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Teacher Work Sample

Contextual Factors

Community, district, and school factors

Southwestern Nowhere Middle School has approximately 566 students in grades six through eight. The location of the school is located in central southwest Virginia. The community population has a total of around 15, 255 people. The student population has increased by 7% in the last five years. The teacher population at the school contains 40 teachers. The teacher population has increased by 11% over the last five years. The ratio of males to females at the school holds 48% males and 52% females. There are 23% African Americans students, 69% Caucasian students, and 8% of students with two or more races. 47.6% of students receive free and reduced lunch 40% of which is eligible for free lunch. The student population of the district has a total amount of approximately 2,294 students that attend a total of four schools that are in the area.

Classroom Factors

The gym is medium sized, basketball court floor with bleachers on the left and right sides of the gym once you walk through the entrance. The teacher’s office is right beside the girl’s locker room. The girl’s locker room is on one side of the gym while the boy’s locker room is on the opposite side. Once you walk outside there is an empty parking lot. Beside the parking lot is a large football field and beside the large football field, is an additional practice field which is slightly smaller in size. Technology equipment is available and easily accessible. During observation each student had access to an iPad to use and take with them. Equipment is accessible. During observation there were enough balls, with a few left over, for at least every other student to have one out of a class of 22. Cones were accessible as well as jerseys. Having appropriate equipment and resources to use did not seem to be an issue. The teacher is involved with the parents and informs them on what their students are completing in class on a regular basis. The students are required to wear a uniform. The uniform consists of a t-shirt, shorts, and shoes appropriate for activity. The students have approximately eight minutes to dress out in their uniforms in the locker room, come out in the gym, sit down and find their assigned spot. The teacher does a quick roll call of the students each class period during the time marking if they are dressed appropriately, late, or absent. Her basic classroom rules are to show respect to yourself as well as others and come ready to participate in class. The teachers grouping patterns are simply letting the students find their own partner. The teacher gives the students the opportunity to pick who they would like to work with.

Student Characteristics

The age of the students are between 11 and 12 years old. All the students in the class are female and in the 6th grade. The majority of the students are Caucasian (14 students), three

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African Americans, three students who are mixed races, and one student who is Hispanic. There are no students who need IEP’s or additional special attention. The students’ developmental levels are weak in catching as well as throwing. The students know basic throwing cues, but still need improvement on proper form of throwing as well as positioning of their hands during catching. This will help our lesson on ultimate Frisbee due to their prior knowledge. The students also need improvement in moving towards the ball while catching a pass. The students’ interests are sports such as football, running, and other outdoor activities. During observation the students seemed to enjoy the throwing and catching skills that they were being introduced to. The students learn best by visual learning as well as being shown demonstrations, movements, and hands on activities.

Instructional Implications

The students’ developmental levels are very weak in the fundamentals of catching and throwing. Another characteristic that the students have difficulty comprehending is moving concepts such as moving towards the ball to receive a pass. To help improve on this characteristic we believe that catching a Frisbee will help improve the reaction of the students to move towards the object that is being thrown, due to the fact that Frisbees have a longer hang time in the air. To address the issue of the students catching skills we will use larger and softer objects when receiving the ball. We will also start the students at a shorter distance while passing and catching to increase their confidence before increasing the distance. This way the students can focus on their form of throwing better as well as feeling comfortable while receiving the object. The students are visual learners so demonstrations will be shown from the teachers as well as the students. Handouts such as pictures showing throwing cues can also be shown to the students to provide additional guidance. If a video is needed for assistance we can use the IPads provided to show them areas to work on and positive feedback.

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Learning Goals

Learning Goal 1: Psychomotor Goal

The student will be able to demonstrate a backhand Frisbee throw showing correct form at least 9 out of 12 attempts when completing the post assessment at the end of the unit. The student will be able to demonstrate the following cues: step across the body, bring the arm across the body, release towards target, and follow through with a flick of the wrist.

The state standard that learning goal one aligns with is the following:

6.1 The student will demonstrate competence in locomotor, non-locomotor, and manipulative skill combinations and sequences in dynamic game, rhythmic, and fitness activities.a) Combine locomotor and manipulative skills into specialized sequences, and apply

sequences to partner and small-group game-play.b) Demonstrate incorporating movement sequences into a rhythmic activity.

