Fullerton Online Teacher Induction Program

P​re/​O​bservation/​P​ost Cycle Form ​(POP)

Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes ​Section 1: New Teacher Information​, lesson plan, and ​Section 2, Part A NT Reflection​.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes ​Section 2, Part B: ME Feedback​.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes ​Section 3A: ME Observation of Lesson Delivery​, noting both ​Teacher Actions​ and ​Student Actions​.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes ​Part 3B: NT Reflection on Lesson Delivery​.
Post Observation Conference Directions​:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used
for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
katiemilano@kineticacadem TK-5
Katie Cunningham P.E.
y.org (Focus on grade 4)
Mentor Email School/District Date
Beckiroy@kineticacademy.or
Becki Roy HBCSD 11/7/2019
g
Content Standard Lesson Objectives Unit Topic Lesson Title
TWBAT use proper volleyball
CASPE 1.2: forearm pass to a partner
Volley a lightweight ball, using TSWBAT use a video Volleyball Day 3: Passing: Forearm pass
the forearm pass. recording to review and
improve their forearm form
CSTP Element(s) Focus for POP Cycle ​(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and just Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description​ (Identify both teacher and student rating for CSTP 1 and 2.)

Using and adapting resources, T- Demonstrate how to use video program that uses slow motion
technologies, and technology as an example for students to change their physical form
standards-aligned instructional T-Exploring during class time.
3.5 materials including adopted
materials, to make subject matter S- Exploring S- Students will have access to videos of themselves performing
accessible to all students volleyball passes with a partner. Students will be able to slow down
videos to visually correct form during skill stations.

T- T- Will use an informal self pre-assessment to gather information on

Connecting learning to students’
1.2 prior knowledge, backgrounds, life
experiences, and interests
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis?
● How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
● What specific feedback do you want from your ME?
Integrating students previous experience playing the game of volleyball
S- Integrating S- Student will answer questions to honestly assess their volleyball skill
level
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
How can I use video technology as a resource
for students to correct their volleyball pass
form?
I plan to model for students the form properly
in one lesson and then the second lesson use
the app as a self-assessment tool.

I would like for my mentor to let me know how

to best monitor students using the video app
only for volleyball form?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 5
 Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Y.K. H.G.
H.O.
This student has previous Student is physically active and
Student often lacks interest in
experience playing the game of has high cardiovascular endurance
physical activity. Has trouble
volleyball.He has expressed levels. Has not exceedingly
communicating understanding in a
interest in previous years and plays performed skills using hand-eye
non-formal setting. Student has
with family on a regular basis. coordination in the past. Student
Focus Students expressed interest in the game in
● Summarize critical needs and how Student does have a 504 for verbal has positive interactions with her
the past but has not shown
you will address them during this testing so I think having a video peers and cooperates well with
lesson. enthusiasm when performing
visual will help him be successful. students of lower ability levels.
amongst her peers.
I am hoping his confidence will Student often performs with
If a student is placed in the right
grow throughout this unit and he enthusiasm but I think this activity
group setting with peers of the
will also be an asset to other will challenge her. I expect she will
same ability level, students should
students in his class. This will perform with a positive but hope
be able to succeed in the set goal
benefit his social and emotional to see her exceed the goal of 3/3
of 3/3 successful forearm passes.
goals as well. successful passes.
I want my ME to inform me of how I am
instructing my focus students to increase their
self-esteem. My students this lesson are
● What specific feedback regarding your focus students
do you want from your ME? typically self conscious of their skills in group
settings. I am hoping to increase their
confidence and would welcome any feedback
on how to combat this with my mentor.
Specific Feedback I would like my ME to inform me how to protect
● What additional specific feedback do you want from technology when outside and make sure the
your ME regarding lesson implementation?
physical ipads are being respected.
Lesson will begin with a light cardio activity and
dynamic stretches. After a water break,
students will gather for whole group instruction
on a review of how to aim your arms during a
forearm pass. Students will also answer
mediated questions such as “why is it important
to have accuracy when passing in volleyball?”
Instructional Planning
● How is the lesson structured (opening, body, and “At what height should my arms me to receive a
closing)? volleyball?”
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
● What progress monitoring strategies will be used? How
will results inform instruction?
I will use direct instruction then break into
partner work when they are using the ipads.
Our school only has 12 ipads so students will
have to share/ rotate.

Keeping a tally of successful forearm passes will

Student Engagement/Learning
● How will you make the lesson relevant to all the
students?
● How will students show progress towards master of
lesson objectives?
Classroom Management
● How will you maintain a positive learning environment
with a welcoming climate of caring, respect, and
fairness?
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
help me monitor if I am meeting my lesson goal
of 20/40 successful students.
I will connect where we live to the enjoyment of
playing volleyball. There are competitive
leagues if students enjoy the game play but also
free courts on the beach in Huntington. After
the initial lessons, students will engage in game
play after skill lessons. This will provide me as
the teacher with time to observe students
applying their learned skills amongst their
peers.
Students not following directions with the Ipads
will be reminded of our respect rules in P.E. and
not be able to use technology for the remainder
of class. Students will be separated into groups
by sticker cards. Each student will receive a card

