ses 442 work sample unit: team handball teacher: derek...
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SES 442 Work Sample Unit: Team Handball
Teacher: Derek Rodriguez
Grade Level: High School
Semester: Fall 2014
Major: SES K-12 Physical Education
Cooperating Teacher: Mike Heatherly
School: Greeley Central High School
School District: District 6
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Table of Contents
Table of Contents ------------------------------------------------------------------------------------------- 2
II. Rational Statement:
Part A (Introduction & Unit Goal) --------------------------------------------------------------------- 4
Part B (Community, School, and Classroom Setting) ---------------------------------------------- 5
Part C (Impact) -------------------------------------------------------------------------------------------- 12
Part D (Meeting the Content Standards) ------------------------------------------------------------ 14
III. Assessing Student Learning:
Section A (Pre/Post Psychomotor & Cognitive) ---------------------------------------------------- 16
Section B (Formative Assessments) ------------------------------------------------------------------- 19
Section C (Summative Assessment) ------------------------------------------------------------------- 29
IV. Developmental Analysis, Block Plan, Lesson Plans:
Developmental Analysis of Content Chart ---------------------------------------------------------- 34
Mini Unit Block Plan ------------------------------------------------------------------------------------ 36
Lesson Plan 1 ---------------------------------------------------------------------------------------------- 39
Lesson 1 Reflection --------------------------------------------------------------------------------------- 43
Lesson Plan 2 ---------------------------------------------------------------------------------------------- 46
Lesson 2 Reflection --------------------------------------------------------------------------------------- 52
Lesson Plan 3 ---------------------------------------------------------------------------------------------- 56
Lesson 3 Reflection --------------------------------------------------------------------------------------- 60
Lesson Plan 4 ---------------------------------------------------------------------------------------------- 64
Lesson 4 Reflection --------------------------------------------------------------------------------------- 69
Lesson Plan 5 ---------------------------------------------------------------------------------------------- 73
Lesson 5 Reflection --------------------------------------------------------------------------------------- 79
Lesson Plan 6 ---------------------------------------------------------------------------------------------- 80
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Lesson 6 Reflection --------------------------------------------------------------------------------------- 84
V. Resources and References:
Annotated Resources ------------------------------------------------------------------------------------ 87
References ------------------------------------------------------------------------------------------------- 89
VI. Evaluative Essay:
Introduction ----------------------------------------------------------------------------------------------- 90
Psychomotor & Cognitive Pre/Post Assessment Results ----------------------------------------- 91
Formative Assessments Results ----------------------------------------------------------------------- 96
Summative Assessment Results ----------------------------------------------------------------------- 107
Conclusions ----------------------------------------------------------------------------------------------- 110
VII. Reflective Essay
Competency 1 -------------------------------------------------------------------------------------------- 112
Competency 2 -------------------------------------------------------------------------------------------- 113
Competency 3 -------------------------------------------------------------------------------------------- 114
Competency 4 -------------------------------------------------------------------------------------------- 115
Competency 5 -------------------------------------------------------------------------------------------- 116
Competency 6 -------------------------------------------------------------------------------------------- 117
Competency 7 -------------------------------------------------------------------------------------------- 118
Competency 8 -------------------------------------------------------------------------------------------- 119
Competency 9 -------------------------------------------------------------------------------------------- 120
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II. Rationale Statement:
Rationale Statement Part A – Introduction and Unit Goal
Introduction:
For this unit the student teacher from the University of Northern Colorado will be
teaching six lessons on Team Handball. The teacher will be focusing mostly on teaching the
students the strategy of the game, but will also do some skill development with the students as
well. Learning the strategies of Team Handball is very important because it allows for the
players of the game to be successful. Knowing the strategies will allow the students to compete
in more competitive environments which are important because playing Team Handball is a
great way to stay physically active. Along with being active, Team Handball also is a great sport
to play with friends and make new friends. The teacher is hoping that by the end the Team
Handball unit the students will have gained the knowledge and information necessary to play
Team Handball for the rest of their lives.
Unit Goal:
For the unit goals for this unit, the teacher derived his goals directly from the Colorado
standards for high school physical education. The teacher has an overall goal from each of the
three learning domains (Psychomotor, Cognitive, Affective) Each of the overall unit goals are
listed below.
Psychomotor: Students will be able to demonstrate advanced offensive, defensive, and coaching
strategies, correctly, in the game Team Handball.
Cognitive: Students will be able to explain advanced offensive, defensive, and coaching
strategies, correctly, in the game Team Handball.
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Affective: Students will be able to engage in physical activity with others cooperatively during a
Team Handball Unit.
Rationale Statement Part B – Community, School District, School, and Classroom Setting
Introduction:
To become a teacher a person must go to college and gain the content knowledge
necessary to teach that subject. However, in order to become an effective teacher learning must
not stop once that teacher graduates from college and gets a job. Instead the teacher must now
learn a new set of information, which will help them better reach their students. What teachers
need to learn is what their community, school district, school, and classroom setting is like. If a
teacher is unable to learn these important components then they are already at a disadvantage
when it comes to being an effective teacher. By learning and understanding the community and
school the teacher can better prepare themselves for how they need to approach their students.
There are many aspects that can have an effect on how the teacher should approach their lessons.
Some of those aspects are diversity of the students when it comes to race and financial factors.
Also the school environment itself can play a huge role in how teachers approach their students.
This paper will look to cover what the community, school, and classroom setting is like for a
teacher who is at Greeley Central High School.
Community:
To start, this section will cover the location of the school and some history about the city
it resides in. Greeley Central High School is located in Greeley, Colorado, which is about 60
miles northeast of Denver. Greeley resides in Weld County which is one of the larger counties in
the state of Colorado. According to Greeley history for kids, Greeley was founded back in 1869.
Education was very important to the founders, and so they had the first school, Meeker School
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K-12, built and opened in 1873 (Brooks, 2013). Also built early on in the cities existence was the
State Normal School, which is now known as the University of Northern Colorado. The main
purpose of this college was to help educate more effective teachers. Greeley was not considered
an official city until April 6, 1886 (Brooks, 2013).
Now, this section will cover the demographics of Greeley, Colorado. According to city-
data.com the population in Greeley, Colorado in the year 2012 was roughly 95,357 (City-Data,
2013). This was a 24 percent increase from the year 2000, which shows that Greeley is a
growing city. The estimated household income in Greeley, in 2012 was $44,780. This compares
to the estimated income in Colorado for 2012
which was $56,765 (City-Data, 2013). This
shows that Greeley’s average household
income is roughly $12,000 below the state
average. This information is helpful because it
shows that more than likely there are a lot of
families living in poverty in this city. Another
helpful piece of information comes with the
breakdown of races in the Greeley
community. In 2012, it was estimated that
roughly sixty percent of the Greeley community was white and 34 percent of the community was
Hispanic (City-Data, 2013). The rest of the population was made up of other races including,
African American, Asian, American Indian and so on. The breakdown of the community’s
population can be seen in Figure 1. Going along with the breakdown of races living in Greeley,
according to USA.com, approximently twenty percent of the population speaks Spanish as their
Figure 1: Race Demographics in Greeley (Source: City-Data, 2013.)
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first language (USA.com, 2014). That number might sound low but it is actually 9 percent higher
than the state average. The breakdown of other languages that are spoken in Greeley is
represented in Figure 2. By knowing this information a teacher working at a school in Greeley
would be able to assume that they might have a student in their class that cannot speak a lot of
English. Another interesting piece of information about the demographics in Greeley, Colorado
is the school enrollment breakdown for the city. Of all the students eligible for these different
schools, roughly 92 percent of the children are enrolled in public elementary school, and about
95 percent of students that are eligible for high school are enrolled in public schools (USA.com,
2014). These
numbers are similar
to the percentages
throughout
Colorado and the
rest of the United States. When it comes to violent crime rate as it can be seen in Figure 3, in
2012 Greely was above the United States average for violent crimes per year. This some of the
most important demographic information teacher would want to have access to when deciding to
go to Greeley to teach.
Finally the last bit of information a teacher
would want to know about Greeley before going to
teach there is what recreational spaces are there
available to the public. This kind of information
would be good to have because by know this a teacher would be able to know what resources are
available to the students. According to Greeley history for kids, there are a wide variety of
Figure 2: Breakdown of Languages Spoken in the Home (Source: USA.com, 2014.)
Figure 3: Average Violent Crime Rate per Year (Source: City-Data, 2013.)
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recreational areas for the public to use. First of all there is the Greeley Recreation Center, which
offers several activities such as swimming, aerobics, weight lifting, volleyball, basketball, and
racquetball (Brooks, 2013). Another great recreational area is Monfort Park, which is one of the
newer parks in the city of Greeley. Monfort Park has areas designated for multiple sports such as
soccer, baseball, and street hockey. Other great
recreational areas in Greeley include the Ice Haus,
which can be seen in Figure 4, the Family Fun Plex, a
waterpark, and Balsam Sports Park (Brooks, 2013).
School District:
Schools in the city of Greeley all fall into District 6. District 6 is the 13th largest district in
the state of Colorado. There are 25 district operated schools in the district, as well as five charter
schools and one online school. A breakdown of all the schools can be seen in Figure 5. The
district serves over 20,000 students, and employs over 2,700 employees (Greeley-Evans School
District 6, 2014). Of the 20,000 students 59 percent of the students are Hispanic, while 35
percent of the students are white.
This is interesting since the
population of Greeley has a
higher percentage of white then
Hispanic. Also there are over fifty
different languages that are
spoken within the schools in
District 6. Of all of the students
Figure 4: The Ice Haus (Source: Greeley History for Kids, 2013.)
Figure 5: Breakdown of Schools in District 6 (Source: Greeley-Evans School District 6, 2014.)
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64 percent of the students qualify for free or reduced meal prices, and one out of every four
students does not speak English as their first language (Greeley-Evans School District 6, 2014).
A few other interesting facts about District 6 are eighty percent of their students graduate on time
which is above the state average. At least 404 students take college classes while they are still in
high school. Finally one hundred percent of the teachers in District 6 are rated highly qualified
(Greeley-Evans School District 6, 2014). Another interesting piece of information about the
demographics of District 6 is the average salary which is roughly around $46,000. This average
is comparable to the state average, which in 2011 was around $49,000 (Colorado Department of
Education 2013). This shows that District 6 salaries for teachers are competitive to that of the
state average.
The mission statement of the school district is “School District 6 provides a quality
education for every learner within a system of high expectations and rigorous, focused
instruction” (Greeley-Evans School District 6, 2014). The vision for the district is that every
student learns, graduates, and succeeds. Going along with their vision they also have six core
beliefs which encompass; preparing
students for an ever changing world,
treating everyone with respect, embraces
every ones differences, encouraging
critical thinking, maintaining a safe
environment, and finally welcoming
engagement by the parents and the
community (Greeley-Evans School
District 6, 2014).
Figure 6: District 6 Budget Breakdown (Source: Weld County School District 6, 2014.)
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As far as the budget of District 6 there are many aspects that the district focuses on but
there are three main aspects that are accounted into the budget. Those three aspects are salaries
and benefits, supplies and materials, and purchased services. A breakdown of the percentages of
money spent in each area can be seen in Figure 6. As Figure 6 shows, 86 percent of the district
budget goes to paying the salaries and benefits of its employees. Meanwhile supplies and
materials, and purchased services only account for a small amount of the budget (Greeley-Evans
School District 6, 2014). The district gets most of is funding from the state. The state provides
over one hundred million dollars in funding to District 6 every year, which is roughly 74 percent
of the districts funding. The rest of the funding comes from property tax, services to Charter
schools, specific ownership tax, and finally indirect or other funding (Greeley-Evans School
District 6, 2014). A breakdown of
how much funding comes from
each of these can be seen in
Figure 7. This is all the
information one would want to
have access to before getting a job
in District 6.
School: Greeley Central High School
Greeley Central was the first high school in Greeley. It was originally called Meeker
High and resided in the old courthouse. The original mascot of the school was the Viking’s and
in their first graduating class they had five students. In the 1920’s the school became known as
Greeley High School, and the mascot became the Wildcats. Then in in 1965, with the opening of
a new high school on the other side of Greeley, Greeley High School became known as Greeley
Figure 7: Breakdown of District Funding (Source: Weld County School District 6, 2014.)
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Central High School. The school is very proud of their traditions and mascot, and because of that
along their school 14th
Avenue got renamed as WILDCAT WAY in 2004 (Greeley Central High
School, 2014). Greeley Centrals mission statement is “Our mission is to educate all students in a
nurturing, challenging, safe, and disciplined environment so their actions reflect the qualities of
Pride, Class, and Dignity” (Greeley Central High School, 2014).
The demographics of Greeley Central are as follows. There are approximately 1,450
students, and 72 teachers. The school teaches grade levels 9-12 and the average class size is
roughly 30 students. As far as gender is concerned the schools percentage is about half male and
half female. As for race, the majority of the students at Greeley Central are Hispanic. This
follows the trend of the districts percentages. A breakdown of the student population by race can
be seen in Figure 8. As Figure 8 shows
the next largest majority of students are
white at 34 percent. As for school
ranking is concerned when it comes to
academics, according to Movoto
School Rank, Greely Central ranked in
the 82nd
percentile in 2011 (Movoto,
2014).
Greeley Central High School Gym:
The final part for understanding the school community is knowing what the classroom is
like. In the P.E. department there are five physical education teachers. Barbara Johnson is the PE
department chair at Greeley Central, and Mike is the cooperating teacher that the student teacher
Figure 8: Breakdown of Student Race at Greeley Central High School (Source: USA School Info, 2014.)
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will be working with. Mike has 27 years of teaching experience, and is the head football coach at
Greeley Central (Greeley Central High School, 2014). The gym in which the PE classes are held
is also the main gym for the sporting events. The class size for each PE class is roughly around
thirty students. Greeley Central works on a block schedule so the teachers usually see their
students four days a week. Of those days, three of them consist of fifty minute class periods, and
once a week the PE class has a hundred minute class. As far as rules and expectations are
concerned there really isn’t any rules posted anywhere on the walls. For expectations it seems
like there are only two main things that the PE teachers require and that is that their students
dress out for class, and that they at least somewhat participate. The grades for the class seem to
rely on attendance and dressing out. For the class activities the teachers do not appear to do a lot
of skill development. This may be due to the fact that the school does not seem to have a large
selection of equipment. So instead they seem to just allow the students to play and explore most
of the time, and then step in where they are needed. Finally once a week, usually during the one
hundred minute class session, the class will do what is called the “Greeley Central Run” in which
they run around the entire school campus. This is what the classroom is like at Greeley Central.
Rationale Statement Part C – Impact
Implications:
The community and the characteristics of the classroom will have a large impact on what
the student physical education teacher will do in the classroom. One impact the community will
have on the teacher’s lessons is that by knowing the school resides in a low income area, the
teacher will not try to express expensive ways to stay active. For example, if the teacher is doing
a lesson on basketball, the teacher will not tell the students they should join a basketball league,
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because those cost money. Instead the teacher will present the information about basketball
leagues to the students, but he would also present cheaper suggestions like meeting up with a
group of friends at the park and playing basketball with them there for free. Another implication
that the community would have on the teacher is since twenty percent of the population does not
speak English as their first language it is more than likely that the teacher would come across
some students in his classroom that do not speak English. In this instance in order to make sure
all students are able to participate the teacher would assign any students who cannot speak
English a translating buddy so that they were able to know what was going on in the lesson. A
third implication for the knowledge of the school is figuring out ways to allow all students to be
active during the class time. Since the school does not seem to have a lot of equipment for the
students and the classes are so large, the teacher would need to think of creative ways to keep all
of the students active while using the least amount of equipment as possible. Finally the last
implication that would come from understanding the classroom is since the students are not used
to doing skill development lessons, it would be hard to try and just implement those types of
lessons onto them right away. The teacher would have to gradually implement lessons with skill
development and assessments on to the students so that they would slowly become accustom to
that type of PE class. However, since the student teacher does not have enough time to slowly
progress students to this type of class, the student teacher will just have to implement the skill
development lessons and hope for the best outcome. These are some of the implications that the
community and school have on a teacher going to teach at Greeley Central High School.
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Rationale Statement Part D – Meeting the Content Standards
Objectives and Aligned Standards:
Lesson 1:
Psychomotor: Students will be able to demonstrate their ability to use effective
strategies, to increase scoring while playing a game of Team Handball.
o NASPE Standard 1 & Colorado Standard 1
Cognitive: Students will be able to demonstrate their knowledge of Team Handball, by
answering questions correctly when asked by the teacher.
o NASPE Standard 2
Affective: Students will be able to demonstrate their initial feelings about the game and
about their teammates by completing a short exit slip as a team.
o NASPE Standard 4 & Colorado Standard 3
Lesson 2:
Psychomotor: Students will be able to demonstrate their ability to score 80 percent of the
time, while using correct cues, during a practice drill with their team.
o NASPE Standard 1 & Colorado Standard 1
Cognitive: Students will be able to list the cues necessary to pass and shoot correctly, on
an Exit Slip provided by the teacher.
o NASPE Standard 2 & Colorado Standard 1
Affective: Students will be able to show how well they worked as a team, but answering
a few questions on an Exit Slip.
o NASPE Standard 4 & Colorado Standard 3
Lesson 3:
Psychomotor: Students will be able to demonstrate good fundamental defensive skills,
by being able to stop advancement of the ball during gameplay.
o NASPE Standard 1 & Colorado Standard 1
Cognitive: Students will be able to demonstrate their ability to retain knowledge by
answering questions on an Exit Slip correctly.
o NASPE Standard 2 & Colorado Standard 1
Affective: Students will be able to demonstrate good teamwork by involving every player
during practice and gameplay.
