Tws

PSU
TEACHER WORK SAMPLE

TEMPLATE
Your First and Last Name: Ashlen Schwartz
Date Submitted: December 4, 2017
District where you completed

Liberal School District
the TWS:
Name of School Building

where you completed the Liberal High School
TWS:
Content Area of your TWS: Physical Education
TWS Unit Topic: Basketball
Grade Level of the

Classroom / Students in
8th grade
Which the TWS Unit Was
Completed:
Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors
A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Community
Liberal is a very small community. The towns population is only 733 people, making it feel more like a big family than a little town. The community is very
involved with the school district and takes a lot of pride in athletic teams success. The town is split basically down the middle on male to female ratio, with 50.1%
being male and 49.9% being female. The average household income in Liberal is $33,419, while per capita income is $17,184. There are not a lot of job
opportunities within the city limits of Liberal, causing many of Liberals residents to have to commute for work. Liberal is a very agriculturally driven area. Many
people are involved with farming and cattle. There are two schools in Liberal, one being the Elementary School, which consists of Pre-K through 5 th graders, and
the High School, which consists of 6th-12th graders. The only convenient/grocery store is a Caseys just north of the High School. The town is primarily Caucasian
with the population being 93.3% white. The next highest ethnicity is Hispanic making up 1.8% of the population, followed by American Indian with 1.6%.
District
The total population for the school district is 408 students. 93.4% of the schools population is white. The other ethnicity percentages are not listed because they
are too small and would go against confidentiality of the students. The percentage of students who receive free and reduced lunch is 53%. 10% of the students in
the district are identified as special education. And the male to female ratio is almost exactly split in half, with 50.5% being male and 49.5% being female.
School
Liberal Middle School students do not have their own building. The middle school students go to the same building as the High School students because the
district is so small. Grades 6-8 attend school at Liberal High School while grades Pre-k through 5 th go to the Elementary School.
Table 1.1 Class Contextual Information (limited to 1 page)

Grade level __8_____ Content area (e.g., mathematics) ___PE__________ Topic (e.g., geometry)____Basketball_____
Age range of students ____13-14___________ Number of male students ___None________
Total number of students ____11________ Number of female students ____All______
Percentage of students receiving free lunch __________ Percentage of students receiving reduced lunch_____75%______
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural __x____
Ethnicity of students (give numbers) __0____ African American or Black ___0___ Hispanic or Latino
__0___ Native American/Alaskan Native ___11___ White
__0____ Asian or Pacific Islander ___0___ Other (specify) __________
Language proficiency of students (give __0____ Fluent English Proficient ____0__ English Language Learners
numbers)

Identified special needs categories ___1____ Specific Learning Disability _______ Speech/Language Impaired
represented (give numbers) _______ Hard of Hearing _______ Visually Impaired
_______ Deaf _______ Orthopedically Impaired
_______ Deaf-Blind _______ Emotionally Disturbed
_______ Other Health Impaired _______ Autism
_______ Multiple Disabilities _______ Mental Retardation
_______ Brain Injury _______Gifted
_______ Established Medical Disability (0-5 yrs) _______ Developmentally Delayed
_______ At risk for developmental disabilities _______ Other (Specify)_______________
Subgroup Selected (describe the group) : The subgroup I selected are the students who had no prior knowledge of the sport of
basketball. They have had little to no exposure to this game and therefore wont be familiar with rules and/or techniques. The students in
this subgroup have struggled with skills prior to this unit. My second subgroup consists of one focus student who is on an IEP for her
learning disability. This student also had no exposure to basketball prior to this unit.
Rationale for Selection: I chose the first subgroup because I thought that these students might need additional demonstration, guidance
and/or assistance throughout the unit. By making them my first subgroup, I will know to pay special attention to the progress or lack of
progress being made so that I can step in if needed and provide instruction. I chose the focus student because she might have trouble
keeping up with the lessons due to her disability and lack of knowledge about this sport. By making her my focus student I will know to
observe her frequently and be attentive to her needs so that she can be successful.
Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics Specific Descriptions
Intellectual Characteristics It has been obvious from the beginning that this class has not had a lot of exposure to sports. The class is divided
- Including readiness, pretty much in half, with about 50% of the students taking some kind of interest in one or more sports, and the
cognitive abilities, learning remaining 50% not wanting much to do with sports at all. However, none of these students, including the ones who
needs, developmental levels, enjoy sports, have spent much time practicing and perfecting skills or techniques. Because of the lack on interest,
etc. many of these students are not very motivated to make improvements, which can be challenging at times. The
development level of this class is not very high. I spend quite a bit of time re-teaching, providing demonstrations, and
critiquing.
Previously demonstrated I would say about 20% of the students in this class are above the academic standard. These students pick up on things
academic performance/ fairly quickly and I dont think they have to work quite as hard at school for it to make sense as other students in their
ability: class. 40% of the girls in this class meet the academic standard. I think that almost all of the girls in this category
% Above standard _____ have to work fairly hard to meet the standard, as school doesnt come easy, but in order to do well, they have to give
% Meets standard _____ their best efforts. The other 40% of the class is below the academic standard. They struggle more than everyone else
% Below standard _____ and would greatly benefit from one-on-one help and/or extra time to work/learn. I dont think that these students are
incapable of meeting the standard, I think that a lot of them dont have the support from home that they need to
convince them that education is valuable and they should want to make good grades.
Social Characteristics
- Including emotional, This class contains many cliques, as it is a class of all girls. There are several dominant personalities in the class who
attitudinal, motivational, etc. cause drama amongst the other girls on a daily basis. The girls who have dominant personalities are also very
competitive and fairly athletic in comparison to the rest of the class. I usually try to split these girls up in games to
make teams more even, but as a result, I often have to remind them to be nice to one another, as they can be very rude
at times. Several other girls in the class are not very athletic and dont seem to enjoy PE very much. I feel as if Im
constantly asking them to put forth effort and participate.
Personal Characteristics
- Including physical, social, This class is not diverse at all, with the girls all being white. In regards to athletic ability, this class does not have
individual experiences, much. However, the girls who enjoy sports do listen well and try to make progress. Although there are cliques, the
talents, language, culture, students are not too hard to manage. Little reminders go a long way, and the students stay on task for the most part.
family and community
values, etc.
B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
The class is active and involved in activities. Some days are better than others as far as willingness to participate, however it doesnt ever take
more than just me reminding them of what they are supposed to be doing to get them to try harder. They are a respectful group of girls and easy to
work with because they listen well and want to impress the teacher. Several of the students are competitive which makes my job more enjoyable.
Because the students are so involved in their cliques, I have to split them up for teams and/or partner activities. I try to expose them to new people
who they wouldnt particularly choose themselves, which usually guarantees a little attitude from a few individuals. At the beginning of this unit, I
sensed some bad attitudes and reluctance to want to play basketball. However, after the first couple of lessons I think the girls actually enjoyed the
unit overall.
C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student What was learned about this subgroup/student?
using information
selected?
from Table 1.1
The focus student that I Intellectual
selected has a learning This student has a good attitude and is willing to learn. She asked me questions often and
disability. She also is not as This student was chosen as requested that I watch her as she performed certain skills to make sure she was doing them
athletic as the other girls in my focus student because I correctly.
her class and sometimes wanted to make sure that I
struggles with skills and paid extra attention to her
activities. throughout this unit to Social
ensure that she makes
She works well with others and takes criticism well from her peers. She sometimes even
progress and has success. I
asked her peers if she was doing a skill correctly when I was not available to watch. She is
knew that by choosing her,
one of the more quiet and reserved students, so she doesnt interact with those around her a
I could dedicate more time
SUBGROUP whole lot.
to offering her additional
or demonstration and Personal
FOCUS explanation, as well as a This student is a sweet girl who I enjoy having in class. She never causes any problems and
little more one-on-one is always respectful to me and to those around her. She wants to do the right thing and
STUDENT work hard, which makes her fun to teach.
instruction, which I think
will be very beneficial.
SUBGROUP The subgroup that I chose Intellectual

