1

Mary Katherine Dugue, Kristi Coughlin, Kyle Shea, Sean Zehnacker Dr. Bailey Speed Away 8th Grade Spring !"# Chenango $orks Middle School

Table of Contents
%art "& Description o' the Setting %art & Standards and (earning Goals (earning Goal " (earning Goal (earning Goal # (earning Goal * (Shawn Zehnacker) (Kristi Coughlin) (Mary Katherine Dugue) (Kyle Shea) page ) page 8 page ". page # page # page # page * page * page ) page /
page . page page 8 page page page 8

page # page )

%art #& Assess+ent o' Student (earning %art *& ,nstructional %lanning %art )& Analysis o' -esults %art /& -e'lection 0eacher candidate " (Shawn Zehnacker) 0eacher candidate (Kristi Coughlin)

0eacher candidate # (Mary Katherine Dugue) 0eacher candidate * (Kyle Shea) %art .& Grading %art 8& -e'erences
Appendi1 "& %re2 and %ost20est Skill Assess+ent Appendi1 & $or+ati3e Skill Assess+ent Appendi1 #& %re2 and %ost20est 4ritten Assess+ent 5cogniti3e, a''ecti3e, 'itness6physical acti3ity7 Appendi1 *& $or+ati3e Cogniti3e Assess+ent Appendi1 )& $or+ati3e A''ecti3e Assess+ent Appendi1 /& $itness6%hysical Acti3ity -ecording %rocedure

Part 1: Description of the Setting

School Site ". Grade le3els at the school 0he grade le3els at Chenango $orks Middle School are /28. . 8u+9er o' students in the school and6or in each grade 0here are a9out *!! students in the entire +iddle school. #. Cultural +ake2up o' the students 0he +a:ority o' the schools; enroll+ent is white with Black, <ispanic, and Asian6%aci'ic ,slander 'ollowing with 3ery little percentage o' the schools; enroll+ent. *. General school schedule 0here are 8 periods 5class ti+es7 in a day that are *) +inutes long, plus one re+edial period 5a'ter school ti+e7. ,t is on a /2day cycle and physical education is e3ery other day. ). =ther in'or+ation that descri9es the school Chenango $orks is in a su9ur9an area outside o' Bingha+ton, 8>. Many o' the students li3e in the country or the near9y su9ur9an area and with 3ery 'ew co+ing 'ro+ 'a+ilies that are in the higher class society. 0he high ceilinged and partitioned gy+ allows 'or plenty o' space to do physical education class in. 0he gy+nasiu+ is 9rightly lit and is e?uipped with proper e?uip+ent. 0he hallways around the school are +oti3ationally decorati3e, although the gy+nasiu+ is lacking decorations. Students and Class Setting ". 0he nu+9er o' students in your class ! 5*! i' 9oys class and girls class are co+9ined7 . 0he nu+9er o' +ales6'e+ales in your class ! 'e+ales6 ! +ales 5the classes are separated into girls only and 9oys only classes@ so+eti+es they co+9ine depending on the unit7 #. 0he nu+9er o' students with disa9ilities 0wo students per class2 learning disa9ilities. *. Descri9e any other di3ersity within your classroo+ So+e students are +ore skilled with others i' they are on a sports tea+. ). 0he a+ount o' class ti+e Classes are *) +in each.

/. 0he 'acilities 0here is one gy+nasiu+ in the +iddle school that can 9e di3ided into two gy+s. 0here are three 9ase9all6so't9all 'ields on the ca+pus. 0here are a9out 'i3e tennis courts on the ca+pus. 0here is one 'oot9all6soccer6lacrosse 'ield and track on the ca+pus. 0here is plenty o' open grass space to do acti3ities on. .. 0he e?uip+ent and technology you ha3e a3aila9le 0here are co+puters in the li9rary and co+puter la9, 9ut the school has i%ads and laptops to use. Contextual Impact 0he co++unity, classroo+, and students; characteristics in'luence our instructional and assess+ent planning in se3eral ways. 0he co++unity has se3eral opportunities to participate in tea+ sports and do recreational acti3ities such as ci3ic 'oot9all, lacrosse, so't9all, hiking, 9iking a+ong other acti3ities. 4e want to add to their repertoire o' skills 9y teaching the students speed9all 5speed away7. 0he classroo+ en3iron+ent will help 'acilitate this. 0he open space, high ceilings, and proper e?uip+ent will help 'acilitate their learning. (astly, the students; age le3els 5" 2"* years old7 in'or+ us that the students are prepared 'or higher order thinking acti3ities and assess+ents. 0hrough o9ser3ing the studentsA skill le3els in pre3ious units and 9eing aware o' their prior skill knowledge 'ro+ ele+entary and +iddle school, we 'eel that they are prepared to participate in the Bad+inton unit. Rationale Speed away is an i+portant unit 9ecause o' the nature o' the ga+e. 0his sport re?uires a high step count and 3igorous acti3ity. Getting these +iddle school students to +o3e is relati3ely di''icult and the nature o' speed away is a ?uick paced ga+e that +any students lo3e. 0he unit also incorporates throwing, kicking, and dri99ling. 0his increases the 3alue o' the unit 9ecause it is +ulti2purposed. 0his sport can 9e used to help teach other acti3ities such as 'oot9all, soccer, and rug9y. Bsing speed away to lead up to these sports helps the students with positi3e trans'er 9etween sports and acti3ities. 4hen teaching this acti3ity, we will re+e+9er sa'ety 'irst. Students will really show enthusias+ with this acti3ity and it is 'ast paced so we will re+e+9er to re+ind the students to 9e aware o' other class+ates, the walls, and the 9all when playing. Also i' the ga+e 9egins to get a little too intense, we will slow the ga+e down or pause it to pre3ent any accidents. Middle school students +ay not always pay attention to where they are running or will 9egin to play too rough 'or others. 4e will +ake sure to take this into consideration when e1plaining the ga+e as well as re+ind the+ o' the sa'ety rules 9e'ore, during, and a'ter acti3ity.