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o NASPE Standard 4 & Colorado Standard 3
Lesson 4:
Psychomotor: Students will be able to demonstrate offensive strategies, by setting
screens for one another during gameplay.
o NASPE Standard 1 & Colorado Standard 1
Cognitive: Students will be able to demonstrate their knowledge of cues for offensive
and defensive skills by answering questions correctly on an exit slip.
o NASPE Standard 2 & Colorado Standard 1
Affective: Students will be able to give examples of teamwork and group discussions by
answering a few questions on an exit slip.
o NASPE Standard 4 & Colorado Standard 3
Lesson 5:
Psychomotor: Students will be able to demonstrate their ability to use effective
strategies, to increase scoring while playing a game of Team Handball.
o NASPE Standard 1 & Colorado Standard 1
Cognitive: Students will be able to demonstrate their knowledge of Team Handball, by
answering questions correctly when asked by the teacher.
o NASPE Standard 2 & Colorado Standard 1
Affective: Students will be able identify what aspects of their team they think has
improved, and what aspects they feel still needs work, by answering a few short questions
on an exit slip.
o NASPE Standard 4 & Colorado Standard 3
Lesson 6:
Psychomotor: Students will be able to demonstrate their ability to effectively run offense
vs either a man or zone defense during gameplay.
o NASPE Standard 1 & Colorado Standard 1
Cognitive: Students will be able to demonstrate knowledge of strategies by using key
offensive and defensive skills during gameplay.
o NASPE Standard 2 & Colorado Standard 1
Affective: Students will be able to demonstrate sportspersonship and teamwork, by being
cooperative with the opposing team and involving all members of their team, during
gameplay.
o NASPE Standard 4 & Colorado Standard 3
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III. Assessing Student Learning:
Section A.
Pre/Post Psychomotor & Cognitive Team Handball Assessment
National Standards:
Standard 1: The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.
NASPE Outcome: Demonstrates competency and/or refines activity-specific movement skills in
two or more lifetime activities (outdoor pursuits, individual performance activities, aquatics,
net/wall games or target games). (S1.H1.L1)
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
NASPE Outcome: Uses movement concepts and principles (e.g., force, motion, rotation) to
analyze and improve performance of self and/ or others in a selected skill. (S2.H2.L1)
Colorado Standards:
Standard 1: Demonstrates competency in motor skills and movement patterns needed to
perform a variety of physical activities.
Colorado Outcomes:
Combine and apply movement patterns from simple too complex to participate
successfully in aquatic, rhythms/dance, combatives, outdoor adventure activities, and
variety of lifelong sports and games (DOK 1-3) (S1.Sec1.a)
Demonstrate the ability to use cognitive information to understand and enhance motor
skill acquisition and performance (i.e. left/right dominance factor) (DOK 1-3) (S1.Sec2.e)
Unit/Lesson Objectives:
Unit Objectives:
Psychomotor: Students will be able to demonstrate advanced offensive, defensive, and coaching
strategies, correctly, in the game Team Handball.
Cognitive: Students will be able to explain advanced offensive, defensive, and coaching
strategies, correctly, in the game Team Handball.
Lesson Objectives:
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Psychomotor: Students will be able to demonstrate their ability to use effective strategies, to
increase scoring while playing a game of Team Handball.
Cognitive: Students will be able to demonstrate their knowledge of Team Handball, by
answering questions correctly when asked by the teacher.
Overview/Description: For this assessment the students will be participating in a game of Team
Handball. The students will be playing on a full length basketball court and will have regulation
sized times of seven. The students will be given at least twenty minutes of game time each so
that the teacher can fully assess the students. While the students are playing the game of Team
Handball the teacher will be observing and scoring the students on both psychomotor and
cognitive factors that the teacher believes is most important to be successful in Team Handball.
The teacher will be scoring the students by their teams not as individuals, and they will be scored
on a scale of one to four, with four meaning that the students are always meeting the aspect that
is being observed. The teacher will be looking at six things total, three coming from the
psychomotor domain and three from the cognitive domain.
Context of Administration of Assessment:
When: During the first and fifth lesson of the Team Handball Unit.
Where: Greeley Central High School Main Gym
How: This will be a teacher assessment so the students will just being doing the activity
as the teachers assess.
How does this assess the Psychomotor Domain? This assesses the psychomotor domain
because it is looking at student’s ability to pass, shoot, and play defense while using the proper
cues for all of the three skills.
How does this assess the Cognitive Domain? This assesses the cognitive domain because it
looks at the students’ use of offensive strategies, and defensive set up during a game of Team
Handball. This will show that the students know and understand the benefits of these items being
assessed.
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Team Handball: Psychomotor & Cognitive Pre/Post Assessment
Students will be assessed by their teams and not as individuals. Students will be assessed during
gameplay of Team Handball and the focus of the assessment will be on skill level and use of
strategies and tactics.
1 = Students never use skill, strategy or tactic during gameplay.
2 = Students use skill, strategy or tactic a few times during gameplay.
3 = Students use skill, strategy or tactic most of the time during gameplay.
4 = Students use skill, strategy or tactic all of the time during gameplay.
Skill, Strategy,
Tactic
Team:
Team: Team: Team:
Performs proper
passes with good
form
Performs proper
shots with good
form
Plays defense by
using corrective
defensive form
Uses offensive
strategies ( i.e.
Screens, moving
to open space)
Offense adjusts
to defensive set
up
Plays proper
man/zone
defense
Total
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Section B.
Formative Assessments
National Standards:
Standard 1: The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.
NASPE Outcome: Demonstrates competency and/or refines activity-specific movement skills in
two or more lifetime activities (outdoor pursuits, individual performance activities, aquatics,
net/wall games or target games). (S1.H1.L1)
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
NASPE Outcome: Uses movement concepts and principles (e.g., force, motion, rotation) to
analyze and improve performance of self and/ or others in a selected skill. (S2.H2.L1)
Standard 4: The physically literate individual exhibits responsible personal and social behavior
that respects self and others.
NASPE Outcome:
Employs effective self-management skills to analyze barriers and modify physical
activity patterns appropriately, as needed. (S4.H1.L1)
Uses communication skills and strategies that promote team/group dynamics. (S4.H3.L1)
Solves problems and thinks critically in physical activity and/or dance settings, both as an
individual and in groups. (S4.H4.L1)
Accepts others’ ideas, cultural diversity and body types by engaging in cooperative and
collaborative movement projects. (S4.H4.L2)
Colorado Standards:
Standard 1: Demonstrates competency in motor skills and movement patterns needed to
perform a variety of physical activities.
Colorado Outcomes:
Combine and apply movement patterns from simple too complex to participate
successfully in aquatic, rhythms/dance, combatives, outdoor adventure activities, and
variety of lifelong sports and games (DOK 1-3) (S1.Sec1.a)
Demonstrate the ability to use cognitive information to understand and enhance motor
skill acquisition and performance (i.e. left/right dominance factor) (DOK 1-3) (S1.Sec2.e)
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Standard 3: Exhibit responsible, personal, and social behavior that respects self and others, in
physical activity settings.
Colorado Outcomes:
Contribute to group success through a variety of noncompetitive roles. (DOK 1-4)(
S3.Sec2.a)
Identify and utilize the potential strengths of each individual within a group setting.
(DOK 1-3)(S3.Sec2.c)
Evaluate the role of cooperation and positive interactions with others when participating
in physical activity in a variety of settings. (DOK 1-4)(S3.Sec2.e)
Implement cooperative learning strategies to achieve group goals. (DOK 1-4)(S3.Sec2.g)
Identify contributions of members of a group or team, and reward members for
accomplishing a task or goal. (DOK 1-3)(S3.Sec2.i)
Unit/Lesson Objectives:
Unit Objectives:
Psychomotor: Students will be able to demonstrate advanced offensive, defensive, and coaching
strategies, correctly, in the game Team Handball.
Cognitive: Students will be able to explain advanced offensive, defensive, and coaching
strategies, correctly, in the game Team Handball.
Affective: Students will be able to engage in physical activity with others cooperatively during a
Team Handball Unit.
Lesson Objectives:
Lesson 1:
Affective: Students will be able to demonstrate their initial feelings about the game and about
their teammates by completing a short exit slip as a team.
Lesson 2:
Psychomotor: Students will be able to demonstrate their ability to score 80 percent of the time,
while using correct cues, during a practice drill with their team.
Cognitive: Students will be able to list the cues necessary to pass and shoot correctly, on an Exit
Slip provided by the teacher.
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Affective: Students will be able to show how well they worked as a team, but answering a few
questions on an Exit Slip.
Lesson 3:
Cognitive: Students will be able to demonstrate their ability to retain knowledge by answering
questions on an Exit Slip correctly.
Lesson 4:
Cognitive: Students will be able to demonstrate their knowledge of cues for offensive and
defensive skills by answering questions correctly on an exit slip.
Affective: Students will be able to give examples of teamwork and group discussions by
answering a few questions on an exit slip.
Overview/Description: This is a group of formative assessments that assess all three of the
learning domains. There is one peer assessment during lesson two that will be used to assess
students’ ability to shoot on goal while using proper cues. Each student will have a partner, one
partner will be assessing while the other partner is performing the shot and then they will switch
roles. Each student gets two attempts at a shooting while being assessed. The students assessing
will be looking that their partners are performing the cues that the teacher has provided them
with. For all of the other assessments, those will be given out at the end of their respective
lessons. These assessments will be exit slips (Reflection Sheets) that will cover both the
cognitive domain as well as the affective domain. Once the students complete the questions on
the sheet they can go dress back in. The teacher will score all of these exit slip assessments with
one scoring rubric. The peer assessment will not be scored, but used as more of a reference for
the teacher.
Context of Administration of Assessment:
When:
o Peer Assessment – During shooting activity in Lesson 2
o Reflection Sheets – At the end of Lessons: 1, 2, 3, 4
Where: Greeley Central High School Main Gym
How:
o Students will perform peer assessment with sheets provided to them by the
teacher.
o Students will complete exit slip sheets which will be distributed to them by the
teacher at the end of the lesson.
How does this assess the Psychomotor Domain? This assesses the psychomotor domain
because the students are using the peer assessment to make sure that their partners are using the
correct cues while performing a shot.
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How does this assess the Cognitive Domain? These exit slips assess the cognitive domain
because they ask the students questions about the rules of the game of Team Handball, as well as
questions about cues that are used for shooting, passing, etc.
How does this assess the Affective Domain? These exit slips assess the affective domain
because they ask the students questions about how they work together as a team and how they
can improve on working together as a team.
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Team Handball: Day 1 Reflection
1.) As a team, what were some of the things that went right on this first day of Team Handball?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2.) As a team, what were some of the things that didn’t go quite so well on this first day.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3.) As a team, come up with three aspects of Team Handball that your team would like to
improve on.
1.____________________________________________________________________________
2.____________________________________________________________________________
3.____________________________________________________________________________
4.) In your team’s opinion, what do you think is the most important factor/aspect needed to be
successful in Team Handball? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5.) Did everyone on you team participate in activities done, as well as get the opportunity to
communicate their ideas throughout the lesson. If so give some examples, if not give a reason
why, and how your team could improve on this next lesson.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
24
Team Handball: Day 2 Reflection
1.) In Team Handball you can only take 3 dribbles, 3 steps and only hold the ball for 3 seconds
before having to pass or shoot the ball.
True False
2.) In an official Team Handball game how many players are on the court for each team?
a. 6
b. 12
c. 7
d. 8
3.) Describe what a Free Throw is in Team Handball, and what causes it.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4.) How many referees are there in an official Team Handball game and where are they
positioned?
______________________________________________________________________________
______________________________________________________________________________
5.) After the second day of Team Handball as a team what do you feel you still need the most
work on? How can you improve on it?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6.) During this class period did your entire team participate in group discussions and activities? If
so provide some examples, if not provide a way to get all members of your team involved.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
25
Team Handball: Day 3 Reflection
1.) What are 3 Cues that are important to having a successful shot?
____________________________
____________________________
____________________________
2.) Who gets the ball if the ball is shot reflects off of the goalie and goes out of bounds?
____________________________
3.) What is trapping, and why would a team use this strategy?
______________________________________________________________________________
______________________________________________________________________________
4.) How long are official Team Handball Games at the adult level?
____________________________
5.) List all of the games your team believes is incorporated in Team Handball in some way (At
least 3).
______________________________________________________________________________
______________________________________________________________________________
6.) Team Handball involves a lot of moving around and being active, list three reasons your team
believes physical activity is important.
___________________________
___________________________
___________________________
7.) How much activity time does your team feel a teenager or adult should get in a day?
___________________________
26
Team Handball: Day 4 Reflection
1.) As a team, what do you think about Team Handball? Do you think it is a fun game to play?
Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2.) How well do work together as a team? Do you like the Sports Model approach with having a
coach, captain, etc?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3.) If you could change one thing about this Team Handball unit what would it be? Why?
______________________________________________________________________________
______________________________________________________________________________
4.) Identify 3 offensive strategies that could be used to improve scoring by your team.
_____________________________
_____________________________
_____________________________
5.) For the last two lessons of Team Handball what is one thing that the teacher could improve
on in order to help the students get the most out of this Team Handball Unit?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
27
Team Handball Reflection Rubric
The table below shows the scoring values possible for each question on any of the reflection
worksheets. Total points for any given worksheet can vary based on the amount of questions
provided. Some questions asked on reflections will require more in depth answers than others,
for example if the question is simply asking for a one word answer then the answer does not need
to meet all of the requirements and will receive just a point for each correct answer. However, if
the question asks for explanations or examples follow the rubric below to score those answers.
0 =
Did not even
attempt to
answer
question
1 =
Only part of
the question
answered
Lack of
thought is
apparent
No
development
on answers
given
No examples
provided to
reinforce
answer
2 =
All parts of
question
answered
Some thought
shown in
answers
Answers are
slightly
developed
Some examples
provided, but
not explained
3 =
All parts of
question
answered with
some depth
Thought is
apparent in
answers
Answers are
developed and
answer
question fully
Examples
provided and
explained in
answer.
4 =
All parts of
question are
answered
thoroughly
Thoughtfulness
of answers is
obvious
Answers are
well developed
and go beyond
just answering
the question
Good relevant
examples are
provided and
explained in
depth.
28
Team Handball: Shooting Peer Assessment
Observers Name: ___________________ Performers Name: ___________________
Simply put an X in the box if the student performs the cue and an O in the box if they do not use
the cue. The students will be performing jump shots when being observed. Each performer gets
two attempts.
Cue Attempt 1 Attempt 2
Body Control (Free arm isn’t
flapping around.)
Flick Wrist (Hand should
finish like a swans neck.)
Eyes on Target (Not looking
towards ceiling, etc.)
Arm at 90 degree angle
Release ball at highest point
29
Section C.
Summative Assessment
National Standards:
Standard 1: The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.
NASPE Outcome: Demonstrates competency and/or refines activity-specific movement skills in
two or more lifetime activities (outdoor pursuits, individual performance activities, aquatics,
net/wall games or target games). (S1.H1.L1)
Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
NASPE Outcome: Uses movement concepts and principles (e.g., force, motion, rotation) to
analyze and improve performance of self and/ or others in a selected skill. (S2.H2.L1)
Standard 4: The physically literate individual exhibits responsible personal and social behavior
that respects self and others.
NASPE Outcome:
Employs effective self-management skills to analyze barriers and modify physical
activity patterns appropriately, as needed. (S4.H1.L1)
Uses communication skills and strategies that promote team/group dynamics. (S4.H3.L1)
Solves problems and thinks critically in physical activity and/or dance settings, both as an
individual and in groups. (S4.H4.L1)
Accepts others’ ideas, cultural diversity and body types by engaging in cooperative and
collaborative movement projects. (S4.H4.L2)
Colorado Standards:
Standard 1: Demonstrates competency in motor skills and movement patterns needed to
perform a variety of physical activities.
Colorado Outcomes:
Combine and apply movement patterns from simple too complex to participate
successfully in aquatic, rhythms/dance, combatives, outdoor adventure activities, and
variety of lifelong sports and games (DOK 1-3) (S1.Sec1.a)
Demonstrate the ability to use cognitive information to understand and enhance motor
skill acquisition and performance (i.e. left/right dominance factor) (DOK 1-3) (S1.Sec2.e)
30
Standard 3: Exhibit responsible, personal, and social behavior that respects self and others, in
physical activity settings.
Colorado Outcomes:
Contribute to group success through a variety of noncompetitive roles. (DOK 1-4)(
S3.Sec2.a)
Identify and utilize the potential strengths of each individual within a group setting.
(DOK 1-3)(S3.Sec2.c)
Evaluate the role of cooperation and positive interactions with others when participating
in physical activity in a variety of settings. (DOK 1-4)(S3.Sec2.e)
Implement cooperative learning strategies to achieve group goals. (DOK 1-4)(S3.Sec2.g)
Identify contributions of members of a group or team, and reward members for
accomplishing a task or goal. (DOK 1-3)(S3.Sec2.i)
Unit/Lesson Objectives:
Unit Objectives:
Psychomotor: Students will be able to demonstrate advanced offensive, defensive, and coaching
strategies, correctly, in the game Team Handball.
Cognitive: Students will be able to explain advanced offensive, defensive, and coaching
strategies, correctly, in the game Team Handball.
Affective: Students will be able to engage in physical activity with others cooperatively during a
Team Handball Unit.
Lesson Objectives:
Psychomotor: Students will be able to demonstrate their ability to effectively run offense vs
either a man or zone defense during gameplay.
Cognitive: Students will be able to demonstrate knowledge of strategies by using key offensive
and defensive skills during gameplay.
Affective: Students will be able to demonstrate sportspersonship and teamwork, by being
cooperative with the opposing team and involving all members of their team, during gameplay.
Overview/Description: This assessment will be similar to the pre/post psychomotor and
cognitive assessment. The teacher will have the students playing a game of Team Handball, and
will have a teacher checklist. The checklist will be for each of the four teams (they will be
assessed as teams not as individuals) and will have four items on it that the teacher will be
31
looking for. Two of the items on the checklist will be from the psychomotor domain, and the
other two items will be from the cognitive domain. The teams will receive a checkmark if they
meet the item and if they do not the box for that item will remain blank. The students will then
complete an exit slip sheet at the end of the lesson in order to assess the affective domain. This
sheet will be scored by the same sheet as the formative assessment exit slip sheets.
Context of Administration of Assessment:
When: Throughout the sixth and final lesson of the Team Handball Unit.
