Fieldwork: EDU 543

Integrating Visual/Performing Arts and Physical Education into the Elementary Classroom
California Baptist University School of Education
General Overview and Procedures

1. The fieldwork experience in EDU 543 is designed to give candidates opportunities to observe and participate in
theoretically based instructional practices in a diverse school population. Candidates are required to complete two hours
of observation and one hour of teacher aiding experiences in both physical education and visual and performing arts.
Information on schools with before /after school tutoring opportunities will be provided. Each candidate will submit a
notebook/folder containing the observation reports and fieldwork activities to professor as well as post fieldwork in Live
Text portfolio class section (add a new section in portfolio if it is not there)

2. All observation hours must be verified on the log of hours and a satisfactory report of performance must be submitted on
the fieldwork evaluation forms before a grade for this class will be given.

3. This fieldwork is usually done in a public school. However, in this course a candidate can choose to do fieldwork in a
private WASC or ACSI accredited school.

Log of Observation Hours Form: Candidates are to have their observation and teacher aiding hours verified on the CBU
Observation Log form by the Field Supervisor.

Evaluation Form: Candidates are to have the Field Supervisors complete the CBU Field Supervisor Evaluation of Teacher
Candidate form. One evaluation form completed by the Field Supervisor at each placement is sufficient.

Final Submission of Fieldwork: The observation forms and fieldwork activities will be submitted in a pocket folder with
brads to hold the papers in order. Proper course documentation must be on the front of the pocket folder and a cover sheet
inside with the course information and date.

● The Log of hours and the Evaluation forms are to be placed in the pocket of the folder and not in the brads because these
two forms will eventually be placed in your professional file.
● An e-copy of the fieldwork activities must be attached in the EDU 543 Integrating Visual/Performing Arts and
Physical Education into the Elementary Classroom section of your portfolio. The Log and Evaluation forms will be
scanned into a PDF document and also attached in the EDU 543 section of your portfolio in Live Text.

PROFESSIONAL BEHAVIOR
Please remember that this fieldwork is part of your professional preparation and provides a wide range of educational
experiences among different age groups. It is important to keep professional behavior in mind as you begin your fieldwork.

The list below includes several points to keep in mind:

1. Be careful about your appearance, behaviors, attitudes, confidentiality, and professionalism. Use only the bathrooms
for adults/teachers …not those for students.

2. Follow all school rules and dress codes which are posted on-line for most schools (or in school office).

3. Do not assume any supervision or discipline responsibilities. You are not an official substitute and have no legal
covering beyond classroom observations.

4. Be your BEST! Negative memories linger! You may be interviewing for a job in the future with the same
professional educators you work with during this fieldwork experience.
 Fieldwork Activity Information and Forms
Fieldwork Background Information:

Readings: You will be looking for information concerning instruction and assessment in each of the observation areas. In
order to be fully prepared please read the appropriate Framework chapters for each content area.

Activities: Read the directions carefully and use the forms below to guide your responses. Where there is no form just type
as a regular document.

Forms: There are three forms. The key is to take extensive notes during the observation so that you can use the information
you have gathered to complete the post-observation activities.

TPEs: The full TPE document will be posted in Blackboard (or can be downloaded from the CA Ed. www site). Please bring
a printed copy of the TPE document to your observation. As you are writing your observation notes include specific elements
of the TPE that are appropriate for the information needed for completing your fieldwork tasks. Note TPEs 2,4,5,6,7,9,10 and
select an element of three TPEs to discuss in your TPE Reflective Activity reports described in this packet.