Part 2: Standards and Learning

oals

oal (earning goal "& Students will use a co+9ination o' soccer and 'oot9all skills and ad:ust techni?ue 9ased on the 'eed9ack gi3en. (earning goal & Students will 9e physically acti3e 9y, atte+pting to reach the lesson step goal. (earning goal #& 0he students will de+onstrate their understanding o' the 9asic play rules and sa'ety precautions 'or speed9all. (earning goal *& Students will de+onstrate tea+work.

Standards 8>S Std& "A 8AS%C Std& " 8>S Std& "A 8AS%C Std& # 8>S Std& C 8AS%C Std& 8>S Std& A 8AS%C Std&

!ssessment Tool 0hrowing 0echni?ue -ating Scale 0he assess+ent we will use will 9e the pedo+eter. Multiple Choice EuiF Euestion at the end o' the EuiF 5Sel' -eport7

Domain %sycho+otor2 skill %sycho+otor2 'itness D6or physical acti3ity Cogniti3e

A''ecti3e

=ur students ha3e had e1perience with the skills o' throwing, kicking and dri99ling within their physical education classes. 0hey ha3e ac?uired these skills 'ro+ the units o' soccer, 'oot9all and so't9all. <owe3er this speci'ic ga+e has not 9een introduced to these students 9e'ore.

Part ": !ssessment of Student Learning

!ssessment Plan #$er$ie% Learning oals !ssessment &ormat A 'or+ati3e assess+ent that was used in rating scale 'or+ 'or throwing +echanics. 5'or+al or in'or+al& i.e. o9ser3ation, checks 'or understanding, peer re3iew7 During ga+e play we watched the students 'or tea+work and their passing skills. ,t was in'or+ati3e. 5sa+e as the pre2assess+ent7 A 'or+ati3e assess+ent that was used in rating scale 'or+ 'or throwing +echanics. $or 'itness we used pedo+eters to +easure the step counts o' the students with in the class. 4e told the students that the goal was .)! steps. During the ga+e play we +ade sure that they got their step counts high 9ecause o' the !ccommodations Ms. Coughlin helped indi3idual students 9ased on needs o' per'or+ance. -e+inders during the ga+e as well as re+inding o' the cues 'or throwing. Ms. Dugue went around and helped indi3iduals during the drill. So+e students did not ha3e pedo+eters so we supplied the+ with a pedo+eter or a +o3e 9and. -e+inded students at the end to track their

%re20est

(G " 5skill7&

$or+ati3e

%ost20est (G 5'itness7& %re20est $or+ati3e

6 nature o' the ga+e. 5sa+e as the pre2assess+ent7 $or 'itness we used pedo+eters to +easure the step counts o' the students with in the class. 4e told the students that the goal was 8!! steps. 0his would test their cardio3ascular 'itness. 4e used a 'or+al assess+ent using a written e1a+ with +ultiple choice 'or cognition. 0he e1a+ was 9ased on 9asic knowledge and sa'ety 'or speed 9all. During ga+e play we o9ser3ed in'or+ally their knowledge o' the rules and sa'ety procedures that needed to 9e 'ollowed. (G # 5cogniti3e7& $or+ati3e steps6+o3es 'or the test. So+e students did not ha3e pedo+eters so we supplied the+ with a pedo+eter or a +o3e 9and. Supplied the test and the pencils and re+inded the+ o' testing procedures 'or during and a'ter the e1a+ Check 'or understanding with di''erent ?uestions, with 3isuals. -e+inders during ga+e play o' sa'ety procedures and strategies. Ms. Dugue presented a 3isual aid with so+e re+inders o' general rules. During the 9eginning o' the lesson we e1plained what the students were going to 9e assessed on in the a''ecti3e do+ain. 4e re+inded the students during ga+e play that we wanted the+ to de+onstrate tea+work 9y playing together. During the 9eginning o' the lesson we e1plained what the students were going to 9e assessed on in the a''ecti3e do+ain.