Where: Greeley Central High School Main Gym
How: The teacher will be assessing the psychomotor and cognitive domains, and then the
students will complete an exit slip to assess the affective domain.
How does this assess the Psychomotor Domain? This assesses the psychomotor domain
because it is looking at students’ ability to use effective passes as well as demonstrate the ability
to use correct defensive fundamentals.
How does this assess the Cognitive Domain? This assesses the cognitive domain because it
looks at whether students can show the knowledge of being able to run a zone defense, as well as
demonstrate the knowledge of how passing can open up better shots.
How does this assess the Affective Domain? This assesses the affective domain because it
looks at how the students feel about working as a team, as well as their feelings about the game
of Team Handball.
32
Team Handball: Summative Psychomotor and Cognitive Assessment
The teacher will be assessing the students during a game of Team Handball to see if the
teams meet the following criteria. This assessment will be a simple checklist. If the teams meet
the requirement they will get a checkmark and if they do not meet it the box will remain blank.
Anonymous
Mexicans
Vote for Pedro Nike Runners Blount Force
Students are able
to effectively
pass to their
teammates.
Students are able
to use defensive
fundamentals.
Students are able
to show their
knowledge of
defensive
strategies by
effectively
running a Zone
defense.
Students are able
to demonstrate
their ability to
uses passes to
create the easiest
shot.
33
Team Handball: Day 6 Reflection
1.) What is one thing your team has learned from this unit on Team Handball?
______________________________________________________________________________
2.) Did your team enjoy playing Team Handball? Why or Why not?
______________________________________________________________________________
______________________________________________________________________________
3.) Does your team think playing Team Handball would be a good way to stay physically active?
Why or why not?
______________________________________________________________________________
______________________________________________________________________________
4.) Would any of your team ever want to play Team Handball as a hobby?
______________________________________________________________________________
Extra: In your teams opinion what is one thing the teacher did well during this unit, and what is
one thing the teacher should work on to become more effective.
______________________________________________________________________________
______________________________________________________________________________
34
IV. Developmental Analysis, Block, and Lesson Plans:
Developmental Analysis Chart
SES 442: Fall 2014
Unit: Team Handball School: Greeley Central High School
Extension Refinement Application
Dribbling:
- High and Low
- Between Legs
- Behind Back
- Dribbling while spinning
- Dribble with non-dominant hand
Ball at Waist Height
Fingerpads
Eyes Up
Knees bent
Ball in front and to side
Keep ball close to body
Have students dribble through an obstacle
course which includes all these different
types of dribbles, and see how quickly they
can complete the course.
Passing:
- Overhand
- Underhand
- Bounce Pass
- Hook Pass
- Hand off Pass
- Behind Back Pass
- Two Hand Pass
Flick wrist
Eyes on target
Communication
Step through with Pass
Ball resting on fingerpads
See how many passes you can get in a row
with a partner without dropping the ball.
The passes will be changed by the teacher
or coach.
Shooting:
- Two Hand Shots
- Stationary Shots
- Side Step Shots
- Jumping Shots
Body control
Flick wrist
Eyes on Target
Arm at 90 degree angle
Release at highest point
See how many goals you/your team can
score during a game of Team Hanball.
Defensive Fundamentals:
- Defensive Stance
Knees bent
Active Feet
See how many steals you/your team can
get during a game of Team Handball.
35
- Stay between opponent and goal
- Fill open gaps
- Trapping
Communication
Hands Up
Head on a swivel
Offensive Fundamentals:
- Screens/Picks
- Moving to open space
- Spacing
- Quick passes
Screens/Picks:
Feet together
No leaning
Moving to open space & Spacing:
Recognizing gaps
Spatial Awareness
Quick Passes:
Crisp
On Target
Have students create three offenses and
then run them using these fundamentals.
Defenses:
- Man
- Zone
- Press
Communication
Spacing
Responsibilities
Try and keep the offensive team from
scoring more than 5 goals by playing one
of these defenses during a game of Team
Handball.
36
UNC Physical Education Unit Block Plan
Greeley Central High School
Fall 2014
Team Handball
Lesson 1: October 21, 2014
Objectives:
Psychomotor: Students will be able to
demonstrate their ability to use effective
strategies, to increase scoring while playing a
game of Team Handball.
Cognitive: Students will be able to
demonstrate their knowledge of Team
Handball, by answering questions correctly
when asked by the teacher.
Affective: Students will be able to demonstrate
their initial feelings about the game and about
their teammates by completing a short exit slip
as a team.
Health Related: Students will demonstrate
their knowledge of doing a dynamic warm up
by doing the warm up when instructed too.
Tasks:
Get students into teams
Have students decide team name and
positions
Give coaches objectives sheets for the
day
Have teams do Warm Up tasks
Play short games of Team Handball
Have students fill out Exit Slip
Assessments:
Pre/Post Psychomotor & Cognitive
Affective (Exit Slip)
Lesson 2: October 23, 2014
Objectives:
Psychomotor: Students will be able to
demonstrate their ability to score 80 percent of
the time, while using correct cues, during a
practice drill with their team.
Cognitive: Students will be able to list the
cues necessary to pass and shoot correctly, on
an Exit Slip provided by the teacher.
Affective: Students will be able to show how
well they worked as a team, but answering a
few questions on an Exit Slip.
Health Related: Students will perform a 3
minute warm up doing 5 different dynamic
stretches, during the warm up sessions prior to
practice time.
Tasks:
Students will do Warm Up Intro to Rules
Practice Passing Practice Dribbling
Practice Advancing Ball Practice Shooting
Gameplay Have students fill out Exit Slip
Assessments:
Psychomotor Peer Assessment
Cognitive & Affective (Exit Slip)
37
Lesson 3: October 24, 2014
Objectives:
Psychomotor: Students will be able to
demonstrate good fundamental defensive
skills, by being able to stop advancement of the
ball during gameplay.
Cognitive: Students will be able to
demonstrate their ability to retain knowledge
by answering questions on an Exit Slip
correctly.
Affective: Students will be able to demonstrate
good teamwork by involving every player
during practice and gameplay.
Health Related: Students will be able to list at
least three benefits of physical activity on an
exit slip at the end of class.
Tasks:
Students will do Warm Up
Defense – Trapping
Shuffling Feet
Staying in front of Offensive Player
Gameplay
Have students fill out Exit Slip
Assessments:
Cognitive & Health Related (Exit Slip)
Lesson 4: October 28, 2014
Objectives:
Psychomotor: Students will be able to
demonstrate offensive strategies, by setting
screens for one another during gameplay.
Cognitive: Students will be able to
demonstrate their knowledge of cues for
offensive and defensive skills by answering
questions correctly on an exit slip.
Affective: Students will be able to give
examples of teamwork and group discussions
by answering a few questions on an exit slip.
Health Related: Students will perform a 3
minute warm up doing 5 new dynamic
stretches, during the warm up sessions prior to
practice time.
Tasks:
Students will do Warm Up
Practice using screens in offense
Practice moving to open space
Practice quick passes
Practice identify defense
Gameplay
Have students fill out exit slip
Assessments:
Cognitive & Affective (Exit Slip)
Lesson 5: October 30, 2014
Objectives:
Psychomotor: Students will be able to
demonstrate their ability to use effective
strategies, to increase scoring while playing a
game of Team Handball.
Cognitive: Students will be able to
demonstrate their knowledge of Team
Handball, by answering questions correctly
when asked by the teacher.
Lesson 6: October 31, 2014
Objectives:
Psychomotor: Students will be able to
demonstrate their ability to effectively run
offense vs either a man or zone defense during
gameplay.
Cognitive: Students will be able to
demonstrate knowledge of strategies by using
key offensive and defensive skills during
gameplay.
38
Affective: Students will be able identify what
aspects of their team they think has improved,
and what aspects they feel still needs work, by
answering a few short questions on an exit slip.
Health Related: Students will be able to
identify whether or not they think Team
Handball is a good way to stay physical fit, by
answering questions on an exit slip.
Tasks:
Students will do Warm Up
Man Defense
Zone Defense
Press Defense
Gameplay
Exit Slip
Assessments:
Pre/Post Psychomotor & Cognitive
Affective (Exit Slip)
Affective: Students will be able to demonstrate
sportspersonship and teamwork, by being
cooperative with the opposing team and
involving all members of their team, during
gameplay.
Health Related: Students will be able to do a
5 minute warm up while doing 8 dynamic
stretches prior to gameplay.
Tasks:
Students will do Warm Up
Gameplay
Exit Slip
Assessments:
Summative Assessment
Affective (Exit Slip)
39
Lesson Plan Form
Class Name: Field & Court 4th
Block Class Skill Level: High School
Length of Lesson: 40 Minutes Number of Meetings/Week: 3
Name: Derek Rodriguez Lesson Number: 1 of 6
Equipment: 2 Handballs, 20 Half Cones, 16 Tall Cones, 32 Poly Lines Wall Tape, Pencils,
Assessment Sheets
Facility: Greeley Central Main Gym
Student Objectives
Each student should be able to:
1. Psychomotor: Students will be able to demonstrate their ability to use effective strategies, to
increase scoring while playing a game of Team Handball.
2. Cognitive: Students will be able to demonstrate their knowledge of Team Handball, by
answering questions correctly when asked by the teacher.
3. Affective: Students will be able to demonstrate their initial feelings about the game and about
their teammates by completing a short exit slip as a team.
Teacher Objectives
This teacher should be able to:
1. Organize the students into their teams in a timely matter in order to maximize on activity time.
2. Go the entire lesson without saying the phrase “Ok Guys” when he is not speaking to a full
group of guys.
3. Be able to quickly and effectively answer any questions that the students may have about the
game Team Handball.
40
Planned Lesson Activities
Approx.
Time Student Activities
(Anticipated Progression of
Tasks)
For each task add at least one
idea for intratask variation or teaching by invitation
Performance Cues
Goal Orientation of
Task
(Extension,
Refinement, Application)
Std Obj Organizational Arrangement (including Grouping & Task
Presentation method)
4 Min
To start off the lesson the
teacher will bring the
students all together and
introduce them to the
Team Handball unit they
will be starting. The
teacher will then introduce
the students to the “Sports
Model” approach and will
organize them into their
teams.
N/A
Informing
N/A
N/A
Students will be gathered around
the teacher sitting and listening to
the teacher’s instructions. The
teacher will then group the
students up into four teams, two
teams of nine and two teams of
eight. The teacher will direct the
students to where their teams are
to meet.
4 Min
Students will now meet up
with their teams in their
designated areas and
decide on team names,
mascots, and roles for each
member on the team. Once
all of this has been decided
the Coaches of the team
are to come to the teacher
N/A
Extension
NASPE
Standard 4
Colorado
Standard 3
NASPE
S4.H3.L1
S4.H3.L2
Colorado
S3.Sec2.b
S3.Sec2.f
Students will be grouped with
their teams and be gathered in
their designated area which has
been decided by the teacher.
41
for further instructions for
the day’s tasks.
5 Min
After the coach collects the
daily task sheet the Warm
Up leader on each team
will do a quick dynamic
warm up by using some of
the examples provided by
the teacher on the activities
handout.
N/A
Extension
NASPE
Standard 1
Colorado
Standard 2
NASPE
S1.H3.L1
Colorado
S2.Sec1.b
Students will still be grouped
with their teams. They will now
get into lines or into one straight
line to do the warm up activities.
4 Min
At this point the teacher
will bring the students
back together and discuss
some of the most basic
rules necessary to play
Team Handball. The
teacher will not give in
depth rules as that is for
future lessons.
N/A
Informing
N/A
N/A
Students will be sitting gathered
around the teacher and looking
towards one half of a team
handball court.
16 Min
The teacher will now have
the teams play two games.
Two teams will be on one
modified court, and the
other two teams on the
other modified court. The
teacher will be assessing
the teams as a whole on
their skill levels, as well as
on their use of strategy.
These assessments will be
the pre assessments for the
psychomotor and cognitive
domain. After about eight
Communication
Quick Passes
Spacing
Responsibilities
Recognizing
Gaps
Moving to open
space
Application
NASPE
Standard 1
Standard 2
Standard 4
Colorado
Standard 1
Standard 3
Standard 4
NASPE
S1.H1.L1
S2.H2.L1
S4.H2.L1
S4.H3.L1
S4.H5.L1
Colorado
S1.Sec1.a
S1.Sec2.e
S3.Sec1.a
S3.Sec1.b
S3.Sec1.c
S3.Sec2.c
S3.Sec2.h
There will be two modified team
handball courts set up in the gym.
On each court there will be two
teams playing against one
another.
42
minutes of play the teacher
will have two teams switch
courts to change the
opponents. Make sure to
emphasize safety when it
comes to passing and
shooting the handball.
S3.Sec3.a
S3.Sec3.d
S4.Sec1.a
5 Min
The teacher will now have
the students get back with
their teams in their
designated area and the
coach will collect a
reflection sheet from the
teacher. The students will
complete the reflection
sheet and then put it into
their folder. Once they are
completed with their
reflection sheet the whole
team should come gather
up around the teacher for
the closure
N/A
Application
NASPE
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S4.H1.L1
S4.H3.L1
S4.H4.L1
S4.H4.L2
Colorado
S1.Sec2.e
S3.Sec2.a
S3.Sec2.c
S3.Sec2.e
S3.Sec2.g
S3.Sec2.i
Students will be in their teams
gathered in their designated area
to work on the worksheets.
2 Min
Closure: The teacher will
in the class by discussing
what when well during the
class, and then the teacher
will inform the students of
what will be happening
during the next class.
N/A
Informing
N/A
N/A
Students will be gathered around
the teacher sitting and listening to
the teacher.
43
Teacher Reflection 1
Extent to which students achieved each objective. Provide specific examples of why and
how objectives were achieved.
For this lesson there were three objectives set for the students. The first objective that was
set for the students came from the Psychomotor domain. The objective stated, “Students will be
able to demonstrate their ability to use effective strategies, to increase scoring while playing a
game of Team Handball.” This objective was not met by the students; however the teacher was
planning on this being the case. During this lesson the teacher was doing the pre assessment for
the psychomotor and cognitive domain and so the teacher did not introduce anything to the
students except for a couple of simple rules. So during gameplay the students were not setting
any screens or running any kind of offense at all. The teacher is hoping that by the post test the
students will have learned some of these strategies and will be able to meet this objective.
The next objective the teacher had for the students during this lesson came from the
cognitive domain. That objective stated, “Students will be able to demonstrate their knowledge
of Team Handball, by answering questions correctly when asked by the teacher.” Again this was
another objective that the teacher was planning on the students not being able to meet because it
was the pre assessment. The teacher asked the students simple questions such as “How many
dribbles can you take before having to pass the ball?” None of the students were able to answer
correctly. The teacher also observed to see if the students would use strategies during gameplay.
However, it was obvious the students did not know any strategies so they were not using them.
Again the teacher is hoping that by the time they do another cognitive domain assessment the
students will be able to have more knowledge about team handball.
44
The final objective set for the students came from the affective domain. The objective
was, “Students will be able to demonstrate their initial feelings about the game and about their
teammates by completing a short exit slip as a team.” The students were able to meet this
objective, however not very well. All of the students completed the exit slip sheets with answers
but many of the answers were one to two words. The teacher was hoping to gain more insight
into the student’s feelings but since they kept their answers so short the teacher has to guess on
whether or not they feel good about the game. The teacher will look to emphasize the importance
of these reflection questions during the next class.
Extent to which teacher objectives were achieved. Provide specific examples and to how
and why.
During this lesson the teacher also had three objectives for himself. The first objective the
teacher had was, “Organize the students into their teams in a timely matter in order to maximize
on activity time.” The teacher felt like he met this objective after the lesson was complete. The
students were up and into their groups working on forms the teacher had provided them within
five minutes of the class starting. The teacher is hoping to keep this management time low so as
to keep practice and game time high.
The next objective the teacher had for himself was, “Go the entire lesson without saying
the phrase “Ok Guys” when he is not speaking to a full group of guys.” The teacher does not feel
as good about meeting this objective. There were a couple of times that the teacher can recall
throughout his lesson that he came up to a group and said you guys. This is something the
teacher will still need to work on to improve, however he believes that with more time it will
become second nature to him to not say the phrase “Ok guys”. The teacher is also considering
45
having the students call him out on it when he does say it, just to help him realize when he is
saying it.
The final objective the teacher had for himself was, “Be able to quickly and effectively
answer any questions that the students may have about the game Team Handball.” The teacher
felt that he also met this objective. He did not receive to many questions about the game however
he did receive many questions about the sheets the students were working on. The teacher was
able to quickly and effectively answer these questions for the students in order to keep them on
task. So all in all after the first lesson the teacher feels pretty good about this unit so far.
How did the following go?
Organization: The teacher felt very good about his organization after the first lesson.
Organizing the students into teams, with each team member having a different role
seemed to be very effective and kept wait and management time low. Also the teacher
was able to set up for the next task while the students were busy working on another task.
Time Plan: The time plan also went very well for this lesson. The teacher was able to get
through all of his tasks he had planned for the day. The only issue was the reflection time
was a little rushed which may have affected the answers provided by the students.
Changes for Next Lesson
The teacher does not really plan to make too many changes for next lesson. A couple of
small changes he will make is making sure he emphasizes safety a little more so there is not as
many instances for potential injury. The other change is making sure he emphasizes at least
sentence length answers so he can get more knowledge about the student’s feelings towards their
team and the game.
46
Lesson Plan Form
Class Name: Field & Court 4th
Block Class Skill Level: High School
Length of Lesson: 50 Minutes Number of Meetings/Week: 3
Name: Derek Rodriguez Lesson Number: 2 of 6
Equipment: 12 Handballs, 20 Half Cones, 16 Tall Cones, 32 Poly Lines, Wall Tape, Pencils,
Assessment Sheets
Facility: Greeley Central Main Gym
Student Objectives
Each student should be able to:
1. Psychomotor: Students will be able to demonstrate their ability to score 80 percent of the
time, while using correct cues, during a practice drill with their team.