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 5

Closure
● How will you close your lesson?
● How will you assess student learning and prepare them
for the next lesson?
EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
CSTP 1: Engaging All
Students
● In what ways were
students engaged? How
were students not
engaged?
● How did students
contribute to their
learning?
● How did teacher and/or
students monitor learning?
● How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective Learning
Environment
● How did students and
teacher contribute to an
effective learning
environment?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
and need to partner up with the person who has
the corresponding match sticker.
Each student will also be given a partner
assessment sheet to complete before and after
they watch their slow motion video. Students
will document how many successful passes their
partner can complete using the volleyball
forearm pass.
Volleyballs and ipads will be collected. Students
will stretch with their partner. Students will also
use the assessment tool “rock, paper scissors,
share…” to observe what students learned from
using the technology. I can also have students
airdrop their videos to me to see how their form
changed during passing drills.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
When the teacher reviewed worksheet, she asked additional Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
questions of analysis and evaluation (“which problem-solving Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
strategy do you prefer? How could you create a math problem that comparison/contrast was the most common analysis question. I
between them”). Groups then selected a strategy and created
could be solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
I liked the idea of very small groups
for those Ss that are shy, this was less I like the idea of having a safe place
intimidating and Ss had a chance at for the Ipads. One of the
success building their self confidence. disadvantages to always being
outside. I also would change if I had
I would suggest a hard plastic crate to done this lesson over two lessons,
protect the ipads between uses. Also, changed some groups around to
a specific place to put down the ipads better assess eachothers skills levels.
between turns so Ss are not placing
them on the ground.
Warm up warriors leading the class
to begin. Pick a lolli with exercise on Ss were engaged and it was obvious
it. they knew the routine. Warm ups Each student had a position when
happened with total Ss working together, so it helped to
NT walked around watching warm involvement and was quick and keep them on task.
ups asking questions about form and efficient.
observing Ss.
NT had a whiteboard displayed with
schedule and expectations clearly
posted.
NT had students pick a partner in
Ss know to go to their number for
1-2-3 Students do partner movement Students have jobs such as
warm up activity.
activity while answering questions “demonstrators” that helps to
with their partner. eliminate the “picking” of volunteers
Ss quickly partnered up and
1.What do you love about PE to help.
followed NT instructions.
2. What do you wish we did more of
3. What do you know about
volleyball?
Page 3 of 5

CSTP 3: Organizing Subject
Matter
● What actions of the NT
contributed to student
assimilation of subject
matter?
● How did students
construct knowledge of
subject matter?
● What misconceptions did
students have and how
were they addressed by
the teacher?
CSTP 4: Learning
Experiences
● How were students
supported through
differentiated instruction?
● How did students
participate?
● How did the NT contribute
to student learning?
CSTP 5: Assessing Student
Learning
● How did students
demonstrate achievement
of lesson objectives?
● In what ways did students
struggle or demonstrate
limited understanding?
● What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
What would you do differently
next time?
What were three top Lesson
Strengths?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
NT gave clear instructions for video
activity and had Ss model exactly
what they were to do. Ss each had a turn to video and to
be videoed.
NT showed Ss how to use slow
motion feature. Ss observe one another and note
on their form how many successful
NT had papers for each team where passes out of 5 tries.
students tracked successful passes
before, during, and after video.
Ss discuss what success looks like in
volleyball.
Ss count successful passes out of 5
Students were allowed to retry
before video.
NT walked around checking in with tosses if first student was not
Ss video with slow motion app.
each group and answering questions. throwing correctly. It did not affect
Ss watched video to observe their
their score.
form. Team discuss ways to
improve.
Ss count successful passes out of 5
after video
NT leads cool down with stretching,
Ss look over the assessment sheets
lets Ss know what’s next.
and note improvement.
NT has Ss look over assessment Would have loved to seperate into
Thumbs up if you improved after
sheets. Counts how many Ss two lessons to have more reflection
video.
improved after video. time.
8 Ss saw improvement after
NT Collects assessment sheets in
watching their videos.
number order.
Section 4: Post Observation Conference
Students used video feedback on the hudl technique app to watch themselves perform a forearm pass to a
partner. Students practiced the forearm pass with a partner 5 times before recording themselves on video. Peer
partners observed their skills and recorded the number of successful passes that happened between partners.
All students were able to video themselves performing a forearm pass and watch the feedback to improve their
skills. 7/19 students improved their number of successful passes after watching the slow motion video. Some
students did not record their pass scores after watching their videos. Overall, I feel my students valued the
objective and will be able to use this skill in future lessons.
Focus Student 1: English Learner: H.O. Focus Student 2: Student w/ILP/504: Y.K. Focus Student 3: Your Choice: H.G.
5/5 successful initial passes
⅗ succesful initial passes
5/5 successful passes after video
5/5 successful passes after video
⅗ initial successful passes observation
observation
5/5 successful passes after video
observation Student has previous experience
Student was engaged with her
playing volleyball. He was engaged
group and also felt trusted with
Student found confidence being able during instruction as an assistant
her teammates (H.O.). Student
to review her form on the video. and gave students a visul on how
increased accuracy after watching
Student trusted her group mates to perform the proper pass.
the video in slow motion. Student
and asked them questions before Student found confidence working
had trouble remembering to keep
and after performing the skill. with his group and helping them
her forearms up but responded
connect with the volleyball
positively to her peer feedback.
properly.
- better match some groups together based on skill level
- more time for students to complete worksheet and take video
- use of innovative technology
- 110% student engagement
- analyzing skills and correcting form with peer feedback
- relation to overall unit goals
Page 4 of 5

What were three top areas for
improvement?
What are next steps?
- CASPE Standard 1.20 met
- time management
- use of videos after they are taken
- Observing proper data collection
I would like to use forearm passing during games of “volley square” in the next 2 lessons. This is like four square
but with a forearm pass. Students will be more successful in this game and find more enjoyment with their
classmates.
Other Comments/Notes

Using techonology in a lesson this way was a first for me. I am very happy with how it went and how engaged the students were using the
ipads. In the future I would like to add a feature where they can compare their videos to other people in their groups or in our class. I
know the app also has a feature where they can compare their form videos to professional athletes, which would be cool to watch, but
there were no volleyball videos available. I feel this was a successful lesson and a good use of technology during P.E. time.

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017​. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of 5