%ost20est

%re20est

%ost20est

5sa+e as the pre2assess+ent7 4e used a 'or+al assess+ent using a written e1a+ with +ultiple choice 'or cognition. 0he e1a+ was 9ased on 9asic knowledge and sa'ety 'or speed 9all. 0wo point short answer, a''ecti3e ?uestion on our cogniti3e e1a+.

%re20est

(G * 5a''ecti3e7&

$or+ati3e

0hroughout the lesson we o9ser3ed and listened 'or encourage+ent o' other tea++ates 'or e3ery student. 4e also o9ser3ed i' students were de+onstrating tea+work throughout the lesson. 5sa+e as the pre2assess+ent7 0wo point short answer, a''ecti3e ?uestion on our cogniti3e e1a+.

%ost20est

Learning

oal 1: S'ill

Pre(!ssessment explanation) collection procedures) alignment:

4e +ade a e1cel spread sheet that could 9e used to type in to gi3e students a 'or+ati3e assess+ent. Mr. Shea walked around with the ,pad, assessing students using the rating scale on their o3erhand throwing +echanics. Ms. Coughlin walked around gi3ing constructi3e 'eed9ack to the students. 0his aligned with standard nu+9er " o' the 8AS%C standards.

&ormati$e assessment description:

Mr. Shea asked what the students thought the three cues 'or throwing were at the 9eginning o' the class. A'ter e1plaining the +odi'ied ga+e, Ms. Coughlin checked 'or understanding 9y asking a9out the rules o' the ga+e. Ms. Coughlin o9ser3ed in'or+ally during ga+e and skill work.

Post(!ssessment collection procedures 4e used the sa+e e1cel spread sheet that was used on the i%ad 'or the pre2assess+ent. Mr. Zehnacker walked around with the i%ad, assessing students during the s?uare drill using the rating scale on their o3erhand throwing +echanics. Ms. Dugue walked around gi3ing constructi3e 'eed9ack to the students. Learning oal 2: &itness and Ph*sical !cti$it*

Pre(!ssessment explanation) collection procedures) alignment:

$or 'itness we used pedo+eters to +easure the step counts o' the students with in the class. =ur goal was o3er .)! steps 9y the end o' class 'or the lesson. 0he students 'illed out their step count on a sheet o' paper at the end o' each lesson. 0his aligned with standard * o' the 8AS%C standards 'or enhancing student physical 'itness.

&ormati$e assessment description:

,t was a 'or+al assess+ent 9ecause they had to write down the step count at the end o' the lesson on their cogniti3e pre2test. 0eachers +ade sure to re+ind the students that their pedo+eters6+o3e 9ands were set to Fero and placed in the correct spot.

Post(!ssessment collection procedures $or 'itness we used pedo+eters to +easure the step counts o' the students within the class period. =ur goal was to get around 8!! steps 9y the end o' the lesson. So+e students didn;t ha3e pedo+eters, so we ga3e the+ ours and the others had to use +o3e9ands. Learning oal ": Cogniti$e

Pre(!ssessment explanation) collection procedures) alignment:

4e used a 'or+al assess+ent using a written e1a+ with +ultiple choice 'or cognition. 0he e1a+ was 9ased on 9asic knowledge and sa'ety 'or speed 9all. 0his e1a+ was an 8 point cogniti3e test that was gi3en at the 9eginning o' the unit. 0his aligned with standard o' the 8AS%C standards 'or understanding the cogniti3e strategies and rules o' physical acti3ity.

&ormati$e assessment description:

8 During ga+e play we o9ser3ed in'or+ally their knowledge o' the rules and sa'ety procedures that needed to 9e 'ollowed. 4e also checked 'or understanding a'ter e1plaining the rules to +ake sure that all students knew the 9asics o' +odi'ied ga+e play.

Post(!ssessment collection procedures

4e used a 'or+al assess+ent using a written e1a+ with +ultiple choice and true2'alse 'or cognition. 0he e1a+ was 9ased on the 9asic knowledge and sa'ety 'or Speed2Away 5Speed Ball7. 0he assess+ent was gi3en at the end o' the class with all students 'acing in the sa+e direction.