or consists of students who I chose this subgroup to be These students have a hard time grasping the importance of technique. They are content with
have not had any exposure able to compare making a shot and show little concern for what their shot looks like, However, they did not
FOCUS to the game of basketball assessment scores between complain about my criticism much. It was obvious that most of them were trying to make the
STUDENT prior to this unit. The students who have had adjustments that I asked them to.
students in this group are exposure and/or play
developmentally behind the basketball and students Social
others in their class. who have not had any
These students kind of stuck together throughout the unit. They clearly wanted to work
exposure. I thought it
with students who had the same ability level that they did. I tried to prevent this from
would be interesting to
happening too much, though, because I thought that it could be beneficial for a student
examine the progress made
with a higher ability to work with a student with a lower ability, and vise versa.

between the two groups Personal
and to consider who made These students were not as talented as the students outside of this group, but they did give
bigger improvements and their best effort each day and maintained a positive attitude. They were easy to work with
why. because they tried to make adjustments and do things correctly. It was obvious that these
students werent loving the breakdown of particular skills, but they continued to work at it.
D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

I didnt really have to modify instruction or the lesson for my subgroup. The best thing I could do for them was just to offer a little more time and additional
instruction when needed. I tried to be available to offer one-on-one work with several of them if I saw that they were doing a skill incorrectly. This worked out
well, as the students who are not in my subgroup didnt need as much of my time and assistance. I also strategically partnered my students throughout lessons and
made sure to put students in my subgroup with students who were not in my subgroup. By doing this, I thought that the students who were a little more developed
could help out students who were not as developed, and also still better themselves in the process. It is one thing to be able to do a skill, but to be able to teach it to
peers is also helpful because it means that the student understands the technique and knows why it is useful.

II. Instructional Design
A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
My objectives cover a broad range of skills that I want my students to learn. In order to be a successful basketball player, one cannot just be great at one specific
skill. They have to know the proper technique for all skills and be able to apply those techniques in real game situations. My objectives range from history and
rules of the game to specific skills because I wanted to not only challenge my students cognitively, but also on the psychomotor level as well. My first objective is
basic, as it covers the first couple levels of Blooms Taxonomy. I want my students to be able to earn a grade of 70% or higher on their written tests. I think that the
information that I am asking them to learn is fairly basic, but also necessary information to know for this unit. My next objective is more on the physical side, as I
want my students to improve on their free throw test by at least one basket. Several of my students have never shot a basketball before, so I think that this objective
is very do able for all of my students after a full unit that will enable them to get repetitions every class period. My next objective is simply that my students will
demonstrate the proper technique while they work on each skill. This is something that can be easily observed, and I really want to stress the importance of
technique, especially when a lot of these girls have never been exposed to basketball and therefore, havent yet developed any bad habits.
B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Level(s)
Obj.
Unit Objectives (e.g. Blooms
No.
Taxonomy)
1 The students will be able to demonstrate knowledge of rules and history of basketball by achieving an average Remember,
score of 70% or above on the written tests. Understand
Students will be able to demonstrate proper shooting technique by improving their pre free throw skills test by
2
at least one make. Apply, Understand
Students will be able to demonstrate proper dribbling, passing and shooting technique during assessment and
3
games. Apply, Understand
The students will demonstrate that they have a complete understanding of the important cues while shooting a
4
basketball by scoring a 100% on their written technique assessment. Apply, Understand
Students will be able to demonstrate proper shooting technique by scoring a 2 or 3 on their physical shooting
5
assessment at the end of the unit. Apply, Understand
etc

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
S1.M9 Foot-dribbles or dribbles with an implement with control, changing speed and direction during small-sided game play.
S1.M21 Catches, using an implement, from different trajectories and speeds in a dynamic environment or modified game play.
S1.M8 Dribbles with dominant and non dominant hands using a change of speed and direction during small-sided game play.

Pre-Assessment:
T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Pre-Assessment
-Students were given 10 minutes to
complete the test
-Gave correct answers after I gave students visual and verbal demonstrations on
Skill Work the proper technique of shooting so that the students
Nov.
1 2
R, I 1,2,3,4,5 -Gave a verbal and visual demonstration on Formal who had never been exposed to the game of
proper technique of shooting basketball before had an example of proper
- Students had 10 free throw attempts to see technique
how many they could make
-Tested on number of free throws made and
proper technique
Dribbling drills
- Gave demonstration on the proper stance
while dribbling stationary with dominant
and non-dominant hand I allowed students to go at their own pace once we
- After demonstration, students practiced began practicing dribbling while moving so that
dribbling in place with both their dominant everyone was able to maintain possession of the ball
and non dominant hand and didnt feel the need to go faster than what they
Nov.
2 6
I 3 -Students then began dribbling while Informal were comfortable with. I walked around the gym and
moving in different patterns while still using helped students who I could tell were struggling by
proper dribbling technique reviewing some of the proper dribbling techniques
Dribble Knockout and offering ways that they could improve their
-Each student had a ball and had to stay skills.
within a boundary, students had to maintain
possession of the ball while trying to knock
other students ball out of their possession.
Passing Drills
-Gave demonstration of proper technique
for all three different types of passes
I tried to strategically pair my students so that
-Students were put into groups of two after
students who I felt were a little under developed
each demonstration to work on chest pass,
were working with students who were a little more
bounce pass, and overhead pass
Nov. developed so that the student who was closer to
3 8
I 3 -Played a game where students formed a Informal
mastering the skill could offer help to the student
circle around the instructor. Instructor had a
struggling. I also walked around the gym and helped
ball and chest passed to students in a
students who I could tell were having trouble with
random order, students had to clap their
the skill.
hands before catching the ball. If student
failed to clap or dropped the pass, they were
out. Last student in the game won.
Shooting drills
-Gave demonstration on the proper
Students were paired strategically so that students
technique of shooting while also offering
who were having trouble were able to work with
Pittsburg State University
verbal cues so that studentsTeacher Work Sample
could remember
students who shooting was coming9 easier to.
Nov.1 the technique
4 0
I 2,3,4,5
-After skill was broken down through
Informal Students were encouraged to remind their partner of
the verbal cues that would help them perform the
demonstration, students were broken up into
Table 2.1 Instructional Design Unit Plan
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields
Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
I chose this assessment because I
Pre-Assessment wanted to know how much The test was scored on a 0-10 point scale
Written test 1
(Diagnostic) knowledge my students had on the and the criteria score was a 70%
rules of basketball
This assessment was not formally scored
Formative Assessment wanted to test my students on the
2,3,4,5 because I used the rubric to assess my
- Informal Skills Rubric key parts of the proper technique of
students skills
shooting a basketball
Formative Assessment Written Quiz wanted my students to be able to This assessment was scored 0-7 scale,
4
- Formal point out on paper the important cues and the criteria was 100%
of the proper technique of shooting
I wanted to be able to evaluate
Summative This assessment was based on a 0-10
whether or not my students scores 1
Assessment Written test scale, the criteria score was 70%
increased from their pretest
Narrative for Instructional Design