The national standard that learning goal one aligns with is the following:

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Learning goal one is focusing on the fundamentals of passing a Frisbee. The level of learning goal one focuses on usually using effective passing skills. This level is ranked level 3 when referring to the PE metrics rubric for Ultimate Frisbee.

Learning Goal 2: Cognitive Goal

The student will be able to demonstrate knowledge of the fundamentals and rules of Ultimate Frisbee by receiving at least a 79% when completing a 9 question post-test at the end of the unit.

The state standard that learning goal two aligns with is the following:

6.2 The student will apply movement principles and concepts to movement-skill performance.d) Understand and apply basic offensive and defensive tactics in noncomplex,

modified activities (e.g., partner or small-group cooperative or competitive activities).

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The national standard that learning goal two aligns with is the following:

Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Learning goal two is focusing on rules and game play scenarios. The level of learning goal two focuses on understanding the majority of the rules of the game and applying them.

Our learning goals are appropriate for the overall development of the students in regards to Ultimate Frisbee. Through our lesson, they will have a level of expectation when it comes to their knowledge of the rules, gameplay strategies, applying fundamental skills, as well as sportsmanship which can encourage students to play outside of class. This level of expectation is around 75 percent and can be attained by students, but also surpassed by higher skilled students. These learning goals are appropriate because they are coming into the lesson with little prior knowledge, and we are gradually challenging them to achieve success.

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Assessment Plan

Overview

Pre- & Post- Assessments

For the pre-assessment we are using a chart with boxes for three trials for the student to complete each skill cue. The Chart has 4 skill cues with 3 trials, totaling to 12 boxes. We are assessing the students on demonstrating correct form of the following cues: step across the body, bring arm across body, release towards target, and follow through with a flick of the wrist. The goal that we want our students to accomplish is showing correct form 9 out of 12 attempts during the post- assessment. The goal is to see student progress from the number of boxes that the students completed correctly from the pre-assessment compared to the post-assessment for our psychomotor goal. For goal two we are evaluating the students’ knowledge of Ultimate Frisbee by providing a 9 question quiz on rules and gameplay scenarios at the beginning of the unit and at the end. We want the students to achieve a success rate of 79% on the post-assessment compared to the pre-assessment, to see if improvement was made.

Formative Assessment

For the formative assessment we are using a chart with boxes giving students 4 trials to complete each skill cue. Our goal is for the students’ to achieve an average success rate of 12 out of 16 attempts. This will determine if more time on a certain skill is necessary or if we can move on to other drills.

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Assessment Plan Table

Learning Goals Assessments Format of Assessments AdaptationsGoal 1: The student will be able to demonstrate a backhand Frisbee throw showing correct form at least 9 out of 12 attempts when completing the post assessment at the end of the unit. The student will be able to demonstrate the following cues: step across the body, bring the arm across the body, release towards target, and follow through with a flick of the wrist.

Pre-Assessment (Backhand throw)

Formative Assessment

Post-Assessment (Backhand throw)

Checklist: a chart with boxes for three trials for the student to complete each skill cue.

Checklist: Observing students during drills and game play filling out a checklist. The checklist assesses the students on the skill cues and determines how much they improve each day and what areas they still need improvement on. This way we can determine what major skills to focus on each day.

Checklist: a chart with boxes for three trials for the student to complete each skill cue.

If a student is physically disabled from the waist down, the lesson can be modified by allowing the student to be seated and perform the task from a modified distance. Keep activities and drills interesting and short to keep student focus and attention throughout the lesson if a student demonstrates ADHD or ADD traits. Visuals and a translator will help assist students where English is not their first language.

Goal 2: The student will be able to demonstrate knowledge of the fundamentals and rules of Ultimate Frisbee by receiving at least a 79% when completing a 9 question post-test at the end of the unit.