Learning

oal +: !ffecti$e

Pre(!ssessment explanation) collection procedures) alignment:

0wo point short answer, a''ecti3e ?uestion on our cogniti3e e1a+. Students were told they would 9e assessed on tea+work and sports+anship during the lesson. 0heir answers were either correct or incorrect 9ased on the in'or+ation the teachers ga3e in the 9eginning o' the lesson. Such as, passing the 9all to all o' their tea++ates, high2'i3ing their tea++ates when they score and shaking hands a'ter the ga+e is o3er. 0his aligns with standard ) and / o' respecting others and de+onstrating proper social 9eha3ior.

&ormati$e assessment description:

4e assessed in'or+ally 9y seeing how well they work as a tea+ as well as their sports+anship during +odi'ied ga+e play.

Post(!ssessment collection procedures 0here was a two point a''ecti3e short answer ?uestion on our cogniti3e e1a+. 0his was gi3en at the end o' the last lesson with the students 'acing the sa+e direction. Students were told that they would 9e assessed on tea+work and sports+anship during the lesson 5they would use this e1perience 'or the ?uestion on the 9otto+ o' the cogniti3e test7.

Part +: Instructional Planning

Da* 1 ,arm(up: Blti+ate 'oot9all Lesson focus: 0hrowing &itness component: Cardio3ascular Cndurance Ph*sical acti$it* goal: Bsing a pedo+eter students will reach our step goal o' .)! steps !ssessment: 4e assessed the throwing +echanics and cogniti3e assess+ent o' knowledge o' speed 9all and a''ecti3e assess+ent o' tea+work6sports+anship. Da* " Da* 2 ,arm(up: Chuck the chicken Lesson focus: Kicking6passing &itness component: Cardio3ascular Cndurance Ph*sical acti$it* goal: Bsing a pedo+eter students will reach our step goal o' .)! steps !ssessment: Kicking +echanics

Da* +

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,arm(up: Blti+ate $ris9ee Lesson focus: Modi'ied ga+e play &itness component: Cardio3ascular Cndurance Ph*sical acti$it* goal: Bsing a pedo+eter students will reach our step goal o' .)! steps !ssessment: -ule knowledge and tea+work within the ga+e. ,arm(up: 0riangle 'low Lesson focus: 4orking all the 'luidity o' pre3ious lessons skills &itness component: Cardio3ascular Cndurance Ph*sical acti$it* goal: Bsing a pedo+eter students will reach our step goal o' .)! steps !ssessment: Accuracy o' throws and respect 'or others, e?uip+ent, and teachers. Da* ,arm(up: -ock, papers, scissors tag Lesson focus: (earning the Chip up. &itness component: Cardio3ascular Cndurance Ph*sical acti$it* goal: Bsing a pedo+eter students will reach our step goal o' .)! steps !ssessment: Cogniti3e assess+ent o' cues 'or each o' the skills. Da* . ,arm(up: Mini2speed 9all 5# on # ga+es7 Lesson focus: working on the chip up and passing to all partners. &itness component: Cardio3ascular Cndurance Ph*sical acti$it* goal: Bsing a pedo+eter students will reach our step goal o' .)! steps !ssessment: 4e will 9e assessing on the tea+work o' the students using a sel'2report. Da* / ,arm(up: $inger :ousting Lesson focus: $ull ga+e play &itness component: Cardio3ascular Cndurance Ph*sical acti$it* goal: Bsing a pedo+eter students will reach our step goal o' .)! steps !ssessment: %ost assess+ent on a''ecti3e Da* 0 ,arm(up: # on # +ini ga+e Lesson focus: $ull ga+e play &itness component: Cardio3ascular Cndurance Ph*sical acti$it* goal: Bsing a pedo+eter students will reach our step goal o' .)! steps !ssessment: %ost cogniti3e assess+ent on all knowledge, a''ecti3e assess+ent on tea+work6sports+anship, and skills assess+ent on throwing.

!cti$it* Progression
1#ST C#1PL23 S4ILL Tas's 52xtensions6
0he acti3ities 'or the whole class

Cues 5Refinements6 Secrets to i+pro3e per'or+ance

Challenges 5!pplications6 More chances to practice the

sa+e tasks

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1 2 " + amepla* " on " mini game 1odified gamepla* 1odified gamepla* %ith different tactics S'ills and Strateg* combination Can7t pic' the ball up from the ground 4ic' it in to score Can7t mo$e %ith the ball in *our hands 8se different offensi$e and defensi$e tactics 8se s'ills of thro%ing) dribbling) passing and punting to mo$e ball do%n court 8se all s'ills learned and use tactics to impro$e those s'ills :one defense or man defense Pass to three teammates before scoring 1ust ma'e fi$e passes before scoring 1ust incorporate a 'ic' and a thro% before scoring 9all must be passed to e$er* teammate before a team can score Cannot repeat s'ill used after a pass 8se ne% strateg* e$er* round 8se effecti$e defensi$e strategies to stop an offensi$e team from mo$ing the ball Rotate each s'ill and mo$e the ball effecti$el* %ith no partner Incorporate rules and practice of s'ills 1ust 'ic' ball at target) %hich %ould be a goal 1ust dribble ball and Chip(up to self Rotate %ith partner thro%ing and dribbling