2. Cognitive: Students will be able to list the cues necessary to pass and shoot correctly, on an
Exit Slip provided by the teacher.
3. Affective: Students will be able to show how well they worked as a team, but answering a few
questions on an Exit Slip.
Teacher Objectives
This teacher should be able to:
1. Teacher will be able to provide specific and correctional feedback in order to improve
students’ performance.
2. Teacher will be able effectively get the students on task right away in order to increase amount
of activity time for the day.
3. Teacher will be able to rid the class of any distractions or problems so as to keep the students
on task.
47
Planned Lesson Activities
Approx.
Time Student Activities
(Anticipated Progression of
Tasks)
For each task add at least one
idea for intratask variation or teaching by invitation
Performance Cues
Goal Orientation of
Task
(Extension,
Refinement, Application)
Std Obj Organizational Arrangement (including Grouping & Task
Presentation method)
2 Min
Teacher will distribute
folders to the team coaches
and have them get into
their teams. The teams will
take role of who is present
and then return the
attendance sheet to the
teacher.
N/A
Informing
N/A
N/A
Students will be gathered up with
their teams in their meeting
location from the previous lesson.
The coach will be receiving
materials from the teacher.
5 Min
After role has been taken
the students will look
through the handout with
the basic rules of Team
Handball. The teacher will
be wandering around in
order to clarify any
questions there may be.
N/A
Extension
N/A
N/A
Students will be gathered up with
their teams in their meeting
location from the previous lesson.
5 Min
After going over the rules,
the Warm Up leader will
lead their team in a 5
minute warm. Some
exercise will be provided
by the teacher, but the
teacher will encourage the
warm up leaders to try and
N/A
Extension
NASPE
Standard 1
Colorado
Standard 2
NASPE
S1.H3.L1
Colorado
S2.Sec1.b
Students will still be grouped
with their teams. They will now
get into lines or into one straight
line to do the warm up activities.
Students may also be in partners
if their warm up involves
throwing.
48
come up with their own.
5 Min
After going through the
warm up the students will
go through some activities
to practice throwing. Ideas
for activities will be
provided to the coach on a
handout in the team’s
folder. Team Managers
will also be informed of
what equipment will be
needed for their practice
time.
Flick Wrist
Eyes on Target
Communication
Step Through
with Pass
Ball resting on
Fingerpads
Extension
NASPE
Standard 1
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S1.H1.L1
S4.H3.L1
S4.H3.L2
S4.H4.L2
Colorado
S1.Sec2.e
S3.Sec2.b
S3.Sec2.f
S3.Sec3.a
Students will be in their teams in
their designated area going
through practice activities
instructed by the coach.
N/A
Teacher will be walking
between the groups and
really emphasizing that
they flick their wrists when
they are throwing
Flick Wrist
Refinement
N/A
N/A
Students will be in their groups
practicing as the teacher goes
from group to group.
5 Min
The teacher will now
inform the coaches to
move on to practicing
dribbling in their teams.
Again activity ideas will be
provided to the captains in
the Teams Folder. Team
Managers should once
again gather the equipment
needed for the activities.
Ball at Waist
Height
Fingerpads
Eyes Up
Knees Bent
Ball in front
and to side
Keep ball close
to body
Extension
NASPE
Standard 1
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S1.H1.L1
S4.H3.L1
S4.H3.L2
S4.H4.L2
Colorado
S1.Sec2.e
S3.Sec2.b
S3.Sec2.f
S3.Sec3.a
Students will be in their teams in
their designated area going
through practice activities
instructed by the coach.
N/A
Teacher will be walking
between the groups and
really emphasizing that
they keep their eyes up
while dribbling.
Eyes Up
Refinement
N/A
N/A
Students will be in their groups
practicing as the teacher goes
from group to group.
49
3 Min
The teacher will now have
the students work on
advancing the ball up the
court. The coaches will
have ideas for activities to
practice this in the team
folder provided by the
teacher. The teacher will
be wandering around
making sure the activity is
being done correctly.
Flick Wrist
Eyes on Target
Communication
Ball at Waist
Height
Fingerpads
Eyes Up
Extension
NASPE
Standard 1
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S1.H1.L1
S4.H3.L1
S4.H3.L2
S4.H4.L2
Colorado
S1.Sec2.e
S3.Sec2.b
S3.Sec2.f
S3.Sec3.a
Students will be in their teams in
their designated area going
through practice activities
instructed by the coach.
5 Min
The teacher will now
inform the coaches to
move on to practicing
shooting in their teams.
Again activity ideas will be
provided to the captains in
the Teams Folder. Team
Managers should once
again gather the equipment
needed for the activities.
The teacher will have the
students performing a peer
assessment to make sure
students are using cues that
are provided.
Body Control
Flick Wrist
Eyes on Target
Arm at 90
degree angle
Release at
highest point
Extension
NASPE
Standard 1
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S1.H1.L1
S4.H3.L1
S4.H3.L2
S4.H4.L2
Colorado
S1.Sec2.e
S3.Sec2.b
S3.Sec2.f
S3.Sec3.a
Students will be in their teams in
their designated area going
through practice activities
instructed by the coach.
N/A
Teacher will be going from
group to group to make
sure students are release
the ball at the highest point
in a downwards motion.
Release at
Highest Point
Refinement
N/A
N/A
Students will be in their groups
practicing as the teacher goes
from group to group.
50
13 Min
The teacher will now have
the teams play two games.
Two teams will be on one
modified court, and the
other two teams on the
other modified court.
During this game the
teacher will make it so that
students are only allowed
to pass to advance the ball.
Make sure to emphasize
safety when it comes to
passing and shooting the
handball.
Flick Wrist
Eyes on Target
Communication
Ball at Waist
Height
Fingerpads
Eyes Up
Body Control
Release at
highest point
Application
NASPE
Standard 1
Standard 2
Standard 4
Colorado
Standard 1
Standard 3
Standard 4
NASPE
S1.H1.L1
S2.H2.L1
S4.H2.L1
S4.H3.L1
S4.H5.L1
Colorado
S1.Sec1.a
S1.Sec2.e
S3.Sec1.a
S3.Sec1.b
S3.Sec1.c
S3.Sec2.c
S3.Sec2.h
S3.Sec3.a
S3.Sec3.d
S4.Sec1.a
There will be two modified team
handball courts set up in the gym.
On each court there will be two
teams playing against one
another.
5 Min
The teacher will now have
the students get back with
their teams in their
designated area and the
coach will collect a
reflection sheet from the
teacher. The students will
complete the reflection
sheet and then put it into
their folder. Once they are
completed with their
reflection sheet the whole
team should come gather
up around the teacher for
the closure
N/A
Application
NASPE
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S4.H1.L1
S4.H3.L1
S4.H4.L1
S4.H4.L2
Colorado
S1.Sec2.e
S3.Sec2.a
S3.Sec2.c
S3.Sec2.e
S3.Sec2.g
S3.Sec2.i
Students will be in their teams
gathered in their designated area
to work on the worksheets.
51
2 Min
Closure: The teacher will
in the class by discussing
what when well during the
class, and then the teacher
will inform the students of
what will be happening
during the next class.
N/A
Informing
N/A
N/A
Students will be gathered around
the teacher sitting and listening to
the teacher.
52
Lesson 2 Reflection
Extent to which students achieved each objective. Provide specific examples of why and
how objectives were achieved.
During this second lesson of a Team Handball unit there were three objectives that the teacher
set for the students. The first objective came from the psychomotor domain and stated that
“Students will be able to demonstrate their ability to score 80 percent of the time, while using
correct cues, during a practice drill with their team.” For this objective the teacher feels fifty,
fifty on whether they met it. The reason the teacher feels not sure about this objective is because
he changed his assessment so it did not match this objective. The assessment got changed to
focus more on the cues of the throw rather than the amount of times they scored. However, with
the assessment only covering half of the objective, the teacher still feels confident in the students
meeting this objective because of what he observed. During the time in the lesson when the
students were practicing shooting the teacher was seeing a lot of successful shots by the students.
This leads the teacher to believe that the students were successful scoring 80 percent of the time.
As far as the cues are concerned the students appeared to use a lot of the correct cues which
could be seen on the assessment sheet.
The second objective, which came focused on the cognitive domain stated “Students will be able
to list the cues necessary to pass and shoot correctly, on an Exit Slip provided by the teacher.”
This objective was not met by the students by not because of anything they did but rather
because the teacher created the wrong assessment for the lesson. The teacher focused more on
the rules of the game in the exit slip assessment rather than the cues of the shot. So the students
could not meet this objective.
53
The third and final objective set for the students came from the affective domain. The objective
stated that, “Students will be able to show how well they worked as a team, but answering a few
questions on an Exit Slip.” This objective was met by some of the teams and barely met by the
other teams. Some of the teams gave good solid answers on the exit slip which defined to the
teacher how they worked together as a team. Meanwhile, some team’s responses simply stated
“We all participated.” There was no explanation behind the statement so the teacher is not sure
how they worked together. The teacher is hoping that eventually if he keeps reinforcing the exit
slips that answers will improve for the teams that seem lacking to put in effort on them.
Extent to which teacher objectives were achieved. Provide specific examples and to how
and why.
There was also three objectives the teacher set for himself for this lesson. The first objective was
that the “Teacher will be able to provide specific and correctional feedback in order to improve
students’ performance.” The teacher feels that he was able to meet this objective because he was
able to give helpful feedback which did improve performance. The feedback that the teacher was
providing was not as focused on cues of a skill but rather on aspects of a practice activity. As
soon as the teacher provided feedback to the students in improved their practice time and
allowed them to improve on their performance. However, the
teacher also gave feedback when it came to cues for a skill. The teacher made sure the students
were releasing the ball at its highest point in a downward direction so as to maximize their
chances of scoring.
54
The second objective the teacher had for himself was, “Teacher will be able effectively get the
students on task right away in order to increase amount of activity time for the day.” The teacher
feels like he was also able to meet this objective. The teacher is using a folder system which
includes a handout of the tasks that will be occurring during that day. With this method the
teacher is able to get the students started quickly and they are able to know exactly what they are
supposed to do. The only issue was one of the groups was not reading their folder, they just kept
asking when they were going to get to play. The teacher informed them that they needed to do
the practice drills then they would get to play and that got them back onto task.
The final objective the teacher had for himself for this lesson was, “Teacher will be able to rid
the class of any distractions or problems so as to keep the students on task.” The teacher felt he
also met this objective. There were a couple of instances during the lesson that the teacher had to
tell students to get back on task, and as soon as he told them what they needed to be doing they
stopped messing around as much and starting working on the task the teacher was asking them to
do. The teacher knows that he is working with high school students that are used to just playing
without practice. With this in mind the teacher understands there will be some off task behavior,
but if it does not warrant discipline then the teacher will just ask them to get back on task.
How did the following go?
• Organization: For organization there was some good and some bad during this lesson. The
teacher feels that his folder system is very effective and really helps the students get right to
work and just know what they are supposed to do. It also serves as a great guide to give students
ideas of activities to do when the teacher is busy with another group. Some of the bad parts of the
organization was some of the groups were getting off task and then running into other teams
55
areas. Also there was not a lot of participation during the game because the small courts did not
warrant a lot of moving. This is why during the next lesson the teacher is going to move to full
court games and use the side space for practice areas.
• Time Plan: The time plan is hard to judge for this lesson because the teacher has no idea how
long his lesson is going to be. The teachers at the school still do the Greeley Central Workout
and Run on Thursdays when the teacher is supposed to be teaching. However, the teacher as no
idea how much time he will have after the workout so he only planned for 50 minutes. The
teacher ended up having about an hour for this lesson though which proved to be a challenge
because then he was forced to lengthen some of his less exciting tasks in order to fill the full
class time. This will just be something the teacher will have to account for during his next
Thursday lesson.
Changes for Next Lesson: The biggest change the student is going to make for his next lesson is
gathering the students together after the games have been completed. The teacher tried to give
out to many instructions to students at the same time at the end of the gameplay time, and
because of that it led to the teacher having to pick up the majority of the equipment. During the
next lesson the teacher is going to bring all of the students together first and then give them
instructions on what tasks they should be accomplishing. Also the teacher is changing to just one
large court because the two small courts proved to be too small for the students to truly
experience the game.
56
Lesson Plan Form
Class Name: Field & Court 4th
Block Class Skill Level: High School
Length of Lesson: 40 Minutes Number of Meetings/Week: 3
Name: Derek Rodriguez Lesson Number: 3 of 6
Equipment: 12 Handballs, 10 Half Cones, 10 Tall Cones, Pencils, Assessment Sheets
Facility: Greeley Central Main Gym
Student Objectives
Each student should be able to:
1. Psychomotor: Students will be able to demonstrate good fundamental defensive skills, by
being able to stop advancement of the ball during gameplay.
2. Cognitive: Students will be able to demonstrate their ability to retain knowledge by answering
questions on an Exit Slip correctly.
3. Affective: Students will be able to demonstrate good teamwork by involving every player
during practice and gameplay.
Teacher Objectives
This teacher should be able to:
1. Teacher will be able to provide specific and correctional feedback in order to improve
students’ performance.
2. Teacher will be able effectively get the students on task right away in order to increase amount
of activity time for the day.
3. Teacher will be able to keep all students on task during gameplay and practice time.
57
Planned Lesson Activities
Approx.
Time Student Activities
(Anticipated Progression of
Tasks)
For each task add at least one
idea for intratask variation or teaching by invitation
Performance Cues
Goal Orientation of
Task
(Extension,
Refinement, Application)
Std Obj Organizational Arrangement (including Grouping & Task
Presentation method)
2 Min
Teacher will distribute
folders to the team coaches
and have them get into
their teams. The teams will
take role of who is present
and then return the
attendance sheet to the
teacher.
N/A
Informing
N/A
N/A
Students will be gathered up with
their teams in their meeting
location from the previous lesson.
The coach will be receiving
materials from the teacher.
5 Min
After going over the rules,
the Warm Up leader will
lead their team in a 5
minute warm. Some
exercise will be provided
by the teacher, but the
teacher will encourage the
warm up leaders to try and
come up with their own.
N/A
Extension
NASPE
Standard 1
Colorado
Standard 2
NASPE
S1.H3.L1
Colorado
S2.Sec1.b
Students will still be grouped
with their teams. They will now
get into lines or into one straight
line to do the warm up activities.
Students may also be in partners
if their warm up involves
throwing.
12 Min
The teacher will now have
the teams play one game.
Two teams will be playing
on a full sized Team
Handball Court (The main
gym floor) During this
game the teacher will make
Flick Wrist
Eyes on Target
Communication
Ball at Waist
Height
Fingerpads
Eyes Up
Application
NASPE
Standard 1
Standard 2
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S1.H1.L1
S2.H2.L1
S4.H2.L1
S4.H3.L1
S4.H5.L1
Colorado
There will be one team handball
court (The Basketball Court). The
students who are not playing will
be doing practices on the sideline.
58
it so that students must
pass to every player on
their team before they can
shoot. Make sure to
emphasize safety when it
comes to passing and
shooting the handball.
Body Control
Release at
highest point
Head on a
swivel
Hands Up
Standard 4 S1.Sec1.a
S1.Sec2.e
S3.Sec1.a
S3.Sec1.b
S3.Sec1.c
S3.Sec2.c
S3.Sec2.h
S3.Sec3.a
S3.Sec3.d
S4.Sec1.a
During
the
time
above
The two teams not playing
in the game will be starting
practice sessions for
defensive fundamentals.
The coach will be given
instructions to practice
staying in front of the
offensive player, trapping,
and filling the gaps on
defense. Activity ideas will
be provided by the teacher.
Knees bent
Active Feet
Communication
Hands Up
Head on a
swivel
Extension
NASPE
Standard 1
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S1.H1.L1
S4.H3.L1
S4.H3.L2
S4.H4.L2
Colorado
S1.Sec2.e
S3.Sec2.b
S3.Sec2.f
S3.Sec3.a
Students will be on the side of the
main court where the team
handball game is going on.
12 Min
At this point the students
will switch roles for the
previous two sections. The
teams playing will now go
to the side to practice, and
the teams that were
practice will now be
playing on the main court.
N/A
Application
& Extension
N/A
N/A
There will be one team handball
court (The Basketball Court). The
students who are not playing will
be doing practices on the sideline.
2 Min
The students will now stop
and help and pick up any
equipment that is set out.
They will then get into
N/A
N/A
N/A
N/A
Students will be wandering the
gym picking up equipment; they
will then be meeting in their
groups in their designated area.
59
their groups.
5 Min
The teacher will now have
the students get back with
their teams in their
designated area and the
coach will collect a
reflection sheet from the
teacher. The students will
complete the reflection
sheet and then put it into
their folder. Once they are
completed with their
reflection sheet the whole
team should come gather
up around the teacher for
the closure
N/A
Application
NASPE
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S4.H1.L1
S4.H3.L1
S4.H4.L1
S4.H4.L2
Colorado
S1.Sec2.e
S3.Sec2.a
S3.Sec2.c
S3.Sec2.e
S3.Sec2.g
S3.Sec2.i
Students will be in their teams
gathered in their designated area
to work on the worksheets.
2 Min
Closure: The teacher will
end the class by discussing
what when well during the
class, and then the teacher
will inform the students of
what will be happening
during the next class.
N/A
Informing
N/A
N/A
Students will be gathered around
the teacher sitting and listening to
the teacher.
60
Lesson 3 Reflection
Extent to which students achieved each objective. Provide specific examples of why and
how objectives were achieved.
During this third lesson of a Team Handball unit there were three objectives that the
teacher set for the students. The first objective came from the psychomotor domain and stated
that “Students will be able to demonstrate good fundamental defensive skills, by being able to
stop advancement of the ball during gameplay.” For this objective the teacher feels as if the
students did not meet the objective. During the gameplay the students could not ever really stop
the ball from advancing forward except for when there was a bad pass or loss of the dribble.