edTPA: The edTPA tasks are in the edTPA Handbook. Please download and begin to apply what you are learning in this
fieldwork to answering the questions (especially concerning the context for learning).
 EDU 543 Lesson Plan Observation Reports (VAPA)
This report form will expand to accommodate your detailed reports if done on computer. If done by hand, make extra
copies to accommodate the handwritten reports.
Name: Danielle Hanson Date: 2/1/18
Standards:
RF.3.4 Read with sufficient accuracy and fluency to
support comprehension.
a. Read grade- level test with purpose and
understanding.
b. Read grade- level prose and poetry orally
with accuracy, appropriate rate, and
expression.
c. Use context to confirm or self- correct word
recognition and understanding, rereading as
necessary.
RL.3.5 Refer to parts of stories, dramas, and poems
when writing or speaking about a text, using terms such
as chapter, scene, and stanza; describe how each
successive parts builds on earlier sections.
RL.3.6 Distinguish their own point of view from that of
the narrator or those of the characters.
RI.3.9 Compare and contrast the most important points
and key details presented in two texts on the same
topic.
SL.3.5 Create engaging audio recordings of stories or
poems that demonstrate fluid reading at and
understandable pace.
Instructional/Assessment Strategies: What did the teacher
do? List
● The teacher used think pair share, group
discussion, and effectively grouped students.
● Duties:
o She effectively used the room, technology,
and helped the students get in their
groups.
o She grouped them based on reading
ability.
School: Harvest Hill STEAM Academy Grade: 3rd
Teacher: Nicole Wobken
Integration with other content areas: (ex. PE Framework p. 204)
● Reader’s Theater helps:
o develop fluency and accuracy through repeated
readings
o provide a purpose for repeated readings to use
in an authentic way
o to engage students and increases motivation to
read
o practice reading with expression, clear
enunciation, proper pace, emphasis, and volume
o increase comprehension
o vocabulary development
o provides cooperative learning opportunities
o increases self- confidence in reading skills and
presenting to an audience
o require active participation from students
● This lesson includes integration with Language Arts
● The students will be learning new words and they will be taking
a test on their comprehension of the story and what they have
read.
● Assessing the students with a comprehension quiz, will enable
students to practice their writing and reading to improve skills
in literacy, fluency, and many other skills.
Student Activities: What did the students do? List
● The students listened to direct instruction by the teacher.
● The students worked with their partners and went over
their parts in the script for the story.
● After they went over their parts, the teacher went over the
ways that they could add emotion to their reading
● The students performed their parts in the Reader’s Theatre
● The students listened to the teacher re-read the story
● The students participated in a facilitated discussion and
 o She had the students work in partners to reviewed vocabulary
practice their characters and their part,
rehearsing. ● Wrote the definitions and drew a picture in their journals

o Instructed students perform their ● Discussed the parts of the story

Reader’s Theatre in their groups she
● Participated in a review game for assessing their
assigned.
understanding
o She used the digital book and the class
projector, partnered with the whiteboard.

o She then asked a student to read aloud a

definition

o Passed out a vocabulary worksheet and

then modeled how to write the definition
and a small picture in their journals.

o After, the teacher read the book again

and allowed the students to see the words
and book features.

o Assessed the students, by using a Kahoot

Quiz to assess their knowledge on the
content of the book.

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.

1. Developmentally appropriate (state what and why for each area)

● I feel that all strategies were appropriate for this class because the teacher uses technology with the students on a daily
basis, so that means that the students will work well with this integration and adapt it to their routine. Also, group
discussions and interactive dialogue will build upon their talking, listening, and fluency skills. The students will be able to
transition to diverse learning and practice applying reading with a visual and performing arts lesson. The students are
practicing various skills with this lesson and the strategies the teacher used worked well for them.

Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your insights
as an observer? Provide reference to the Framework/other resource documents for your ideas.

● I felt that the part of the lesson that I would love to incorporate in my own classroom that would be fun and have the
students attention would to utilize the Kahoot Quiz.

● One thing that I might change to the lesson plan itself that I observed is to change the sequence of the teaching. I feel that
it would be more cohesive to review the vocabulary first with the students, then read the book as a class and then have the
students practice the Readers Theatre. By participating in theatrical experiences, they gain many opportunities to
demonstrate their problem-solving and cooperative skills.

edTPA 2016 Handbook

edTPA 2016 : Handbook
1. Download Handbook and read all of the Tasks. Take notes during fieldwork in areas that apply.
2. Fill out the Literacy Context for Learning Information form found in the edTPA handbook (p.55) for
the class you are observing. The context for learning in for literacy which will apply to VAPA and
PE. Think about the vocabulary and other literacy needs for lessons in these subject areas as you
 complete the task.
TPE (2016)
Download TPE 2016 for Multiple Subjects only. This document will guide your fieldwork and your edTPA
preparation.