Pre-Test

Post-Test

A written 9 question multiple choice and true/false quiz(rules & gameplay scenarios)

A written 9 question multiple choice and true/false quiz(rules & gameplay scenarios)

Increase font size for the students who have visual impairments. Read out the questions to the students if the students have difficulty reading the material. Help assist the students who have difficulty writing by letting the students show demonstrations, draw picture, or draw diagrams. Translate the language of the test to fit the students’ needs so they can easily understand what is asked.

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Name: __________________________

Ultimate Frisbee Pre-Assessment

1- When you score how many points is it?A. 1 C. 3B. 2 D. 4

2- How long does the player have to throw the disc?A. 2 seconds C. 7 secondsB. 5 seconds D. 10 seconds

3- If the Frisbee is dropped on offense who gets the possession?A. The team that was on offenseB. The team that was on defense

4- Select the correct order of the throwing cues:A. Step across your body, release, bring arm back, follow throughB. Bring arm across body, step, follow through, releaseC. Step across your body, bring arm back, release, follow throughD. Bring arm across body, step across your body, release, follow through

Write True or False on the blank line.

5.___________The foot that stays on the ground while throwing is called the pivot foot.

6. ___________ Physical contact is allowed between players.

7. ___________You are allowed to intercept the Frisbee when you are on defense.

8. ___________When running to catch the Frisbee, you are allowed to take as many steps as needed to come to a stop.

9.___________You are allowed to run with the Frisbee.

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Pre-Assessment

(Throwing)

Each student will have 3 attempts to throw the Frisbee aiming at the target from a 10 foot distance. Place (X) in each box during each attempt if they did complete the task correctly.

Name of Students Step(Across the body)

Bring arm across body

Release (towards target)

Follow through (flick of the wrist)

Formative Assessment

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(Throwing)During drills and game play, observation will be made towards 10 different students per day. Observation will be made on the students form. Mark an (x) if the student completed it correctly, leave it blank if the student did not. Watch each student at least 4 attempts.

Name of Students

Step(Across the body)

Bring arm across body

Release (towards target)

Follow through (flick of the wrist)

Design for Instruction

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Results of the Pre-assessment

Learning Goal One: Psychomotor

The student will be able to demonstrate a backhand Frisbee throw showing correct form at least 9 out of 12 attempts when completing the post assessment at the end of the unit. The student will be able to demonstrate the following cues: step across the body, bring the arm across the body, release towards target, and follow through with a flick of the wrist.

Step Across the Body

Bring arm across body

Release towards target

Follow through flick of the wrist

Total out of 12

Student 1 0 0 3 3 6Student 2 0 3 3 3 9Student 3 2 1 3 3 9Student 4 0 3 3 3 9Student 5 3 1 3 1 8Student 6 3 3 3 3 12Student 7 0 3 3 3 9Student 8 0 0 1 3 4Student 9 3 3 3 3 12

Student 10 2 3 2 3 10Student 11 1 3 3 3 10Student 12 0 0 3 2 5Student 13 1 3 3 3 10Student 14 0 3 3 3 9Student 15 0 0 0 3 3Student 16 0 0 0 3 3Student 17 2 1 3 3 9Student 18 3 3 3 3 12Student 19 2 3 1 3 9

After reviewing the psychomotor pre-assessment results, the majority of the students were not stepping across their bodies and were not bringing their arm across their body enough. The results showed that 47% of the class did not step at all and 58% stepped one time or fewer during their three trials. The results showed that 26% of the class did not bring their arm back at all and 42% didn’t bring their arm back two or more times. The class average for the overall score was a 69%, which did not meet our goal of 75%.

Learning Goal Two: Cognitive

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The student will be able to demonstrate knowledge of the fundamentals and rules of Ultimate Frisbee by receiving at least a 78% when completing a 9 question post-test at the end of the unit.

#1 #2 #3 #4 #5 #6 #7 #8 #9 TOTAL Skill Level WWYLTL?