There are a couple of reasons for the teacher feels the students did not meet this objective. The
first reason is the students were asked to perform defensive fundamental practices inside their
teams; however most of the students just took the practice time to throw the handballs at the
goals. The second reason the teacher feels like the students were unable to meet this objective is
because only about half the students on each team were participating in gameplay so it made it
challenging for there to be any stops. In order to try to improve on this the teacher will have to
allow for more practice time with guided instruction, and then come up with more ways to get
everyone involved during gameplay.
The second objective, which came focused on the cognitive domain, stated “Students will
be able to demonstrate their ability to retain knowledge by answering questions on an Exit Slip
correctly.” This is another objective that was not met during this lesson, not because the students
do not know the information, but because the teacher never got around to handing out the exit
slips. The lesson did not start on time, and then the cooperating teacher made the student teacher
61
take role, which took another five minutes out of the lesson. So the teacher had planned for forty
minutes of lesson time and instead only had about thirty minutes. The student teacher has tried to
implement a faster way to take role, but the cooperating teacher insists that he take role by
reading name by name. This cuts into the lesson time and does not allow the student teacher to
get through everything he wants to get through. Also, since the students do not finish getting
dressed out until five minutes into the lesson, that is more time lost for the teacher. The teacher
will just need to adapt his lesson to make up for this loss of time.
The third and final objective set for the students came from the affective domain. The
objective stated that, “Students will be able to demonstrate good teamwork by involving every
player during practice and gameplay.” This is another objective that the teacher feels was not met
during the lesson. This partially has to do with the teacher and not creating an atmosphere which
encourages participation by all students. During portions of the lesson the teacher would be look
around and see several students just standing around doing nothing. The teacher has tried to
encourage the coaches of the team to make sure everyone is included in the game and practices,
but since the students do not seem to be taking their roles seriously the teacher will need to make
more adaptations to his lesson to encourage participation by all students.
Extent to which teacher objectives were achieved. Provide specific examples and to how
and why.
There were also three objectives the teacher set for himself for this lesson. The first
objective was that the “Teacher will be able to provide specific and correctional feedback in
order to improve students’ performance.” This objective for the teacher was not met for a couple
of reasons. The first reason goes back to the lesson not starting on time. Since the lesson was
62
rushed the teacher was more focused on getting the students up and going rather than breaking
down what he was looking for from the lesson. Since the teacher did not set his expectations the
students did not really know what they were supposed to be doing and so the teacher could not
provide feedback since the students didn’t even know what they were supposed to be doing. The
other reason this objective was not met was because the teacher tried to have half the students on
the main gym floor and the other half up above practicing. This made it hard for the teacher to
observe all the students at once and give correctional feedback.
The second objective the teacher set for himself was, “Teacher will be able effectively
get the students on task right away in order to increase amount of activity time for the day.” This
is an objective that the teacher kind of met. The reason the teacher feels good about this objective
is because once he did get the students going they were doing activity time for the rest of the
lesson. The problem with meeting this objective was not due to the teacher though. First off all
the students did not show up to the lesson on time so that took five minutes out of the lesson
right away. Secondly the cooperating teacher made the student teacher take role by reading name
by name to see if they were present. This is a very slow process and took even more time out of
the lesson. If the student teacher could take role in a faster fashion he would be able to get more
out of his lessons.
The last objective that the teacher set for himself was, “Teacher will be able to keep all
students on task during gameplay and practice time.” This objective the teacher feels like he met
half way. The students that were playing in the Team Handball game were on task for the most
part. Some of the students were not participating but that is because the teacher did not
emphasize a participating environment. The other reason the teacher only feels like he met half
of this objective is because the students who were up above practicing seemed to just be messing
63
around. The teacher made a mistake trying to have the students practice up above because it
made it challenging for him to observe all the students at the same time.
How did the following go?
• Organization: For organization the teacher did not feel too strongly this lesson. First of all the
teacher did not get going on time because the cooperating teacher made him take role name by
name rather than by using his quicker system. Secondly the teacher made the mistake of having
students in two different areas. This made it challenging for him to keep track of all the students
that were in the gym. The only good thing about the organization was by having teams already
the teams quickly got into their teams and got going when the lesson did start.
• Time Plan: The timing of the lesson also did not go very well on this day. First of all the
students showed up late to the lesson and then by having to take role name by name the teacher
lost out on ten minutes of his lesson. So the teacher had planned for forty minutes and only
ended up having thirty minutes. This forced the teacher to cut out several parts of his lesson
including the assessment, since there was no time for it at the end of the lesson.
Changes for Next Lesson: The biggest change that the teacher is going to make for the next
lesson is organization of the students. Like stated above the teacher tried to have the students in
two different areas and this proved to be very challenging. It made it hard to observe all students
and keep them on task. Also during the next lesson the teacher is hoping to get to use his method
for taking role again because the name by name method just takes way too much time especially
with 34 kids.
64
Lesson Plan Form
Class Name: Field & Court 4th
Block Class Skill Level: High School
Length of Lesson: 40 Minutes Number of Meetings/Week: 3
Name: Derek Rodriguez Lesson Number: 4 of 6
Equipment: 7 Handballs, 10 Half Cones, 10 Tall Cones, Pencils, Assessment Sheets
Facility: Greeley Central Main Gym
Student Objectives
Each student should be able to:
1. Psychomotor: Students will be able to demonstrate offensive strategies, by setting screens for
one another during gameplay.
2. Cognitive: Students will be able to demonstrate their knowledge of cues for offensive and
defensive skills by answering questions correctly on an exit slip.
3. Affective: Students will be able to give examples of teamwork and group discussions by
answering a few questions on an exit slip.
Teacher Objectives
This teacher should be able to:
1. Teacher will be able to get all students involved in gameplay by adding variations to the rules.
2. Teacher will be able effectively get the students on task right away in order to increase amount
of activity time for the day.
3. Teacher will be able to keep all students on task during gameplay and practice time.
65
Planned Lesson Activities
Approx.
Time Student Activities
(Anticipated Progression of
Tasks)
For each task add at least one
idea for intratask variation or teaching by invitation
Performance Cues
Goal Orientation of
Task
(Extension,
Refinement, Application)
Std Obj Organizational Arrangement (including Grouping & Task
Presentation method)
2 Min
Teacher will distribute
folders to the team coaches
and have them get into
their teams. The teams will
take role of who is present
and then return the
attendance sheet to the
teacher.
N/A
Informing
N/A
N/A
Students will be gathered up with
their teams in their meeting
location from the previous lesson.
The coach will be receiving
materials from the teacher.
3 Min
After going over the rules,
the Warm Up leader will
lead their team in a 5
minute warm. Some
exercise will be provided
by the teacher, but the
teacher will encourage the
warm up leaders to try and
come up with their own.
N/A
Extension
NASPE
Standard 1
Colorado
Standard 2
NASPE
S1.H3.L1
Colorado
S2.Sec1.b
Students will still be grouped
with their teams. They will now
get into lines or into one straight
line to do the warm up activities.
Students may also be in partners
if their warm up involves
throwing.
3 Min
The teacher will have all of
the teams do a passing
three person weave in
order to work on quick
passes.
Crisp
On Target
Extension
NASPE
Standard 1
Colorado
Standard 1
NASPE
S1.H1.L1
Colorado
S1.Sec1.a
The teams will start on four
separate corners of the basketball
court. The students will be doing
the activity towards half court and
then go back to the baseline.
66
7 Min
The teacher will then have
the teams work on using
screens while playing on
offense in order to open up
the players who are trying
to shoot. The teacher will
do this by having two
teams on one side of the
court and the other two
teams on the other side of
the court. The teams will
be playing against one
another focusing on using
screens. The teacher will
also emphasize moving to
open space during this
time.
No leaning
Moving to open
space &
Spacing
Recognizing
gaps
Spatial
Awareness
Extension
NASPE
Standard 1
Colorado
Standard 1
NASPE
S1.H1.L1
Colorado
S1.Sec1.a
S1.Sec2.e
Two teams will be on one side of
the court and the other two teams
will be on the other side of the
court. They will be playing half
court games while focusing on
these strategies.
16 Min
The students will now be
playing full court games.
Instead of just having two
teams on the court all four
teams will be involved in
the game. There will be
two teams on both sides
playing defense, one team
will be playing offense and
one team will be off. The
offensive team will go one
direction and try and score.
If they do score then they
remain the team on
offense, if they do not
score then their team goes
Flick Wrist
Eyes on Target
Communication
Ball at Waist
Height
Fingerpads
Eyes Up
Body Control
Release at
highest point
Head on a
swivel
Hands Up
Feet together
No leaning
Recognizing
Application
NASPE
Standard 1
Standard 2
Standard 4
Colorado
Standard 1
Standard 3
Standard 4
NASPE
S1.H1.L1
S2.H2.L1
S4.H2.L1
S4.H3.L1
S4.H5.L1
Colorado
S1.Sec1.a
S1.Sec2.e
S3.Sec1.a
S3.Sec1.b
S3.Sec1.c
S3.Sec2.c
S3.Sec2.h
S3.Sec3.a
S3.Sec3.d
All four teams will be on the
main court. Two teams will be on
defense, one team on offense, and
the fourth team will be waiting to
come on for defense. The playing
court will be the main basketball
court, with the 3 point lines
serving has the shooting circle.
67
off. For the defenses if the
offensive team does not
score, the team playing
defense becomes the
offensive team and goes
the other direction. If the
offensive team does score
then the defensive team
comes off the court. For
the team that is off, they
will come on for
whichever team goes off
and will be playing defense
the next time the ball
comes down to that end of
the court. During this game
all players must touch the
ball on offense before the
team can attempt a shot.
gaps
Spatial
Awareness
Crisp
On Target
S4.Sec1.a
2 Min
The students will now stop
and help and pick up any
equipment that is set out.
They will then get into
their groups.
N/A
N/A
N/A
N/A
Students will be wandering the
gym picking up equipment; they
will then be meeting in their
groups in their designated area.
5 Min
The teacher will now have
the students get back with
their teams in their
designated area and the
coach will collect a
reflection sheet from the
teacher. The students will
complete the reflection
sheet and then put it into
N/A
Application
NASPE
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S4.H1.L1
S4.H3.L1
S4.H4.L1
S4.H4.L2
Colorado
S1.Sec2.e
S3.Sec2.a
S3.Sec2.c
Students will be in their teams
gathered in their designated area
to work on the worksheets.
68
their folder. Once they are
completed with their
reflection sheet the whole
team should come gather
up around the teacher for
the closure
S3.Sec2.e
S3.Sec2.g
S3.Sec2.i
2 Min
Closure: The teacher will
end the class by discussing
what when well during the
class, and then the teacher
will inform the students of
what will be happening
during the next class.
N/A
Informing
N/A
N/A
Students will be gathered around
the teacher sitting and listening to
the teacher.
69
Lesson 4 Reflection
Extent to which students achieved each objective. Provide specific examples of why and
how objectives were achieved.
Like all of the previous lessons during this fourth lesson the teacher set three objectives
for the students and three objectives for himself. The first objective for the students was the
psychomotor objective, and that objective was that, “Students will be able to demonstrate
offensive strategies, by setting screens for one another during gameplay.” For this objective the
teacher feels like the students only slightly met the objective. The students were setting screens
for each other when the teacher was having them do a task that specifically required them to set
screens. However, then when they started to play the game the students got away from setting
screens for one another and just passed the ball around. The teacher knows that the students have
the information and knowledge to set screens, it just seemed that the students were unwilling to
use this skill.
The cognitive domains objective for this lesson was that, “Students will be able to
demonstrate their knowledge of cues for offensive and defensive skills by answering questions
correctly on an exit slip.” This objective was not met because the teacher changed the exit sheet.
The original plan was to have some cognitive questions on the exit slip sheet. However, then
when the teacher was creating the exit slip he decided to focus more on the affective domain
rather than on the cognitive domain. So it would be impossible for the students to meet his
objective because the teacher did not create the lesson so that they could meet it.
70
The final objective for this lesson came from the affective domain and it stated that,
“Students will be able to give examples of teamwork and group discussions by answering a few
questions on an exit slip.” For this objective the teacher feels like the students were able to
effectively give examples of how they worked as a team. The one issue the teacher had with this
objective was during the time when the students were doing the exit slip not all of the members
of each team seemed to be providing input. As the teacher was walking around the teacher could
see that only about half of most the groups was answering the questions while the other half was
just standing around waiting to be released. This seems to be a common problem, and the teacher
feels like the main reason for this issue is that not all of the students know one another and so
they almost refuse to talk. The teacher will try to keep emphasizing teamwork in his lessons.
Extent to which teacher objectives were achieved. Provide specific examples and to how
and why.
As stated above there was also three objectives that the teacher set for himself during this
lesson. The first objective that he set for himself was that, “Teacher will be able to get all
students involved in gameplay by adding variations to the rules.” This objective was not met by
the teacher during this lesson. The reason this objective was not met was because many of the
students, mostly the girls, were sitting out while the game was being played. The teacher tried to
encourage them to get in and play but they said they did not want to. The teacher will try and
come up with other ways to get all of the students engaged but when they know they are not
getting graded for participating they most likely will not. The teacher is going to take this lack of
participation as a learning experience of something he would never allow in his own classroom.
71
The next objective that the teacher had for himself said that, “Teacher will be able
effectively get the students on task right away in order to increase amount of activity time for the
day.” The teacher felt like he was somewhat able to meet this task. The teacher was much faster
at taking role during this class period then he was during the previous lesson so that took led to
less sitting around. Also the teacher felt like he met this objective because he was able to get
through all of the tasks that he had planned for this day. The one issue was he had to modify the
times of the tasks so the students did not get to be active for as long as the teacher would have
hoped but the teacher will take small victories where he can get them.
The last objective that the teacher had set for himself during this lesson was that,
“Teacher will be able to keep all students on task during gameplay and practice time.” The
teacher felt like he was somewhat able to meet this objective. During the practice time portion of
the lesson the students seemed to get a little off tasks. This may have been because they were
either bored or not sure of what they were doing. The teacher will have to make sure he makes
the necessary adjustments to keep all of the students engaged during the skill development time
of the lesson. Now during the game time, all of the students that were participating were on task.
I think the challenge of trying to figure out the rotation that the teacher gave the students kept
them on task because they were required to pay attention the whole time. The teacher just needs
to focus on creating more intratasks for his lessons, and clarifying the tasks that are being done.
How did the following go?
• Organization: For organization during this lesson the teacher felt very good. The teacher had
the students play Team Handball, but instead of just two teams playing while the others set out or
did another task the teacher came up with a way for all four teams to be involved in the game at
72
the same time. This organization allowed the teacher to be able to keep track of all of his
students while at the same time keeping them on task. The one change he may make to his
organization during the next lesson is changing when teams go on and come off of the court
since the students seemed to struggle with the concept the teacher had.
• Time Plan: The timing of this lesson was better than the timing of the previous lesson. During
this lesson the teacher was able to get through all of the tasks he had and they were able to keep
pretty close to the time that the teacher had planned them for. The teacher hopes that he is able to
keep growing on his time planning ability and that he will eventually learn how long every task
is going to need to be.
Changes for Next Lesson: The teacher does not plan to make too many changes to his next
lesson. The one change that he is going to make is figure out another way to get all the teams
playing at once without it being as confusing as it was during this lesson. Otherwise the teacher
liked the way this lesson went and hopes to keep improving on his management and teaching
skills.
73
Lesson Plan Form
Class Name: Field & Court 4th
Block Class Skill Level: High School
Length of Lesson: 70 Minutes Number of Meetings/Week: 3
Name: Derek Rodriguez Lesson Number: 5 of 6
Equipment: 8 Handballs, 10 Half Cones, 10 Tall Cones, Pencils, Assessment Sheets
Facility: Greeley Central Main Gym
Student Objectives
Each student should be able to:
1. Psychomotor: Students will be able to demonstrate their ability to use effective strategies, to
increase scoring while playing a game of Team Handball.
2. Cognitive: Students will be able to demonstrate their knowledge of Team Handball, by
answering questions correctly when asked by the teacher.
3. Affective: Students will be able identify what aspects of their team they think has improved,
and what aspects they feel still needs work, by answering a few short questions on an exit slip.
Teacher Objectives
This teacher should be able to:
1. Teacher will be able to provide specific and correctional feedback in order to improve
students’ performance.
2. Teacher will be able effectively get the students on task right away in order to increase amount
of activity time for the day.
3. Teacher will be able to rid the class of any distractions or problems so as to keep the students
on task.
74
Planned Lesson Activities
Approx.
Time Student Activities
(Anticipated Progression of
Tasks)
For each task add at least one
idea for intratask variation or teaching by invitation
Performance Cues
Goal Orientation of
Task
(Extension,
Refinement, Application)
Std Obj Organizational Arrangement (including Grouping & Task
Presentation method)
2 Min
Teacher will distribute
folders to the team coaches
and have them get into
their teams. The teams will
take role of who is present
and then return the
attendance sheet to the
teacher.
N/A
Informing
N/A
N/A
Students will be gathered up with
their teams in their meeting
location from the previous lesson.
The coach will be receiving
materials from the teacher.
10 Min
The students will now be
playing full court games.
Instead of just having two
teams on the court all four
teams will be involved in
the game. There will be
two teams on both sides
playing defense, one team
will be playing offense and
one team will be off. The
offensive team will go one
direction and try and score.
If they do score then they
remain the team on
offense, if they do not
score then their team goes
Flick Wrist
Eyes on Target
Communication
Ball at Waist
Height
Fingerpads
Eyes Up
Body Control
Release at
highest point
Head on a
swivel
Hands Up
Feet together
No leaning
Recognizing
Application
NASPE
Standard 1
Standard 2
Standard 4
Colorado
Standard 1
Standard 3
Standard 4
NASPE
S1.H1.L1
S2.H2.L1
S4.H2.L1
S4.H3.L1
S4.H5.L1
Colorado
S1.Sec1.a
S1.Sec2.e
S3.Sec1.a
S3.Sec1.b
S3.Sec1.c
S3.Sec2.c
S3.Sec2.h
S3.Sec3.a
S3.Sec3.d
All four teams will be on the
main court. Two teams will be on
defense, one team on offense, and
the fourth team will be waiting to
come on for defense. The playing
court will be the main basketball
court, with the 3 point lines
serving has the shooting circle.