II. E.
The lessons are sequenced in this order because I believe that it is important to learn the history and rules of
the game before trying to teach the skills. Students should have a little knowledge on how this game was
developed and a variation of rules prior to learning specific techniques. After rules and history is discussed,
then skills can be broken down. Next, is dribbling. If a player cant dribble well, then they wont be able to
Why are the lessons sequenced in this create open shots for themselves. After dribbling, is the skill of passing. Passing is a basic skill that needs to
manner? be covered and practiced often and precisely. Although it is a basic skill, it is a crucial skill in the game of
basketball and can play a huge role in the outcome of games. Last, is the skill of shooting. Without this
skill, games cannot be won. This skill is saved for last, because it typically needs broken down the most.
This skill demands a large amount of time, and typically students need additional demonstration and
explanation as well as guidance.

II. F.
Many students in this class require visual demonstrations in order to understand and be able to imitate the
correct technique. Simply saying the cues is not enough. With this knowledge, I tried to provide
demonstrations often. I also tried to point out when a student was performing a skill correctly and draw
attention to that proper technique in order to show other students what the skill is supposed to look like, as
What learning strategies were incorporated well as provide positive reinforcement to the student who is doing the skill the right way. I also gave cues
into this unit? just to try to provide students with little reminders of the important points to remember when completing a
skill. Cues such as Elbow in, and Knees bent enabled students to focus on the breakdown of the skill
and gave them short and simple phrases to remember when performing the skill on their own during
assessment. By repeating these cues to themselves repeatedly, they were able to develop some muscle
memory.
By using these instructional strategies, I gave the students an opportunity to not only hear the breakdown of
skills through simple cues, but also see it through frequent demonstration. This enabled both visual and
auditory learners to benefit from instruction and enabled all students to understand the proper technique for
How do the instructional strategies/activities each skill. The drills and activities used throughout this unit were used to give the students many repetitions
address the learning objectives for this unit? at each skill to try to develop muscle memory for students who had not had ever played the game of
basketball, as well as try to break old habits of students who had played basketball and developed improper
form/technique. Through cues, demonstration and repetition, students were able to make improvements,
recognize their progress and gain confidence.
II. G.
Critical thinking and problem solving strategies will be implemented during game like situations.
Throughout the unit students will be doing drills that enable them to make their own decisions. For
instance, I will implement passing drills that involves defensive players, so that the student with the ball
will have to decide when they should pass the ball and which pass they should use (bounce, over head, or
How will critical thinking and problem
chest pass.) Likewise, during the dribbling lesson, students will do drills that force them to decide what
solving strategies be implemented? Give strategies they can use in order to maintain possession of the ball. An example would be dribble knockout.
specific examples of use. A game where students compete against one another within a boundary and must try to knock eachothers
basketballs out of the boundary. This game forces students to keep their heads up while dribbling, be aware
of their surrounds, and remain in control of their ball by using Drills such as these ones will be used during
each lesson to force students to have to problem solve and use critical thinking.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
There are no reading strategies that will be used throughout this unit.
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the The students will not have an opportunity to use technology throughout this unit. The teacher will research
unit? Explain both teacher use and student ways to effectively teach each skill and try to find a variation of drills that will enhance student
use. development.

How does the unit demonstrate integration of There are no specific content areas integrated in this unit. Students will learn to use strategy and critical
content across and within content fields? thinking, as well as teamwork skills.
II. J.
Throughout the unit, I tried to give instruction and then break students up into groups to begin working on
particular skills. There were several times where as I was observing students as they were working on skills
in their groups that I realized I either hadnt broke down the skill enough during instruction, or the students
What specific adaptations or differentiated
were just not getting it. This forced me to have to adjust my lesson and rather than let the students continue
activities were used to accommodate to practice skills the wrong way, I tried to reteach the skill and offer opportunities for questions. During thee
individual learning needs for the whole class? times of instruction I tried to come up with new ways to provide demonstration, explanation, and so on, as
my previous attempt didnt get through to them. I had to make sure to always have a variation of instruction
in case one way wasnt working.
What specific adaptations or differentiated There were not any adaptations used during instruction. The only accommodation used was monitoring
students at all times, primarily the students in my subgroup and being attentive to those students who need
activities were used to accommodate
extra assistance, demonstration, or instruction. Also, being ready to take advantage of one-on-one
individual learning needs for the identified opportunities during the period of time where students were given a chance to spread out and work on their
sub-groups / students? skills individually and/or in partners.
Provide a copy of two complete detailed lesson plans in Appendix B.

III. Teaching and Learning
A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1:
The first day of the basketball unit, the girls came into the gym as they always did, talking, laughing, and being ornery. As always, they asked
what we would be doing in class for the day and I told them that we would be starting a unit over basketball. I quickly learned that basketball was
not a favorite sport among these girls, as they all began sighing, rolling their eyes, and asking, Do we have to? I tried not to let this discourage me
too much, because I was confident that this unit wouldnt be as miserable as the girls thought it would be. The girls proceeded to go into the locker
room where they changed their clothes and then returned to the gym. I had their pre tests ready to distribute to them so that I could test them on any
prior knowledge they have of basketball. The girls spread out throughout the gym and took the pre test. After this pretest, we needed to accomplish
the free throw shooting pre test. I gave each girl ten attempts to shoot a free throw and documented how many they made out of ten. The numbers
were low, but they werent surprising. I knew that these girls hadnt had a lot of exposure to basketball and so I figured their form and free throw
percentages werent going to be pretty. These low numbers only meant one thing: a lot of room to grow. I was ready to get started!
Day 2:
The first skill I decided to cover was dribbling. I decided that it would be a good skill to start with because its fairly basic and wouldnt demand quite
as much time as the most technical skill of shooting. The girls had a sour taste in their mouths about this unit because of the previous days boring
and probably seemingly meaningless pretests. I informed the girls that today would be better. We began class with a short warm up to get their
muscles ready to go. After the warm up I had the girls all get a basketball so that we could begin working on the first skill of the unit. The girls stood
on the baseline and watched as I demonstrated dribbling to them. I covered the basic stance and some little helpful tips and then gave them time to
practice the skill. I had them work on their dominant hand, as well as their non-dominant hand. Again, there was a lot of room for improvement.
After some of the stationary dribbling work, I had them start moving up and down the court. They werent loving it, so I decided to do a relay race to
bring out their competitive sides. Even though they arent a group of runners, they did enjoy the excitement of the race. I was happy to see they still
knew how to smile. I ended the lesson with a fun game of dribble knockout that I knew would leave them feeling better about basketball than our
first day did. They seemed to enjoy the game and I was content with the work ethic and for the most part, positive attitudes.
Day 3:
Today we worked on passing. At first, this lesson felt like I was taking a few steps back. I think that the skill of passing felt a little boring to the girls,
because they seemed pretty unfocused. There were several times when I turned around and noticed my students had a tendency to try hard when I
was watching and then slack pretty bad when they thought I wasnt looking. This was disappointing to me, so I ended up having a conversation with