. /

Strategies of

amepla*

Defense Practice

0 ;

Re$ie% all s'ills learned Rules of gamepla*

8se appropriate s'ill at the right time Remember all rules %hile practicing each s'ill 4ic' ball accuratel* Catch ball %hile in air Thro% and dribble accuratel* %ith less speed=

1 S'ills of punting and 'ic'ing < 1 S'ill of Chip(up 1 1 S'ills of thro%ing and dribbling 2 1 " 1 + 1 L2!ST C#1PL23 S4ILL

(Insert Revised Lesson Plans)

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Part -: !nal*sis of Results

Data !nal*sis: Learning Pre(assessment:
Chart 1

oal 1 5s'ill6

0his graph de+onstrates the student;s scores on the +echanics o' throwing. 4e assessed students through our 'irst drill& triangle 'low. 4e assessed the students 9y using a rating scale o' Great 5# points7, A3erage 5 points7, and Beginner 5" point7. Great is when a student de+onstrates all three cues o' stepping in opposition, +aking a 0, and 'ollowing through. A3erage would 9e de+onstrating two out o' three cues. Beginner is when a student de+onstrates poor techni?ue using one or none o' the cues. 4e had / students test a # which is the per'ect de+onstration that we were looking 'or. 4e realiFe that we need to increase the di''iculty o' the skill in order 'or there to 9e proper goals. ,' a student didn;t step with the opposite 'oot 9ut did e3erything else correct then they would recei3e a . =r i' they didn;t do two o' our cues they would recei3e a ". Post(assessment Post !ssessment Chart 2: Ps*chomotor test 5thro%ing6
Chart 2

0his graph de+onstrates the students; scores on the +echanics o' throwing. 4e assessed students through our 'irst drill& S?uare drill. 4e assessed the students 9y using a rating scale o' Great 5# points7, A3erage 5 points7, and Beginner 5" point7. Great is when a student de+onstrates all three cues o' stepping in opposition, +aking a 0, and 'ollowing through. A3erage would 9e de+onstrating two out o' three cues. Beginner is when a student de+onstrates poor techni?ue using one or none o' the cues. 0he range o' scores was 'ro+ one to #. 0he a3erage was .) out o' three. 0he standard de3iation was !..". All 9ut one student +et our goal o' 9eing a9le to get at least a two out o' three 'or the o3erhand throw.

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!d>ustments An ad:ust+ent that we took into consideration was how 'ar apart the cones should 9e 'or the drills. $or 9oth the pre2 and post2assess+ent we had the students pass 9ehind a cone and graded the+ 9ased on the cues we went o3er. Change in student learning Post !ssessment Chart 2 5Comparing pre( and post(tests6: ps*chomotor 5o$erhand thro%6
Chart 3

0his chart de+onstrates student learning in the psycho+otor skill o' the o3erhand throw used in Speed2Away. Students "! and "" were in class 'or only one o' the testing days. //./G o' the students kept the sa+e scores 'or 9oth tests. . G o' the students increased their post test score, showing that their skills got 9etter. 0he last student decreased their score 9y one point. Data !nal*sis: Learning Pre(assessment:
Chart 4

oal 2 5fitness? ph*sical acti$it*6

0his graph is showing students 3arying step count throughout the lesson. =ur goal 'or the lesson was 'or the students to o9tain .)! steps or +ore. As the graph illustrates, 'i3e out o' the "! students reached the goal. 0his 9eing our 'irst lesson we o3eresti+ated the a+ount o' steps 9y a9out ")!. So+e o' the students e1pressed di''iculty with pedo+eter e?uip+ent causing so+e o' their nu+9ers to 9e skewed. Post(assessment Post(!ssessment Chart -: &itness 5Step Count6

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Chart 5

0his graph is showing students 3arying step count throughout the lesson. =ur goal 'or the lesson was 'or the students to o9tain 8!! steps or +ore. As the graph illustrates, )!G o' the students reached the goal. 0his 9eing our last lesson we thought that there would 9e a lot +ore +o3e+ent than in the rest o' the unit since we did a 'ull ga+e, 9ut we were still o'' with our step goal 9y a9out ")! to get the results that would ha3e 9een +ore accepta9le. 0he range was #!!2H. steps. 0he a3erage nu+9er o' steps taken during our last lesson was /H).8. 0he standard de3iation was #8.H. So+e o' the students e1pressed di''iculty with pedo+eter e?uip+ent causing so+e o' their nu+9ers to 9e skewed. !d>ustments An ad:ust+ent that we took into consideration was what acti3ities to ha3e the students do to o9tain the +ost a+ounts o' steps. Another ad:ust+ent was to +ake sure that the students wore the pedo+eters in the correct place. ,' they weren;t wearing the+ a9o3e their hip, the pedo+eter wouldn;t read correctly and the results wouldn;t 9e relia9le. Change in student learning Post !ssessment Chart . 5comparing pre( and post(assessment6: &itness 5step count6
Chart 6