75
off. For the defenses if the
offensive team does not
score, the team playing
defense becomes the
offensive team and goes
the other direction. If the
offensive team does score
then the defensive team
comes off the court. For
the team that is off, they
will come on for
whichever team goes off
and will be playing defense
the next time the ball
comes down to that end of
the court. During this game
all players must touch the
ball on offense before the
team can attempt a shot.
gaps
Spatial
Awareness
Crisp
On Target
S4.Sec1.a
15 Min
After playing for 10
minutes the teacher will
bring the students back
together and have them
start working on playing
defenses. The teacher will
start by having the students
work on man defense, and
then he will move to zone
defense. Students will be
playing on half the court,
and will be playing against
another team.
Communication
Spacing
Responsibilities
Extension
NASPE
Standard 1
Standard 2
Colorado
Standard 1
NASPE
S1.H1.L1
S2.H2.L1
Colorado
S1.Sec1.a
S1.Sec2.e
All four teams will be on the
main court. Two teams will be on
one half of the court and two
teams will be on the other half of
the court. The teams will be
working on man and zone
defenses.
This time will be dedicated Flick Wrist NASPE NASPE Students will be in their teams in
76
12 Min
to students exploring all of
the skills and strategies
that they have learned
throughout the unit so far.
The teacher will be
walking between the
groups and giving
feedback to help students
focus on certain tasks.
Eyes on Target
Communication
Ball at Waist
Height
Fingerpads
Eyes Up
Body Control
Release at
highest point
Head on a
swivel
Hands Up
Feet together
No leaning
Recognizing
gaps
Spatial
Awareness
Crisp
On Target
Communication
Spacing
Responsibilities
Extension/
Refinements
NASPE
Standard 1
Standard 2
Standard 4
Colorado
Standard 1
Standard 3
Standard 4
NASPE
S1.H1.L1
S2.H2.L1
S4.H2.L1
S4.H3.L1
S4.H5.L1
Colorado
S1.Sec1.a
S1.Sec2.e
S3.Sec1.a
S3.Sec1.b
S3.Sec1.c
S3.Sec2.c
S3.Sec2.h
S3.Sec3.a
S3.Sec3.d
S4.Sec1.a
their designated area going
through practice activities
instructed by the coach.
24 Min
The students will now be
playing full court games.
For this round of games
two teams will be on the
court while two teams are
on the sideline. The two
teams on the court will
play for four minutes and
then the teacher will rotate
the other two teams onto
Flick Wrist
Eyes on Target
Communication
Ball at Waist
Height
Fingerpads
Eyes Up
Body Control
Release at
highest point
Application
NASPE
Standard 1
Standard 2
Standard 4
Colorado
Standard 1
Standard 3
Standard 4
NASPE
S1.H1.L1
S2.H2.L1
S4.H2.L1
S4.H3.L1
S4.H5.L1
Colorado
S1.Sec1.a
S1.Sec2.e
S3.Sec1.a
All four teams will be down
along the main court. Two teams
will be on the court playing,
while the other two teams are on
the side watching and strategizing
with their team.
77
the court. This rotation will
continue until all teams
have been on the playing
court 3 times each. For this
game the teacher will
emphasize the students
must pass to everyone on
their team before they can
shoot. For the two teams
off the court, the teacher
will encourage them to
strategize and come up
with offensive and
defensive tactics. During
this time the teacher will
be performing the post
assessment on the student’s
gameplay.
Head on a
swivel
Hands Up
Feet together
No leaning
Recognizing
gaps
Spatial
Awareness
Crisp
On Target
Communication
Spacing
Responsibilities
S3.Sec1.b
S3.Sec1.c
S3.Sec2.c
S3.Sec2.h
S3.Sec3.a
S3.Sec3.d
S4.Sec1.a
5 Min
The teacher will now have
the students get back with
their teams in their
designated area. The teams
will complete a play draw
up sheet which will be
provided by the teachers in
their folder.
N/A
Application
NASPE
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S4.H1.L1
S4.H3.L1
S4.H4.L1
S4.H4.L2
Colorado
S1.Sec2.e
S3.Sec2.a
S3.Sec2.c
S3.Sec2.e
S3.Sec2.g
S3.Sec2.i
Students will be in their teams
gathered in their designated area
to work on the worksheets.
Closure: The teacher will
in the class by discussing
what when well during the
Students will be gathered around
the teacher sitting and listening to
the teacher.
78
2 Min
class, and then the teacher
will inform the students of
what will be happening
during the next class.
N/A Informing N/A N/A
79
Lesson 5 Reflection
There is no reflection for this lesson because this lesson never actually occurred. On the
day that this lesson was supposed to be taught the cooperating teacher decided to have a game
day instead, and due to lack of time the teacher skipped this lesson and went on to the sixth and
final lesson of the unit. The post assessment for the psychomotor and cognitive domain would be
completed during the sixth lesson along with the summative assessment. This allowed the
teacher to get the scores for the post test and be able to show growth by the students from the
beginning of the unit to the end.
80
Lesson Plan Form
Class Name: Field & Court 4th
Block Class Skill Level: High School
Length of Lesson: 40 Minutes Number of Meetings/Week: 3
Name: Derek Rodriguez Lesson Number: 6 of 6
Equipment: 10 Handballs, 10 Half Cones, 10 Tall Cones, Pencils, Assessment Sheets
Facility: Greeley Central Main Gym
Student Objectives
Each student should be able to:
1. Psychomotor: Students will be able to demonstrate their ability to effectively run offense vs
either a man or zone defense during gameplay.
2. Cognitive: Students will be able to demonstrate knowledge of strategies by using key
offensive and defensive skills during gameplay.
3. Affective: Students will be able to demonstrate sportspersonship and teamwork, by being
cooperative with the opposing team and involving all members of their team, during gameplay.
Teacher Objectives
This teacher should be able to:
1. Teacher will be able to get all students involved in gameplay by adding variations to the rules.
2. Teacher will be able effectively get the students on task right away in order to increase amount
of activity time for the day.
3. Teacher will be able to keep all students on task during gameplay.
81
Planned Lesson Activities
Approx.
Time Student Activities
(Anticipated Progression of
Tasks)
For each task add at least one
idea for intratask variation or teaching by invitation
Performance Cues
Goal Orientation of
Task
(Extension,
Refinement, Application)
Std Obj Organizational Arrangement (including Grouping & Task
Presentation method)
3 Min
Teacher will distribute
folders to the team coaches
and have them get into
their teams. The teams will
take role of who is present
and then return the
attendance sheet to the
teacher.
N/A
Informing
N/A
N/A
Students will be gathered up with
their teams in their meeting
location from the previous lesson.
The coach will be receiving
materials from the teacher.
3 Min
After going over the rules,
the Warm Up leader will
lead their team in a 5
minute warm. Some
exercise will be provided
by the teacher, but the
teacher will encourage the
warm up leaders to try and
come up with their own.
N/A
Extension
NASPE
Standard 1
Colorado
Standard 2
NASPE
S1.H3.L1
Colorado
S2.Sec1.b
Students will still be grouped
with their teams. They will now
get into lines or into one straight
line to do the warm up activities.
Students may also be in partners
if their warm up involves
throwing.
3 Min
The students will receive
the same sheet that they
got at the end of the
previous lesson. The
students will be asked to
come up with another play
that they could run against
N/A
Application
NASPE
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S4.H1.L1
S4.H3.L1
S4.H4.L1
S4.H4.L2
Colorado
S1.Sec2.e
Students will be in their teams
gathered in their designated area
to work on the worksheets.
82
a man defense. The entire
team should be involved in
the drawing up of this play.
This will be the cognitive
portion of the summative
assessment.
S3.Sec2.a
S3.Sec2.c
S3.Sec2.e
S3.Sec2.g
S3.Sec2.i
24 Min
The students will now be
playing full court games.
For this round of games
two teams will be on the
court while two teams are
on the sideline. The two
teams on the court will
play for four minutes and
then the teacher will rotate
the other two teams onto
the court. This rotation will
continue until all teams
have been on the playing
court 3 times each. For this
game the teacher will
emphasize the students
must pass to everyone on
their team before they can
shoot. For the two teams
off the court, the teacher
will encourage them to
strategize and come up
with offensive and
defensive tactics. The
teacher will be looking for
weather or not they run the
Flick Wrist
Eyes on Target
Communication
Ball at Waist
Height
Fingerpads
Eyes Up
Body Control
Release at
highest point
Head on a
swivel
Hands Up
Feet together
No leaning
Recognizing
gaps
Spatial
Awareness
Crisp
On Target
Communication
Spacing
Responsibilities
Application
NASPE
Standard 1
Standard 2
Standard 4
Colorado
Standard 1
Standard 3
Standard 4
NASPE
S1.H1.L1
S2.H2.L1
S4.H2.L1
S4.H3.L1
S4.H5.L1
Colorado
S1.Sec1.a
S1.Sec2.e
S3.Sec1.a
S3.Sec1.b
S3.Sec1.c
S3.Sec2.c
S3.Sec2.h
S3.Sec3.a
S3.Sec3.d
S4.Sec1.a
All four teams will be down
along the main court. Two teams
will be on the court playing,
while the other two teams are on
the side watching and strategizing
with their team.
83
plays they drew up. This
will prove as the
psychomotor portion of the
summative assessment.
5 Min
The teacher will now have
the students get back with
their teams in their
designated area and the
coach will collect a
reflection sheet from the
teacher. The students will
complete the reflection
sheet and then put it into
their folder. This will be
the affective portion of the
summative assessment.
Once they are completed
with their reflection sheet
the whole team should
come gather up around the
teacher for the closure
N/A
Application
NASPE
Standard 4
Colorado
Standard 1
Standard 3
NASPE
S4.H1.L1
S4.H3.L1
S4.H4.L1
S4.H4.L2
Colorado
S1.Sec2.e
S3.Sec2.a
S3.Sec2.c
S3.Sec2.e
S3.Sec2.g
S3.Sec2.i
Students will be in their teams
gathered in their designated area
to work on the worksheets.
2 Min
Closure: The teacher will
end the class by discussing
what when well during the
class, and then the teacher
will inform the students of
what will be happening
during the next class.
N/A
Informing
N/A
N/A
Students will be gathered around
the teacher sitting and listening to
the teacher.
84
Team Handball: Lesson 6 Reflection
This sixth lesson was the final lesson of the Team Handball Unit that the teacher was
teaching. During this lesson the teacher set 3 objectives for his students as well as three
objectives for himself. The first objective he set for his students came from the psychomotor
domain. The objective was that “Students will be able to demonstrate their ability to effectively
run offense vs either a man or zone defense during gameplay.” The teacher feels that the students
were able to meet this objective. The teacher assessed the students using a summative assessment
on whether the students used proper offensive and defensive tactics during gameplay. It was
noticeable that students were using the offensive strategies necessary to try and beat the
defenses. The teacher was also impressed by the student’s ability to run a proper zone defense.
Overall the teacher is very pleased on the skills that the students were able to gain by the end of
this unit.
The next objective that the teacher set for the students was from the cognitive domain.
That objective said that “Students will be able to demonstrate knowledge of strategies by using
key offensive and defensive skills during gameplay.” This is another objective that the teacher
believes the students met. The teacher was grading the students on whether or not as a team they
used effective offensive strategies to break the defense. All the teams were able to show that they
understood that quick passes and spacing were crucial to the offense having a better chance to
score. Also the several of the teams demonstrated great use of zone defenses. They had all of
their players set up in a good positioning which made it much more challenging for the opposing
teams to score. The teacher feels like the students were able to gain much of the necessary
knowledge for playing team handball from this unit.
85
The third objective that the teacher set for the students came from the affective domain.
This objective stated that “Students will be able to demonstrate sportspersonship and teamwork,
by being cooperative with the opposing team and involving all members of their team, during
gameplay.” This objective the teacher feels like the students almost completely met. For the most
part during the gameplay part of the lesson the students were cooperative with one another.
However, there were moments, especially when it came to whether or not a team scored where
they would tend to argue with each other. Overall though, during this lesson and throughout the
whole unit the students worked well together. As far as getting everyone involved this is an area
that could still use improvement. The teacher talked to the students and tried to enforce that they
needed to include everyone on their team. However, even with this reinforcement some of the
students were not involved in the gameplay as much as the teacher would have liked. This is
partially due to the fact that the students that were not included do not usually want to be
involved. All in all though the teacher was pleased with the students’ teamwork throughout the
unit.
The teacher also set three objectives for himself, with the first one being “Teacher will be
able to get all students involved in gameplay by adding variations to the rules.” The teacher feels
like he was slightly able to meet this objective. The teacher made the game so that everyone in
the class was on the court at the same time. He believes that more students got involved this way
because the teams were trying to figure out how to get everyone the ball. The issues with this
was that some of the students were just standing around for a majority of the lesson because they
did not want to play. The other issue was the teacher did not add in a lot of variations to
encourage getting everyone involved in the game. For the future the teacher will need to make
sure he is able to add correct variations to ensure all students are involved in the game.
86
The second objective that the teacher set for himself was that the “Teacher will be able
effectively get the students on task right away in order to increase amount of activity time for the
day.” The teacher felt like he was able to meet this objective during this lesson. At the beginning
of his instruction he gave a few important facts and strategies to the students, and then after that
it was all activities. Since the teacher did not include any new activities and just used activities
from previous lesson it was easy for the teacher to get the students going right away. For future
reference the teacher will use this strategy of using similar activities, especially if they are fun, in
order to maximize on activity time by minimizing instruction time.
The third objective that the teacher set for himself during this lesson was the “Teacher
will be able to keep all students on task during gameplay.” This is another objective that the
teacher feels like he was able to mostly meet. The teacher had a very basic lesson with activities
that the students had already done before. Because of this it made it easy to keep the students on
task since they already knew what they were doing. The one area where the teacher struggled to
keep the students on task was during the large gameplay time. Most of the students were engaged
in the activity but some of the students were just standing around talking to one another. The
teacher is not sure if this was due to them being bored, or because they did not want to play.
Either way the teacher will look to improve on keeping students on task and engaged as he grows
as a physical education teacher.
87
V. Resources & References:
Resources
Griffin, L., Mitchell, S., & Oslin, J. (2006). Teaching sport concepts and skills: A tactical games
approach (2nd ed.). Champaign, IL: Human Kinetics.
This resource proves to be very helpful when coming up with activities and drills to have
the students do. Although the resource does not contain Team Handball, it does have other
games that are similar to Team Handball, and activities to help the students practice the tactical
games approach. The teacher will use these activities and adapt them so they work for Team
Handball so that they meet the requirements of the game. The book also gives helpful ideas for
ways to assess while using this type of approach.
Lund, J., & Kirk, M. (2010). Performance-based assessment for middle and high school physical
education (2nd ed.). Champaign, IL: Human Kinetics.
This resource will be used to help the teacher plan assessments for the students. This
book provides great explanations for the different types of assessments that there are and how to
use assessments to guide teaching and learning. Along with explanations it also provides great
example assessment which the teacher can format his own assessments after. Finally it helps
with coming up with scoring rubrics so that the teachers can make sense of the scores the
students are receiving on the assessments.
Mood, D., Musker, F., & Rink, J. (2012). Sports and recreational activities (15th ed.). New
York: McGraw-Hill.
This book will be a great resource for the teacher because there is a whole chapter on
Team Handball in it. This chapter provides the history of the game and the rules of it. It also
88
provides that strategies that are necessary for playing the game i.e. passing, dribbling, shooting.
Finally it gives some examples of activities that could be used to improve students’ performance.
The teacher will lean on this book for the knowledge and background information he needs for
the game.
Rink, J. (2010). Teaching physical education for learning (6th ed.). New York: McGraw-Hill.
The teacher will use this resource to help him organize his lesson and unit. This book
provides great information when it comes to task presentation and planning what you want the
students to achieve by going through the unit. It also helps the teacher with coming up with
objectives for the lessons, as it provides the proper framework for a well written objective. Along
with that it also gives helpful ideas for teaching strategies that the teacher will look to implement
throughout his unit. Finally along with the other resources it also gives some helpful information
on assessments and how to implement them use the information from them to guide teaching.
Sadker, D., & Zittleman, K. (2009). The teachers, schools, and society: A brief introduction to
education : Reader (2nd ed.). Boston: McGraw-Hill.
This book will prove to be a valuable resource when it comes to reaching the teacher’s
students. This book has a whole chapter on teaching diverse populations and since the teacher’s
school is quite diverse it will help the teacher learn the best ways of approaching his students.
Along with teaching diverse populations the book also covers, students home life situations,
teacher philosophy, and a chapter about becoming an effective teacher. All of these chapters will
not only help the teacher grow during this unit but throughout the rest of his teaching career.
89
References
Brooks, Sara L. (2013, July 21) Greeley History for Kids. Retrieved October 26, 2014, from
http://greeleyhistory.org/
Average Teacher Salaries and Pupil Membership. (n.d.). Retrieved October 26, 2014, from
http://www.cde.state.co.us/cdereval/rvaveteachsallinks
Greeley Central High School Greeley, CO Enrollment & Demographics. (n.d.). Retrieved
October 26, 2014, from http://www.usaschoolinfo.com/school/greeley-central-high-
school-greeley-colorado.16952/enrollment
Greeley Central High School / Homepage. (n.d.). Retrieved October 26, 2014, from
http://www.greeleyschools.org/greeleycentral
Greeley Central High School Movoto. (n.d.). Retrieved October 26, 2014, from
http://www.movoto.com/schools/greeley-co/greeley-central-high-school-080441000641/
Greeley, Colorado. (n.d.). Retrieved October 26, 2014, from http://www.city-
data.com/city/Greeley-Colorado.html
Greeley, CO Population and Races. (n.d.). Retrieved October 26, 2014, from
http://www.usa.com/greeley-co-population-and-races.htm
Greeley-Evans School District 6 / Homepage. (n.d.). Retrieved October 26, 2014, from
http://www.greeleyschools.org/site/default.aspx?PageID=1
90
VI. Evaluative Essay:
Introduction:
When a person thinks of grading and assessing in Physical Education they probably think
that the only thing students get graded on is participation and that there is no need for
assessment. This idea could not be farther away from the truth. Physical Education teachers
should be assessing their students just as much as the classroom teachers do. Assessment of
students in physical education is crucial because without assessing teachers cannot know whether
or not their students’ performance in games and activities is improving. Also assessing in
physical education helps direct the teacher in what needs to be taught. If a teacher is not
assessing then that teacher does not know what aspect of a game or skill that the students are
struggling on and so they are unable to help the students improve. By using assessments the
teacher can not only gain knowledge of what the students know and can do, but can also figure
out what the students still need work on. Also if the students struggle on a certain aspect the
teacher can go back and look at their own teaching and see if there is a better way to convey the
information needed to be successful at the activity. So for this unit on Team Handball the teacher
performed several assessments to help guide himself and his students. The assessments that were
administered came from the three learning domains which are psychomotor, cognitive and
affective. Assessing is an important aspect to teaching and the information following shows how
assessment helped the teacher improve, not only his students performance, but also his teaching
skills.