them about the importance of integrity and doing what youre supposed to do even when no one is watching. I think that my conversation made a
difference because the rest of the lesson got better. In just a days work I was able to see a lot of progress. Passes became less loopy and more
effective. The focus improved, and the reps became more useful because they were being done the right way. After we completed our passing drills,
we ended the lesson with a fun game where I passed the ball to my students in a random order and they had to clap before catching the ball. If they
dropped the pass or failed to clap then they were out. The last girl left won. The girls really enjoyed this game. I was a little worried before we
played it because I didnt know if it would be very challenging for them, but it definitely was. We got a lot of laughs out of the dropped passes and
accidental claps at wrong times. They even asked to play it again after I told them that they could go get changed and get ready to go to their next
class. It was a good feeling to know that they enjoyed what I planned for them so much that they didnt want to stop. I was just glad that a lesson that
could have potentially been kind of boring, ended up being really effective and fun. The girls change of attitude had everything to do with it.
Day 4:
Finally, we made it to the fourth day. The day that I actually got to teach the girls how to shoot the basketball. I had been looking forward to this day
all week because shooting is, in my opinion, the most fun skill to teach. For the girls, it was the most frustrating and challenging skill to learn. It was
like pulling teeth trying to get the girls to understand why they needed to change their form. They couldnt understand why what they were doing
was wrong. I tried to give a ton of demonstrations and I explained things and then explained them again and again, hoping that eventually it would
click. Because I am a visual learner, I thought that by giving the girls a demonstration, I would be giving them everything they needed to be able to
properly shoot a basketball. But I was surprised to learn that the verbal cues were what made the biggest difference in their shots. It was funny to
watch the girls repeat the cues to themselves as I watched them shoot the basketball. I was glad to see that they wanted to shoot the ball the right
way, they just didnt know how. And since my demonstrations clearly werent as effective as I thought they were, I was relieved that the cues worked
so well. Especially because the girls would be tested on the cues at the end of the unit. My focus student had the most trouble out of everyone with
this specific skill. I worried about how she would do on the physical test where I would evaluate them and score them based on a three point scale.
As I watched her shoot, I noticed that she was missing many of the important steps each time she attempted. Her elbow was out, her guide hand was
doing too much work, her knees werent bent. I didnt want her to fail this assessment. I interrupted this student as she was working on her free
throws and asked her to do me a favor. I asked her to worry less about whether or not the basketball went in, and more about whether or not she was
shooting the right way. I slowly went over the verbal cues with her and went through the motion as I said them. And then afterward, I let her try the
motion while she said the verbal cues along with me. After practicing a couple times, I walked away and worked with a couple other girls in my
subgroup. When I glanced back over at her about 10 minutes later, I was so excited to see her shooting the right way. And she even made a couple!

Day 5:
Today was the last day of the basketball unit. It was post test day, which the girls were not thrilled about. However, I was so anxious for this day
because I had spent the last four days seeing all these improvements and just wanted to see them on paper for evidence of all the hard work.
Throughout the lesson, I made sure to point out to the girls the progress that they had made and praise them for their efforts. Their soft smiles
confirmed that even though this lesson wasnt as fun as some of the others, it was kind of cool to know they had gotten better. One of my students
came up to me at the end of the day and said that she wished I was the basketball coach. This was a really rewarding moment. I went into this unit a
little intimidated because I knew that most of these girls werent too fond of basketball. But I was so glad to see that even when I teach a unit over
something that isnt a class favorite, everyone can still enjoy it and learn from it.
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)

One thing that Ive learned thus far about teaching PE is that structure and routine is necessary in order to manage a classroom well. All of my students know that
they have a specific amount of time to get changed into their PE clothes and then once they are done, warm ups begin. I lead warm ups to make sure that they are
being done and done right. Students do a series of dynamic stretches each day, followed by static stretches to get their muscles warmed up and ready to participate
in the activity. By starting class this way each day, I prevent undesired behavior from occurring. I also try to keep my students very busy throughout the class
period. I believe that down time usually provides students with an opportunity to do something that theyre not supposed to be doing. Along with these
preventative strategies, I also have several expectations:
Dress out and participate every day

Be respectful and make good choices
Have a positive attitude
No horseplay in the locker room
These four expectations have worked well for me, because they can be applied to many different situations. Dress out and participate is fairly clear cut. In order to
receive full credit, students have to dress out and participate in class. Be respectful and make good choices covers a lot of the issues I could potentially have with
my students. By simply saying be respectful students know that they are supposed to respect themselves, their peers, their teacher, and the equipment used in
class. Making good choices also captures a wide range of behavioral issues. When students do something undesired, I remind them of this rule and they know that
whatever they have done was not appropriate. Having a good attitude is crucial in my class. My job is much more enjoyable when I get to work with students who
are positive in class. By enforcing this expectation, I create a positive classroom setting that is more enjoyable for everyone, as well as more conducive to learning.
No horseplay in the locker room is a rule I have decided to add recently, although I rarely have issues with this, I feel it is necessary to have as a written
expectation so I can refer to it when/if I do have an incidence in class with students doing something they shouldnt be doing while unsupervised.
Structure, routine, and enforcing rules frequently, has been a very effective classroom management plan for me in the PE setting. Students do well when they are
aware of the way their classroom is going to be structured, and the rules that will apply to them each day. I believe that these strategies have prevented a lot of
negative behavior from occurring and plan to continue to use these strategies as I continue with this profession.
C. Student Interaction and Engagement(Strategies for promoting student to student interaction and sudent motivation) (limited to 1 page)
Students spent a lot of time working in partners, small groups and teams throughout this unit. They had to interact every day in order to be successful. This unit
provided students with a lot of opportunities to work together and learn about the importance of teamwork. In order to be successful they had to cooperate with one
another daily. And they had to learn to cooperate with everyone in class, as they were rarely with the same partner more than once. Students did a good job of
interacting and coming up with strategies, as many of them have a competitive side. Even when they didnt have the teammates/partners they wanted, the desire to
win was stronger than the desire to work with a friend. They put their differences aside and managed to work as a team.
D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
This unit promoted a lot of student communication. Students had to work together often in partners and small groups. Students were expected their own
partners/groups because I wanted to encourage students to learn to cooperate with people outside of their friend groups. For the most part, I felt good about the

