Integration of Technology Reflection

I chose to include technology into my lesson plan by using heart rate monitors. The heart
rate monitors will act as a motivator for increasing physical activity during the lesson. The heart
rate monitors will also serve as an assessment piece for student engagement in the activity in the
teamwork checklist. The students goal throughout the lesson would be to hit 30 minutes of
physical activity in the blue and green heart rate zones. Students will have a prior knowledge of
how to use the heart rate monitors from the previous lesson. This lesson will reflect my rubric
(assessment FOR learning piece) as students will be assessed on the underhand passing checklist
and teamwork checklist. I have also made changes to my unit plan that incorporates more
technology into my unit using the Modification and Redefinition levels of the SAMR model. I
have changed my BAL’s and CCC’s to incorporate how the use of the heart rate monitors and
other physical activity trackers can help students in their daily lives. I also changed them to
include how the TopYa volleyball app will be a resource to use outside of class to help them
improve their skills. I have changed the understandings, essential questions, what students should
know, and skills of the unit to include integration of technology and what students should learn
from the use of the technology in the unit. I have also changed my lesson plan activities to
include appropriate integration of technology to help enhance the lessons and student learning.

I plan lessons and assessment based on provincial curriculum. I believe my plan effectively
integrates outcomes and indicators with instructional strategies and assessment. My lesson that I
have created is directly related to the grade 9 physical education outcome PE9.5 (stated above).
Students will engage in learning underhand passing with the use of heart rate monitors to help
assess student engagement in the activities/lesson.

I make student learning goals for each lesson/task. I believe my goal is clear and my
instruction is focused on it throughout the lesson. My goal is for students to become proficient in
their underhand volleyball passing. Another goal for this lesson would be to increase physical
activity levels and engagement in the lesson through the use of the heart rate monitors.

I know which instructional strategies to pick at given times. I believe I have chosen
instructional and learning strategies that are best related to the outcomes and indicators. My
instructional and learning strategies include visualizing the task by demonstrations of
myself/teacher, verbal auditory cues, as well as kinesthetics. I have also included instructional
strategies that are student centered (picking their partners/groups), collaborative teaching by
grouping students into groups of similar abilities to help differentiation and responsive feedback
by giving direct feedback during the volleyball activities, direct feedback will also be given on
the screen through the heart rate monitors.

My lessons are ready to be used. I believe that in addition to the lesson, the materials
(assessments, materials etc.) are ready to be used. I made my lesson descriptive so if a sub was to
come in they would be able to teach my lesson. I have included all necessary checklists that the
students will be evaluated on. The heart rate monitors will be ready to use and a book containing
the password and login information for website and the students heart rate numbers (just in case
the students forget). I list the cues that are essential to performing the task and the cues reflect
what the task is focusing on.

I create formative assessments. I believe my formative assessments are focused on the most
crucial elements of my lessons. My formative assessments include checklists that are directly
related to my assessment OF learning piece (assignment 1) and observation with direct feedback.
The checklists will include the components that assess the students underhand passing and
teamwork (engaged in activity) through the heart rate monitors. I will also be walking around
giving direct feedback on what students need to improve, along with what they are doing well.
My formative assessments will help me as a teacher to assess the students learning throughout
the lesson as well as help me assess the learning at the end through the rubric I have.

I create summative assessment. I believe my assessments are easy for students to understand
and check if students achieved outcomes. Students will have been given the rubric that they will
be assessed on prior to any of the lessons. Students will have the chance to ask any questions and
apply to make changes if agreed upon. The students will also self-assess on the checklists on
certain points throughout the unit. This will allow students to have full knowledge of what is
being assessed and I will go through it thoroughly so that all students will understand. The
rubric/checklists will be given to EAL students in simple and concise language so it is easy to
understand and will also be allowed to transcribe the information for a better understanding.
I set and use goals for enhancing my professional development. I have set the goal of
incorporating technology into my lesson appropriately. I wanted to incorporate the technology so
that it has a purpose in the lesson. The purpose I have set for the heart rate monitors is to act as a
formative assessment for the teamwork checklist under the engaged in activity component. My
next steps would be to find other purposes that the heart rate monitors can serve in my lesson,
including maybe hitting other outcomes with the fitness components.

I incorporate technology into my planning. My lesson plan including the incorporation of heart
rate monitors as a form of direct feedback for engagement in activity. Students will use the heart
rate monitors as formative assessment as well as motivation to improve physical activity time the
class. Students will also be encouraged to use the TopYa app on their phones to help them
improve their skills on their own during class and out of class time. Students will also have the
choice to email me their journal entries in a word document.

I can demonstrate a culturally responsive instructional stance. I believe my lesson includes

planned instruction to address a range of cultural needs. I have incorporated culturally responsive
instructional strategies into my lesson plan and unit plan that will help meet the needs of a
culturally diverse classroom. To be a culturally responsive classroom, instructional strategies
including scaffolding (breaking down skills into steps), collaborative teaching (students working
in groups in similar learning abilities), modelling (demonstrations), student centered learning
(student choice), and responsive feedback (when students are performing skills) will be used to
meet the needs of all students within my classroom. EAL learners will also pair/group with
others of EAL that speak the same language to help them communicate better between each
other and help each other learn.

I can use all four types of questions. My lessons include the different types, and my questions
are often phrased well. I have tried to incorporate essential questions into my lesson. My lesson
will include all types of questions, but I am working towards becoming aware of each question
and what each question should be able to do. I did put in 2 essential questions to try at the
beginning of my lesson.

I understand how to plan for differentiation and adaptation. I believe my plans reflect
preparation to meet common learning needs (disability, EAL, gifted etc.). I have thought out
ways to adapt my lesson to meet student needs but also challenge those who are advanced. For
struggling students: working from where the student is successful from, using a bigger and
lighter ball (more air time for students to get under ball), allowing one bounce before contact,
teach underhand serving to those of shoulder injuries or exceptionalities, and create two game
play court for those of lesser skilled and advanced skilled will be implemented. For students who
are EAL I will demonstrate all skills and use short cues for better understanding (google translate
will also be available if needed). A variety of visual, verbal, and kinesthetic instructional
strategies will be used for students who are EAL as well as using a microphone for students with
hearing impairments. For students struggling to put heart rate monitors on will be assisted by
peers or by the teacher if comfortable. For students who need a challenge: challenge student to
work on target practice (setter spot, push ball to certain spots on opposing courts serving on the
court), serving (teach an overhand spin serve/jump) will be implemented. Also allowing
advanced student to work with student of a lesser skill to guide them in better understanding of
what could be improved (recognizing what could be improved) and adding in additional balls to
create a faster pace game. Students who are advanced will be challenged to work in higher heart
rate zones.

I create engaging learning activities and tasks. I believe that my planned instruction and
activities in this lesson plan and unit plan will create interest and interaction between students.
Students will work in partners/small groups for the most part of my lesson and unit plan creating
that interaction between them and creating positive relationships. Through the use of the heart
rate monitors I believe that students will be more engaged in the activities as it can be used as a
motivator to get their 30 minutes of physical activity in during each class.

My planned activities would improve the discipline specific literacy skills of my students. I am
describing key subject literacies to my students and the learning activities would help develop
those skills in students. This lesson will help develop the physical literacy of students so that
they become competent in a wide variety of physical activities and lead them to be active life-
long. Visual demonstrations, verbal instruction, peer interactions, and physical activities will be
incorporated into this lesson which will allow students to develop their literacy skills through the
six strands of communication. Students will also learn how digital literacy can improve their
physical activity/volleyball skills through the use of the heart rate monitors and apps.
I can create a unit that would achieve the outcomes and the indicators. I have tried to add a
variety of elements to make it more likely students would demonstrate the knowledge and skills.
This unit provides students with a variety of opportunities throughout the unit to demonstrate
their knowledge of the volleyball skills. Students will be provided class time during each lesson
to develop and perform all skills necessary to play the game of volleyball. Elements of practice
include individual work, partner work, and group work which will provide students with diverse
learning environments that will help students demonstrate their skills in an environment they are
comfortable in. Students will also become aware of the TopYa app that can help improve their
volleyball skills on their own time.

The final task in my unit elicits evidence of application in a new situation. My final assessment
will provide clear evidence of my students applying their learning in a performance task. The end
performance task includes students participating in a modified game of volleyball. Students will
have the opportunity to show their learning through two days of game play. During this time
students will be assessed for the final time on the checklists that are directly related to the rubric.

I can create a unit that would assess the outcomes and indicators. I have many ways to
determine if my instruction is working including a good variety of formative and summative
assessment. My formative assessments include checklists that break down the individual skill
into parts so that I know if my students are performing the skills using proper technique and their
level of proficiency with the skill. Heart rate monitors will also be used to assess student
engagement in the activities and will be assessed on the teamwork checklist. Students will also
self-assess their skills on these checklists on 2 occasions of this unit so that I can understand
where they think they are in level of proficiency of skills. The summative assessment will
include scoring their skill proficiency on a rubric, taking into account the checklists from the
formative assessment. Journal entries will also be used to gain students understanding of the
lessons taught. Also, direct observation and feedback will be provided to students as they are
performing their skills, this will include partner and teacher feedback.

Improvements in my unit plan show my increased understanding. My unit plan had a number
of additions designed to refine the tasks, goals, or assessments. I have taken into consideration
the feedback that was given to me on my initial and culturally responsive unit plan and have
addressed them in this unit plan (additions in red). I have made improvements to my unit by
revising it to incorporate appropriate use of technology in the unit to help enhance the lesson and
student learning.