Formative Assessments:
There were several formative assessments created by the teacher and completed by the
students throughout this unit. The teacher used these formative assessments to help direct
91
learning and show what the students were getting and not getting throughout the lessons. The
first formative assessment that the teacher used during this unit was a psychomotor and cognitive
pre and post assessment. These assessments were used to show what the students could do and
knew at the beginning of the unit. Then the post assessment was administered to see how far the
students had come. The teacher also used reflection sheets at the end of every lesson to help in
assessing the affective domain as well as the cognitive domain. Finally the teacher used a peer
assessment to have the students assessing each other on their shooting in Team Handball. Each
of these assessments is broken down and discussed in the following sections.
Psychomotor Pre/Post Assessment:
For the pre and post assessment, the teacher completed a teacher’s assessment of the
students while they were doing actual gameplay of Team Handball. Due to the large number of
students in this class, and the lack of resources the teacher decided to do team assessments rather
than individual assessments. The teacher had put the students into teams at the beginning of the
unit and they would remain in these teams until the end of the unit. The pre psychomotor
assessment was completed on October 21, 2014. For the pre assessment the teacher only gave the
students a few basic rules to go by while playing and then allowed them to just play and see what
they could do before any teaching was done. While the students were playing the teacher was
looking for three major keys from the psychomotor domain. The first thing the teacher was
looking for was that the students were able to perform passes with good form. The form was laid
on in the developmental analysis chart and consisted of, flicking the wrist, eyes on target,
communication, and stepping through the pass. The next the teacher was looking for was that
students were using good form while shooting. This included the students having good body
control, flicking their wrist, eyes on target, arm at ninety degree angle, and releasing the ball at
92
0
0.5
1
1.5
2
2.5
3
Pass w/ goodform
Shoot w/ goodform
Defense w/correct form
Psychomotor Pre/Post Assessment
Pre Test
Post Test
the highest point. Finally the teacher was
assessing the students on using correct
defensive form, which includes, keeping their
knees bent, active feet, communication,
hands up, and head on a swivel. The teacher
assessed one team at a time for all of these
three main keys and then moved on to assess
the team they were playing. The numbers
between the pre and post assessment were
not dramatically different. The teacher was
scoring the students on a four point scale. If
the team never used the skill or strategy they would only receive one point for that section. If the
team used it a few times throughout gameplay they received a two, and if they consistently used
it throughout the game they got a three. Finally if the team always used the skill or strategy
correctly then they
got a four. Figure 1
shows the results of
the pre assessment
that was completed
by the teacher, while
Figure 3 shows the
results for the
psychomotor post
Figure 9: Psychomotor and Cognitive Pre Assessment
Figure 10: Comparison of Psychomotor Pre/Post Assessment
93
assessment. As Figure 1 shows, for the three psychomotor aspects that were being assessed (Top
3 sections on the table) the teams were scored with all twos and threes. This was encouraging for
the teacher because this showed him that for the most part the students already had the general
grasp of the basic skills needed to play Team Handball. With these high good performance
numbers already present during the pre-assessment the teacher did not expect there to be much
improvement by the students during the post-assessment. This assumption by the teacher did
prove to be true during the completion of the post-assessment on November 6, 2014. The
average numbers for each of the psychomotor skills being assessed for the pre and post
assessment can be seen in Figure 2. As Figure 2 shows, the average score for the three areas
being assessed were all at three. This is because during the post assessment each of the teams
scored three on each and every area being assessed for the psychomotor domain. The largest
improvement seen between the pre and post psychomotor assessments came from the passing
with good form. The reason that this area saw the most improvement was because during the pre-
assessment the students were not consistently passing throughout game play. They tended to only
pass a couple of times per possession and so they were marked down because of this. However,
during the post-assessment the students used a lot more passing throughout the game and this
allowed the teacher to more effectively assess them which brought up their scores. There was
also some improvement in the other two areas being assessed which the teacher believes his due
to his emphasize on defense and also on having the students focus in on their shooting form
during a peer assessment.
Cognitive Pre/Post Assessment
The cognitive pre and post assessment was completed at the same time as the
psychomotor pre and post assessment. Again the teacher was not assessing the students as
94
individuals during these assessments
but rather as an entire team. Like the pre
and post assessment for the
psychomotor domain the teacher was
looking at three main things for the
cognitive domain. The first thing the
teacher was looking at was that the
students used offensive strategies, such
as screens and moving to open space, in
order to create scoring opportunities.
The next thing the teacher was looking
at was whether the offense would adjust to the way the defense was set up. Finally the teacher
was looking at whether the teams would run a proper man and zone defense. The reason these
were all being assessed in the cognitive domain is because it required knowledge to know how to
do these things, rather than just ability to do them. The results from the cognitive pre-assessment
can be seen in Figure 1 (Both three sections) and the results from the post-assessment can be
seen in Figure 3 (Also bottom three sections). As it can be seen in Figure 1, all of the scores
received by the teams were either ones or twos. The teacher had been anticipating this because
he did not believe the students had ever been exposed to a lot of this information when it came to
Team Handball. The only area where some teams score two on was the running a man and zone
defense. The teacher observed that these teams would sometimes play a man defense against the
offense, but for most of the game during the pre-assessment the teams appeared to be completely
lost when it came to defense. The pre-assessment also showed that the teams did no really know
Figure 11: Psychomotor and Cognitive Post Assessment Results
95
0
0.5
1
1.5
2
2.5
3
3.5
4
Uses OffensiveStrategies
Offense Adjuststo Defense
Plays ProperMan/Zone
Defense
Cognitive Pre/Post Assessment
Pre Test
Post Test
how to adjust to how the defense was set up and that they did not know or care to use offensive
strategies to increase the quality of their shots.
This changed during the post-assessment as the students displayed large improvements in
all of these areas. Figure 4 shows the comparison of the average results between the pre and post
cognitive
assessment. Figure
4 displays these
huge improvements
amongst the teams.
The largest
improvement for
the three areas
being assessed
came from the students playing proper man and zone defense. As stated before, during the pre-
assessment the students displayed no knowledge of being able to play any kind of defensive
during a game of Team Handball. However, during the post-assessment the students were not
only playing man defense, but they were also playing zone defense. The teacher noticed that the
students actually tended to play more zone defense during the post-assessment, which the teacher
liked because he believes that zone defense is more effective in Team Handball then man
defense. Along with playing actual defense during the post-assessment the students also showed
that they knew how to adapt to the different types of defenses being played. During the pre-
assessment the students were often relying on either dribbling or passing, but would not use both.
During the post assessment the students began to use both of these skills together in order to
Figure 12: Cognitive Pre/Post Comparison of Results
96
adapt to the defense. Since the teams were often setting up in zone defense, it required the
offenses to pass a lot more in order to find openings. For the most part the teams displayed this
idea of passing and were very successful doing so. Also seen during the post-assessment were
the students using more offensive strategies. This showed that they had the knowledge that they
had to move to open space in order to get passes and have easier shots on the goal. The teacher is
pleased with the results shown by the cognitive post assessment because these three points that
the teacher was assessing on, were the three biggest focuses by the teacher throughout the entire
unit.
Lesson 1 Reflection: Affective Domain
At the end of every lesson the teacher would provide the students with a short reflection
sheet to go over things that happened
throughout each particular lesson. The
first reflection sheet which was
provided to the students at the end of
the first lesson assessed the students in
the affective domain. The students were
asked five questions on this first sheet
with some of the questions requiring
one word answers, and some of them
requiring short answers. The teacher
used the same grading rubric for these
reflections throughout the entire unit. The rubric that the teacher used to grade the students
answers with can be seen in Figure 5. The rubric was based on a zero to four point scale. Zero
Figure 13: Grading Rubric used for Reflection Sheets
97
0
0.5
1
1.5
2
2.5
3
Question1
Question2
Question3
Question4
Question5
Team Handball: Day 1 Reflection Mean Scores
Mean Scores
points would mean that the students did not even attempt to answer the question, and a four
meant they answered the question completely and then some. The results from the first
assessment were not as good as the teacher had been hoping for. Like all of the other assessments
done during this unit, these reflection sheets were to be completed by the entire team. Each team
during the first reflection did not meet many of the points that the teacher was hoping for them to
meet. The average scores received for each question from each team can be seen in Figure 6. As
it can be seen in Figure 6 the average scores for the first two questions was only a one. Now for
some questions a one is the max score a team could receive for the question, but for these two
questions the reason the average score was only was because the teams did not fully answer the
questions. These two questions asked the students what went well as team and what didn’t go
well during the first day. The teacher was looking for several points to be made for each of these
questions; however
all of the teams
instead would only
put one thing that
went well and one
thing that went
wrong. The teacher
made sure to
emphasize that he
was looking for more out of these questions when he graded the sheets. The highest score
received on this assessment came from question three, which had the students come up with
three aspects of Team Handball that they as a team would like to improve on. All four teams
Figure 14: Average scores for each question from Day 1 Reflection
98
received a perfect score on this question because they all listed at least three things their team
was looking to get better at. The final two questions on this first day reflection also received low
scores by a majority of the teams. The reason that the teams received low scores on these two
questions is because these questions required students to not only give an answer but to then
explain or give examples for the answer they gave. For example question four asked the students
what they believed the most important aspect was to being successful in Team Handball, and
asked them to explain their answer. Most of the students instead just simply wrote down what
they as a team believed was most important and then did not explain their answers. Since the
teams only answered part of the question most of them only got one point for this question rather
than four. However there was one team that did fully answer this question and got the full points
Figure 15: Examples of student work from Day 1 Reflection.
99
for it. Overall the teacher was disappointed with the student’s responses to the first reflection
sheet and stated this on the sheets he graded. Examples of student answers from this day one
reflection can be seen in Figure 7.
Lesson 2 Reflection: Affective & Cognitive Domain
After the second lesson, which was taught on October 23, 2014, the students completed
another reflection sheet which was similar to the day 1 reflection sheet. The only difference
between this reflection and the first one was that this reflection covered not only the affective
domain but also the cognitive domain. This reflection sheet consisted of six total questions, four
of them covering the cognitive domain and the other two covering the affective domain. The first
question on this reflection sheet was a true or false question. The trick too this question was the
wording, when it said “you can only take 3 dribbles.” In Team Handball you can dribble as much
as you want until you pick up the ball and so although the rest of the question was true, this small
little part made the correct answer false. Two of the teams were able to pick up on this but one
team missed this question and the other team appeared to not even try on the question. The
second question was a multiple choice question for how many players a team can have on the
court at one time. Three of the four teams were able to answer this question correctly, which was
seven, while the other team circled twelve as their answer. The third and fourth questions were
short answer and asked students to describe what a free throw was in Team Handball and the
amount and set up of the officials in an official Team Handball game. Finally the last two
questions on this assessment asked the students what they needed to work on still as a team, and
how they worked together as a team. The results on this second reflection were slightly better
than that of the first reflection. The teacher could tell that the feedback that that he had provided
on the first reflection had hit home for some of the teams. The team Nike Runners had the most
100
improvement on their answers.
Besides missing the multiple
choice question on the reflection,
the Nike Runners received a
perfect score. Figure 8 shows the
work done by the Nike Runners
on this assessment sheet. As
Figure 8 shows, the Nike
Runners not only gave answers
for their short answer questions,
but they then went on to explain
the answers that they provided.
This is what the teacher had been
hoping to receive during the first
lesson and was glad to see that
the feedback he had given had led to improvement. As for the other three teams work there was
some improvement shown in the answers they provided, but for the most part the answers given
by the students were still short, and did not really show the teacher what they knew or how they
felt about the unit. For example, for the fifth question on this reflection sheet, one team simply
answered by saying “Winning.” The teacher gave the team only one point for this answer
because it did not explain how they were going to improve so that they could win. This is only
Figure 16: Nike Runners Day 2 Reflection Sheet
101
00.5
11.5
22.5
33.5
Team Handball: Day 2 Reflection Mean Scores
Mean Scores
one example of many where the teams did not fully answer the question. The average scores for
all of the teams for each question on this reflection sheet can be seen in Figure 9. As figure 9
shows the question that all the teams did the best on as a class was question three, where the
average score
came in just
below 3.5. For
the rest of the
questions the
data is mixed
between teams
that did really
good on
questions (Nike Runners), and teams that only scored ones on some of the questions.
Lesson 2 Psychomotor Peer Assessment:
Along with doing the reflection sheet at the end of class the teacher also had the students
complete a peer assessment on one another. The peer assessment was having the students look at
their shooting form while performing a jump shot. Students were supposed to be in pairs for this
assessment, although many teams ended up just completely the assessment as a team. There were
five many cues being looked at during this assessment which were; body control, flicking the
wrist, eyes on target, arm at ninety degree angle and finally releasing the ball at its highest point.
Each student would get two attempts at completing a shot while being evaluated and the
assessors simply had to put an X in the box next to the cue if they met it, or a O in the box if they
did not meet that cue. For the most part all of the students were scored with straight X’s on this
Figure 17: Average Scores for Day 2 Reflection.
102
assessment. The reason the teacher feels like this is the case is because the students did not really
care about doing the assessment and so they kind of just filled it in. However, there were some
honest assessments completed by the students. Figure 10 shows an assessment of one of the more
talented students in the class, and an assessment of one of the students that does not regularly
participate. The teacher feels like that the assessment may not have been taken completely
seriously, by he thinks it did focus the students in on their performance of their shooting, because
as previously seen their shooting scores on the post-assessment improved throughout the unit.
Lesson 3 Reflection: Cognitive
This assessment would have been the third of six reflections given to the students;
however, the teacher was not able to administer this assessment to the students. The activities
that the students were doing during this lesson went long than expected and the class did not start
when the teacher thought it was going to, which made it impossible for the teacher to give this
assessment without cutting out to much activity time. This assessment consisted of seven
questions, with all of them either being short answer or one word answer questions. The teacher
was going to use this assessment to further assess the students on the knowledge of Team
Handball, as well as assess them on their knowledge of physical activity in general. The first
Figure 18: Peer assessment completed for one of the higher performing students, and for one of the lower performing students.
103
question of this assessment
asked them about three cues
needed to have a successful
shot. The next several
questions asked about rules
in team handball and what
games were incorporated in
team handball. Also one of
the questions asked about
trapping and why teams
should use this strategy. The
final two questions focused
on physical activity, with
what the students thought the
benefits were of physical
activity and how much
activity time they believed
they needed to get in a day. An example of what this day 3 reflection sheet looked like can be
seen in Figure 11. The reason the teacher was assessing on the physical activity questions is
because he feels students need to know the importance of being physically active in order to help
motivate them to participate regularly in it. Unfortunately as previously stated the teacher was
unable to administer this assessment to the students, however he did try and incorporate some of
these questions into assessments later on in the unit.
Figure 19: Example Day 3 Reflection Sheet
104
0
0.5
1
1.5
2
2.5
3
Question1
Question2
Question3
Question4
Question5
Team Handball: Day 4 Reflection Mean Scores
Mean Scores
Lesson 4 Reflection: Affective and Cognitive
The fourth assessment was provided to the students at the end of the fourth lesson which
was taught on October 28, 2014. This reflection was similar to the previous three reflection
sheets, with this one covering mostly the affective domain, and some of the cognitive domain.
This assessment consisted of five questions with four of them focusing on the affective domain
and only one looking at the cognitive domain. The first question on this sheet asked the students
what they thought
about Team
Handball, and
whether or not they
thought it was fun.
The next question
asked them about
how they worked
together as a team,
and the third question asked them about something they would change about this Team Handball
unit. The fourth question was the question covering the cognitive domain, as it asked about three
strategies to improve scoring, and then the last question was asked for teacher feedback to see
how he could improve the experience for the students. The average scores received for these
questions can be seen in Figure 12. As Figure 12 shows, the question that the students did the
best on was question four which was talking about the strategies to improve scoring. The reason
the students did the best on this section was because they had to list three strategies and they got
one point for each, and since each team listed three strategies they got full points for that
Figure 20: Average scores for each question on the Day 4 reflection.
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question. The question that the students did the worse on was question five, which was the
feedback to the teacher to improve the experience. The teacher is not quite sure why the students
did not do better on this question because it is mostly an opionion question. The one thing the
teacher though might have happened was the students did not want to say anything bad about the
teacher and so they chose to not answer it rather then say what they were thinking. With that said
some of the teams answered with some thoughtful answers to the question, with one saying “he
should find more ways to keep all the students active.” The teacher would take this feedback and
try and incorporate it into his next couple of lessons. An example of student responses to this
reflection sheet can be seen in Figure 13.
Lesson 5 Reflection: Cognitive
Figure 21: Student Responses to Day 4 Reflection Sheet
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The fifth reflection for this lesson would be different from the previous four. This
reflection was to look at students’ knowledge of strategies on offense and their creativeness by
having the draw up a play against a zone defense. This assessment would not be scored by the
teacher, but was just going to be used to see what the students could come up with. However,
like the third assessment this assessment also did not get administered to the students. This was
not because the teacher ran out of time and couldn’t give it to them, but rather because this
lesson was never taught and so this assessment was skipped. The teacher was a little
disappointed that this assessment got skipped because he was looking forward to seeing the
creativity of the students, however since this assessment was more for fun rather than having an
actual purpose, there was no reason to come back to it. This assessment would have also been the
last of the formative assessments. An example of what the assessment looked like can be seen in
Figure 14.
