CalTPA_C1_S3_F_ReflectionOnWhatYouLearned.docx

Instructional Cycle 1 Multiple Subject and Single Subject Part F: Written Narrative: Reflection on What You Learned Template Multiple Subject and Single Subject Step 3: Reflect—Part F: Written Narrative: Reflection on What You Learned Template Directions: Respond to the following prompts (no more than 4 pages), citing evidence from your submission from Step 1 and/or Step 2 (e.g., narrative, lesson plan, lesson plan rationale, video clips, annotations) for each response . Type your responses within the brackets following each prompt. Do not delete or alter the prompts. 1. How did getting to know your students’ assets and learning needs a. support the affirmation and validation of the students’ cultural and linguistic backgrounds? [Knowing that the students of this class have already participated in the walk, jog, walk, and stop to exercise activity and are familiar with the rules and expectations ( asset ), but also need extra motivation to continue jogging the entire duration, as stated in Step 1: Plan-Part A, allowed me to realize I needed to add something to make this more intriguing for them. Many students in my class mentioned that music is something that they value, especially the Latino/Hispanic students. The day before the lesson I made sure to go around and ask students for song requests so I could have a playlist that reflected the class. The addition of music in the background enhanced students’ performance and most students were capable of continuously jogging for 30 seconds. Students looked like they were having much more fun with the activity this time around, and the majority of students ran for the entire duration. ] b. allow students to access and engage with the content? [ - Because I knew that students were only familiar with the terms of the fitness components ( asset ) but lacked an understanding of their definitions and students were unable to correlate any of the fitness components with exercise ( need ) I began the lesson with a lecture to explain the fitness components to the students, then during the closure, I had an informal assessment where students looked at a picture of activity and three fitness components listed for students to choose from. This mini-lecture helped students gain a better understanding of the fitness components so they were able to correlate fitness components with exercises or examples which was reflected during the slide deck activity and when posed with higher-order thinking questions in closure. During the slide deck, students held the number on their hands so I could assess the students’ individual thoughts and from there almost everyone except a couple of students got the answers correct. For students who did not get the answers correct, I made sure to ask how they got their answer choice, why it was wrong, and then explained why it best fit the correct component which the students were then able to apply when filling out their exit slip for their final informal assessment on overall understanding of today's lesson. When asking students higher-order thinking questions they were able to collaborate in groups rather to Copyright © 2023 by the California Commission on Teacher Credentialing Page 1 of 4 1900 Capitol Avenue, Sacramento, CA 95811 4 pages maximum All rights reserved. V06

Instructional Cycle 1 Multiple Subject and Single Subject Part F: Written Narrative: Reflection on What You Learned Template discuss their thinking while I went around and talked to specific groups to see what ideas they had or to help get ideas flowing. - Knowing that students have had a slight introduction to the five fitness components ( asset ), but still need to be able to describe and distinguish clear examples for each of the components allowed me to create a lesson that started with a thorough explanation of each fitness component. After providing students with a more in-depth lesson on the fitness components they participated in the walk, jog, walk, and stop activity that incorporated 3 out of the 5 components (cardiovascular endurance, muscular strength, and muscular endurance), and at the end of the activity during the closure, we discussed how body composition and flexibility were affected during the activity so students were able physically to participate in a move that incorporated all five of the fitness components. ] 2. How effective was your instructional approach in supporting learning for the whole class and for each of the 3 focus students to achieve the content-specific learning goal(s)? a. Whole class [ - One instructional approach that I utilized for students to achieve the content-specific learning goal of being able to list all five fitness components and provide a definition or example for at least three was the use of technology for slide show/lecture purposes and the slide deck activity during closure. Having a slide show up for students when I was lecturing was effective because I could tell that the whole class was more engaged when covering the material because the majority of students raised their hands when I asked the questions to check for their understanding. Even though they were not taking notes they were able to understand the material better which was revealed during the exit slip where all students correctly listed the five fitness components and the majority were able to list the definition or example for at least three. At the same time, almost half were able to complete more than three. And majority were able to correctly answer how muscular endurance and strength are related. - Another instructional approach that I utilized for students to achieve the cognitive goal was incorporating HOT and LOT (lower-order-thinking) questions throughout the lesson and providing in-the-moment corrective feedback by asking students how they got to their answer and then telling them why that is wrong and what the correct answer is (stated in the lesson plan). - I also asked students many check-for-understanding questions as seen in video clips one and two. The check for understanding questions were to help students reach the cognitive learning goals which was successful as revealed in the exit slips and group discussions where almost all students revealed correct answers. - During the small group discussion I went around and went around and checked in with each group as shown in video clip 2. During the check-ins I questioned students to further their thinking which was effective because almost all students were able to jog for the entire 30 seconds. - The last instructional approach that I utilized for students to be able to run for the entire thirty seconds was providing verbal words of encouragement like shown in the second video clip which was proven to be effective since only . If students begun to walk at any point of the jog time I reminded them to keep jogging and would tell them how much longer they had so they knew that the walk time was just around the corner. ] Copyright © 2023 by the California Commission on Teacher Credentialing Page 2 of 4 1900 Capitol Avenue, Sacramento, CA 95811 4 pages maximum All rights reserved. V06

Instructional Cycle 1 Multiple Subject and Single Subject Part F: Written Narrative: Reflection on What You Learned Template [ In this lesson I had to incorporate specific-in-the-moment instructional adaptations during the exit slip. Students were in their role call order, but Focus Student 2, in the back, was being distracting by trying to converse with other students when it was time for them to complete the exit slip, so I decided to walk over to where the student was to monitor that area closer and the student stopped talking with others and immediately begun to complete the exit slip which he completed correctly. I also incorporated an in the moment instructional adaptation by allowing students a longer period of walk cool-down than originally planned for because the majority of the students jogged at a running pace and were quite winded by the time they finished so I wanted to give them extra cool down time which helped them successfully reach the motor goal of being able to continuously jog for 30 seconds since they had lots of time to rest and bring their heart rate back down in between each jog interval. Also during the walk-jog-walk activity I implemented words of encouragement to ensure Focus Student 1 and Focus Student 3 continued to jog for the entire duration of the period which also ended up helping many others in the class to keep pushing to finish the jog.] Copyright © 2023 by the California Commission on Teacher Credentialing Page 4 of 4 1900 Capitol Avenue, Sacramento, CA 95811 4 pages maximum All rights reserved. V06