Bette+Johnston

Lesson #1 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.
 * CTE/Arts Teacher Post-Teaching Report

Date(s) lesson taught: Sept.15 Title of lesson taught: Joints of the Body Total class time, in minutes, spent on this lesson: 120 minutes Total number of classes in which the lesson was taught: 2.5 classes

1. What CTE/Arts concepts were covered in this lesson? Structure of body joints, names, shape and connective tissues Function of body joints, names, limitations, movement capability Relationship to common mechanical tools and their function

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Understanding function of joint is characterized by the structure of a given joint

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Signs, names of joints, joint structures, characteristics of joints (flexion and extension, no movement, joint capsule, etc.) Joint examples Tools Handouts with illustrations

4. What did you use to pre-assess your students? Describe the pre-assessment results. Asked them in groups to arrange the signs under the joints listed on the board.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Before an exercise plan is written, the trainer must understand joint function and plan exercises to use the joint or joints in the most advantageous position and then to modify the joint position in order to recruit new muscle fibers in the working muscles. The trainer must know how to train muscles to strengthen joint actions in a variety of joint positions.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. They did marginally well after completion. There were no A's and only a few B's. Out of 37 students: 6 -B's, 18 -C's, 10 D's and 3 -F's

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. They did much better with relating joints and joint action to exercises. When asked to relate movement capability from each type of joint structure, each study group could provide an example.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Comfort level is high especially when applying it to exercise for a "connection".

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? No. I needed more time than I had originally allotted. Next time I will break it into two separate lessons.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? Having the students actually find an example of a joint, like I did with simple tools, that demonstrates a given joint, would have a greater impact. It would also have taken longer.

**CTE/Arts Teacher Post-Teaching Report Lesson #2 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: Oct. 6 Title of lesson taught: Muscles of the Upper Body Total class time, in minutes, spent on this lesson: 3.25 hours Total number of classes in which the lesson was taught: 2.5

1. What CTE/Arts concepts were covered in this lesson? Learning the names, functions and locations of major muscles in the anterior, posterior and lateral trunk.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Identifying, locating and understanding function of muscles of the upper body as they relate to exercise and rehabilitation.

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Handout with exercises listed Handouts of upper body muscles in detail Overheads of each muscle introduced Textbook

4. What did you use to pre-assess your students? Describe the pre-assessment results. Informally, asked students to imagine what their personal workout would look like if it had been designed for them by a person who had no idea where any of these muscles were located. Also asked students to think of other career fields in which knowledge of muscles, location and function was important. Most hands went up with doctors, massage therapists, professional athletes, personal trainers, chiropractors, physical therapists and nurses.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The handout listed fourteen exercises that each group was to demonstrate and determine the muscles targeted in each. Many of the exercises were multi-muscle/ multi-joint exercises rather than isolations so that more than one muscle was responsible for the action involved. They were actively using the illustrated muscle handouts to identify the names of the muscles they felt when demonstrating the exercises for each other.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. The assessment was the following day, after the students had had a chance to further study their illustrations and notes. Each group had a student with a long-sleeved white T-shirt on. The other students in the group began drawing the muscles directly on the T-shirt. The criteria was that the muscles had to be correctly located and drawn, had to be shaded to duplicate the muscle fiber direction, (the line of pull) and to insert accurately to show joint action.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. The informal assessment was the completed T-shirt. All students participated avidly; even the "model." The formal assessment will be a written test including an anterior and posterior illustration of a male trunk with all muscles indicated.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Very comfortable. It went very well.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes. Structuring the lesson into three parts was part of the success of the material.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? Not really. Before the written test, I will use the small white boards to test the students as a review and written unit review handouts.

**CTE/Arts Teacher Post-Teaching Report Lesson #3 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: Oct. 27 Title of lesson taught: Good Fats/Bad Fats Total class time, in minutes, spent on this lesson: 130 minutes Total number of classes in which the lesson was taught: 2

1. What CTE/Arts concepts were covered in this lesson? Knowing differences of dietary fats can make healthy food choices easier and can actually lower disease risks.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Standard #10 Analyze factors that affect human growth and development Standard #12 Demonstrate nutrition and wellness practices that can enhance individual well-being

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Milk cartons, glasses, butter Whiteboard for vocabulary Paper signs for scientific method puzzle Handouts

4. What did you use to pre-assess your students? Describe the pre-assessment results. Pre test Oral questions

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Signs taped at random on the white board contained all elements in a scientific method lesson. They included types of fat in milk, parts of scientific methodology, words like, hypothesis, question, claim, conclusion, etc. Students had to put each sign in it's proper place and sequence using the scientific method to look at the fat content in milk as it relates to nutrient value.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. The assessment data concluded that most students would be open to using a lower fat type of milk at home knowing that they would not be changing the nutrients they were getting, only lowering the fat they consume. They were also given a test on fats and saturated fats versus unsaturated fats.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. The quiz they took on fats at the end of this lesson showed that we have a ways to go on choosing good fats over bad fats. This lesson is only one on fats that I teach; they will have several more.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? I'm okay with using the scientific method to teach this information. It wasn't the best use of my time however and the quiz at the end of the lesson (2) days showed some understanding, but obviously not mastery.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes. I had changed it to take two days, rather than one.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? I probably won't use the time it took to do the signs on the board again. Too much time for little improvement.