Student 1 0 0 1 1 0 1 1 1 1 6 4 how to throw hardStudent 2 1 0 0 0 1 1 1 0 1 5 3Student 3 1 0 1 0 1 1 1 0 1 6 3 the basicsStudent 4 1 0 1 1 1 1 0 1 1 7 2 how to throw it correctlyStudent 5 0 0 1 1 0 0 0 1 0 3 3 all the stepsStudent 6 0 0 1 1 1 1 1 1 1 7 2 how to throw betterStudent 7 0 0 1 0 1 1 1 0 1 5 3 how to throw it and passStudent 8 0 0 1 0 1 1 1 0 1 5 3 basicsStudent 9 0 0 1 1 1 1 1 0 1 6 3 how to play

Student 10 1 0 1 1 1 1 1 0 1 7 3 more rulesStudent 11 0 0 1 0 1 0 0 0 0 2 3 throw highStudent 12 0 1 1 1 0 1 1 0 1 6 2 rulesStudent 13 1 0 1 1 0 1 1 1 1 7 3Student 14 0 0 1 0 1 1 1 0 0 4 1 how to playStudent 15 0 0 1 0 1 1 0 0 1 4 3 the rulesStudent 16 1 0 1 1 1 1 1 1 1 8 2 everythingStudent 17 0 0 1 0 1 1 1 0 1 5 1 don’t even knowStudent 18 0 0 1 0 1 1 1 0 1 5 3 how to do tricksStudent 19 0 0 1 0 1 1 1 1 0 5 5 rulesAverages 5.42 2.74

The class average for the quiz was 54%, which did not meet our goal of 79%. Having the students rate their own skill level, using a rating scale from 1-5 (with 1 being no skills and 5 being a pro), the class average skill rating was a 2.74. There was one question dealing with rules of the game that gave the students trouble; specifically 5% got that question correct. However when asked if running with the Frisbee is allowed, 79% got that question correct.

Unit overview

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Days Activities Learning Goal MaterialsDay 1 -Pre-assessment

(Cognitive) and observation

1 -Pencils-Quizzes

Day 2 -Introduction to the backhand throw,

grip, partner throwing, 2 man

weave, and psychomotor assessment.

2 -Tape-Cones

-White board-Frisbees

-Assessment sheet

Day 3 -Partner throwing, defense, game play

(box game), formative

assessment.

1 & 2 -Cones-Frisbees

-ipad-Tape

-Assessment sheetDay 4 -Post assessments,

both cognitive and psychomotor,

partner throwing. Game play (Box

game)

1 & 2 -Tape-Frisbees-Quizzes

-Assessment sheets-pencils

Activities

Partner throwing

We decided to incorporate partner throwing at the beginning of our lessons so the students could get as many repetitions as possible to help improve on their backhand throws. This activity relates to learning goal one. The students are practicing the cues of the backhand while the teacher is going around providing feedback. This activity not only focuses on the fundamentals of the backhand throw it also gives a chance for everyone to get equal opportunities to practice. Our goal is for every student to demonstrate the backhand Frisbee throw at least 75% correctly. This activities gives the students a chance to focus on each cue in a more controlled environment. This activity is basically a more active version of our psychomotor assessment. The more practice and feedback the students receive the better they will be during the psychomotor post assessment. The material that was needed during this activity was one Frisbee for every two students.

Formative Assessment

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For this activity our set up was similar to the psychomotor pre-assessment, but we were inside this time. We also had an IPad at this station for the students to work on understanding the rules of the game better. This activity relates to both learning goal one and two. Not only are the students practicing on their backhand form they are also practicing on their knowledge of the game better. The materials that were needed for this activity were blue tape to mark the target and the distance to throw from the target, one Frisbee, and one iPad. This activity stemmed from our contextual factors because our students are visual learners. Having the quiz let game on the iPad helps the students visually see important information about Ultimate Frisbee. This activity helped us see the progress of the student thus helping us design our lesson for the next day. It helped us realize they understood the knowledge well but they needed more physical practice.

Game play (Box game)

This activity relates to both learning goals one and two. The students are active a lot which not only helps them with their backhand throw they also are getting the chance to understand rules and strategies of Ultimate Frisbee. Rules were repeatedly said and taught before, during, and even after the game. The students learn better when they are moving. The materials that were needed during this activity were cones, pennies, Frisbees, and a shot clock. The students have a short attention span. Keeping instruction short and simple and right into this activity motivated the students to learn a lot more. When asked a question between transitions the majority of the students knew the answer because they were able to demonstrate it in this activity.