0his chart shows how students 9eca+e +ore 'it 9y +o3ing around +ore. Students "! and "" were a9sent on one o' the testing days. $or the other nine, 'i3e o' the+ +o3ed around +ore during the last class o' the unit than they did in the 'irst lesson o' the unit. 0he other 'our o' the students decreased the nu+9er o' steps that they took. 0his in'or+ation is so+e2what skewed 9ecause so+e o' the+ used +o3e9ands instead o' pedo+eters. $i3e o' the ten reached the end unit goal o' getting a9out 8!! steps in within the lesson. 0his shows that +ost o' the students 9eca+e +ore acti3e, 9ut we still need to get 3ery9ody +o3ing +ore.

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Data !nal*sis: Learning Pre(assessment:

oal " 5cogniti$e6

Chart 7

0his graph de+onstrates the cogniti3e assess+ent that took place a'ter the lesson. 0his was out o' 8 points. So+e o' the students did 3ery well 9ut no one got an 8 out o' 8, which we wouldn;t e1pect. Post(assessment Post(!ssessment Chart 0: Rules Test Results
Chart 8

0his graph de+onstrates the cogniti3e assess+ent that took place a'ter the lesson. 0his was out o' eight points. So+e o' the students did 3ery well 9ut no one got eight out o' eight, which we would ha3e liked to ha3e seen since it was the last day o' the unit. =nly two students reached our goal o' getting si1 out o' eight ?uestions correct. 0he a3erage was *./ out o' 8 points. 0he range o' scores was 2/. 0he standard de3iation is ". . Reliabilit* and content $alidit* ,t is a relia9le test 9ecause it contains 9oth +ultiple choice and true2'alse ?uestions which ha3e only one right answer. 0he ?uestions on the test were a9out the rules that were taught during the unit, so the test had content 3alidity. !d>ustments An ad:ust+ent that we took into consideration was to place so+e key 'acts and rules on a poster and place it on the gy+ wall 'or the students to re3iew throughout the unit. Another ad:ust+ent could;3e 9een to spread the students out e3en +ore so that they were less te+pted to cheat during the test.

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Change in student learning Post !ssessment Chart ; 5comparing pre( and post(assessment6: Rules Test Results
Chart 9

0his chart represent student learning 9y co+paring the pre2test results with the %ost2test result. Students "! and "" were 9oth here 'or only one o' the testing days. ##.#G that were here 'or 9oth testing days i+pro3ed their scores and learned +ore. 0wo students kept the sa+e scores and **.*G decreased in score. 0he a+ount o' positi3e student learning was as good as we had hoped and only )*.)G +et our goal o' scoring at least a si1 out o' eight on the cogniti3e assess+ent. 0his shows that we didn;t +ake the right ad:ust+ents 'or this unit. $or the ne1t ti+e that we teach this unit we will ha3e to go o3er the rules +ore throughout the unit. Data !nal*sis: Learning Pre(assessment:
Chart 10

oal + 5affecti$e6

0his graph shows how +any students actually got the points 'or the a''ecti3e ?uestion o' how did you de+onstrate tea+work. =ne o' the answers that we got was I , a+ aweso+e.J 0his isn;t so+ething we are looking 'or. =ne o' the answers that got credit was I, passed to all o' +y tea++ates during the +odi'ied ga+e.J Post(assessment Post(!ssessment Chart 11: Team%or' and Sportsmanship

16

Chart 11

0his graph shows how +any students actually got the points 'or the a''ecti3e ?uestion o' Ihow did you de+onstrate tea+workJ. =ne o' the answers that we got was I, didn;t.J 0his isn;t so+ething we are looking 'or. =ne o' the answers that recei3ed credit was, I, passed to all o' +y tea++atesJ. All 9ut one student +et the lesson goal o' showing tea+work. 0he range was !2 . 0he a3erage was ".8. 0he standard de3iation is !./#. !d>ustments An ad:ust+ent that could;3e 9een +ade is that we could;3e talked directly with each student to see how they 'elt that they showed tea+work. Change in student learning Post(!ssessment Chart 12 5Comparing pre( and post(assessments6: Team%or' and Sportsmanship
Chart 12

0his chart shows that e3ery student learned how to de+onstrate tea++work and sports+anship 9y the end o' the unit. Students , ), /, and 8 did not show either o' the a''ecti3e criteria at the 9eginning o' the unit, 9ut showed it at the end. Student "! was not in class 'or the last lesson, and Student "" was in class at the 9eginning o' the unit 'or the 'irst lesson and did not show a''ecti3e learning 9y the end o' the unit. 4e were 3ery e''ecti3e in teaching the a''ecti3e do+ain to the students 'or this unit.