EDU 543 Lesson Plan Observation Reports (P.E.)

This report form will expand to accommodate your detailed reports if done on computer. If done by hand, make extra
copies to accommodate the handwritten reports.

Name: Danielle Hanson Date: 2/16/18 School: Harvest Hill STEAM Academy Grade: 3rd
Teacher: Nicole Wobken

Standards: Integration with other content areas: (ex. PE Framework p. 204)

Movement Concepts 1.1: Chase, flee, and move away from
others in a constantly changing environment.
Body Management 1.2: Perform an inverted balance
(tripod) by evenly distributing weight on body parts.
Movement Concepts 2.1 Describe how changing speed and
changing direction can allow one person to move away
from another.
● This lesson is related to History by the game that was
played today, Stuck-in-the-Mud, originated in England. It
rains a lot there, so it’s easy to see how people could really
get stuck in the mud. Students will also learn a fact that
speaking of England, and the version of baseball we play
today is said to have its roots in England. It comes from a
game called Cricket that’s still popular today. Other games
like cricket is played with paddles and a hard ball on a very
large grass field.

Fitness Concepts 3.1 Demonstrate warm-up and cool-
down exercises.
Body Composition 3.7 Sustain continuous movement for
increasing periods of time while participating in moderate
to vigorous physical activity.
Fitness Concepts 4.1 Identify the body’s normal reactions
to moderate to vigorous physical activity.
4.3 Explain the purpose of warming up before physical
activity and cooling down after physical activity.
Social Interaction 5.4 Use appropriate cues for movement
and positive words of encouragement while coaching
others in physical activities.
● Being outdoors, on a grass field, the students free tagged
players by doing 3 jumping jacks (or another activity where
they don’t have to crawl on the ground) with them. Doing
jumping jacks it will relate to the framework by 3.1:
Demonstrating a warm up exercise.
● Progress from moderate to vigorous tempos as children
warm up and demonstrate safe play. Movement concepts
are related from the frameworks for PE.
● Vary the locomotor skill each round. Body Composition 3.7
Sustain continuous movement for increasing periods of time
while participating in moderate to vigorous physical
activity.
● Group Dynamics 5.6 Work in pairs or small groups to
achieve an agreed-upon goal.

Group Dynamics 5.6 Work in pairs or small groups to

achieve an agreed-upon goal.

Instructional/Assessment Strategies: What did the teacher Student Activities: What did the students do? List
do? List
● The students listened to directions about the activity.
● The teacher used think pair share, grouping, and
 direct instruction. ● They performed a warm-up stretch.

● Duties:
o Teacher gave explicit and direct
instruction to the students before going
outside.
o She showed them a video of what they
would be playing and the correct
movement.
o Once outside she gave a brief reminder
and overview of the activity again and
then assisted students in a warm-up.
● The music started and the students fast walk (then skip,
side-slide, gallop, run) within our boundaries and avoid
being tagged by an It.
● If the students are tagged, stand in a straddle position (feet
wide apart) with your arms straight up. Then they are
“stuck in the mud!”
● Students (Players): Free those stuck in the mud by crawling
through their legs! 5.
● Its: Safely and gently tag as many as they can with a fluff-
ball.

o Instruction to start and verbal cues were
used throughout her observation of the
students playing.
o Once back in the classroom, she had a
group discussion, by prompting them
with two questions.
● Students are reminded that they may not tag anyone while
they are crawling through someone’s legs or getting up.
● Students answer the group discussion questions.
● Students will think about their morals and how to build
good character.

o She asked them to do Think-Pair-Share

for the questions.

o Also, she gave them think time.

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.

1. Developmentally appropriate (state what and why for each area):

● Stated in the standards: The ultimate goal of high-quality, standards-based physical education instruction is to prepare
every student for a lifetime of physical activity, health, and well-being. To achieve this goal, students:

o 1. Develop competency in movement and motor skills.

o 2. Develop competency in combining movement and motor skills.

o 3. Understand how movement and motor skills should be performed based on biomechanics principles.

o 4. Understand how to improve their movement and motor skills.

o 5. Understand game tactics and demonstrate their use in game settings.

o 6. Understand developmentally appropriate movement and motor skills.

o 7. Develop a healthy level of flexibility, muscular strength and endurance, body composition, and
cardiorespiratory endurance.

o 8. Participate regularly in physical activity.

o 9. Understand the benefits of regular physical activity.