Technology

We used iPads for our formative assessment. We had a quiz let game on the iPad that tested terms and concepts from the cognitive assessment. Once the students had gone through all of the flashcards, we challenged them to see how fast they could successfully complete the matching game. As they got even more familiar with the terms, they competed against their own times, as well as other students in their small group.

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Instructional Decision-Making

We decided to incorporate the 2 man weave into our lesson. The students’ response to this activity resulted in confusion and a lot of standing around. This drill is a very challenging drill and when we introduced this activity the first time the students did not seem to physically understand what was expected. The first time this 2 man weave drill was introduced it was visually drawn on a notecard and demonstrated to the students slowly. After asking questions to check the students understanding the students were separated into groups of 8. The students were confused on which direction to run to catch the Frisbee, what to do when the Frisbee was caught, and when to run. When asked questions such as, “Do you move left or right to catch the Frisbee? When you catch the Frisbee where do you go from here? When are you allowed to run?” the students verbally answered them correctly. When the students were asked to demonstrate the drill they had so much trouble. We decided to modify the drill and try this activity again differently next class. Instead of using a notecard to draw out the activity we used a whiteboard so every student could easily see. We also asked the students to draw out the drill on the whiteboard step by step to check for understanding. We also placed a cone on the right side so the student knew which direction to go towards when catching the Frisbee. We made an extra group so there would be less students in each group. We thought these modifications would help guide the students and give them a better direction. We also thought this would give them a better visual understanding since most of them learn better visually. The second time implementing this activity it went better. We did see improvement, but some students were still confused. If we had more time and more days to teach the unit we believe we would have continued with this drill, but with a decrease in time we decided to move on to something else.

Due to having days and time lost from bad weather we decided to quickly get into game play. The first day of the box game the students did not understand the concept on how to play defense. With time being so short we did not incorporate defense drills, assuming they had some type of knowledge already. With that being said, the response we got from the students resulted in poor defensive positioning making other students frustrated. We decided to modify our lesson and include a two minute instructional session on how to play defense and kept a mental note to change our lesson plan for the next day. We modified the next lesson by adding a defensive drill and more instruction on how to play. Instead of 5 minute 30 second games we decreased them to 4 minute games so we could add more instruction on defense. When adding more emphasis to defense the game play when a lot better. The students understood the positioning better and understanding the concept that they needed to be in front of their man to stop the offense from scoring. We thought the defensive partner drill would improve student progress by visually seeing how to play it and practicing it to physically understand defense as well.

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Analysis of Student Learning

Whole Class

P-Value SD SEM N Pre Post Pre Post Pre Post

Psychomotor 0.0012 2.83 1.20 0.65 0.28 19 19

Cognitive 0.0138 1.50 1.78 0.34 0.41 19 19

T dfStandard Error of

DifferenceMedian Mode Mean

Pre Post Pre Post Pre PostPsychomotor 3.84 18 0.62 9 11 9 11 8.32 10.68

Cognitive 2.73 18 0.37 5 7 5 6,7,8 (4) 5.42 6.47

Pre- & Post-assessment data of psychomotor learning goal one.

Step Across

the BodyBring arm

across body

Release towards target

Follow through

Total out of 12

Pre Post Pre Post Pre Post Pre Post Pre PostStudent 1 0 3 0 2 3 3 3 3 6 11Student 2 0 2 3 3 3 3 3 3 9 11Student 3 2 2 1 3 3 3 3 3 9 11Student 4 0 2 3 3 3 3 3 3 9 11Student 5 3 0 1 1 3 3 1 3 8 7Student 6 3 3 3 2 3 3 3 3 12 11Student 7 0 2 3 3 3 3 3 3 9 11Student 8 0 1 0 2 1 3 3 3 4 9Student 9 3 3 3 3 3 3 3 3 12 12Student

10 2 1 3 3 2 3 3 3 10 10

Student 11 1 2 3 3 3 3 3 3 10 11

Student 12 0 1 0 3 3 3 2 3 5 10

Student 13 1 3 3 3 3 3 3 3 10 12

Student 14 0 2 3 3 3 3 3 3 9 11

Student 15 0 3 0 3 0 3 3 3 3 12

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Student 16 0 1 0 3 0 3 3 3 3 10