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Part .: Reflection
Sha%n :ehnac'er 5Ps*chomotor S'ill Learning oal6

0hrough assessing the psycho+otor category , learned that it can 9e 3ery di''icult to assess a skill during a class period 9ecause it is such a short a+ount o' ti+e to do it in. , saw in +ysel' that at ti+es , was rushed and when , rushed , didn;t get the 9est look at each one o' +y students as , should ha3e to ha3e a 3alid assess+ent. (ots o' preparation 'or each class assessing and not assessing lots o' ti+e and e''ort needs to 9e put in so students will learn the skill properly. ,n order 'or students to learn a good lesson needs to 9e prepared 9ecause it all co+es down on the teacher and how you run your class i' you put ti+e and prepare 'or class the 9etter chance students ha3e to learn new skills. ,n order to get a 3alid assess+ent 'or a skill a proper test +ust 9e +ade and the proper skills +ust 9e assessed. ,n this particular lesson we chose to assess throwing during a drill. 4e would ha3e changed this and instead o' assessing throwing we would ha3e choose to assess +ultiple skills such as throwing, kicking and chipping and do it in a ga+e like setting instead o' during a drill. , en:oyed the process o' the teacher work sa+ple@ , learned that a lot o' work and e''ort needs to go into teaching and assessing. Assess+ent is growing and so are the de+ands so learning these skills o' how to properly assess in each category is 3ital to our teaching careers. , see that , a+ going to ha3e to put in +ore ti+e and e''ort in to +y teaching in order 'or kids to learn and in order to protect +y :o9 with 3alid assess+ent and pro3e that students are actually learning. , look 'orward to continuously growing as a teacher candidate and working towards 9eco+ing a 9etter teacher. 4risti Coughlin 5&itness Learning oal6

4hat , ha3e learned 'ro+ this teaching is that you need to +ake sure all your students are participating at all ti+es. 4hen you are assessing students through a tool like the pedo+eter with a learning goal, you want to +ake sure all students are participation and +o3ing to +eet the set step goal. , also learned i' you tell the students that you are assessing the+ through their step count, it +ay +oti3ate the+ to work harder to reach your set goal 'or the+. 4ith the instructional planning 'or this speci'ic learning goal, , +ay ha3e a +ore up9eat and +o3e+ent engaging war+ up. Although our war+2up worked on their techni?ue needed 'or the ga+e play, their heart rate and step counts were ?uite low a'ter the instant acti3ity. So 'or the ne1t ti+e , +ight teach, 'or all o' +y students to reach the goal , +ay ha3e the students +o3ing at a higher pace to increase their step count. Also , want to +ake sure we check e3eryone;s pedo+eters are working accurately and are placed in the right position on their 9odies. , 9elie3e this +ay 9e one o' the reasons all students did not reach our step count goal. 0his could 9e due to the +echanical errors in the pedo+eters. 8e1t ti+e , +ay use so+ething +ore precise like the +o3e+ent 9ands. 0hrough the teacher work sa+ple , learned that you need to 9e 3ery precise and in'or+ati3e in all parts o' this assign+ent. >ou need to +ake sure you use all your work

18

o9tained and e''ecti3ely incorporate it into this teacher work sa+ple. 0his has de'initely helped +e de3elop +ysel' as a pro'essional to see how all o' +y assess+ent can 9e used and put into grades, graphs and e3idence o' +y teaching. 0he presentation o' this +aterial has also helped +e 9e prepared to present +y teaching to other people in the co++unity and show its i+portance at 'ace 3alue. 1ar* 4atherine Dugue 5Cogniti$e Learning oal6

