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November 2023 Observation
November 2023 Observation
November 2023 Observation
Component Ratings
The standards included in this lesson were Physical Education Standard 2, Next
Generation ELA Standard 9-10SL1, CDOS Standard 2, and SEL Standard 2a.4b.
The essences of the standards lived in the objective of the lesson, literacy target,
teaching point, and use of content-specific vocabulary and instructional tasks
crafted to support all learners. Accurate content explanations were given during
this observation, and it is evident that you considered the knowledge students
need to meet the attributes of the standards. The ELA and SEL standards both
address communication and collaborative learning, which was evident in this
lesson, and the Physical Education Standard was relevant to the fitness
assessment activities observed. The skills students need to meet the standards
aligned with the lesson’s objectives and the feedback given to students to further
learning was evidenced by you discussing Venecia’s performance with her after
the assessment and allowing her to watch the video of herself to aid in her self-
assessment. Students were not provided with specific opportunities to ask
questions.
Component Ratings
The structures that were being utilized to support Venecia were effective, and those structures can be
replicated in other areas of your classroom to support students in a variety of activities. In this lesson, George
was able to engage in a choice time activity because he had already completed his assessment. George was
engaged with Mr. Fernandez in his choice time activity; however, the activity did not provide any opportunities
for George to engage in critical thinking or discussion for an extended period of time. While Venecia and
Jayvien were taking a break, it may have been helpful for you to check in with George to see how he was
doing and ask him questions about his progress. Additionally, it may have been helpful to give George some
of the same structures that Venecia was using. For example, if George chose to practice baseball, have him
keep track of how many balls he hit while practicing, or have him set a goal of how many he wanted to hit.
These minor adjustments will add additional structure to the routine and will support engagement.
Domain 3:
Next steps in this domain are to create additional opportunities for peer-to-peer discussion. This includes
having students respond to each other’s ideas, and having students ask each other questions during whole
and small group activities. As you pre-plan questions, consider what questions can be asked by students,
versus which questions should be asked by you. Students may need support with asking questions if that is
not a skill they are familiar with. Visual aids, sentence starters, or discussion scripts may be helpful in
supporting these conversations. This is something that the speech provider can support with.
In addition, the following resource provides some helpful information about discussion strategies for physical
education: https://blog.gophersport.com/using-question-techniques-for-learning-in-pe-interactive/
The following resource provides a list of discussion strategies, some of which can be adapted to use in a
physical education classroom: https://www.cultofpedagogy.com/speaking-listening-techniques/