Student 17 2 2 1 3 3 3 3 3 9 11

Student 18 3 3 3 3 3 3 3 3 12 12

Student 19 2 1 3 3 1 3 3 3 9 10

AVERAGES 1.16 1.95 1.89 2.74 2.42 3.00 2.84 3.00 8.32 10.68

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

0

2

4

6

8

10

12

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Psychomotor Results

Pre-assessment Post-assessment

Summary of Psychomotor Results Learning Goal One:

The goal that we wanted the students to achieve on the post-assessment was to receive a total of at least 9 out of 12. 18 students received at least a 9 or higher. Only one student did not meet learning goal one. That student received 7 out of 12. When comparing the class as a

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whole group most of the students besides one, improved. The one student who did not improve either probably forgot to demonstrate something or just didn’t feel like trying that day.

Pre- & Post-assessment data of cognitive learning goal two.

Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre PostStudent 1 0 1 0 1 1 1 1 1 0 1 1 0 1 0 1 1 1 1 6 7 4 4Student 2 1 1 0 1 0 1 0 1 1 1 1 0 1 1 0 0 1 1 5 7 3 3Student 3 1 0 0 1 1 1 0 0 1 0 1 1 1 0 0 1 1 1 6 5 3 4Student 4 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 7 8 2 2Student 5 0 0 0 1 1 1 1 1 0 1 0 0 0 1 1 1 0 0 3 6 3 3Student 6 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 1 0 7 5 2 2Student 7 0 0 0 1 1 1 0 1 1 1 1 0 1 1 0 0 1 1 5 6 3 4Student 8 0 0 0 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 5 7 3 4Student 9 0 1 0 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 6 8 3 4

Student 10 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 7 9 3 3Student 11 0 0 0 1 1 1 0 1 1 1 0 0 0 0 0 0 0 0 2 4 3 3Student 12 0 1 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 6 8 2 3Student 13 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 7 8 3 2Student 14 0 1 0 0 1 1 0 1 1 1 1 0 1 1 0 0 0 0 4 5 1 3Student 15 0 1 0 0 1 1 0 0 1 0 1 0 0 0 0 0 1 0 4 2 3 4Student 16 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 8 6 2 4Student 17 0 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 5 9 1 2Student 18 0 1 0 1 1 1 0 0 1 1 1 1 1 0 0 1 1 0 5 6 3 4Student 19 0 1 0 1 1 1 0 0 1 1 1 1 1 1 1 0 0 1 5 7 5 5AVERAGE 0 0.7 0 0.9 1 1 0 0.7 1 0.9 1 0.5 1 0.7 0 0.5 1 0.6 5 6.5 2.74 3.32

#7 #8 #9 TOTAL Skill Level#6#1 #2 #3 #4 #5

#1 #2 #3

Pre

Post

Pre

Post

Pre

Post

Student 1 0 1 0 1 1 1Student 2 1 1 0 1 0 1Student 3 1 0 0 1 1 1Student 4 1 1 0 1 1 1Student 5 0 0 0 1 1 1Student 6 0 1 0 1 1 1

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Student 7 0 0 0 1 1 1Student 8 0 0 0 1 1 1Student 9 0 1 0 1 1 1

Student 10 1 1 0 1 1 1Student 11 0 0 0 1 1 1Student 12 0 1 1 1 1 1Student 13 1 1 0 1 1 1Student 14 0 1 0 0 1 1Student 15 0 1 0 0 1 1Student 16 1 1 0 1 1 1Student 17 0 1 0 1 1 1Student 18 0 1 0 1 1 1Student 19 0 1 0 1 1 1

AVERAGE 0 0.7 0 0.9 1 1

Pre- & Post-assessment data of cognitive learning goal two.