0hrough this pro:ect , ha3e learned that as a teacher , a+ e''ecti3e with +y 3isual displays, , had a lot o' positi3e 'eed9ack a9out that. But, , tend to get a head o' +ysel' so+eti+es. 4hen , was e1plaining a drill that we did , 'orgot to de+onstrate it 9e'ore , split the class into groups, then it was hard 'or +e to get their attention and do a good de+onstration. But, as 'ar as teaching +y learning goal , think that , did a good :o9. , should ha3e gone o3er the rules right 9e'ore the students played the ga+e instead o' at the 9eginning o' class so that they would re+e+9er the+ 9etter 9e'ore they started the 'ull ga+e, 9ut that didn;t see+ to ha3e an e''ect on the ga+e play. ,t did a''ect the cogniti3e assess+ent a'ter they played the ga+e though. , think that there was too +uch ti+e 'ro+ the last ti+e , ga3e the+ a re+inder o' what the rules were and they 'orgot what so+e o' the+ were and didn;t do as well as they could;3e on the e1a+. Based on the results o' the cogniti3e assess+ent, , think that , need to re3iew the rules +ore 're?uently than what , did. , ha3e learned that , do a pretty good :o9 at planning. 0he procedures 'or the cogniti3e assess+ent see+ed to ha3e gone well. , didn;t catch any o' the students trying to cheat or talk to their neigh9ors. =ne thing that , would change is to +o3e the cogniti3e assess+ent to the 9eginning o' the lesson instead o' doing it at the end o' the lesson. 0he students +ay ha3e re+e+9ered the rules 9etter 'or the assess+ent i' they had done it right a'ter +y re3iew instead o' waiting ! +inutes. A'ter seeing +aterial that was on that assess+ent +ay ha3e helped the+ in ga+e play or the drill. As , ha3e worked on this pro:ect with +y group , ha3e learned that , a+ an e''ecti3e pro'essional. , ha3e +ade +any contri9utions to this assign+ent, including keeping track o' all o' the di''erent parts o' this work sa+ple and putting the+ all together. , ha3e worked well with +y group +e+9ers. , ha3e gi3en resources and thoughts to their attention and , ha3e listened and looked at theirs. , ha3e de3eloped pro'essionally 9y sharing the work load instead o' doing it all +ysel'. , ha3e colla9orated with all +e+9ers o' +y group to create lessons and a unit that would 9est 9ene'it the learning o' the students that would 9e in our class. 4*le Shea 5!ffecti$e Learning oal6

0hrough this e1perience, , ha3e learned that teaching students and +aking sure that the students are a9sor9ing the course content is a lot +ore di''icult than , e3er e1pected. C3en though this was a si+ulated classroo+ e1perience and our students were our age, learning didn;t necessarily take place in the way that we e1pected. , also learned that assess+ent is e1tre+ely di''icult to take care o' during a lesson. , understand now what A%%- actually +ay entail and that it is a 3ery daunting task. 0his :o9 o' teaching children to learn and ha3e the+ understand

19

all the in'or+ation is hard enough 9ut on top o' that we ha3e to show how +uch they are learning. 0his is 'or the 9est howe3er, 9ecause it e1plains how we are doing as teachers. (ike , said in the last paragraph, teaching an a''ecti3e skill can 9e 3ery di''icult. <owe3er, one change that , would ha3e +ade was creating +ore cues and +ore ways 'or the students to show their tea+work and sports+anship. ,n a larger until, +ore than two days, this +ay ha3e 9een a lot easy to create and i+ple+ent. , did learn that assessing on the a''ecti3e skill is de'initely not the easiest task to co+plete. ,t co+es in sel'2reports or you +ust use so+ething that you can see and6or hear. 0he only thing that , would change would 9e gi3ing the students +ore opportunities to de+onstrate their skills. 0his pro:ect really opened +y eyes to how +uch work teaching and assessing really is going to 9e. 0he a+ount o' work that it is going to take and really how hard it is to e1cel as a teacher is +ore than , thought possi9le. <owe3er, , do 'eel as though , rose to the occasion and helped the group in a pro'essional +anner. Also, when it co+es to teaching and de3elop+ent o' the lesson, , think that , did a great :o9 due to +y 3oice, +y planning and +y i+ple+entation.

Part /:

rading

4e would like our students to ha3e the 9est chance o' recei3ing a good grade that is 'air. So, we ha3e 9roken the three do+ains down into pretty +uch e?ual percentage. $or the speed9all unit, we 'elt that psycho+otor and cogniti3e do+ains were the +ost i+portant and that is why they are worth a little +ore than the a''ecti3e.

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Part 0: References
( rite your re!erences in "P" !or#at$) King, K. 5n.d.7. S%eed&all. -etrie3ed 'ro+ http&66:k!/).k" .sd.us6Speed9all -ules.ht+ Slagle, D. 5%hotographer7. 5 !"", MA> " 7. L%rint %hotoM. -etrie3ed 'ro+ http&66www.carrollcountyti+es.co+6news6local6elders9urg2ele+entary2s2physical education2progra+2gains2de+onstration2status6articleN'.d"9'9!2.c /2""e!2H!8a !!"cc*c!# 8/.ht+l S%eed&all rules. 5n.d.7. -etrie3ed 'ro+ http&66teachers .wcs.edu6+iddle6h+s6anner 6Acti3ity <andouts6Speed9all -ules !8.pd'