Pre-Conference Meeting
Determining
Success
Indicators
Questions Asked
What are your objectives or targets for this lesson?
Student engagement all players participating, students
following the rules of play as they were explained/given,
students encouraging team members
Which of these objectives are most important? Explain
Students encouraging team members I am looking to
develop teamwork and support for one another as this is a life
skill that will help all students involved, not just in this class
but in others as well.
What is the success criteria for this lesson? What would you expect
to see/hear if the objective(s) have been met?
Monitoring of
Approaches,
Strategies and
Decisions During
the Lesson
How would you change the lesson if you lost your facility, or didnt
(proactive)
have enough participation or attendance was low?
I would focus on team building skills by playing small group
games or activities in whatever space in the building I could
find. Games of this nature will still support my unit, and help
build camaraderie within the class, and amongst groups. I
might even keep them in their volleyball teams to focus efforts
on a smaller group of students. I have had to make similar
Identifying
Personal Need
and Assessment
Process
Observation Notes
Teacher Name: Billy Bent
Subject/Grade: Physical Education 1, predominantly 9th grade students
Date: Thursday, March 5th, 2015
Time: 12:25-1:15 p.m.
Task
Volleyball
Game play
(culminating
activity)
T: That is my fault
T: 8-2, 10-2
T: Game point
S: Out
S: Not suretalking amongst
themselves in teams to see who
they want to trade/switch
S: No we are in the front row.
T: 0-0
T: Its alright, 2-1, 2-1
T: Nice, good job, good job.
T: Oops, you did well, I didnt do
well.
T: What is the score?
T: 7-3
S: 3-7
S: Is that a block?
S: ooooooohhhhh, ahhhhhhh
T: 12-9
T: Game point, 14-9
S: Yes!
T: My bad, 10-14
S: Jared! Yeah!
T: Yes.
excitement
T: 0-0, you guys ready? Good?
T: Oops, sorry.
T: 8-5
T: Alright Mackenzie heads up,
coming to you.
T: 6-10
T: Shortwoooo! (puts hands up
in the air)
T: Not sure, we might do
badminton.
T: 10-11
T: 14-11
T: Ok here we go, be ready.
T: Yes.
T: 0-0 (new game)
T: Oh yeah, thats tough.
excitement
S: Mine, Jared!
S (multiple): Come on Jared,
you got it Jared.
S: Good effort (Jared missed the
ball), next time.
T: 3-3
T: Thats a carry.
T: 5-4, lets go.
T: Good try.
Environment:
The Room
Class is held in main gym
One volleyball net set-up,
small class today
4 v. 4
Court closest to
entrance/exit doors
Net was set-up before the
students arrived, allowed
students to get right into
game play
Quiet (other than student
talk)
Is this intentional? Allows to
hear students calling for the
ball?
Additional Questions/Comments:
Tell me about Jared?
What rules were taught in
class?
What is the expectation for
following rules, and
consequences for not?
Ultimate goal of unit?
Assessments for unit
(formative/summative)?
Evidence of respect/rapport
Laughing, smiling,
Ok to make a mistake
Emphasis on
encouragement/support
allowed for this
Teacher played with the
kids made his own
mistakes, took
comments and
constructive criticism
from kids
Playful bantering
Teacher played hard,
kids want to
emulate/copy the same
behaviors
Students hustle to get
errant balls
Willingness to change
teams
Not upset by the small
number of students
present
Kelsey Bailey
Post-Conference Meeting
Questions Asked
What were your objectives for this lesson?
The focus/target was student engagement. I was looking for
all students to be participating, to be following the rules of the
game, and to be supportive of one another.
Determining
Success
Indicators
Identifying Next
Steps
Observation Summary
Billy Bent
Requested Information (student comments, actions)
Its ok, you will get it next time Mr. Bent
Good job
Its alright
Student expressed frustration by pulling off hat, but did not throw it no
comments made to him
Nice, good job, good job
Oops, you did well, I didnt do well admitting a mistake and being ok with it
Lets go Jared
Students explaining to other students correct technique (visually and verbally)
Student explaining to the teacher a better option for gameplay (visually and
verbally)
Come on Jared. You got it Jared
Lets go team, lets go. Lets go team, lets go
Lets do a toe touch for Tia
Evidence of respect/rapport between students, teacher to students
Laughing and smiling regardless of score
Environment allowed for failure, and mistake making
o Emphasis on encouragement/support allowed for this
o Teacher highlighted how to be supportive before gameplay began,
provided examples of what to do and what not to do
Teacher played with the kids made his own mistakes, took comments and
constructive criticism from kids
Playful bantering between students, as well as between teacher and students
Teacher played hard, kids wanted to emulate/copy the same behaviors
Students hustle to get errant balls
o Eager to play
Willingness to change teams
o All classmates were willing to be on a different team no students were
voted/kicked off
Additional Noticings
You have created a classroom environment where mistakes and failure are an
acceptable and normal part of the learning process. This allows your students to
feel comfortable regardless of their ability, and try again the next time.
You stress effort and participation above skill or athleticism.
o Focus appears to be on life-long skills support/encouragement, which
links perfectly to your lesson target/goal
You and your students playfully banter back and forth. In order to do so you must
have spent time building this type of relationship with them.
The net was set-up before class began, which allowed for maximum playing time.
o Students played from the on-set of class until the end, and did not request
a break.