way my students interacted with one another. There were a few occasions where one student was placed with a student they didnt particularly like. I had to
address a couple students for their attitudes toward others in the class because I was disappointed to see the difference in their attitude when they were partnered
with a friend and their attitude when they were partnered with a student who was not their friend. I think it is probably fairly common for 8 th grade girls to not
always treat each other in the nicest way. Young girls have a tendency to be bossy and sometimes inconsiderate. I wanted to use this unit as an opportunity to teach
girls of the importance of being able to work with others and be good teammates even when they are not thrilled with their teammates. For the most part, students
did a good job of working with one another and offering help when needed. I was pleased to see many of my students try to teach their partners how to correct
their technique when they were forgetting small cues. It was cool for me to watch students play more of a teacher role and recognize incorrect technique, while
also seeing other students accept positive criticism from their peers and make an effort to correct their technique. I think the key to this kind of interaction is to
make sure that everyone is always doing their best to be positive with one another. A positive classroom setting prevents students from feeling the need to be
defensive because they know that even if someone is offering criticism, it is always in their best interest and never to be mean or degrading. to use good
sportsmanship, as well as encourage each other and even provide positive criticism if an opportunity presented itself. I rarely let students choose
Narrative: Analysis of Assessment

E. Pre-Assessment
My pre assessment overall average was a 60%, my focus students score was a 20%, and my subgroup average score
was a 50%. The questions on my pre assessment consisted of multiple choice, true and false, as well as fill in the
blank questions over the rules and history of the game of basketball. I had two students score an 80% and one student
Overall analysis of results. who scored a 90%. All three of these students have had some exposure to basketball, as they have participated in a
recreation league and/or participated in a camp at one time. The remainder of the class had little to no experience
playing basketball, which is why their test results were so low. They will have an opportunity to improve their scores
by a large percentage if they give this unit their best effort.
This assessment covered my first objective. I assumed prior to giving my students this test that they probably would
Discuss the results in reference to not score very highly, because I was aware of their minimal exposure to basketball prior to this unit. I was confident
the learning objectives. that in fairly short period of time, these students would be able to broaden their knowledge of basketball
tremendously.
The pre-assessment data was used to give myself a better idea of where my students needed the most help, and what
skills I needed to spend the most time on throughout this unit. The data was also used to help me to understand which
Describe how pre-assessment data
students had more knowledge than others so that I could use this information to my advantage when pairing students
was used to proceed with instruction to do their independent practice during the lesson. By having a better understanding of who knew what, I was able to
for all students. partner students who had no exposure to basketball with students who had a little exposure so that my students could
help one another.

The plan to differentiate for all learners is to use this data to help me to group students based on their skill level and
What is the plan to differentiate for give myself an opportunity to help the students who need more instruction and demonstration, while students who
all learners? dont need as much help are able to move on to something more challenging for them.
F. Formative Assessment
The formative assessment was a skills test over watching proper technique and how many free throws a student can
make out of ten attempts. I was not really very surprised by the results, even though they were fairly low numbers. I
Overall analysis of results. knew that even the students who have played basketball are still not athletes that I would consider advanced. Based
on the results I gathered from this assessment, I was anxious to get the unit started so that I could begin seeing
progress and numbers going up.
Discuss the results in reference to This assessment covered my 2nd, 3rd, 4th and 5th objectives, as it was over the number of free throws that my students
the learning objectives. could make out of ten attempts while still being evaluated on the proper shooting technique based on a 3 point scale.
Students are learning what they were intended to learn as I have been pleased to see that their form and technique
Are students learning what was improved drastically.
intended they learn?
Adaptations that I would like to make based on the assessment results is making more time for one-on-one work with
each of my students so that they receive more attention and are able to get more feedback for me based on what I am
able to see them doing incorrectly. I think a lot of the feedback that I gave was fairly generic because as I evaluated
my class as a whole I tried to pick out things that I saw a vast majority of my students doing incorrectly. I would have
liked to have been able to work more with students individually so that I could have tailored feedback to their form
Discuss any adaptations based on the and technique specifically. I think that this would have been very beneficial. I also think that if I would have had more
results of formative assessments. time for this unit, it would have been really helpful to have videoed my students as they were shooting the basketball
and then sat down with them to show them what their form looks like. There were times when I was trying to explain
something that a student needed to work on and even though they thought they were making the changes I asked, they
werent able to see that they were still doing it wrong. I think being able to actually see yourself performing a skill is
a great way to see what is actually happening and then enables you to be able to go make changes based on what you
saw.
I used the data that I gathered to help me pick specific ways that I would group students together so that
they could get the most out of their independent practice. The data that I gathered showed me, which
Identify differentiation needed to
students needed the most work compared to which students just needed a little work. Based on this
help all students meet the goals and
knowledge, I tried to prioritize my time between the students who I felt needed my one-one-one help the
objectives of this unit.
most, while letting some of my more highly developed students do a little bit of assisting as well in their
groups.
G. Summative Assessment

The disaggregated data of the assessment shows that my focus student made a 40% increase between her pre test
where she scored a 20% and her post test where she scored a 60%. Although a 60% isnt as high as I would have liked
to have seen her score, I am very excited that she made such an improvement and feel like this is something to
What did the disaggregated data of
celebrate as it is the little successes that make a big difference. All of my students scores improved, even the students
the assessment reveal? who initially scored higher than expected. My subgroup also made a 40% increase as their average score on the
pretest was a 50% and their average on the post test ended up being a 90%. Overall, my class as a whole made a 30%
increase over the course of the unit, which I am pleased with.
The objectives were almost met based on the results, as my first objective was that my students would get a 70% or
better on the written test, and all but one of my students did so. My focus student receive a 60%. As I mentioned
earlier, I would have loved for my focus student to have reached the 70% goal that I made for the class as a whole,
but I am pleased with her 40% increase nonetheless. I should have spent more time with her going over the written
Discuss the results in reference to test so that I could have monitored a little more where she was at, but unfortunately, I spent more time focusing on the
the learning objectives. physical side of this unit and her development as a basketball player rather than her knowledge on the rules and
history. I think all aspects of this unit were important, and that is why I created the objectives that I did, so I am
disappointed that I didnt do what I needed to do in order for her to reach the goal that I set on the written test, but I
am happy with the progress she made throughout this unit, and the progress that the class made as a whole, as the rest
of the class did reach the 70% or higher on the written test.
All but one of the students learned what they were intended to learn. My focus student is the only one who came up
short on the written test and received a 60% when my objective stated that all students would receive a 70% or higher.
Did all students learn what was
My focus student excelled in the rest of the unit and did make the progress that I had hoped for, as well as learned
intended they learn? Explain. what I intended for her to learn. The other girls in class worked hard and met the objectives, so I am confident that
they learned the information that I gave them.
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the

Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

IV. Self-Evaluation and Reflection
A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment

Give more than one reason for each of the successes identified.
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1: My fourth objective was that I think students did so well with this objective because we used verbal cues often when discussing the
students would score a 100% on their written proper shooting technique. This written test covered those important cues that we repeated to one another
skills test. and to ourselves every day throughout this unit. I think this repetition was crucial to the students knowledge
of these cues because the more they said the short phrases, the more they were engraved into their brains.
Also, not only did the students work on repeating these cues to themselves, but they also were asked to
repeat the cues verbally while performing the skill at the same time. This forced the students to have to
apply the knowledge that they had been given to the actual skill of shooting a basketball. I think the
combination of verbally saying the cues, practicing writing them on paper, while recognizing which
movement they go with, and also physically doing the skill enabled these students to score highly on this
test and accomplish this objective.
Objective 2: My fifth objective was that the
students would receive a 2 or better on the Students were tested over their technique as they were shooting their free throws. I didnt know what to
physical shooting test. expect when I decided to use this assessment because I was worried that when I put a ball in my students
hands they would forget the technique and just try to make the basket any way that they could in hopes that
they would reach my goal for them on their free throw test. However, I was pleased to see the students
maintain focus while shooting the free throws. Some of them even quietly talked to themselves as they were
shooting to remind themselves of all the little details of their technique that I was evaluating them on. I
could see them saying knees bent, behind down to themselves, in an attempt to cover the checklist to
ensure that they didnt leave anything out. I think that, again, the verbal cues that we used while performing
the skill was very beneficial in this assessment. Students wrote the cues, said the cues, and practiced the
cues while shooting. With repetition and practice, students were able to create some muscle memory which
enabled them to meet the fifth objective, of scoring a 2 or 3 on their physical shooting test.
Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
One thing that I think would have helped students to progress even more is if I had more time for each skill so that they could have had more reps. Repetition and
time can always benefit an individual. I also would have liked to have broadened my students range from which they shot. We pretty much stuck with free throws
because students knew that that was what they would be tested over. However, I think many of my students could have benefited from shorter distances, as they
were not as highly developed. I think that some bad habits and poor technique could have been avoided had I given them more of an opportunity that were
comfortable for them. Some students were not strong enough to shoot the ball with exact proper technique from the free throw line. Other students could have been
given more freedom to move around and shoot from further distances and/or different angles.

B. Narrative description of Least Successful Activities and future implications
Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
Objective 1: My first objective was that My focus student did not accomplish this objective and I think it is because I put too much focus on the
students would receive a 70% or better on their physical side of this unit, and not enough focus on the written tests. Internally, I think what I was most
written rules test. excited to teach the students was how to play basketball. Throughout the unit, I got so caught up in the
excitement of the physical progress I was seeing, that I failed to stress the importance of the written test as
well. Rules are imperative for students to know because they are what make the game so fun and
interesting. I should have spent more time with this focus student, working on understanding these rules and
the history behind basketball so that she could have accomplished this objective.
Objective 2: My second objective was that
students would improve their free throw test by I think when I made this objective, I doubted the amount of progress that could actually be made in a 5 day
at least one make. unit. I aimed a little low for my class, caring more about setting easy goals for my students, and less about
really challenging them. I wished I would have set this goal a little higher, as many students improved by
more than just one basket. I think that by making a more challenging goal, students would have felt the
need to put in a little more focus and effort on their form and technique, which would have benefited them
in the long run.
Discuss at least TWO things to do differently in the future to improve students performance.
In the future, I want to make sure that I give all of my objectives equal effort and attention. I am disappointed that I allowed one student to not
accomplish my first objective, as I think it could have been a different outcome, had I put more effort into reaching this objective. I also want to do a
better job in the future of challenging my students more rather than allowing myself to play it safe. I believe that students will rise to the standard that I
set. If I set the bar low, they will do what they have to do to reach it, and stop there. However, if I set the bar high, students will work as hard as they can
to reach that goal because they dont want to fail. I want to set my bar high so that my students can reap the benefits of their efforts and get that
rewarding feeling that comes with accomplishing their goals.
TABLE 4.1 Communication Log
Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Nov. 2 Mrs. Goodell In person Ideas for drills, teaching techniques Mrs. Goodell was able to give me a No follow up
lot of good feedback on drills I needed
could use to breakdown each skill

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
thoroughly. She is the basketball
coach at Liberal, so I trusted that
whatever information she shared
with me would be really useful.
Add rows as needed
C. Narrative Reflection on Impact of Communications (limited to 1 page)
Because my cooperating teacher is the high school womens basketball coach, she was able to share a lot of helpful ideas with me. It was nice to talk with someone
whos really knowledgeable about the sport and how to teach it. It was helpful to collaborate with her and let her know some of my ideas that I had planned for
each lesson and what she thought would work well and what might not be as effective. Talking with her made my job so much easier and made my basketball unit
go so much smoother.
D. Narrative Reflection on Future Professional Development (limited to 1page)
Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?

Aspect 1: I would have liked to set aside some time to video each student as Next time I teach this unit, I will set aside time to video my students
they shot the basketball. As many students are visual learners, I think I thought individually as they shoot the basketball and then have a conversation with them
that by providing demonstrations, I would enable them to see the way to shoot about what they are doing well and what they need to work on.
correctly. However, often times I felt like students thought that they were
performing the skill the right way, but werent able to physically see what they
were doing wrong. If I had the time to provide students with an actual video of
them shooting, I could have better broken down what they needed to work on
when completing the skill.
Aspect 2: I would like to come up with activities and drills that eliminate I will do more research to find drills that keep all students engaged and active at
down time for a number of students. There were a few times throughout the unit all times.
where I would have half of the students engaged in a drill, and the rest of the
students had to just watch. It would be nice to have more activities where all
students could be engaged at the same time so that no one felt bored.

REFERENCES
www.dese.mo.gov
www.mcds.mo.gov

APPENDIX A
The report card did not have graphs or charts to copy and paste

APPENDIX B
Ashlen Schwartz 6 November 2017
Basketball Dribbling
Objectives:
The students will be able to demonstrate proper dribbling, passing and shooting technique during
assessment and games.
Standards:
S1.M9 Foot dribbles or dribbles with an implement with control, changing speed and direction
during small sided game play.
Anticipatory Set:
To draw my students in to this unit I am going to start by asking them if they ever watch much
basketball, and if so, who their favorite team to watch is. Then, I will feed off of their responses by
asking questions about particular players, their strengths, their weaknesses, etc. For instance, if
one student says that they enjoy watching Pitt State play, I might ask something like, Who is your
favorite player? followed by, What characteristics do they possess on the court that stand out to
you?
By having this interaction with my students, I can make a connection between the unit that we are
about to begin and their own interests outside of the classroom, so that they better understand
why this unit is necessary and how it might pertain to their life now and/or in the future.
Materials:
11 basketballs
Technology:
Prior to this lesson I did a little research on my own to find effective drills that I thought would
help my students develop skills.
Teaching/Instructional Process:
Upon arrival, students will have 5 minutes in the locker room to get changed. When those five
minutes are up, students are expected to be in the gym, on the sideline of the basketball court
ready to begin the lesson.

