if we could show student improvement. We were very happy to see that most of the students in the class did show improvement.
In order to successfully conduct pre-assessments and post assessments we first created assessments that measured the aspects of the overhand throw that we were focusing on. We organized the raw data using graphs and mathematical equations to prove student learning occurred.
This is extremely important for physical education teachers because when you need to justify your program to a supervisor you have statistical data that demonstrates that students in your class are learning. This type of data if properly organized is very difficult to dispute.
NASPE Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.
Element 6.3: Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.
Artifact: Field Experience Teacher Evaluations
Date: Summer 2010-Fall 2010
Reflection:
In EDU 256 and EDU 355, a total of 78 hours are spent observing and assisting with and teaching lessons. In EDU 256, the time is divided into thirty hours in the high school and thirty hours in the middle school. In EDU 355 the eighteen hours are spent at the elementary level. At the end of each of these field experiences the host teacher fills out an evaluation form on the assigned students behavior and performance.
My performance evaluations from my host teachers demonstrate that I hold myself to the ethics of a high quality physical educator. I consistently present myself as a true professional in each and every aspect of my teaching.
Presenting oneself in a professional manor is essential for all educators because the children we teacher are so impressionable and our behavior has a true impact on them.
Element 6.1: Demonstrates behaviors that are consistent with the belief that all students can become physically educated individuals.
Artifact: Varsity Letters for Everyone Power Point
Date: Spring 2011
Reflection:
In Foundations and Organizations of Modern Education, I was a member of a team that had to present an idea for the implementation of a new program to a school district. My team created program for students who participated in athletics outside of the school to earn varsity letters. This program included all students within the school district as well as those with disabilities. In our presentation we linked our program to both the New York State and NASPE Learning Standards as well as described the set requirements for the program. We also provided an estimated budget for the program.
In this presentation we explained to the class that all students and not just varsity athletes deserve to earn a varsity letter as long as they put in the time an effort. We included many examples like wheelchair sports or Taekwondo as ways for students to become eligible for a varsity letter. We also provided information about the legislation involving students with disabilities. The concept that all students no matter what ability level can earn a varsity letter was a success.
It is important for physical educators to believe that all students can become physically educated. As teachers we are going to come into contact with students spread over a wide range of ability levels and as true professionals we cannot have a bias against any student for any reason.
Element 6.3: Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.
Artifact: Field Experience Teacher Evaluations
Date: Summer 2010-Fall 2010
Reflection:
In EDU 256 and EDU 355, a total of 78 hours are spent observing and assisting with and teaching lessons. In EDU 256, the time is divided into thirty hours in the high school and thirty hours in the middle school. In EDU 355 the eighteen hours are spent at the elementary level. At the end of each of these field experiences the host teacher fills out an evaluation form on the assigned students behavior and performance.
My performance evaluations from my host teachers demonstrate that I hold myself to the ethics of a high quality physical educator. I consistently present myself as a true professional in each and every aspect of my teaching.
Presenting oneself in a professional manor is essential for all educators because the children we teacher are so impressionable and our behavior has a true impact on them.
Element 6.1: Demonstrates behaviors that are consistent with the belief that all students can become physically educated individuals.
Artifact: Varsity Letters for Everyone Power Point
Date: Spring 2011
Reflection:
In Foundations and Organizations of Modern Education, I was a member of a team that had to present an idea for the implementation of a new program to a school district. My team created program for students who participated in athletics outside of the school to earn varsity letters. This program included all students within the school district as well as those with disabilities. In our presentation we linked our program to both the New York State and NASPE Learning Standards as well as described the set requirements for the program. We also provided an estimated budget for the program.
In this presentation we explained to the class that all students and not just varsity athletes deserve to earn a varsity letter as long as they put in the time an effort. We included many examples like wheelchair sports or Taekwondo as ways for students to become eligible for a varsity letter. We also provided information about the legislation involving students with disabilities. The concept that all students no matter what ability level can earn a varsity letter was a success.
It is important for physical educators to believe that all students can become physically educated. As teachers we are going to come into contact with students spread over a wide range of ability levels and as true professionals we cannot have a bias against any student for any reason.
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