Figure 22: Example of Day 5 Assessment Sheet
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Summative Assessment:
A summative assessment is a type of assessment given at the end of a unit to see what
students have learned throughout the entire unit. The summative assessment usually
encompasses all three domains and is usually the only assessment used for grading purposes. For
this unit’s summative assessment the teacher used a teacher checklist to assess the psychomotor
and cognitive domains, and then had the students complete a reflection sheet at the end of the
class to assess the affective domain. To assess the students in the psychomotor and cognitive the
teacher used a checklist with four main focuses on it during student gameplay. Two of the
focuses on the checklist were for the psychomotor domain and they were that students could
effectively pass to their teammates and that students used proper defensive fundamentals. The
other two focuses were for the cognitive domain and were looking to make sure students were
able to run a zone defense and that students could pass to make better shot opportunities for their
team. If the students met the requirements they received a checkmark in the box, if they did not
the box remained blank. Each checkmark was worth one point and so the max points a team
could get on this assessment sheet was four. To the teachers satisfaction all of the teams were
able to meet this requirements in all of the boxes. Also, although the teacher was not assessing to
make sure the students were always meeting these requirements he noticed from his observation
that the students were actually consistently using these skills and tactics throughout the entire
time of playing. An example of what the assessment sheet looked like and a graphical
representation of the data from the sheet can be seen in Figure 15.
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Figure 23: Example of Summative Assessment Sheet for Psychomotor and Cognitive Domain & Graphical Representation of scores for each section.
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The final part of the summative assessment was the day six reflection sheet. This
assessment consisted of four questions and one extra question. This sheet was focused on the
affective domain and also asked a question for teacher improvement. The students were not
scored on what answers they gave, rather they were scored on whether they did answer the
question completely. The first question from the assessment sheet asked for one thing students
had learned from this unit. This question could have led to a wide spectrum of answers but the
teacher was happy to see that many of the answers he received for this question was that it taught
them to work better as a team. The second question asked the students whether or not they
enjoyed team handball and why. For this question all of the teams responded with yes, and said it
was because it was a fun game to play. The third question asked whether they thought this was a
good game to play to stay active. This was a question that the teacher had previously wanted to
ask, and was glad to see that again all the teams answered yes to it because it involved a lot of
movement. The final question the students were asked was whether or not any of their team
would play Team Handball as a hobby. Three of the four teams responded to this question with a
no, but the Anonymous Mexicans did respond by say “Yes, definitely.” The final question on
this sheet was just an extra question for teacher feedback for the students to tell the teacher one
thing they thought he did well and something he could work on. The teacher appreciated the
responses he got to this question. An example of the assessment sheet provided to the students
and the average scores for each question can be seen in Figure 16.
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Figure 24: Example of Day 6 Reflection and Average Scores received for each answer.
Conclusion:
Overall when the unit was done the teacher was very pleased with the results that were
seen throughout the unit. The teacher knew that it would be challenging to assess these students
because they are not used to being assessed in the ways that the teacher was attempting, however
the teacher did receive lots of good data to show growth. The biggest growth that the teacher saw
in the students was their knowledge of strategy and tactics while playing Team Handball. When
the unit started the students could not show that they knew anything when it came to offensive
strategies and running a zone defense. However, as the post assessment shows the students
greatly improved in these areas. Also although the improvement was not as significant the
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students also improved in their passing and shooting abilities as well as their defensive
fundamentals. As far as meeting the unit goals the teacher feels like the students were able to
meet most of each of the unit goals. The unit goals were derived from state outcomes and so
some parts of the goals were not met by this unit. Both the psychomotor and cognitive domains
focused on being able to demonstrate and explain advanced offensive, defensive, and coaching
strategies correctly in the game Team Handball. Based off of the results the of the post-
assessment the teacher feels like the students were able to meet these two goals, except for the
coach aspect. As far as the affective unit goal which said the students would be able to engage in
physical activity with others cooperatively during a Team Handball unit, the teacher feels like
this goal was easily met. Based off of results from the assessments and just teacher observation
the teacher can conclude that the students did work well with one another. There is always room
for improvement in any unit, but based off of the results from this unit the teacher sees this unit
as a success.
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VII. Reflective Essay
During the Fall of 2014 the teacher candidate was placed out at Greeley Central High
School. The candidate did a unit on Team Handball where he planned, taught, assessed, and then
reflected on his lessons. The teacher candidate was then required to complete the beginning
teacher reflective essay to show how they met or did not meet the competency for beginning
teachers. This is the reflective essay that the teacher candidate completed for this unit.
Competency 1: Scientific and Theoretical Knowledge. Physical education teacher candidates
know and apply discipline specific scientific and theoretical concepts critical to the development
of a physically educated person. (CO#3 and NASPE #1)
For the first teaching competency there are five indicators that the teachers are being
scored on. For this unit on Team Handball the teacher felt like he was able to meet some of these
indicators but also felt he may have missed on some. The teacher felt like he was able to meet
indicators 1.1, 1.4, and 1.5. The reason the teacher felt like he was able to meet 1.1 was because
he planned skill cues that he wanted his students to work on and then he also provided these skill
cues throughout his lessons. He would present the students the cues that he would be looking for
them to use by using student and teacher demonstrations. For 1.4 the teacher felt like he was able
to meet this indicator because he was able to show that he understood the game of Team
Handball throughout his lesson plans he created, as well as with the assessments he created for
his students to complete. Finally for 1.5 the teacher candidate felt like he was able to meet this
because throughout his teaching experience he was able to identify students that were struggling
with certain skills and was able to reinstruct them on the cues they needed to use to be successful
in the skill. Now the two indicators that the teacher candidate did not feel as confident about
during this unit were 1.2 and 1.3. The reason he did not feel as if he completely met 1.2 was
because he did not change of the practice environment for the students who may have been
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struggling with a skill. The reason the teacher did not change the practice environment was
because the students he was working with were not used to having to practice skills in the first
place and so it was challenging to get the students to participate in anything if they did not feel
comfortable with it. This is why the teacher also felt as if he did not do as well on 1.3 because he
did not really change his delivery of instructions for different student levels. The teacher pretty
much was happy with the students who did participate and so only seemed to give instructions
that they could understand. This is something the teacher is not happy with, but with the
environment he was in it was something that just ended up happening. Being able to meet three
of the five criterions for this first competency is seen as a success by the teacher for this unit, but
the teacher knows he has a lot of room for growth.
Competency 2: Skill-Based and Fitness-Based Competence. Physical education teacher
candidates are physically educated individuals with the knowledge and skills necessary to
demonstrate competent movement performance and health-enhancing fitness as delineated in the
NASPE K-12 Standards. (NASPE #2)
For the second competency there are only three indicators that the teacher candidates are
being scored on. For this teaching competency the teacher feels as if he was able to meet all three
of the indicators required inside of it. He feels like he met indicator 2.1 because he was able to
demonstrate the skills he was teaching at the automatic level. For example when the teacher was
showing the students how to do a proper jump shot in Team Handball he was able to effectively
demonstrate to the students what it should look like. The teacher also met indicator 2.2 because
he was able to exceed the scores needed for all of the five components of health related fitness.
In a separate class the teacher candidate was tested doing the fitnessgram and exceeded all of the
scores that are measured by the fitnessgram test. Finally the teacher met 2.3 because he is able to
select the correct skill needed in a gameplay situation. The teacher has played Team Handball a
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lot growing up and so it is a game that comes naturally to him. The teacher was pleased with his
ability to meet all of the criterions for this competency.
Competency 3: Physical education teacher candidates plan and implement developmentally
appropriate learning experiences aligned with local, satte, and national standards to address the
diverse needs of all students. (NASPE #3; UNC #1; and CO #6)
For this third competency there are seven indicators that the teacher candidate was
looking to meet while doing his Team Handball Unit. After completing the unit though the
teacher felt as if he was only able to meet five of the seven indicators for this section. The five
indicators the teacher candidate felt he was able to meet were, 3.1, 3.2, 3.3, 3.4, and 3.6. He feels
like he was able to meet 3.1 because he started off by creating a block plan and a developmental
analysis of content chart to help him plan out what he was going to do throughout the entire unit.
He then used these items to help him create lesson plans and breakdown the skills he wanted to
be taught into each of these lessons. 3.2 was also met because the teacher objectives that the
teacher set for the students were appropriate and challenged the students without pushing them
too much. The teacher often focused the objectives on knowledge of the game (strategies, rules)
and ability to use that knowledge to play more effectively in the game. The teacher also felt like
he met 3.3 because he felt like he chose the correct teaching model for this unit. The class that
the teacher was working with consisted of 34 students and so the teacher knew it would be
almost impossible to give effective teaching to all of these students. So the teacher chose to go
with the sports model approach, and had the students get into teams and then select roles for
themselves inside these teams. The teacher felt like this was an effective model because then the
more active and skilled players could help coach the students that needed more help. 3.4 was also
met by the teacher because he the teacher often adapted his lessons to meet the needs of his
students and also provided a variety of equipment to give them choice during their practice time.
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The one problem the teacher candidate had with this one was he would adapt his lessons but the
students would often not respond well to it. The last indicator the teacher felt like he was able to
meet was 3.6. The teacher felt like he met his one because the objectives the teacher set for the
students were appropriate for their level. The teacher would start a lesson teaching to all students
the same way, but then would adapt his teaching to help students of different skill levels meet his
objectives. The teacher admits he did not do this a whole lot and needs to be more consistent but
knows he did make an effort to do this throughout his unit. One of the indicators that the teacher
did not meet was 3.5. The teacher felt like he missed this one because he did not account for the
diversity in the class. The teacher realized that the students were at different skill levels and
interest levels and he would try to adapt for this but he did not do this as well as he felt he could
have which is why he felt as if he did not meet this indicator. He also did not meet 3.7, which
involves using technology to enhance student learning. The school the teacher candidate was at
was limited when it came to technology use and so it made it almost impossible for the teacher to
meet this indicator. However, throughout the unit the teacher did identify areas and times where
if he had the resources he could have used technology to enhance his lessons.
Competency 4: Physical education teacher candidates use effective communication and
pedagogical skills and strategies to enhance student engagement and learning. (CO #5 and
NASPE #4)
For competency four there are six indicators that the teacher candidates are scored on.
For this unit the teacher candidate felt that he was able to meet aspects of all of the indicators in
this competency. For 4.1 the teacher was able to use proper language when working with the
students as well as a variety of forms of communication to help guide his lessons. Since the
teacher used the sports model approach he gave the coaches “practice plans” that they could
follow so that if the teacher was busy with another group that coach could guide his group in the
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next activity that the teacher had planned out. 4.2 was met because the teacher provided
demonstrations when he was teaching a new cue or concept, and he also consistently recovered
the cues he was teaching. He also assessed the students on the cues to make sure they knew
them. For 4.3 the teacher felt very strong about meeting this one, since he provided a ton of
feedback. Throughout the entire unit this was one aspect the teacher was really focusing on
because he wanted to make sure to improve on his specific feedback and he felt like he
accomplished this throughout the unit. The next indicator that the teacher met was 4.5 because he
had great rules, routines, and managerial skills. The teacher candidate often got the students
doing activity right away and they were usually right on task because of the rules and routines
that the teacher gave them. One example of this was that at the beginning of every lesson the
teacher had the students do a quick warm up, so by the third lesson the students just
automatically started doing a warm up with their groups. Finally the teacher candidate met 4.6
because he used different types of instruction. He used direct instruction for some of the unit, but
then also used peer teaching and child-designed instruction for a majority of the unit. The teacher
candidate was pleased that he was able to meet all of the indicators in this section.
Competency 5: Physical education teacher candidates utilize assessments and reflection to
foster student learning and inform instructional decisions. (NASPE #5 and CO#3)
For this fifth competency there are three criterions that the teacher candidates need to
meet. The teacher felt as if was able to meet all three of the indicators for this section while
completing this unit on Team Handball. He felt like he met 5.1 because the teacher used a variety
of assessments to make sure the students were meeting the goals and objectives for this unit. The
teacher used teacher assessments for the pre and post assessments. He then used exit slip
assessments at the end of every lesson to assess the students on the cognitive and affective
domain. Finally the teacher used peer assessments to have the students assess each other on the
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psychomotor domain. The teacher felt like he also met 5.2 because of all these assessments that
he used throughout the unit. The teacher completed a pre and post assessment for the unit, and
then also used formative assessments to guide the students learning. He then finished off the unit
with a summative assessment to show students learning throughout the entire unit. Finally the
teacher met 5.3 because he was very reflective throughout this unit. He would take the
information gained from the formative assessments to help him guide his unit and learn what
needed to be retaught and what the students knew. He also reflected on his own teaching and
found ways to improve on his teaching during each lesson. For example, the teacher found that
the students did not do as well with self-guided activities so he began doing more direct
instruction for his activities.
Competency 6: The teacher shall be knowledgeable about student literacy development in
reading, writing, speaking, viewing and listening. (CO #1)
For this sixth competency there are five indicators that the teacher candidates are being
scored on. For this section the teacher felt like he met at least three of the five requirements, and
maybe a fourth. The teacher felt like he met 6.1 because during this unit he often gave
instructions by using readings and handouts for his assessments. The teacher provided the
students with “practice plans” with the activities they would be doing for that day, as well as
giving them assessments that required some reading to answer. The one the teacher did not feel
that he met was 6.2. He did not really incorporate verbal language development into his lessons,
mostly because he did not even think about this requirement. The teacher will look to incorporate
this type of learning into his classroom now that he is aware of it needing to be addressed. The
teacher felt like he was able to meet indicator 6.3, because again he incorporated reading into
each of his lessons. As previously stated all the assessments needed to be read, and they also had
to read for activities they were doing. Along with that though the students were also required to
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read the rules of Team Handball and be able to understand what they meant. The teacher also felt
like he met 6.4 because he incorporated a lot of writing in his assessments. Most of his
assessment questions he provided to the students were short answer response questions and so
they were required to show their writing abilities. The teacher saw a lot of improvement in their
written responses from their first assessment sheet to their last. The final indicator is 6.5 and the
teacher is unsure if he met this indicator. The teacher is not sure what the CO Model Content
Standards are and so he is not sure whether or not he met this indicator or not. The teacher is
pleased with his ability to meet a lot of points in this competency because it is challenging to
incorporate reading and writing into physical education. The teacher will look to improve even
more on his ability to incorporate these into his lessons.
Competency 7: The teacher shall be knowledgeable about mathematics and mathematics
instruction. (CO #2)
For competency seven there are only two indicators that the teachers are required to meet.
The teacher felt like he somewhat met the first indicator and is not sure whether he met the
second one. 7.1, requires the teachers to incorporate math into their lessons, which the teacher
kind of did by having the students keep track of their scores. However, this type of math is very
basic and so although it slightly incorporates math into his lessons the teacher was not pleased
with this minimal amount and will look to find more creative and effective ways to incorporate
mathematics into his lessons. For 7.2 again the teacher is not sure whether he met it or not
because he is unclear on what CO Model Content Standards is for incorporating math. The
teacher believes that he probably did not meet these standards though because is incorporation of
math into his lessons was very minimal.
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Competency 8: The teacher recognizes the school’s role in teaching and perpetuating our
democratic system. The teacher knows the relationships among the various governmental entities
that create laws, rules, regulations, and policies that determine educational practices. (CO #8)
For this eighth competency there are five indictors that the teachers must meet. For this
competency the teacher candidate feels like he was able to meet three of the five indicators. The
teacher felt like he did not meet the first indicator, 8.1, because he did not really model
democratic ideals for the students. The teacher candidate pretty much led the lessons and had the
students do what he wanted them to do without really giving them a choice. This will be
something that the teacher candidate will look to improve on as he progresses as a teacher and
becomes more comfortable with it. Again the teacher felt he may not have met 8.2 because he
did not provide choices for the students. The teacher decided on who the teams were and what
the activities were going to be and the students just had to do what he said. The teacher felt like
he did meet 8.3 because he does not the influences that have a major impact on education and
more specifically physical education. The teacher is very aware that physical education is being
cut because more focus is being put towards the core classes and so the teacher needs to find
ways to make physical education a viable part of the educational system. The teacher feels he
also met 8.4 because he does see teaching as a worthy career. A lot of the teacher’s students
asked the teacher candidate why he wanted to be a teacher, and the teacher simply responded by
saying because he loves giving back to the future generations what was given to him. Finally the
teacher feels like he met 8.5 because he is very active in his professional development. He is the
vice president of the PE club at the University of Northern Colorado, and is also an active
member of the state organization, SHAPE Colorado. The teacher candidate is also always
assessing his teaching behaviors and using this data to improve for his future lessons.
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Competency 9: Physical education teacher candidates demonstrate dispositions essential to
becoming an effective professional. (NASPE 6 and UNC #2)
For this competency there are eight indicators, but a lot of them are already incorporated
throughout other indicators so the teacher candidate is only focusing on the four that are only for
this section. The teacher candidate feels like he was able to meet 9.1 because he is very sensitive
to the diversity in his classrooms. He is always trying to find ways to work with all of his
students in the classroom, and build relationships with all of his students. During this unit he
tried to learn about his students, especially those that did not want to participate as much, to
figure out ways to get them more involved in his lessons. The teacher also feels like he met 9.5
because he provided equal feedback to all of his students. The type of feedback would be
different based on their skill level but the teacher always tried to give feedback to every student
to help them improve on their performance. The teacher feels he easily meets 9.7 because he is
active in his professional development. He is part of the PE Club at UNC as well as being a
member of SHAPE Colorado, and attending their yearly conference. The teacher has gained an
immense amount of knowledge by being active in both of these groups. Finally the teacher feels
he easily meets 9.7 because he is always professional. He dresses professional and acts
professional. He has great relationships with his colleagues and his students, and never says
anything negative about them behind their back.