**CTE/Arts Teacher Post-Teaching Report Lesson #4 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: November 10 Title of lesson taught: Dietary Nutrients - Proteins: How Much? Total class time, in minutes, spent on this lesson: i hour Total number of classes in which the lesson was taught: one

1. What CTE/Arts concepts were covered in this lesson? Understanding the role of protein in the diet, sources and amounts needed.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Understanding the role that protein plays in the body differs from carbohydrates as an energy source.

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? whiteboard textbook vocabulary list

4. What did you use to pre-assess your students? Describe the pre-assessment results. Informal Q and A to determine basic understanding of protein. The results were not unexpected. Nearly 100% of students believed protein to be an energy source for working muscles and believed that the age, size and gender of a person were the determining factors as to what amount was needed per day.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Very well. The lesson was primarily an academic lesson with application to the career field integrated when figuring the amounts needed when each student figured their personal needs and then figured the needs of another based on a scenario.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. They had to write a short essay conveying information on protein to a curious friend. The essay had to address the sources of protein they might choose, what foods contain them, and how they would figure the number of grams they need per day.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. The essay addresses both the academic and the CTE concepts in this lesson

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Very high. Everyone is interested in protein intake if they are exercising regularly, and this lesson comes naturally to me.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes, it fits well into a class period with the homework assignment (the essay) as the assessment.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? No, I think it worked well.

**CTE/Arts Teacher Post-Teaching Report Lesson #5 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: February 18, 2010 Title of lesson taught: How Can You Do That? Total class time, in minutes, spent on this lesson: 1.6 Total number of classes in which the lesson was taught: 2

1. What CTE/Arts concepts were covered in this lesson? Standard #10 Analyze factors that affect human growth and development Standard #12 Demonstrate healthy practices that enhance individual well-being

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Demonstrate understanding of specificity and overload to design the most appropriate program for any client.

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? PowerPoint, Handout, Whiteboard for vocab, Index cards for group questions, Popsicle sticks, Demonstration, Weights and Workout gear The first volunteer demonstration was highly successful because of the buy-in. The students loved it. The PowerPoint was strong because it gave the student a chance to show their base knowledge was almost none. Small groups work well because they are less threatening. The popsicle sticks have been the best way for the students to see the muscle fiber construction and have them internalize it. It makes sense that way.

4. What did you use to pre-assess your students? Describe the pre-assessment results. The PowerPoint questions were the pre-assessment and there was no need to grade them because the knowledge level was so low. It was particularly helpful right after the bicep curl demonstration.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The lesson is highly science-based. The physiology of the muscle fiber is foundational for the trainer to be able to design and construct workouts which recruit as many muscle fibers as possible and use all types of contraction options in the process.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. The first quiz after the muscle fiber lesson was taught was disappointing. It was informal using small white boards and didn't convince me they understood the concepts. The next quiz was a written 8 question quiz and it was better.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. The students are starting to design personal workouts for each other based on consultation forms and interviews. Two and three students worked together with books and exercise resources to come up with some very creative workouts. The workouts showed exercises using a variety of equipment and some body position options for optimal muscle fiber recruitment.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Very little had to be changed from the way I usually present this lesson. I did include the PowerPoint as a new way to pre-assess this time and I liked the addition. It was a good lesson.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? I knew it would take me two class periods because the 4th, 5th, and 6th Elements take quite a bit of time to complete. I wanted the students to have ample time to design their exercises.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? I'm going to look for another handout drawing of the muscle fiber. Students found it hard to follow.

**CTE/Arts Teacher Post-Teaching Report Lesson #6 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson.

Date(s) lesson taught: Feb. 19, 2010 Title of lesson taught: Why can They Swim Faster? Total class time, in minutes, spent on this lesson: 75 min. Total number of classes in which the lesson was taught: one

1. What CTE/Arts concepts were covered in this lesson? Standard #10 analyze factors that affect human growth and development Standard #12 demonstrate healthy practices that enhance individual well-being (and performance)

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? . Specific training improves an individual's ability to successfully perform speed, power and/or endurance

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? The small white boards are always helpful, but having the weight room lab for actually putting the concepts of the lesson into practice was invaluable.

4. What did you use to pre-assess your students? Describe the pre-assessment results. The pre-assessment was using the small white boards after the introduction activity using the students' preference for a variety of sports. They were clueless even after talking about the "chicken meat."

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. It's hard to take the science OUT of the CTE lesson because of its relevance. It flowed well from the pure science of the type of muscle fiber to the propensity of activity preference. When the personal trainer understands the value of specificity of training, he/she will be a more effective trainer.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. The 8 question Muscle Quiz given at the end of two lessons, Lesson 5 and 6, showed growth and understanding. The students were starting with no base knowledge and the even though not everyone got a C or better (74%), there was growth. Percentages follow: 30 students were tested 7% (2) received 100% 30% (9) received 88% 37% (11) received 75% 17% (5) received 63% 10% (3) received 50% or lower

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. The students continue to work in teams of two and three to create workouts for themselves and specific athletes. This is a work-in-progress. The workouts that they created during this lesson were very basic and didn't address body position as it relates to gravity. However, they did understand the relationship between related movements (movement patterns) in exercise and athletic performance.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? I have a good understanding of movement patterns and specificity of training as it relates to distribution of fast and slow twitch muscle fiber.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? It fit well within the time period. There will be many additional lessons that include this information including strength training as well as cardiovascular training.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? PowerPoint which includes athletes in action would be a great addition.