PHED 239

PST Worksheet

NAME: Cameron Rivest DATE: March 1, 2017

STANDARD 1: Curriculum, Planning, and Assessment Standard

INDICATOR 1: Curriculum and Planning indicator: Knows the subject matter well, has
a good grasp of student development and how students learn, and designs effective
and rigorous standard-based units of instruction consisting of well-structured lessons
with measurable outcomes

EVIDENCE: (two)
1. LP #2 (1/30/17) SPOs include all 3 domains and consist of specific and
measurable objectives.

2. LP #3 (2/13/17) SPOs include all 3 domains and consist of attainable goals that
are specific to the lesson purpose and fit the criteria covered in the lesson.

DISCUSSION: (justify how each piece of evidence supported the standard)

1. Shows that the teacher understands how to make developmentally appropriate
activities and understands the progression of the students.

2. Shows that the teacher has a good grasp of how the students learn and uses that
information to make activities that the students can be the most successful at.
 PHED 239
PST Worksheet

NAME: Cameron Rivest DATE: March 1, 2017

STANDARD 2: All Students Standard

INDICATOR 1: Instructor Indicator: Uses instructional practices that reflect high
expectations regarding content and quality of effort and work, engage all students, and
are personalized to accommodate diverse learning styles, needs, interests, and levels
of readiness.

EVIDENCE: (two)
1. Video of Lesson #4 (Time: 5:20-7:10) Demonstrates effective clear shot
in badminton using a teacher, as well as a student demonstration.

2. Assessment of Lesson 4 (Exit Slip) Engaged all students regarding the

content of the lesson and what they took out of the lesson.

DISCUSSION: (justify how each piece of evidence supported the standard)

1. Used teaching-waiting time until all students were engaged in the demonstration.
Used a teacher demonstration to show skill cues. Also, asked for a student volunteer for
a demonstration to assess the engagement of the students. Walked the students
through the skill cues as the student was demonstrating the skill.

2. Used the exit slip to assess the engagement of the students throughout the
lesson. Questions on the exit slip assessed all 3 domains. Helped to assess the
usefulness of the content of the lesson.