Because this is the first day of a new unit, we will begin by taking pretests, that will be used later
on to monitor progress among students.
LUNCH
As students return from lunch, they are expected to return to the sideline of the basketball court
and wait for instruction.
Warm up will consist of a series of dynamic stretches (ie. High knees, butt kicks, toy soldiers,
karaoke) to get students muscles warmed up and prepared to begin the lesson.
Once the warm up is done, the instructor will introduce the unit and objectives to the students so
that they are aware of what will be accomplished during the next couple of weeks.
Drill #1 Basic Stationary Dribbling
o Students will be spread out across the baseline and each student will have a ball. Instructor
will also have a ball and will be standing in front of students demonstrating a series of
dribbling exercises. After the demonstration is given of a particular exercise, students will
be asked to imitate the demonstration on their own. Instructor will evaluate students and
offer assistance as needed.
o Exercises Used: Dominant hand dribbling in place waist high, dominant hand dribbling in
place knee high, dominant hand dribbling in place ankle high, non-dominant hand dribbling
in place waist high, non-dominant hand dribbling in place knee high, non-dominant hand
dribbling in place ankle high, Cross over dribbling, cross over dribbling with a bounce in
between, cross over dribbling with two bounces in between
Drill #2 Full Court Dribbling
o Split into two groups, students will take turns dribbling the length of the court at a pace
that is comfortable for them and enables them to maintain control of the ball.
o Dominant hand down and back, non-dominant hand down and back
o Students split into two teams full court relay race
Drill #3 Zig zag Dribbling
o Students will dribble the length of the court in a zig zag motion, working on crossovers and
changing direction while maintain possession of the ball.
o They will complete 3 down and backs at a comfortable pace.
Fun game
o Dribble knockout each student has a ball. Instructor give students a boundary to stay
within. Students must dribble the ball without double dribbling or traveling, while
attempting to knock other students basketballs out of bounds. Last student left in the game
is the winner.
Guided Practice and Monitoring:
Using the dribble knockout activity, I will check students understanding of the fundamental skill
of dribbling.
Closure:
At the end of the lesson, I will review what the students have learned by giving them an
opportunity to recite to me some of the major key cues of dribbling (ie. Knees bent, behind down,
arm bar, etc).
Independent Practice:
I will require my students to go home and watch some kind of basketball either on television or
online and then write a paragraph about what they observed and how it relates to what was
covered in class.
Assessment:
Using a checklist of the key cues for dribbling, I will evaluate my students on their ability to use
proper technique while dribbling.
Differentiated Instruction:
I will be attentive to the students in my subgroup as well as my focus student and do my best to be
available to offer one-on-one assistance when needed so that they are able to complete each task.

Ashlen Schwartz 8 November 2017
Basketball Passing
Objectives:
Students will be able to demonstrate proper dribbling, passing and shooting technique during
assessment and games.
Standards:
S1.M21 Catches, using an implement, from different trajectories and speeds in a dynamic
environment or modified game play.
Anticipatory Set:
Before I begin this lesson, I will prepare a short video on my laptop that consists of several exciting
plays where a basketball player makes a great pass that is converted into a basket and either wins
the game or causes a big shift in momentum. I will show this video to my class prior to the days
lesson and then ask them what they thought about it. I dont anticipate anyone saying much about
the pass itself, but I do think they will be able to recognize the excitement of the players, the
spectators and the coaches. Once we have had a little discussion, I will talk about the importance
of making good passes and how one good pass at a crucial time can be the difference between a
win or a loss.
Materials:
11 basketballs
Technology:
I used the internet prior to class to find short clips of basketball games, as well as PowerPoint of
my laptop to put a slideshow together.
At the beginning of class, I used my laptop to show this video to students.
Teaching/Instructional Process:
Students will have 5 minutes in the locker room to get changed and get to the red sideline of the
gym where they will wait for instruction.
I will instruct them to all sit in the center of the court where I will spend about 5 minutes
reviewing what we learned throughout the previous lesson.
Once we are finished reviewing, I will show them the video I prepared for class and we will have a
short discussion over the importance of practicing the basic skill of passing.
LUNCH
After lunch, students will begin their warm up by doing their dynamic stretches.
Once the students are done warming up, instructor will begin giving instructions on the first drill.
Drill #1 Chest pass
o The instructor will pick a student to assist them in the demonstration, and will show
students proper technique for a chest pass, while pointing out important cues such as,
thumbs finishing forward, step while you pass, aim for partners chest, etc.
o Once demonstration is completed, instructor will put students in groups of two, and
students will spread out throughout the gym and begin working on chest passing back and f
forth.
o Instructor will walk around and make corrections as needed.
Drill #2 Bounce pass
o The instructor will pick a new student to assist them in the demonstration and will show
students proper technique for a bounce pass, while pointing out important cues such as,
thumbs finish forward, step as you pass, and aim to bounce the ball about of the way to
your partner so that it reaches their chest off the bounce.
o Once demonstration is completed, instructor will put students in new groups of two, and
students will spread out throughout the gym and begin working on bounce passing back
and forth.
Drill #3 Overhead pass
o The instructor will pick another new student to assist them in the demonstration and will
show students proper technique for an overhead pass, while pointing out important cues,
such as ball above head, hands on both sides of the ball, step as you pass, point hands to
targets chest.
o Once demonstration is completed, instructor will put students in groups of two and
students will spread out throughout the gym to begin working on their overhead passes.
Fun game
o Students will form a circle around the instructor. Students should be spread out so that they
cannot touch the person(s) beside them. Instructor will have a basketball in hand.
Instructor will chest pass the ball to students in a random order and students have to clap
before catching the ball. If student fails to clap or fails to catch the ball, they are out of the
game. Last student left in the game, wins. If one clap becomes too easy, have students clap
twice. If student claps and instructor does not throw them the ball, they are out as well.
Guided Practice and Monitoring:
Using the drills where students are working in partners on their passing technique, I will check
students understanding of the fundamental skill of passing by observing their technique.
Closure:

At the end of the lesson I will review what the students should know by having them repeat to me
the key cues of the three different types of passes.
Independent Practice:
I will ask my students to spend a little time outside of class working on their passing skills by
completing ten passes of each type of pass on their own time.
Assessment:
Using the checklist of key cues for passing, I will evaluate my students on their ability to use
proper technique while passing.
Differentiated Instruction:
I will try to pick up on any students who are struggling with the skill of passing and give them one-
on-one help during partner work so that they can learn the skill.

APPENDIX C
Basketball Pre-Assessment:
Name:____________________________ Class Period: __________________________________
Basketball Pretest: Circle the letter of the best answer.
* Have you had any basketball background? YES or NO
1. How many points is a team awarded for making a layup?

a. 1
b. 2
c. 3
d. 4
2. When a player holds the ball and walks with it. What is this called?
a. Travel
b. Double Dribble
c. Walk in the park
d. Carry
3. How many players are on the court per team?
a. 7
b. 4
c. 2
d. 5
4. How many fouls do you get in a game?
a. 1
b. 5
c. 3
d. 6
5. Who was founder of basketball?
a. James Naismith
b. John Hopkins
c. Abner Doubleday
d. William Morgan
6. How quarters are in a game?
a. 2
b. 3
c. 4
d. 5
7. When your team is on offensive. One of your teammate shoots the ball and misses. You get the _______________________ rebound.
8. T or F. Only two people can sub at one time.
9. T or F. A technical foul awards two free throws and the ball.
10. How many points is a 3 pointer?
a. 0
b. 1
c. 3
Basketball Pre-Assessment:
* Have you had any basketball background? YES or NO

a. 1
b. 2
c. 3
d. 4
a. Travel
b. Double Dribble
c. Walk in the park
d. Carry
a. 7
b. 4
c. 2
d. 5
a. 1
b. 5
c. 3
d. 6
a. James Naismith
b. John Hopkins
c. Abner Doubleday
d. William Morgan
a. 2
b. 3
c. 4
d. 5
7. When your team is on offensive. One of your teammate shoots the ball and misses. You get the __Offensive__ rebound.
a. 0
b. 1
c. 3
Pre-Assessment: Skills Free Throws

Name: Score: Technique # of Free Throws out of 10
Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Pre-Assessment: Skills Free Throws
Name: Score: Technique # of Free Throws out of 10
Student A 0 0
Student B 2 3
Student C 1 1
Student D 2 4
Student E 0 0
Student F 1 1
Student G 2 2
Student H 1 0
Student I 2 3
Student J 0 0
Student K 2 5
Pre-Assessment: Skills Free Throw Skills Key
3- Feet shoulder width apart. Knees bent. Shooting elbow at 90 Degree angle. Ball off the palm of the hand. Guide hand on the side of the ball. Snap
wrist on extension. Holds follow through creating back spin on the ball
2- Feet shoulder width apart. Knees bent. Shooting elbow at a 90 degree angle. Ball flat on the surface of the hand. Guide hand is doing more work
then needed. No wrist snap. No back spin.
Post-Assessment: Skills Free Throws
Name: Score: Technique # of Free Throws out of 10 1-Feet not shoulder width apart. No leg power. No distinct
Student A 3 2 angle of the elbow. Hands gripping both sides of the ball. No
Student B 3 5 follow through. No back spin.
Student C 3 3
Student D 3 6 0- No technique used. Throws ball up carelessly.
Student E 2 1
Student F 3 3
Student G 3 4
Student H 2 1
Student I Pittsburg State University3 Teacher Work Sample5 36
Student J 1 1
Student K 3 7
Post-Assessment: Skills Free Throw Skills Key
3- Feet shoulder width apart. Knees bent. Shooting elbow at 90 Degree angle. Ball off the palm of the hand. Guide hand on the side of the ball. Snap
wrist on extension. Holds follow through creating back spin on the ball
2- Feet shoulder width apart. Knees bent. Shooting elbow at a 90 degree angle. Ball flat on the surface of the hand. Guide hand is doing more work
then needed. No wrist snap. No back spin.
1-Feet not shoulder width apart. No leg power. No distinct angle of the elbow. Hands gripping both sides of the ball. No follow through. No back
spin.
0- No technique used. Throws ball up carelessly.
Formative Assessment Test- Proper shooting technique

Formative Assessment Test- Proper shooting technique Key
Snap Wrist
Ball in fingertips of the
shooting hand Hold follow through
Guide Hand on the side

of the ball
Shooting Elbow at 90
Degrees
Feet shoulder width apart Knees bent
Basketball Post-Assessment:
* Has your basketball background improved? YES or NO

a. 1
b. 2
c. 3
d. 4
a. Travel
b. Double Dribble
c. Walk in the park
d. Carry
a. 7
b. 4
c. 2
d. 5
a. 1
b. 5
c. 3
d. 6
a. James Naismith
b. John Hopkins
c. Abner Doubleday
d. William Morgan
a. 2
b. 3
c. 4
d. 5
7. When your team is on offensive. One of your teammate shoots the ball and misses. You get the _______________________ rebound.
a. 0
b. 1
c. 3
Basketball Post-Assessment:

* Has your basketball background improved? YES or NO

a. 1
b. 2
c. 3
d. 4
a. Travel
b. Double Dribble
c. Walk in the park
d. Carry
a. 7
b. 4
c. 2
d. 5
a. 1
b. 5
c. 3
d. 6
a. James Naismith
b. John Hopkins
c. Abner Doubleday
d. William Morgan
a. 2
b. 3
c. 4
d. 5
7. When your team is on offensive. One of your teammate shoots the ball and misses. You get the __Offensive___ rebound.
a. 0
b. 1
c. 3

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TEACHER WORK SAMPLE

Your First and Last Name: Ashlen Schwartz

Date Submitted: December 4, 2017

District where you completed

Name of School Building

Content Area of your TWS: Physical Education

TWS Unit Topic: Basketball

Grade Level of the

Pittsburg State University Teacher Work Sample 1

Table 1.1 Class Contextual Information (limited to 1 page)

Pittsburg State University Teacher Work Sample 2

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

C. Sub- Groups/Students Information

SUBGROUP The subgroup that I chose Intellectual

Pittsburg State University Teacher Work Sample 5

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

Pittsburg State University Teacher Work Sample 6

Pittsburg State University Teacher Work Sample 7

Pittsburg State University Teacher Work Sample 8

Narrative for Instructional Design

Pittsburg State University Teacher Work Sample 10

Pittsburg State University Teacher Work Sample 11

Provide a copy of two complete detailed lesson plans in Appendix B.

Pittsburg State University Teacher Work Sample 12

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Pittsburg State University Teacher Work Sample 13

Pittsburg State University Teacher Work Sample 14

Pittsburg State University Teacher Work Sample 15

Dress out and participate every day

Pittsburg State University Teacher Work Sample 16

Narrative: Analysis of Assessment

Pittsburg State University Teacher Work Sample 17

Pittsburg State University Teacher Work Sample 18

H. Visual Representation of Disaggregated Data

Pittsburg State University Teacher Work Sample 19

Pittsburg State University Teacher Work Sample 20

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

Pittsburg State University Teacher Work Sample 21

TABLE 4.1 Communication Log

Pittsburg State University Teacher Work Sample 22

Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)

D. Narrative Reflection on Future Professional Development (limited to 1page)

Pittsburg State University Teacher Work Sample 23

Pittsburg State University Teacher Work Sample 24

Pittsburg State University Teacher Work Sample 25

Pittsburg State University Teacher Work Sample 26

Ashlen Schwartz 6 November 2017

Pittsburg State University Teacher Work Sample 27

Guided Practice and Monitoring:

Pittsburg State University Teacher Work Sample 29

Guided Practice and Monitoring:

Pittsburg State University Teacher Work Sample 31

Pittsburg State University Teacher Work Sample 32

Name:____________________________ Class Period: __________________________________

Basketball Pretest: Circle the letter of the best answer.

* Have you had any basketball background? YES or NO

1. How many points is a team awarded for making a layup?

Name:____________________________ Class Period: __________________________________

Basketball Pretest: Circle the letter of the best answer.

* Have you had any basketball background? YES or NO

Name: Class Period: ______

Name: Class Period: ______