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

0

1

2

3

4

5

6

7

8

9

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Cognitive Results

Pre-assessment Post-assessment

Summary of Cognitive Results Learning Goal 2

Our goal for learning goal 2 was for the students to receive at least a 78% which is at least 7 out of 9 on the quiz. When analyzing the results from the chart 10 out of 19 students were able to reach that goal, so 53% of the class reached the cognitive goal. When you review

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the chart, 16 out of 19 students improved their scores from the pre-assessment; resulting in 84% improved over the duration of the lesson.

Subgroups

Learning Goal One

Pre-assessment and post-assessment of psychomotor data from students A-M.

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

0

2

4

6

8

10

12

14

Students from A-M

Pre-assessment Post-assessment

Pre-assessment and post-assessment of psychomotor data from students N-Z

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Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

0

2

4

6

8

10

12

14

Students from N-Z

Pre-assessment Post-assessment

It was an all-girls class. The first chart shows data from the students from A-M. The second chart shows data from the students from N-Z. This data shows a similar learning pattern in both charts. Our results show different skill levels ranging from low to high before the unit. The results then transitioned from medium to high skill levels by the end of the unit.

Individuals

Learning Goal One

Pre-assessment and post-assessment results of psychomotor results.

Student 1 Student 180

2

4

6

8

10

12

14

2 Students Psychomotor Results

Pre-assessment Post-assessment

It is important to understand the learning of these particular students because this data helps guide instruction. Not every student has the same skill level. Some students are more

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advanced while some need some extra help such as the data shows above. Instruction needs to be challenging for all skill levels. Knowing this data will help guide instruction on how to give every student the appropriate amount of challenge to learn.

Formative assessment results of psychomotor learning goal

Step Bring arm across body

Release Follow through Total

Student1 1 2 3 3 9Student18

3 3 3 3 12

Student 1 Student 180

2

4

6

8

10

12

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Learning Goal Two

Pre-assessment and post-assessment results of cognitive data from 2 students.

Student 1 Student 180

1

2

3

4

5

6

7

8

2 Students Cognitive Results

Pre-assessment Post-assessment

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Reflection and Self-Evaluation

Learning goal where the students were the most successful:

Learning goal 1, which was focused on the psychomotor knowledge was where the students were the most successful overall. There was improvement overall as a class as well as a lot of improvement individually.

Two possible reasons for the most success were due to the repetitions throughout the unit as well as going over the assessment three times. We had the pre-assessment, formative assessment, and post-assessment. I believe giving the students a formative assessment allowed them to practice and get even better for the post-assessment. Providing the students will lots of repetitions throughout the unit gave them a chance to work on their weaknesses. We also did a lot of partner throwing as well. During the partner throwing the teachers gave the students a lot of specific feedback on what to correct on their form. Stepping across the body was the most difficult thing to remember when getting assessed. We reminded the students throughout the whole entire unit to make sure they are stepping across their body. I also believe giving the students plenty of demonstrations helped the students’ success rate to increase as well.

Learning goal where the students were the least successful:

Learning goal 2, which was focused on the cognitive knowledge was where the students were the least successful overall. There were four students who did worse on the post-assessment compared to the pre-assessment. There was improvement overall as a class, but the success could have been better.

Two possible reasons for the lack of success were possibly due to the wording of the questions and the instruction. These two reasons worked together to determine the student success rate. For example, one of our activities we allowed the students to run with the Frisbee around the outside boundary to get more students involved and moving more. We also emphasized that if you had the Frisbee inside the outside boundary you could not run with the Frisbee. One question on the quiz stated, “Are you allowed to run with the Frisbee? True or False” I believe our instruction along with our wording on the quiz confused the students on this question because more students than expected got this question wrong.

Another possible reason for the lack of success could be due to the students guessing. When they realized the quiz was not actually a real grade I believe some students were guessing just to finish quickly. I don’t know how many times we went over that when you score it was one point. During game play we even made them keep up with their own scoring to help them understand the rules of scoring better; it was a big surprise seeing that some girls answering that question with 3 or 4 points.

To improve student performance for next time we could do a quick review session before the quiz. We could ask the students four or five questions just to check for

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understanding as well as refreshing their memory if they forgot. We can word the questions better to make sure the students actually understand what each question is asking for. Some questions could have been confusing to some students. Our time was short teaching this unit, but for next time we could add more real life game play into a lesson. The game that we predominantly played was a modified, small-sided game, where rules are different than real Ultimate Frisbee. If there had been more time, better weather, etc. we could have possibly played real Ultimate Frisbee; where certain rules and scenarios would seem clearer.

