Module 5 Blog Post

Hello everyone! For this post I am going to be talking about Backward Design, motivation, assessment, and goals. In class we have been learning about backward design, at the bottom is an example of backward design that I came up with during class. This is about starting with the end in mind and figure out the bigger questions that the students should be able to answer at the end of the unit from everything they have been taught. I like this design because instead of worrying about what drills or specific activities I might conduct with the kids, it makes me think about the bigger goal of the lesson and the unit. With this it allows me to get the goals, or expectations, I will have for the students to take away from the lesson. With the backward design it comes with different assessments that can be done with the students.

Assessments in school, for me, have always been either taking a test or writing a paper. Also, for Physical Education that has been if I showed up to class dressed correctly, participation, and if my fitness levels meet the requirements. There are a lot more ways to be assessed than just these. One assessment that I hope to use one day is a portfolio assignment. This is where students at the beginning of the class come up with goals for themselves they want to achieve short term and long term. The portfolio will include different assignments such as what the student eats, exercise, how much time they watch TV, etc. This is assignment I hope will be able to let the students take what they learned and use it each day for the rest of their lives.

With what I described above, I hope to motivate students to strive for their goals. They need to be able to make goals on their own and be their biggest advocate and get themselves motivated, with some help from their teacher, and go out and achieve what they want to achieve.

I hope when I become a Physical Educator I can help motivate my students to help reach the goals they set for themselves. From this maybe students will start to use this in their everyday lives and take it with them for the rest of their life.

-Graham Hevel

Backward Design Model:



Unit Title: _______________Soccer____________________________                               Graham Hevel                            


Established Goals:

·       Demonstrates skill development (1: 4: A7)

·       Will be able to comprehend the basic skills of soccer and be able to game plan

·       Demonstrate the skills in isolation first before game play and can use the proper technique of the skills

·       Apply the skills to game situation and be able to strategize with teammates

·       Be able to demonstrate good technique while passing, dribbling, and kicking.


Understandings: Students will understand that…

• Dribbling with inside of the foot gives you great control

·     Kick and passing the ball with different parts of your foot can allow you to move the ball in different ways





Essential Questions:

• Why do we need to pass?

·              Why do we have to dribble?



Students will know:

• How to dribble and pass effectively down the field to set up a kick on goal (different passing strategies)



Students will be able to:

• Dribble, pass, kick, communicate, and execute different play strategies




Performance Tasks:

Pre Test- Checklist for proper kicking, passing and dribbling techniques and have a partner check off the things that they did correctly



Post Test- Rubric on student gameplay that also includes making sure that the students skills improved from the Pre Test



Other Evidence:

Exit slips with certain questions that can be asked abs students have to fill out (Or maybe even a journal entry) . These exit slips at the end will include the essential questions for the whole unit.

Key Criteria:

Making sure students are using skills that they were taught correctly.   Making sure all students are participating and giving their best effort.







Summary of Learning Activities:



Where- Help students be good with their feet and coordination so these skills cab transfer over. Pre test to see where the students are at skill wise.


Hook- A game of their choice.


Equip- Through Drills they will learn these skills and be able to use them in the future.


Rethink- Different ways they can possibly do the skills, through different drills than what was used, and even possibly give them new skills they can use.


Evaluate- Rubrics, Exit Slips, Checklist, and Journals


Tailored- Adjusting the drills to what the student is capable of (This may require doing different drills than what was originally planed for)


Organized- Have teams constantly work together during all the drills, so they build team chemistry.


Module 4 Blog Post

Graham Hevel

Hello everyone I am back again! This week I am going to address different differences I may encounter among those I may work with. For both those who I work with and the students, who I will someday, be teaching. Teaching is the same as most jobs, in regards to having lots of different cultural differences in the workplace. I expect that in education that I will have a lot of co-workers that come from many different backgrounds. I need to be able to put myself into my co-workers “shoes” and notice their differences and be accepting of them, just like how they have to understand mine.

However, I am going to experience many different cultural backgrounds with my students in all of my classes. I believe that it is very important for me to treat all students equally and not let stereotypes get into my head, because at that point my students might then follow me and engage in the same stereotypes that aren’t necessarily true. Just like Jane Elliott’s experiment with her class distinguishing students based off of eye color.  Where Elliott said that one eye color was more “superior” to the other and the kids went right along with it. This is a very important experiment to me because it shows me how much of an influence that I can have on the children. Here is the link to the original experiment video on YouTube:     Jane Elliott Blue and Brown Eyes

I plan on accepting and personally identify all of the different cultural backgrounds that my students may have. I also plan on making sure I know that I am aware of certain cultures and make sure that I do not offend anyone in my classroom. One difference I think will still be relevant when I am teaching is race. The biggest way I can prepare for this is accepting that different races have different cultures and understand each person has a very different life. Then students get racially profiled each day to add to their stress levels already. I think the biggest part of easing that stressor is by treating them like everyone else, but also realizing that each student has a different life, which can be impacted by race. While being a teacher I will have to make sure that I am very aware of the different cultures students are raised in.