D185
The Reflective Practitioner
(Western Governors University)
TASK 1
, A. Summarize a unit of instruction that you’ve taught, including the following:
• grade level(s): Third Grade
• content area: Physical Education
• two instructional strategies:
1. Peer Modeling and Guided Practice: I begin with a short demonstration of proper
throwing and catching techniques using both overhand and underhand throws. Students
then work in pairs to practice, using a simple checklist to give each other feedback and
reinforce proper form.
2. Station Rotation: Students rotate through multiple skill-based stations, including target
throwing, partner catching, and mini-games that enhance hand-eye coordination and
teamwork. This variety promotes engagement and skill development through repetition and
challenge.
• one assessment strategy: I used a structured formative assessment strategy consisting of
a teacher-created throwing and catching skill checklist. This checklist includes specific
criteria such as stepping with the opposite foot, releasing at the correct point, and
following through with proper form. During station rotations, I actively assessed students
using this checklist, checking off which criteria they demonstrated successfully. In
addition, students participated in peer assessments, using simplified rubrics to give
feedback on their partner's technique. These ongoing, low-pressure assessments provided
real-time insights into student progress and areas for improvement.
• one learning objective aligned to the chosen assessment: Students will demonstrate
correct form when throwing and catching a ball with a partner using both underhand and
overhand techniques, aligning with California Grade 3 Physical Education Standard 1.9,
The Reflective Practitioner
(Western Governors University)
TASK 1
, A. Summarize a unit of instruction that you’ve taught, including the following:
• grade level(s): Third Grade
• content area: Physical Education
• two instructional strategies:
1. Peer Modeling and Guided Practice: I begin with a short demonstration of proper
throwing and catching techniques using both overhand and underhand throws. Students
then work in pairs to practice, using a simple checklist to give each other feedback and
reinforce proper form.
2. Station Rotation: Students rotate through multiple skill-based stations, including target
throwing, partner catching, and mini-games that enhance hand-eye coordination and
teamwork. This variety promotes engagement and skill development through repetition and
challenge.
• one assessment strategy: I used a structured formative assessment strategy consisting of
a teacher-created throwing and catching skill checklist. This checklist includes specific
criteria such as stepping with the opposite foot, releasing at the correct point, and
following through with proper form. During station rotations, I actively assessed students
using this checklist, checking off which criteria they demonstrated successfully. In
addition, students participated in peer assessments, using simplified rubrics to give
feedback on their partner's technique. These ongoing, low-pressure assessments provided
real-time insights into student progress and areas for improvement.
• one learning objective aligned to the chosen assessment: Students will demonstrate
correct form when throwing and catching a ball with a partner using both underhand and
overhand techniques, aligning with California Grade 3 Physical Education Standard 1.9,