● Moving to standards-based instruction and learning will require rethinking and refocusing. To increase the opportunity
for students to be physically active, cognitively engaged, and proficient in motor skills, the curriculum, assessment,
environment, instruction, and instructional materials will require both revision and a new vision of physical education.
 Educators can achieve reform by adhering to the guidance provided in this framework.

● Because students in grade three are developing their movement skills, this lesson is providing the students with the
practice that they need and they have been able to determine what is right from wrong and it will be able to help them
apply themselves with this learning concept.

Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your insights
as an observer? Provide reference to the Framework/other resource documents for your ideas.

● I would make sure that the students did a proper cool-down. Although there muscles were activated in the activity and
they did a warm-up, I think a cool down should be done no matter what so that they are practicing the purpose of why
the warm up and cool down are crucial to prevent injury and getting the body ready for activity and recovery. Other
than this idea, the lesson looked to be aligned with the standards and P.E. frameworks for California.

edTPA 2016 Handbook

edTPA 2016 : Handbook
3. Download Handbook and read all of the Tasks. Take notes during fieldwork in areas that apply.
4. Fill out the Literacy Context for Learning Information form found in the edTPA handbook (p.55) for
the class you are observing. The context for learning in for literacy which will apply to VAPA and
PE. Think about the vocabulary and other literacy needs for lessons in these subject areas as you
complete the task.
TPE (2016)
Download TPE 2016 for Multiple Subjects only. This document will guide your fieldwork and your edTPA
preparation.

EDU 543 Teacher Aiding /Fieldwork Activities

List and provide a brief explanation/description of your Teacher Aiding types of activities that you may have engaged in during your
fieldwork experience for this course. Activities that provide support for the Field Supervisor Teacher as well as those activities
dealing directly with students should be included.

Examples:
-Teach all/part of a lesson prepared/supervised by Field Supervisor
-Prepare materials for a lesson taught by Field Supervisor
-Work with a small group on developing particular skills

Teacher Aiding Grade level Description of Activity

Activity Type Teacher/School

Sand Painting 3rd Grade/Nicole This lesson focuses on line, shape and color, as well as the history of Native American
Wobken/ Harvest culture. This activity is best incorporated into a Native American unit. Discuss the
Hill Steam meaning, importance, and traditions associated with Sand Paintings. Use any videos,
Academy pictures, books or posters available for examples. Compare and contrast the
different techniques (line, shape, color, texture, and mood) of several examples.
Brainstorm holidays and ceremonies which might warrant a Sand Painting. Teacher
discusses midpoints (having the midpoints already marked on the sand paper is
optional) and the techniques of Sand Painting. A square has four midpoints which
 can be found by locating the center point along the edge of the square between the
corners. If connected, these four midpoints should make a diamond within the
square. Students will first decide individually which ceremony they are going to
depict in their Sand Painting. (Each student can do a different ceremony if desired
and it is appropriate.) Then they will pencil in lines connecting the midpoints in any
fashion. The only place where the lines should touch the edge of the sand paper is at
the midpoints. Then the students will trace over their lines with a thick, black
crayon. Finally the students will decorate their Sand Paintings using the two pastel
crayons provided, making sure to leave some of the sand paper uncolored. Be sure
that each student uses the same two colored crayons so that the mural will be
uniform. Students' pieces must show at least one technique used in an original Native
American Sand Painting. Be sure to have them write their name or initials on the
back. When all students completed their individual pieces, they organized their
mural on the wall using tape in any fashion that they choose, and then discussed their
individual and group results. The idea is to connect the pieces using the midpoints
and colors as guidelines, but allow the students the opportunity to decide for
themselves how they will arrange it. The students were asked questions which
prompts them to explain what they learned about Sand Paintings and the different
techniques. The teacher evaluated based upon whether or not the student used the
black crayon and two different pastels colors appropriately, and at least one
technique from an original Native American Sand Painting was incorporated.

