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Justification of Artifacts A

This document justifies three artifacts being used to demonstrate completion of Domain A requirements. Artifact 1 is a weight training indoctrination lesson plan covering lifts, safety, and expectations. Artifact 2 is a maxing sheet for students to track lifting progress over cycles and calculate strength gains using math. Artifact 3 is the author's academic record showing education that prepared them to make subject matter comprehensible for students through classroom management and differentiation skills.

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86 views

Justification of Artifacts A

This document justifies three artifacts being used to demonstrate completion of Domain A requirements. Artifact 1 is a weight training indoctrination lesson plan covering lifts, safety, and expectations. Artifact 2 is a maxing sheet for students to track lifting progress over cycles and calculate strength gains using math. Artifact 3 is the author's academic record showing education that prepared them to make subject matter comprehensible for students through classroom management and differentiation skills.

Uploaded by

api-463660417
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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RUNNING HEAD: Justification of Artifacts Domain A 1

Jeremiah Budnovich

National University/TED 690

Professor Johnson

06/09/2019
RUNNING HEAD: Justification of Artifacts Domain A 2

Abstract

The scope of this paper is to justify the artifacts I will using to explain my completion of

the 6 Domains and 13 TPE PDQP requirements for the completion of TED 690. The first

requirement is 3 artifacts for Domain A: Making Subject Matter Comprehensible to Students and

TPE 1B: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments. I will

explain why my artifacts will make the subject matter comprehensible to students.
RUNNING HEAD: Justification of Artifacts Domain A 3

Justification of Artifacts

The nature of physical education is implied in the title; physical. PE, specifically weight

training, is a performance based element in an otherwise stagnant environment. We have simple

state requirements each year; our department revolves only around the state mandated physical

fitness test given to all high school students. The PFT consists of a Body Mass Index (Height and

Weight); cardiovascular endurance (the minimum time requirements for the timed mile are based

on the students Body Mass Index, so a shorter heavier student must run faster than a lighter taller

student or a 30 meter pacer test, where minimum requirements are then based on age and

gender); push-ups (upper body strength); curl-ups (abdominal strength); trunk lift (trunk

strength); flexibility (shoulder stretch or sit/reach box). These are the only requirements that have

a pass/fail element, even the state adopted academic standards are performance based and often

open ended.

I use the state adopted academic content Physical Education Model Content Standards for

California Public Schools Kindergarten through Grade 12; High School Course 3f Weight

Training and Fitness: Standard 2: Students achieve a level of physical fitness for health and

performance while demonstrating knowledge of fitness concepts, principles, and strategies

(https://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf) as the basis of my indoctrination

course and weight training philosophy. Achieving a level of physical fitness is subjective and

continuous; one does get stronger as we age from our teen into our early 20’s, this growth is

evident to those who continue to weight train. In addition, Standard 2 says students are to

demonstrate knowledge of fitness concepts, principles, and strategies. My weight training

program, keeping time efficiency in mind as the greatest determining factor, creates workouts

that incorporate different elements of training into a comprehensible and effective routine.
RUNNING HEAD: Justification of Artifacts Domain A 4

Artifact 1 is a lesson plan that covers the details of the indoctrination course done at the

beginning of the school year where I teach my weight training students every single lift that they

will perform and practice prior to starting a lifting program. Regardless of weight training

experience every student was put through this indoctrination period consisting of class rules and

etiquette, technique, spotting, behavioral expectations, safety procedures and exits. Students will

be introduced to the warm-up exercises and lifting techniques that we will be using within each

unit.

Artifact 2 is a maxing sheet that students will record and monitor progress through each

lifting cycle. Each student will put down what their max was at the beginning of the cycle then

log their new max into the appropriate column where they will calculate how much strength they

gained in each lift. In this way we are using math across the curriculum. In addition, I have

added in the weight chart that each student will use to determine the proper amount of weight to

use based on maximum capability; in this method there is less chance of injury due to attempting

too much weight.

Artifact 3 is a copy of my academic record. My training and experience as a Marine was

able to carry into the academic environment as an acknowledgement of authentic education.

Given the fact that my Master’s degree will be in Education: Best Practices I thought that the

exposure to different pedagogical philosophies is important given the amount of bodies within

the PE/Weight Training environment. I believe that classroom management and differentiation is

the key to achieving Domain A: Making Subject Matter Comprehensible to Students by utilizing

TPE 1B: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments learned

throughout my educational experiences.

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