Reflection on possibilities for professional development.

Two professional learning goals that I learned from this experience were (Parker):

To work on decreasing transition time between instruction and activity. To work on challenging students with different skill levels as a whole.

Throughout this experience I noticed that if you do not tell the students where to sit or where to go clearly they will not do it. I need to work on being short with direction, but also being clear at the same time. For example, when the students’ transition from getting water to sitting on the blue baseline, I have to be clear on what I want them to do. Also from transitioning to one drill to the next I need to figure out better ways to get the students focused and on to the next task quickly. After analyzing the results complied for the teacher work sample I noticed the wide range of skill level the students have in the cognitive and psychomotor domains. Did I challenge the students enough? I don’t think I did. It is very tough when you have a wide range of skill level. I want to figure out a way to get every student involved and enjoy the activities presented. A reason some students do not want to participate in activities may be due to embarrassment or anxiety because of their skill level. I want to work on challenging all skill levels more as a whole class.

One step I would take to help improve my performance in these areas is to research. I need to research new ways to help improve these weaknesses in my teaching. Another step I would take is to experiment. The more practice and opportunities I get now as a student will help me when it comes time to teach in the real world. I need to take every opportunity I get when I teach and try something new and go out of my comfort zone. I need to realize it is okay to make mistakes. Making mistakes is a positive way of learning and improving.

Two professional learning goals that I learned from this experience were (Wiseman):

To work on being more creative with closing lessons. To work on incorporating as many visual aids as possible.

Over the duration of teaching this class, one thing that I picked up on that was not noted in any of my feedback, was about my closure. Yes I made sure I had closure, but did I really check

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for student understanding. From my own perspective, it felt as if I would ask them a question while we were stretching and the students would give me an answer. Just because a couple of students could give me the answer I wanted to hear does not mean that the class as a whole, actually learned something. I believe that I could have done a better job with the closure portion of my lessons, through a variety of ways such as an exit slip or completing a task, or simply asking me (the teacher) a question about Ultimate Frisbee or the Box Game that we played. I believe something that would have really helped them would have been to give each student a pencil and a piece of paper; having them pretend they are the teacher, they must create a 3 question quiz for me (the pretend student) to complete. By doing this, I could get a feel for some of the things that they know well, and what things are left out that maybe I need to go over more. There are so many ways to get creative with closure and I feel that I got comfortable in a setting due to the lack of class meetings, and didn’t explore other options. In the end, which could have possibly changed the outcome of the learning experience for the students.

Giving a brief demonstration paired with verbal instructions, is essentially how I ran my activities with this class. It seems simple and somewhat effective, but because of the simplicity it left confusion. Throughout the lesson when I noticed something not going the way I had planned, I would stop the class and reiterate what the task at hand was, with another demonstration. I found that using as many visual aids as possible really helped the students in every aspect. Using students as participants in demonstrations, drawing a picture on a white board, and showing what to do/what not to do were strategies that I gradually incorporated into my teaching. I know for myself personally, I need to see something to see how it works, or why it is doing what it does, in order to fully understand the concept of something. My problem was that I was so concerned about getting the students into activity as quick as possible, that I was leaving out viable information about the drills and activities I was presenting; I assumed too much that they knew what I was talking about. What I found with the white board was that I could draw a diagram and ask the class a scenario, and make them tell me what to write/draw on the board to complete the scenario. Little things like that showed me that not only did they know what they were supposed to do, but that they understood it as well. By incorporating as many visual aids into future lessons, I feel that I could help other students achieve a higher learning experience.

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References

National PE Standards. (n.d). Retrieved September 22, 2015, from http://www.shapeamerica.org/standards/pe/

Physical Education Standards of Learning for Virginia Public Schools. (2015, January 1). Virginia Department of Education. Retrieved September 22,2015. http://www.doe.virginia.gov/testing/sol/standards_docs/physical_education/