Partner Tag 3rd Grade/Nicole This lesson addresses aerobic capacity and that the students use fair play. Group
Wobken/ Harvest Size: Small – Can be played with as few as 2 players. Large – Can be played with
Hill Steam very large groups, just increase the size of the area. Keep the pace at a fast walk to be
Academy safe. Limited Space. Keep at a fast walk or slower. Playing tag games with paper
plates under players’ feet slows down the tempo. Wide Age Range & Skill Levels. If
there are enough players, create 2 separate side-by-side games and allow players to
choose between “Recreational” and “Competitive” playing levels. In this lesson there
were 4 cones used as boundaries. The area that will be used is a 30 x 30 paces activity
area. The students will be in pairs and scatter throughout the area. In Partner Tag,
they will play with a partner. One of the student’s is the 1st Chaser, the other the 1st
Fleer; they have to decide which one is which. 3. On signal, Fleers walk quickly away
from Chasers, while Chasers do 5 jumping jacks. 4. Chasers, when finished, fast
walk toward their partner and try to tag them using a 2-finger tag. 5. If their Chaser
tags them, they switch roles. Then they begin chasing only after they have completed
their jumping jacks. 6. Challenges will be to look at the following questions: How
quickly can you catch your partner? • What can you do to get away from your
partner? 7. To move more they can think of the following questions: Can you think
of another way to play Partner Tag? Talk with your partner and come up with a few
new versions. The students will also rate their partner’s fairness, they will put a
thumb up if the rules were followed or a thumbs down if the rules need improving.
Also, they need to be safe and aware of their surroundings by watching out for others
that are moving throughout the area.

Getting to know your students

First: Read edTPA task 1 and 2 and look for ways to know your students.
Next Practice: Use the sample below to practice gathering information.
Getting to know your students: What questions can you ask to get the information in this case study? Turn each statement into a question and
provide a source (person) you could ask to get this information.
Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single mother, two younger brothers, and a baby sister. His
mother works long hours and is often not home when he returns from school. His extended family in the United States includes one aunt and two grown
cousins and his grandparents. Chan’s family immigrated to the United States two years ago. His written Cambodian language is mostly forgotten, but he
is to communicate with his family orally.
Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan is a happy and social boy who
enjoys friends. He is well liked and works well in small groups. He is seldom or never absent from school. The CELDT results indicate an overall score
in the beginner to early intermediate range, and he has been identified as an English learner.

Question 1: How old is Chan? Who would you ask? Or what source would you check?
2. What grade is Chan in? Teacher
3. Where is Chan from? Mom/Parent
4 Who lives with Chan? Mom
5 Is there any support at home for Chan? Mom/ Guardian
6 Does Chan have parents that work long hours? Parent or Guardian
7 How long ago did Chan move to the US? Parent
8 Does Chan struggle with Language Arts? Check with speech therapist
9 Does he speak any other language besides English? Chan or parent
10 How well is Chan able to speak? school therapist or parent
11 Does Chan have any difficulty with reading? Chan and parent
12 Does Chan struggle with being in school on time? Parent
13 How many siblings does Chan have? Parent/ guardian
14 What are interests that Chan has, hobbies? Chan

Next: Do the following.

Use this method and describe a student you have observed during your fieldwork observation time. Use the questions you generated above and
now describe a student in your observation class.
Describe ELD student (or other student with a different learning challenge).
Question 1: How old is __Mia__? Who would you ask? Or what source would you check?
2. What grade is Mia in? School Database
3 What level of English does Mia have? School Speech Pathologist
4 Who does Mia live with? School database
5 What is Mia’s favorite subject? Teacher
6 What resources does Mia have outside of school? Parent
7 Does Mia have an IEP? Teacher, Student File
8 Does Mia read at home? Parent
9 Does Mia’s mom work? Parent
10 Does Mia struggle with reading? Teacher

Finally: Help yourself become proficient at this task.

Download several Interest Surveys: Google interest surveys for elementary students and get ideas. Arts and PE are great
areas of the curriculum to learn more about the interests and attitudes of your students and helps you plan other content area
lessons.
Develop you own interest survey geared for the content areas of VAPA and PE. Include your survey with
this section of the fieldwork: