Methods Materials Tws

Cortney Cooper Diversity Analysis 10/18/2011 The first important aspect of beginning to teach in a classroom is to know the students
and the population for which they live. This includes analyzing features starting at the state level, and continuing all the way down to the characteristics of each individual student. The students that I am observing are from Randolph County, in West Virginia. According to the 2009 Census Bureau statistics, the median family income for the state of West Virginia is $37,423. The number of people within the state who are living in poverty is 316,155, which amounts to 17.8% of the state. The median income within Randolph County is $32,027; which is $2,845 less than the 2008 statistics. The number of people within the county who are living in poverty is 5,474, which amounts to 20.5% of the total population. The school in which I will be teaching is Elkins High School. At Elkins High School 43.09% of the student body are considered low income. The graduation rate for the 2009-2010 school year was 82.16%, the dropout rate was 4.10%. There are approximately 869 students attending Elkins High School, out of those students 823 are white, 11 are black, 6 are Hispanic, 4 are Asian, 1 is Indian, 24 are Multi-Racial, 448 are male, 421 are female, 102 are Special Education. The classroom that I will be teaching in is Mr. Cutrights fourth block physical education class. The class consists of 1 twelfth grader, who is 19 years old; 1 eleventh grader, who is seventeen years old; 1 ninth grader, who is 14 years old; and 23 tenth graders, 18 of them are fifteen years old and five are sixteen years old. Several of the students in this class fall within the statistics mentioned above. Seven out of twenty-six students are a part of the free and reduced
lunch program, which would classify them as low socioeconomic status. The class is divided into gender equally, 13 female and 13 male. Out of the twenty-six students 24 are Caucasian, 1 is Multi-racial, and 1 is American Indian. When it comes to the students living situations, four of the students live in a single parent home while one student lives with a sibling. When asked to rate their own family economic status, 1 rated upper class, 1 rated upper/middle class, 16 rated middle class, 5 rated working class, 2 rated middle/working class, and 1 rated working/lower class; five of these students live in rental properties. Out of the twenty-six students, one had ADD, one had ADHD, and six wore glasses or contacts. A majority of the class rates their fitness level as fair or above; also two children are listed as being hyperactive. So I feel that with this class it is very important to keep them active with as little weight time as possible. It is a fairly large class, so I feel to better serve each student it would be best to start a lesson out as a whole group then divide the class into small groups to limit time for inappropriate behavior. In addition, some aspects may need to be modified based on the each students fitness level.
*Research for these statistics was obtained from the websites www.census.gov, http://wveis.k12.wv.us, and a personal survey which I developed.
Diversity Analysis Questionnaire Background Information: Male/Female____________ Age________ Grade____________ Ethnicity__________
Are you part of the free and reduced lunch program? _____________ In what town do you live?
Who do you live with at home? (parents, siblings, grandparents, etc.)
What type of housing do you live in? (apartment, trailer, etc.)
Rent or Own?
How would you rate your familys economic status? (upper class, middle class, working class, lower class)
Do you feel your economic status affects your learning? How?
Do you have any type of disability that inhibits your learning process or participation in an activity? (learning disability, vision impairment, physical impairment, etc.)
Physical Education Information: Is this your first time taking this class? ___________ Do you look forward to attending this class? __________ Would you take this class if you were not required? ____________ Why or why not?
Do you enjoy physical education? Why or why not?
Do you think that physical education is important within your own personal life? Why or why not?
What would make this class more enjoyable? What would motivate you to participate?
What is your favorite activity or sport in physical education?
What is something you would like to change about the current physical education program?
On a scale from 1 to 5 (1 being poor and 5 being excellent), how would you rate your current fitness level? 1 2 3 4 5
School Information: Do you participate in any school sports, if so which ones? ______________________
Are you involved in any other school activities or organizations? (band, student government, FCA, RAZE, etc.)
Action Research Question: Will individualized instruction and guided practice in Frisbee improve Frisbee skills while increasing motivation, participation, teamwork, and personal fitness in the physical education unit? Pre-Test Assessment: Two separate pre-tests were administered to the students. The first test was a fitness test with four separate components: push-ups, sit-ups, sit & reach, and shuttle run. The strength component of the assessment was measured with two tests; push-ups and sit-ups. During the push-ups and sit-ups, students assessed how many times they could perform the activity within one minute. The flexibility component was analyzed using the standard sit & reach that both the FITNESSGRAM and Presidents Challenge utilize. The shuttle run tested their speed, endurance, and agility; students would run back and forth between two cones as fast as possible. Two chalkboard erasers are behind one of the cones. Starting at the line opposite the erasers, the students run to the other cone, picks up the eraser and returns to place it behind the starting cone, then returns to pick up the second eraser, then runs it back to the starting cone. Fitness Test Scores:
Push-ups
80 70 60 50 40 30 20 10 0 Mikeal Eddie Andrea Donnie Ann Bethany Marcus Katie Elizabeth Madison Kourtney Madison Hayleigh Michael Robert Dustin Austin Brian Tyler Matt Morgan Preston Logan Cord Tia Number of Push-ups
Pre-Test
Students
Sit-Ups
35 30 25 20 15 10 5 0 Marcus Eddie Donnie Elizabeth Michael Robert Brian Kourtney Austin Morgan Preston Mikeal Andrea Katie Tyler Matt Cord Tia Ann Bethany Madison Madison Hayleigh Logan Dustin Number of Sit-Ups
Pre-Test
Students
Sit & Reach

Average of Distance in Inches 16 14 12 10 8 6 4 2 0 Eddie Mikeal Andrea Ann Bethany Donnie Marcus Katie Elizabeth Madison Kourtney Madison Hayleigh Dustin Michael Robert Austin Brian Tyler Matt Cord Morgan Preston Logan Tia
Pre-Test
Students
Shuttle Run
18 16 14 12 10 8 6 4 2 0 Mikeal Eddie Andrea Donnie Ann Bethany Marcus Katie Elizabeth Madison Kourtney Madison Hayleigh Michael Robert Dustin Austin Brian Tyler Matt Morgan Preston Logan Cord Tia
Time
Pre-Test
Students
The second pre-test that I used was for measuring Frisbee skill level. For this assessment I used a rubric to evaluate throwing, catching, positioning, accuracy, and sportsmanship. The rubric consisted of five different levels ranging from Level 0 to Level 4; each level had its own criteria. Students were awarded the highest level in which they could complete. The rubric levels consisted of not exhibited (Level 0), needs improvement (Level 1), satisfactory (Level 2), good (Level 3), and exceptional (Level 4). Characteristics of each level are described within the pre-test that is included in the following pages. Skills Test Scores:
*Listed on page that follows*
Pre-Test: 10/31/11
Name
Logan Elizabeth Austin Michael Robert Brian Tyler Preston Marcus Morgan Dustin Matt Mikeal Eddie Donnie Cord Andrea Tia Ann Kourtney Katie Madison Madison Bethany Hayleigh 1 3 3 3 3 2 3 2 3 2 3 2 2 3 2 2 2 2 3 3 3 3 4 3 3 2 3 2 3 2 3 2 2 3 3 2 3 2 2 3 1 2 3 2 2 2 2 1 2 2 2 2 2 2 2 2 2 2 2 2 1 2 3 3 2 2 3 1 3 2 3 2 2 3 2 2 3 2 2 3 4 4 4 1 1 4 4 2 4 4 4 4 4 4 3 4 4 4 4 4 3 3 3 3 3
Throwing Catching Postioning Accuracy
S portsmanship
Comments/Plan for Improvement
2 3
2 3
2 2
2 1
4 4
Level 0
(Not Exhibited)
Level 1
(Needs Improvement)
Level 2 (Satisfactory)
Level 3 (Good)
Level 4 (Exceptional)
Throwing
The student displayed all 5 throwing cues: The student The student The student thumb placement, displayed 2 or less Non Participant displayed 3 out of displayed 4 out of finger placement, arm of the throwing 5 throwing cues 5 throwing cues across body, frisbee cues flat, flip wrist toward target
Catching
Student is Student is able to sometimes able to Student is able to The student is able to catch a frisbee catch a frisbee, but cath a frisee using catch the frisbee using using proper Non Participant demonstrates poor proper techinque proper technique every technique a technique and half of the time time majority of the often misses the time frisbee
Postioning
Student is consistently in the Non Participant incorrect positioninng
Student is sometimes in the appropriate position
Student is usually in the proper position during activities but sometimes loses good positioning
Student is consistently in appropriate positioning: athletic stance, throwing shoulder towards target, steps toward target with throwing leg
Accuracy
Non Participant
The student The student The student is The student demonstrated demonstrated consistently demonstrated accuracy accuracy by accuracy by missing their hitting their target by hitting their target hitting their target designated target every time a majority of the half of the time time
Sportsmanship Non Participant
Plays independently, does not seem to be supportive of other classmates, negative attitude
Supportive of classmates, encourages others, displays positive attitude half of the time
Supportive of The student classmates, demonstrated encourages sportsmanship by others, and helping a struggling displays positive classmate, encouraging attitude most of others, and showing the time positive attitude
Interpretations: The fitness levels of the class seem to range from low fitness to high fitness. Several students are of a fairly high fitness level while others are of a low fitness level. Whether the low scores are due to an actual low fitness level or low motivation will be determined throughout the unit. Even though are students with higher fitness levels, there is always room for improvement with fitness and for that reason, the unit will be taught in ways to keep the students active to improve these levels. The skill levels of the students overall are good; though there are a few students to fall in the lower levels. All students have room for improvement and it would be outstanding for all students to move up at least one level; ideally it would be best if all students could reach the exceptional level. However, given the short amount of time to work with the students, any amount of improvement in skill would be rewarding. According to my pre-test data in throwing one student, Brian, is at Level 1. Ten students are at Level 2 and twelve students are at Level 3. Since none of the students are at Level 4 in throwing, I have decided to start with the basics of throwing a Frisbee. During the first lesson plan, the proper technique of throwing with be taught. After I have taught the technique to the entire class, I will walk around and assist Brian and any other student that needs assistance. Since Brian is at a lower level than any other student in the class, special attention and one on one instruction will be provided. I will observe the students at Level 2 and Level 3 and assist them when needed. During the entire instruction positive feedback and encouragement will be provided to all students, especially Brian since he is at a lower level than the rest of the class. When analyzing the data from catching, no student was rated at a Level 1, nine students were rated as a Level 2, thirteen students were rated at a level 3, and one student, Preston, was rated as a Level 4. Since no student was rated at a Level 1 and the length of instruction is short, Ive decided not to teach catching skills, instead I will observe the students while they are throwing and catching and assist any student that I feel made need addition instruction in catching. If a student seems to be struggling with catching I will provide individual instruction. When evaluating the data for positioning, two students, Brian and Mikeal, were rated at Level 1. While students are paired up and passing with their partners, I will provide individual instruction these two students. Since I have been partnering up the students, I will make sure to partner Brian and Mikeal together so I can assist individually and together as a group. This extra instruction should help them improve on their positioning. Nineteen of the students are rated at Level 2 and only two students are rated on Level 3, due to this number and the arrangement of the class schedule; I will begin each lesson with demonstrating the correct positioning for throwing a Frisbee and allow them to practice with a partner. Instructing on this skill everyday will help the students to improve on their positioning for throwing the Frisbee as well as improving their throwing and catching skills. Since three students, Elizabeth, Brian, and Mikeal, are rated at Level 1 in accuracy and no students are rated at Level 4, it is important to incorporate various activities that will allow them to improve on their accuracy of throwing a Frisbee. I have incorporated partner throwing, Frisbee Horseshoes, and Frisbee Keep-Away which assist with accuracy. I also decided to assess the students on sportsmanship, two of the students, Marcus and Morgan, were rated at Level 1 on sportsmanship, in order to work on this, I need to stress the importance of working as a team and following instruction. Also provide positive feedback, when they are demonstrating proper sportsmanship to help encourage this behavior. In the first lesson, I have incorporated activities that require them to work as a team with other students, and hope that this will improve their sportsmanship. Ive decided on the following four learning goals, because based on the pre-test data I believe every student will be able to reach these goals. I also feel these are the necessary goals to meet in order to continue participating in Frisbee activities throughout their lifetimes. The four learning goals include: The students will be able to throw the Frisbee and hit their designated target, while using proper form. The students will be able to catch the Frisbee, when the throw is executed correctly.
The students will perform various activities with a partner and as a group and will do so with a high participation rate. The students will participate in various fitness activities and will perform the activity with the correct form or body positioning.
Name ____________________________________
Pre-Test
1. Push-ups: _____________________________ a. regular b. modified
Post-Test
2. Sit-ups: _______________________________ 3. Sit & Reach: ___________________________ 4. Shuttle Run: ___________________________ Date ________________
Name ____________________________________
Pre-Test
Post-Test
Name ____________________________________
Pre-Test
Post-Test
Action Research Question: Will individualized instruction and guided practice in Frisbee improve Frisbee skills while increasing motivation, participation, teamwork, and personal fitness in the physical education unit? In order to find my answer to the research question, I started out my lessons by teaching the group the skills as a whole, once this was accomplished I was able to move around the classroom and work with students who needed more individualized instruction. I was able to give constant feedback on each students progress. Since the students worked a majority of the time with a partner, I encouraged the students to provide feedback to one another. I also videoed the students performing the skills and allowed them to view and evaluate themselves, this allows them to see for themselves what needed improvement. At the end of my unit I performed the same tests that I used at the beginning of my unit for post-tests. I put the students through the same four fitness tests (sit-ups, push-ups, sit & reach, and shuttle run), and compared their results with their pretest scores. During the Frisbee skills test I also utilized the same rubric as was used for the skills pre-test. Fitness Test Results: There were some improvements on the fitness levels of the students. A majority of students only showed minimal improvement. I believe this is largely due to the minimal time in which I had to work with the students. The class I taught was a split block class, which met on Monday, Wednesday, and every other Friday. If I had consecutive days to work with the students I believe they could have increased their fitness levels by more. I believe the greatest improvement was motivation, most students were determined to beat their pre-test scores even if it was only by one or two numbers. This showed me that their motivation had increased since the beginning of the unit, thus answering part of my research question. Skills Test Results: Though my unit was not completed in consecutive days, there was still good improvement in their Frisbee skills. Over half of the class had improved since their pre-test scores, I believe if this unit was taught longer and on consecutive days the students skill levels would greatly increase. The students seemed to enjoy the activities performed during the unit and I noticed one student in particular only participated in physical education while this unit was being taught. Before I started teaching the unit the student always set out and after my lesson was over I noticed that student was once again setting out. This shows that my lesson increased participation, while I was teaching there were no students sitting out. Thus answering another part of my research question on whether my unit would increase participation. Also, a few students wrote in their self assessment that they enjoyed the Frisbee activities. I am hoping by teaching Frisbee, which is an inexpensive activity to stay fit, that this has changed some of the students attitude towards physical education and will have taught them a lifetime activity. Towards the end of the unit I had each student do a self assessment. After looking over the assessments I can see why some students failed to show more improvement in their skills. Several students did not put forth full effort, if they would have done so their skill levels would have improved more. Also, some students rated themselves low on their listening skill, which shows in their skill level. If the students would have to listened to the instruction they would have learned the skills better and therefore increased their scores. I believe not being the actual classroom teacher has an impact on some of the students scores. It seemed as though a few students didnt take the activities seriously; with that said there were only a few students that behaved this way. Overall, I feel the students showed good improvement and if they took anything away from this unit I would be satisfied.
Number of Sit-Ups Number of Push-ups 70 60 50 40 30 20 10 0 Logan Elizabeth Austin Michael Robert Brian Tyler Preston Marcus Morgan Dustin Matt Students Mikeal Eddie Donnie Cord Andrea Tia Ann Kourtney Katie Madison Madison Bethany Bethany Hayleigh Hayleigh 80 70 60 50 40 30 20 10 0 Logan Elizabeth Austin Michael Robert Brian Tyler Preston Marcus Morgan Dustin Matt Mikeal Eddie Donnie Cord Andrea Tia Ann Kourtney Katie Madison Madison
Number of Push-ups
50 40 30 20 10 0
Logan
Elizabeth
Fitness Test Scores:
Post-Test Assessment
Austin
Michael
Robert
Brian
Tyler
Preston
Marcus
Morgan
Dustin
Matt Students
Students
Mikeal
Eddie
Push-ups
Push-ups
Sit-Ups
Donnie
Cord
Andrea
Tia
Ann
Kourtney
Katie
Madison
Madison
Bethany
Hayleigh
Post-Test
Pre-Test
Post-Test
Post-Test
Average of Distance in Inches 10 15 20 0 10 15 20 25 30 35 40 45 0 5 5 10 12 14 16 Logan Elizabeth Austin Michael Robert Brian Tyler Preston Marcus Morgan Dustin Matt Mikeal Eddie Donnie Cord Andrea Tia Ann Kourtney Katie Madison Madison Bethany Hayleigh Students Students Marcus Morgan Dustin Matt Mikeal Eddie Donnie Cord Andrea Tia Ann Kourtney Katie Madison Madison Bethany Hayleigh Preston Tyler Brian Robert Michael Austin Elizabeth Logan
Average of Distance in Inches Number of Sit-Ups
Logan
Elizabeth
Austin
Michael
Robert
Brian
Tyler
Preston
Marcus
Morgan
Dustin
Matt
Sit & Reach
Sit & Reach
Students Post-Test
Mikeal
Eddie
Sit-Ups
Donnie
Cord
Andrea
Tia
Ann
Kourtney
Katie
Madison
Madison
Bethany
Hayleigh
Pre-Test
Pre-Test
Post-Test
Post-Test
Level Time 16 14 12 10 8 6 4 2 0 16 14 12 10 8 6 4 2 0 Logan Elizabeth Austin Michael Robert Brian Tyler Preston Marcus Morgan Dustin Matt Mikeal Eddie Donnie Cord Andrea Tia Ann Kourtney Katie Madison Madison Bethany Hayleigh Students Tyler Preston Marcus Morgan Dustin Matt Students Mikeal Eddie Donnie Cord Andrea Tia Ann Kourtney Katie Madison Madison Bethany Hayleigh Brian Robert Michael Austin Elizabeth Logan
Time
4 3.5 3 2.5 2 1.5 1 0.5 0
Logan
Elizabeth
Austin
Michael
Robert
Brian
Tyler
Preston
Marcus
Morgan
Dustin
Matt
Throwing
Shuttle Run
Shuttle Run
Students Pre-Test Pre-Test Post-Test
Mikeal
Eddie
Donnie
Cord
Andrea
Tia
Ann
Kourtney
Katie
Madison
Madison
Bethany
Hayleigh
Post-Test
Post-Test
Level Level 4 3.5 3 2.5 2 1.5 1 0.5 0 4 3.5 3 2.5 2 1.5 1 0.5 0 Logan Elizabeth Austin Michael Robert Brian Tyler Preston Marcus Morgan Dustin Matt Students Mikeal Eddie Donnie Cord Andrea Tia Ann Kourtney Katie Madison Madison Bethany Hayleigh Bethany Hayleigh
Level
4 3.5 3 2.5 2 1.5 1 0.5 0 Logan Elizabeth Austin Michael Robert Brian Tyler Preston Marcus Morgan Dustin Matt Mikeal Eddie Donnie Cord Andrea Tia Ann Kourtney Katie Madison Madison Students
Logan
Elizabeth
Austin
Michael
Robert
Brian
Tyler
Preston
Marcus
Morgan
Dustin
Matt
Accuracy
Positioning
Students Pre-Test Pre-Test Post-Test
Mikeal
Eddie
Catching
Donnie
Cord
Andrea
Tia
Ann
Kourtney
Katie
Madison
Madison
Bethany
Hayleigh
Pre-Test
Post-Test
Post-Test
Sportsmanship
4 3.5 3 2.5 2 1.5 1 0.5 0 Mikeal Marcus Dustin Elizabeth Matt Michael Robert Brian Tyler Morgan Austin Preston Logan
Level
Pre-Test Post-Test Eddie Andrea Ann Bethany Donnie Katie Madison Kourtney Madison Hayleigh Cord Tia
Students
During each of my lessons, I assessed the students on participation, attitude, preparedness, and whether they were on-task. This assessment shows me who needs assistance in those areas, and helps me find ways to improve on those areas. For this assessment I used a rubric to evaluate each of the areas. The rubric consisted of four different levels; each level had its own criteria. Students were awarded the highest level in which they could complete. The rubric levels consisted of needs improvement (Level1), satisfactory (Level 2), good (Level 3), and exceptional (Level 4). Characteristics of each level are described within the assessment that is included in the following pages. Below of pie charts that shows the percentage of participation each day during the unit.
Participation
10/31/2011
4% 8% 38% Level 4 Level 3 50% Level 2 Level 1 46%
11/2/2011
0% 8% 46% Level 4 Level 3 Level 2 Level 1
11/4/2011
0% 8% 27% 65% Level 4 Level 3 Level 2 Level 1 12%
11/7/2011
0% 8% Level 4 Level 3 80% Level 2 Level 1
11/9/2011
4% 0% 20% Level 4 Level 3 76% Level 2 Level 1 23%
11/14/2011
4% 0% Level 4 Level 3 73% Level 2 Level 1
Post-test
Date/Time 11/14/11 1:04-2:34
Name
Logan Elizabeth Austin Michael Robert Brian Tyler Preston Marcus Morgan Dustin Matt Mikeal Eddie Donnie Cord Andrea Tia Ann Kourtney Katie Madison Madison Bethany Hayleigh
Throwing
Catching
Postioning
Accuracy
Sportsmanship
Comments/Plan for Improvement
2 3 2 4 3 2 4 4 3 4 3 4 3
3 4 4 4 4 4 4 4 4 4 3 4 3
3 3 2 3 3 3 4 4 3 3 3 4 3
2 2 3 4 3 2 3 4 4 4 3 4 2
4 4 4 4 4 4 4 4 3 3 4 4 4
3 4 3 3 3 2 3 3 3 4 4
3 4 2 3 4 4 3 4 4 4 4
3 4 3 3 4 3 3 3 3 4 4
2 4 2 2 3 2 2 3 3 4 4
4 4 4 4 4 4 4 4 4 4 4
Name:_______________________________ Date:________________________________ Self Assessment Please circle your self-assessment, honestly, on the skills, attitudes, work ethic, effort, and so forth for the following questions (4-Excellent, 1-Poor). You may use the space at the bottom for written comments. 1. I worked my hardest each and every class. 2. I stayed on-task and focused for the entire class, each day. 3. I worked cooperatively with my classmates. 4. I used only positive social support throughout each class. 5. I listened without interruption during instructional time. 6. In Frisbee, I would rate my throwing abilities as: 7. In Frisbee, I would rate my catching abilities as: 8. In Frisbee, I utilized the proper throwing form (shoulder toward target, thumb on top, etc.) every day. 9. In Frisbee, I would rate my accuracy (how often you hit your target) as: 10. I had a positive attitude each and every class; didnt complain. Total for all 10 questions above: _____/40 My OVERALL assessment for the entire instructional sequence: 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
Comments:____________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Teaching Plan After reviewing my diversity analysis and the data collected from the pre-test assessment, I have decided to teach Frisbee. I decided with Frisbee because several of the students come from a low socioeconomic status and a Frisbee is a very inexpensive equipment to purchase. This will give the students an activity that they can perform throughout their lifetime; an added bonus is this activity can be played virtually anywhere. The lessons will include a variety of different activities because one of the things several students mentioned in their Diversity Analysis Questionnaire was that they wanted more activities. So each day a different activity or skill will be incorporated, whether it is the fitness activity or an activity in the actual lesson. Since the students fitness levels vary from high to low, Frisbee provides an environment that will work with any level. The activities do not require a high fitness level; however, the activities will keep the students active. Before teaching the students the critical elements of throwing and catching a Frisbee, I first did a verbal assessment to see how many students knew the proper form of throwing and catching a Frisbee. The verbal responses showed me that the students knew the proper way to catch a Frisbee but were not aware of the proper form to throw a Frisbee. After the verbal assessment I then assessed students, using a rubric, while throwing back and forth to a partner. These assessments assisted me in planning for my unit. The students showed strong levels in catching, so when planning my lesson I didnt find it necessary to teach the critical elements of catching a Frisbee; however, if I notice during the lesson that a student needs assistance than I will provide individual instruction that is necessary. I also found it very important to go back to the basics and break down the critical elements of throwing a Frisbee. I will do so with teaching the class at first as a whole, then providing individual instruction with guided practice as needed;
this will allow each student to develop and improve at his/her own pace. I am hoping that providing individual skills in Frisbee will motivate the students to want to continue and improve for their own benefit, and hopefully continue to participate in activities involving Frisbee.
The four learning goals on which my unit will be based are:
The students will be able to throw the Frisbee and hit their designated target, while using proper form. The students will be able to catch the Frisbee, when the throw is executed correctly. The students will perform various activities with a partner and as a group and will do so with a high participation rate. The students will participate in various fitness activities and will perform the activity with the correct form or body positioning.
Lesson Title: Introduction to Frisbee Date: October 31, 2011 I. Time: 1:04-2:34 Grade Level: 10-12
Teacher Candidate: Cortney Cooper School: Elkins High School
State Physical Education Standards Physical Education Standard 1(PE.S.1): Students will demonstrate movement patterns and motor skills needed to perform a variety of physical activities. Physical Education Standard 2 (PE.S.2): Students will apply concepts and principles of human movement to the development of motor skills and learning of new skills. Physical Education Performance Indicators PE.HS.1.02: Participate in a variety of competitive/non-competitive individual and dual activities (e.g., tennis, golf, archery). PE.HS.2.01: Identify, practice and apply discipline-specific skills (e.g., overhand serve, opposite hand-opposite foot, body balance, posture) PE.HS.2.02: Recognize and perform movement skills that enhance motor development proficiency (e.g. body mechanics, balance). PE.HS.2.03: Identify and explain specific motor skills (e.g., dribbling, passing, follow through) and incorporate into personal performances. Outcomes/Objectives Long Term Goal: 1. Students will develop the necessary mechanical skills needed to execute the proper catching and throwing skills of a Frisbee so they can engage in recreation activities throughout their lifetime. Objective: 1. In the gymnasium, the students will participate in Aerobic Dance, and will perform the dance steps correctly 80% of the time, while staying in sync with the rest of class. 2. In the gymnasium, the students will be able to throw the Frisbee and hit their designated target 6 out of 10 times, while using the proper form. 3. In the gymnasium, the student will be able to catch the Frisbee 7 out of 10 times, when the throw is executed correctly. 4. In the gymnasium, the students will perform various activities with partners and as a group and will do so with a 95% participation rate.
II.
III.
IV.
Websites/Materials www.pecentral.org -frisbees, hula-hoops, stop watch, mats, pinnies, evaluation sheets, pencils/pens *music will not be utilized during fitness activity but will be utilized at a later date to assess whether music increases participation* Fitness Activities 1. Aerobic Dance a. March in place (approx. 16 counts) b. V-step (approx. 8 counts)
V.
c. March in place (approx. 16 counts) d. Toe Taps (approx. 16 counts) e. March in place (approx. 16 counts) f. Pendulum (approx. 16 counts) g. March in place (approx. 16 counts) h. High kicks (approx. 16 counts) i. March in place (approx. 16 counts) *Repeat as time allows* VI. Lesson Focus Teaching Methods: Open with whole group direct instruction for the warm up. During the pre-tests, students will assist in evaluating their peers. The student activities will begin individualized, then move to partner activities and group activities with each student completing the activities at their own abilities. Throwing, catching, and accuracy will be conducted with a partner but will be assessed as an individual, utilizing their partner as a target, within a whole group setting of guided practice. Since there are two teachers teaching the class, each teacher has an individual lesson plan that the students will follow. The class is divided in half and each group will go with the designated teacher; halfway through the class the groups will switch. Towards the end of class, the entire group will combine for closure. 1. Administer pre-test for fitness (shuttle run, push-up test, sit-up test, and sit & reach test) 2. Administer pre-test for skills (use rubric to evaluate throwing, catching, positioning, and accuracy) 3. Explain and demonstrate proper throwing technique: a. Grip: thumb on top, pointer finger on side, rest of fingers on bottom b. Throwing shoulder points to target c. Arm is extended across chest d. Step to target with throwing leg e. Throw to target point index finger at target and release with a flick of the wrist **stand sideways, step, snap, release** 4. Practice throwing a. At end line of court, practice throwing towards half court. (Focusing on technique and form) b. Throw towards center circle. (Focusing on accuracy) 5. Partner up a. While stationary, pass back and forth to partner b. Pass and Go i. Talk to your partner (clap your hands; yell pass, ready, etc.) ii. Constant movement 6. Frisbee Horseshoes a. Groups of 4 at each set, two at each hoop. b. Four Frisbees per group c. Throw Frisbees and attempt to make them land in hoop across from them. d. 2 points for the entire Frisbee in the hoop e. 1 point if the Frisbee lands touching any part of the hoop. f. Play to 21 7. Frisbee Keep-Away a. Teach defense b. Teach fakes, pivots c. Divide students into groups, give pinnies d. Offense is to make 5 catches before the defense makes 3 interceptions e. Has to be caught to count as a catch for offensive or interception for defense
f. g. h. i. VII.
Do not have to be consecutive Defense has to stay 5 feet away from thrower Switch after one reaches desired number Rotate among the different teams
Closure Critical Thinking Questions: -What was the primary skill focused on today? Give and show the critical elements. -Name one thing you learned today. -Why do you think it is important to learn the necessary skills to throw and catch a Frisbee? -Why do you think Frisbee is a good activity to learn? -Thumbs up: If you feel you are doing great with the skills you learned today. -Fist: If you feel you are doing okay, but still need some improvement -Thumbs down: If you feel you didnt do well at all, you need a lot of improvement Strategies for Accommodating Individual Differences No students within the classroom have IEPs or specialized learning programs. However, some students are at lower fitness levels, so it is important to encourage and support these students so that they do not become frustrated or discouraged. Constant positive feedback and support will encourage these students to want to participate and improve. While it important to verbally praise students at low fitness levels, it is also important to continue to praise students with higher fitness levels. One student in the class has recently had a cast removed from his arm, so we will work on utilizing his opposite arm and improving it until he feels ready to use the other arm, if necessary. Further instruction will be adjusted based off the data collected from the pre-tests and the overall observation of the students individual differences. Assessment of Student Learning Conduct formative assessments by evaluating students ability to perform activities and tasks. Continuous feedback about the students performance will be given. Closure questions and/or demonstrations will substantiate that student learning has occurred. Level 1: All students completed throwing and catching drills Level 2: All students completed throwing and catching drills and successfully did so six times Level 3: All students completed throwing and catching drills and successfully did so six times and competed in Frisbee Horseshoes. Reflection Keep the lesson as taught? Yes____ No____ What needs improvement_______________________________________________________________________ ___________________________________________________________________________________________ Next time make sure___________________________________________________________________________ ___________________________________________________________________________________________ Strengths of lesson____________________________________________________________________________ ___________________________________________________________________________________________ Additional Comments _________________________________________________________________________ ___________________________________________________________________________________________
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Lesson Title: Introduction to Frisbee Continued Date: November 2, 2011 I. Time: 1:04-2:34
Teacher Candidate: Cortney Cooper Grade Level: 10-12 School: Elkins High School
State Physical Education Standards Physical Education Standard 1(PE.S.1): Students will demonstrate movement patterns and motor skills needed to perform a variety of physical activities. Physical Education Standard 2 (PE.S.2): Students will apply concepts and principles of human movement to the development of motor skills and learning of new skills. Physical Education Performance Indicators PE.HS.1.02: Participate in a variety of competitive/non-competitive individual and dual activities (e.g., tennis, golf, archery). PE.HS.2.01: Identify, practice and apply discipline-specific skills (e.g., overhand serve, opposite hand-opposite foot, body balance, posture) PE.HS.2.02: Recognize and perform movement skills that enhance motor development proficiency (e.g. body mechanics, balance). PE.HS.2.03: Identify and explain specific motor skills (e.g., dribbling, passing, follow through) and incorporate into personal performances. Outcomes/Objectives Long Term Goal: 1. Students will develop the necessary mechanical skills needed to execute the proper catching and throwing skills of a Frisbee so they can engage in recreation activities throughout their lifetime. Objective: 1. In the gymnasium, the students will be able to throw the Frisbee and hit their designated target 6 out of 10 times, while using the proper form. 2. In the gymnasium, the student will be able to catch the Frisbee 7 out of 10 times, when the throw is executed correctly. 3. In the gymnasium, the students will perform various activities with partners and as a group and will do so with a 95% participation rate. 4. In the gymnasium, the student will participate in Dodge the Wall; 8 out of 10 times the students will reposition their bodies into a position that will allow them to move through the wall.
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Websites/Materials www.pecentral.org -frisbees, hula-hoops, pinnies, evaluation sheets, pencils/pens, tape Fitness Activities 1. Dodge the Wall a. The wall is at half court b. Where they see white is an opening in the wall c. Shape or move your body to fit through the opening in the wall
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Lesson Focus Teaching Methods: Open with whole group direct instruction for the warm up. During the pre-tests, students will assist in evaluating their peers. The student activities will begin individualized, then move to partner activities and group activities with each student completing the activities at their own abilities. Throwing, catching, and accuracy will be conducted with a partner but will be assessed as an individual, utilizing their partner as a target, within a whole group setting of guided practice. Since there are two teachers teaching the class, each teacher has an individual lesson plan that the students will follow. The class is divided in half and each group will go with the designated teacher; halfway through the class the groups will switch. Towards the end of class, the entire group will combine for closure. 1. Finish administering pre-test for skills (use rubric to evaluate throwing, catching, positioning, and accuracy) 2. Explain and demonstrate proper throwing technique: a. Grip: thumb on top, pointer finger on side, rest of fingers on bottom b. Throwing shoulder points to target c. Arm is extended across chest d. Step to target with throwing leg e. Throw to target point index finger at target and release with a flick of the wrist **stand sideways, step, snap, release** 3. Partner up a. While stationary, pass back and forth to partner b. Pass and Go i. Talk to your partner (clap your hands; yell pass, ready, etc.) ii. Constant movement 4. Target Practice a. Throw towards center circle. (Focusing on accuracy) 5. Frisbee Horseshoes a. Groups of 4 at each set, two at each hoop. b. Four Frisbees per group c. Throw Frisbees and attempt to make them land in hoop across from them. d. 2 points for the entire Frisbee in the hoop e. 1 point if the Frisbee lands touching any part of the hoop. f. Play to 21 6. Frisbee Keep-Away a. Teach defense b. Teach fakes, pivots c. Divide students into groups, give pinnies d. Offense is to make 5 catches before the defense makes 3 interceptions e. Has to be caught to count as a catch for offensive or interception for defense f. Do not have to be consecutive g. Defense has to stay 5 feet away from thrower h. Switch after one reaches desired number i. Rotate among the different teams 7. Ultimate Frisbee Hoops a. Divide students into small groups (aprox.4 students per team) b. Once Frisbee is caught cannot move c. Five feet away from person with Frisbee d. 10 seconds to throw e. 2 passes before taking a shot
f. 3 points top hoop, 1 point bottom hoop g. No shots in lane h. Possession changes when Frisbee hits ground VII. Closure Critical Thinking Questions: -What was the primary skill focused on today? Give some critical elements. -Name one thing you learned today. -Why is it important to talk to your partner in Pass and Go? When would you utilize this? -Thumbs up: If you feel you are doing great with the skills you learned today. -Fist: If you feel you are doing okay, but still need some improvement -Thumbs down: If you feel you didnt do well at all, you need a lot of improvement Strategies for Accommodating Individual Differences I wasnt able to work with both groups during last lesson, so the previous lesson will be repeated. The pre-test on fitness skills was completed for all students, so the lesson will be adjusted to meet the needs of these students. There was one student in particular that had extremely low scores on 2 out of 4 of the test. Based on my observations of the student, while watching the regular classroom teacher, I have determined that it is more motivation than fitness level. To help this student it is important to provide continuous encouragement and support; with this said constant positive feedback and support will be provided to all students because while it important to verbally praise students at low fitness levels or motivation levels, it is also important to continue to praise students with higher fitness levels. Also, there is one student Ive noticed that usually sits out during the regular teachers lessons, so I am going to get this student involved with positive feedback and encouragement; while also providing activities that she, as well as other students, can be successful at. Assessment of Student Learning Conduct formative assessments by evaluating students ability to perform activities and tasks. Continuous feedback about the students performance will be given. Closure questions and/or demonstrations will substantiate that student learning has occurred. Level 1: All students completed throwing and catching drills Level 2: All students completed throwing and catching drills and successfully did so six times Level 3: All students completed throwing and catching drills and successfully did so six times and competed in a Frisbee Horseshoes Reflection Keep the lesson as taught? Yes____ No____ What needs improvement_______________________________________________________________________ ___________________________________________________________________________________________ Next time make sure___________________________________________________________________________ ___________________________________________________________________________________________ Strengths of lesson____________________________________________________________________________ ___________________________________________________________________________________________ Additional Comments _________________________________________________________________________ ___________________________________________________________________________________________
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Lesson Title: Frisbee Date: November 4, 2011 I. Time: 1:04-2:34
State Physical Education Standards Physical Education Standard 1(PE.S.1): Students will demonstrate movement patterns and motor skills needed to perform a variety of physical activities. Physical Education Standard 2 (PE.S.2): Students will apply concepts and principles of human movement to the development of motor skills and learning of new skills. Physical Education Performance Indicators PE.HS.1.02: Participate in a variety of competitive/non-competitive individual and dual activities (e.g., tennis, golf, archery). PE.HS.2.01: Identify, practice and apply discipline-specific skills (e.g., overhand serve, opposite hand-opposite foot, body balance, posture) PE.HS.2.02: Recognize and perform movement skills that enhance motor development proficiency (e.g. body mechanics, balance). PE.HS.2.03: Identify and explain specific motor skills (e.g., dribbling, passing, follow through) and incorporate into personal performances. Outcomes/Objectives Long Term Goal: 1. Students will develop the necessary mechanical skills needed to execute the proper catching and throwing skills of a Frisbee so they can engage in recreation activities throughout their lifetime. Objective: 1. In the gymnasium, the students will perform various plyometric movements; they will execute the correct body positioning 80% of the time while moving across the gymnasium floor. 2. In the gymnasium, the students will be able to throw the Frisbee and hit their designated target 6 out of 10 times, while using the proper form. 3. In the gymnasium, the student will be able to catch the Frisbee 7 out of 10 times, when the throw is executed correctly. 4. In the gymnasium, the students will perform various activities with partners and as a group and will do so with a 95% participation rate.
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Websites/Materials www.pecentral.org -frisbees, hula-hoops, pinnies, evaluation sheets, pencils/pens, tape Fitness Activities 1. Plyometrics a. Lunges (forward, sideways, backwards) b. Knee grabs c. Kick and touch toes d. Backwards jog
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e. Grab ankle with opposite hand and bring foot up (as though crossing your legs) **once they reach half-court they will jog the rest of the way** VI. Lesson Focus Teaching Methods: Open with whole group direct instruction for the warm up. The student activities will begin individualized, then move to partner activities and group activities with each student completing the activities at their own abilities. Throwing, catching, and accuracy will be conducted with a partner but will be assessed as an individual, utilizing their partner as a target, within a whole group setting of guided practice. Since there are two teachers teaching the class, each teacher has an individual lesson plan that the students will follow. The class is divided in half and each group will go with the designated teacher; halfway through the class the groups will switch. Towards the end of class, the entire group will combine for closure. 1. Explain and demonstrate proper throwing technique: a. Grip: thumb on top, pointer finger on side, rest of fingers on bottom b. Throwing shoulder points to target c. Arm is extended across chest d. Step to target with throwing leg e. Throw to target point index finger at target and release with a flick of the wrist **stand sideways, step, snap, release** 2. Partner up a. While stationary, pass back and forth to partner b. Frisbee Toss (like Egg Toss) i. Start close, take one step back for each time successfully caught ii. Go back to starting position if missed c. Pass and Go i. Talk to your partner (clap your hands; yell pass, ready, etc.) ii. Constant movement 3. Target Practice a. Throw towards center circle. (Focusing on accuracy) 4. Frisbee Horseshoes a. Groups of 4 at each set, two at each hoop. b. Four Frisbees per group c. Throw Frisbees and attempt to make them land in hoop across from them. d. 2 points for the entire Frisbee in the hoop e. 1 point if the Frisbee lands touching any part of the hoop. f. Play to 21 5. Frisbee Keep-Away a. Teach defense b. Teach fakes, pivots c. Divide students into groups, give pinnies d. Offense is to make 5 catches before the defense makes 3 interceptions e. Has to be caught to count as a catch for offensive or interception for defense f. Do not have to be consecutive g. Defense has to stay 5 feet away from thrower h. Switch after one reaches desired number i. Rotate among the different teams 6. Ultimate Frisbee Hoops a. Divide students into small groups (aprox.4 students per team) b. Once Frisbee is caught cannot move c. Five feet away from person with Frisbee
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10 seconds to throw 2 passes before taking a shot 3 points top hoop, 1 point bottom hoop No shots in lane Possession changes when Frisbee hits ground
Closure Critical Thinking Questions: -What was the primary skill focused on today? Give and demonstrate the critical elements. -Why do you think I teach you the proper throwing technique every day? -Why did I have you play Frisbee Target Practice and Frisbee Toss? -Name one thing you learned today. -Thumbs up: If you feel you are doing great with the skills you learned today. -Fist: If you feel you are doing okay, but still need some improvement -Thumbs down: If you feel you didnt do well at all, you need a lot of improvement Strategies for Accommodating Individual Differences After reviewing the data collected from the skills and fitness pre-test, I have decided to teach the throwing skills at the basic level (Phase 1). All of the students exhibit room for improvement, however, one student scored at Level 1, so while students are partnered up, more individual instruction will be provided to this student. I believe that starting with the basics will help all students to learn the correct body positioning. Constant positive feedback and support will encourage these students to want to participate and improve. Assessment of Student Learning Conduct formative assessments by evaluating students ability to perform activities and tasks. Continuous feedback about the students performance will be given. Closure questions and/or demonstrations will substantiate that student learning has occurred. Level 1: All students completed throwing and catching drills Level 2: All students completed throwing and catching drills and successfully did so seven times Level 3: All students completed throwing and catching drills and successfully did so seven times and competed in Ultimate Frisbee Hoops Reflection Keep the lesson as taught? Yes____ No____ What needs improvement_______________________________________________________________________ ___________________________________________________________________________________________ Next time make sure___________________________________________________________________________ ___________________________________________________________________________________________ Strengths of lesson____________________________________________________________________________ ___________________________________________________________________________________________ Additional Comments _________________________________________________________________________ ___________________________________________________________________________________________
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Lesson Title: Frisbee Date: November 7, 2011 I. Time: 1:04-2:34 Grade Level: 10-12
State Physical Education Standards Physical Education Standard 1(PE.S.1): Students will demonstrate movement patterns and motor skills needed to perform a variety of physical activities. Physical Education Standard 2 (PE.S.2): Students will apply concepts and principles of human movement to the development of motor skills and learning of new skills. Physical Education Performance Indicators PE.HS.1.02: Participate in a variety of competitive/non-competitive individual and dual activities (e.g., tennis, golf, archery). PE.HS.2.01: Identify, practice and apply discipline-specific skills (e.g., overhand serve, opposite hand-opposite foot, body balance, posture) PE.HS.2.02: Recognize and perform movement skills that enhance motor development proficiency (e.g. body mechanics, balance). PE.HS.2.03: Identify and explain specific motor skills (e.g., dribbling, passing, follow through) and incorporate into personal performances. Outcomes/Objectives Long Term Goal: 1. Students will develop the necessary mechanical skills needed to execute the proper catching and throwing skills of a Frisbee so they can engage in recreation activities throughout their lifetime. Objective: 1. In the gymnasium, the students will be able to throw the Frisbee and hit their designated target 8 out of 10 times, while using the proper form. 2. In the gymnasium, the student will be able to catch the Frisbee 8 out of 10 times, when the throw is executed correctly. 3. In the gymnasium, the students will perform various activities with partners and as a group and will do so with a 95% participation rate. 4. In the gymnasium, the students will work together as a team in Team Fitness, they will perform the activities on the paper accurately 90% of the time, while going in correct order and supporting their teammate that is performing the given task.
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Websites/Materials www.pecentral.org -frisbees, hula-hoops, pinnies, evaluation sheets, pencils/pens, tape, music, jump rope, basketball Fitness Activities 1. Team Fitness a. students are divided between number 1-3 b. have to perform tasks on sheet
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Lesson Focus Teaching Methods: Open with whole group direct instruction for the warm up. The student activities will begin individualized, then move to partner activities and group activities with each student completing the activities at their own abilities. Throwing, catching, and accuracy will be conducted with a partner but will be assessed as an individual, utilizing their partner as a target, within a whole group setting of guided practice. Since there are two teachers teaching the class, each teacher has an individual lesson plan that the students will follow. The class is divided in half and each group will go with the designated teacher; halfway through the class the groups will switch. Towards the end of class, the entire group will combine for closure. Video and pictures will be taken of students for them to view at a later class. 1. Review proper throwing technique: a. Grip: thumb on top, pointer finger on side, rest of fingers on bottom b. Throwing shoulder points to target c. Arm is extended across chest d. Step to target with throwing leg e. Throw to target point index finger at target and release with a flick of the wrist **stand sideways, step, snap, release** (Video and pictures will be taken of students, to later view so they can analyze their throwing technique) 2. Frisbee Hot Potato a. Circle around gym b. Throw Frisbee around circle c. Whoever has Frisbee when music stops has to do a certain skill i. Jumping Jacks, Squats, Toe Touches, etc. 3. Defense a. Groups of 3 or more b. Work on defense c. Work on fakes, pivots 4. Revisit Frisbee Keep-Away a. Offense is to make 5 catches before the defense makes 3 interceptions b. Has to be caught to count as a catch for offensive or interception for defense c. Do not have to be consecutive d. Defense has to stay 5 feet away from thrower e. Switch after one reaches desired number f. Rotate among the different teams 5. Ultimate Frisbee Hoops a. Divide students into small groups (aprox.4 students per team) b. Once Frisbee is caught cannot move c. Five feet away from person with Frisbee d. 10 seconds to throw e. 2 passes before taking a shot f. 3 points top hoop, 1 point bottom hoop g. No shots in lane h. Possession changes when Frisbee hits ground 6. Ultimate Frisbee (if time permits) a. Each team lines up at their end zone for kick off b. If disc goes out of bounds or is a poor through during kick off team will start at the foul line c. Allowed 3 steps after catching Frisbee d. Has 10 seconds to throw Frisbee e. Defense has to be arms length away from person with the Frisbee f. No contact is allowed
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Closure Critical Thinking Questions: -What was the primary skill focused on today? Give and demonstrate the critical elements. -Why do you think I have you utilize throwing and catching in different situations? -What skills did each activity utilize the most? -Why did I teach you defense in a Frisbee lesson? -Name one thing you learned today. -Thumbs up: If you feel you are doing great with the skills you learned today. -Fist: If you feel you are doing okay, but still need some improvement -Thumbs down: If you feel you didnt do well at all, you need a lot of improvement Strategies for Accommodating Individual Differences Since this class is a split block class that meets Monday, Wednesday, and every other Friday, I feel it is important to use repetition to teach the proper throwing technique. The students are not getting instruction every day so I will use the proper throwing technique every day as a review to what they have previously learned and since there have been some absences, this will allow these students to catch up on what they have missed. Plus, while the students are partnered up I can provide individual instruction to any students who have missed or still need assistance. Encouragement and positive feedback seems to be working, because the one student who usually sits out has participated in every lesson thus far, so I will continue to praise, encourage, and motivate the students. Assessment of Student Learning Conduct formative assessments by evaluating students ability to perform activities and tasks. Continuous feedback about the students performance will be given. Closure questions and/or demonstrations will substantiate that student learning has occurred. Level 1: All students completed throwing and catching drills Level 2: All students completed throwing and catching drills and successfully did so eight times Level 3: All students completed throwing and catching drills and successfully did so eight times and competed in a Frisbee Keep-Away and Ultimate Frisbee Hoops Reflection Keep the lesson as taught? Yes____ No____ What needs improvement_______________________________________________________________________ ___________________________________________________________________________________________ Next time make sure___________________________________________________________________________ ___________________________________________________________________________________________ Strengths of lesson____________________________________________________________________________ ___________________________________________________________________________________________ Additional Comments _________________________________________________________________________ ___________________________________________________________________________________________
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Lesson Title: Frisbee Date: November 9, 2011 I. Time: 1:04-2:04 Grade Level: 10-12
State Physical Education Standards Physical Education Standard 1(PE.S.1): Students will demonstrate movement patterns and motor skills needed to perform a variety of physical activities. Physical Education Standard 2 (PE.S.2): Students will apply concepts and principles of human movement to the development of motor skills and learning of new skills. Physical Education Performance Indicators PE.HS.1.02: Participate in a variety of competitive/non-competitive individual and dual activities (e.g., tennis, golf, archery). PE.HS.2.01: Identify, practice and apply discipline-specific skills (e.g., overhand serve, opposite hand-opposite foot, body balance, posture) PE.HS.2.02: Recognize and perform movement skills that enhance motor development proficiency (e.g. body mechanics, balance). PE.HS.2.03: Identify and explain specific motor skills (e.g., dribbling, passing, follow through) and incorporate into personal performances. Outcomes/Objectives Long Term Goal: 1. Students will develop the necessary mechanical skills needed to execute the proper catching and throwing skills of a Frisbee so they can engage in recreation activities throughout their lifetime. Objective: 1. In the gymnasium, the students will perform their post-test in fitness skills, they will improve on their pre-test skills by at least 10%. 2. In the gymnasium, the students will perform plyometrics and will execute the skills correctly 5 out of 6 times. 3. In the gymnasium, the students will perform various activities with partners and as a group and will do so with a 95% participation rate.
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Websites/Materials www.pecentral.org - evaluation sheets, pencils/pens, mats, sit-n-reach box Plyometrics a. Lunges, twist trunk b. Knee grabs into lunge c. Karaoke d. Karaoke with kick e. Toe touches **once they reach half-court they will jog the rest of the way**
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Lesson Focus Teaching Methods: Open with whole group direct instruction for the warm up. During the post-tests, students will assist in evaluating their peers. The student activities will begin individualized, then move to partner activities and group activities with each student completing the activities at their own abilities. Throwing, catching, and accuracy will be conducted with a partner but will be assessed as an individual, utilizing their partner as a target, within a whole group setting of guided practice. Since there are two teachers teaching the class, each teacher has an individual lesson plan that the students will follow. The class is divided in half and each group will go with the designated teacher; halfway through the class the groups will switch. Towards the end of class, the entire group will combine for closure. Today is a shortened class due to a pep rally during this block. 1. Administer fitness Post-test a. Sit-ups b. Push-ups c. Sit & reach Closure Critical Thinking Questions: -Do they think they improved on their pre-test scores? -Did they work harder to better their scores? -Why is it important to do pre-tests and post-tests? Strategies for Accommodating Individual Differences Today is a shortened class so the students will do their fitness post-test. Before and during the post-test I am going to provide encouragement and motivation. I will motivate the students to improve on their scores. Assessment of Student Learning Conduct formative assessments by evaluating students ability to perform activities and tasks. Continuous feedback about the students performance will be given. Closure questions and/or demonstrations will substantiate that student learning has occurred. Level 1: All students completed their post-test skills. Level 2: All students completed their post-test skills and improved on them. Level 3: All students completed their post-test skills and improved their scores by at least 10%. Reflection Keep the lesson as taught? Yes____ No____ What needs improvement_______________________________________________________________________ ___________________________________________________________________________________________ Next time make sure___________________________________________________________________________ ___________________________________________________________________________________________ Strengths of lesson____________________________________________________________________________ ___________________________________________________________________________________________ Additional Comments _________________________________________________________________________
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Lesson Title: Frisbee Date: November 14, 2011 I. Time: 1:04-2:34
State Physical Education Standards Physical Education Standard 1(PE.S.1): Students will demonstrate movement patterns and motor skills needed to perform a variety of physical activities. Physical Education Standard 2 (PE.S.2): Students will apply concepts and principles of human movement to the development of motor skills and learning of new skills. Physical Education Performance Indicators PE.HS.1.02: Participate in a variety of competitive/non-competitive individual and dual activities (e.g., tennis, golf, archery). PE.HS.2.01: Identify, practice and apply discipline-specific skills (e.g., overhand serve, opposite hand-opposite foot, body balance, posture) PE.HS.2.02: Recognize and perform movement skills that enhance motor development proficiency (e.g. body mechanics, balance). PE.HS.2.03: Identify and explain specific motor skills (e.g., dribbling, passing, follow through) and incorporate into personal performances. Outcomes/Objectives Long Term Goal: 1. Students will develop the necessary mechanical skills needed to execute the proper catching and throwing skills of a Frisbee so they can engage in recreation activities throughout their lifetime. Objective: 1. In the gymnasium, the students will be able to throw the Frisbee and hit their designated target 9 out of 10 times, while using the proper form. 2. In the gymnasium, the student will be able to catch the Frisbee 8 out of 10 times, when the throw is executed correctly. 3. In the gymnasium, the students will perform various activities with partners and as a group and will do so with a 95% participation rate. 4. In the gymnasium, the students will perform their post-test test for Frisbee skills, the will improve on their pre-test scores by 10% and will do so while being evaluated. 5. In the gymnasium, the students will participate in Aerobic Dance, they will perform each skill correctly 9 out of 10 times and will do so while listening to music.
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Websites/Materials www.pecentral.org -frisbees, hula-hoops, pinnies, evaluation sheets, pencils/pens, tape, access to computer and projector, music Fitness Activity 1. Aerobic Dance (same as first lesson plan, but music will be utilized) a. March in place (approx. 16 counts) b. V-step (approx. 8 counts)
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c. March in place (approx. 16 counts) d. Toe Taps (approx. 16 counts) e. March in place (approx. 16 counts) f. Pendulum (approx. 16 counts) g. March in place (approx. 16 counts) h. High kicks (approx. 16 counts) i. March in place (approx. 16 counts) *Repeat as time allows* VI. Lesson Focus Teaching Methods: Open with whole group direct instruction for the warm up. The student activities will begin individualized, then move to partner activities and group activities with each student completing the activities at their own abilities. Throwing, catching, and accuracy will be conducted with a partner but will be assessed as an individual, utilizing their partner as a target, within a whole group setting of guided practice. Since there are two teachers teaching the class, each teacher has an individual lesson plan that the students will follow. The class is divided in half and each group will go with the designated teacher; halfway through the class the groups will switch. Towards the end of class, the entire group will combine for closure. 1. Watch video of their throwing skills a. Have them evaluate themselves and discuss with the group b. Explain what they need to do to improve on their technique c. Administer self-assessment 2. Administer Post-test assessment on Frisbee skills a. Throwing b. Catching c. Accuracy d. Positioning 3. Revisit Ultimate Frisbee Hoops a. Divide students into small groups (aprox.4 students per team) b. Once Frisbee is caught cannot move c. Cannot pass the Frisbee back to the person who threw it to you d. Five feet away from person with Frisbee e. 10 seconds to throw f. 2 passes before taking a shot g. 3 points top hoop, 1 point bottom hoop h. No shots in lane i. Possession changes when Frisbee hits ground j. Stress proper defense, pivots, fakes, etc. 4. Ultimate Frisbee a. Each team lines up at their end zone for kick off b. If disc goes out of bounds or is a poor through during kick off team will start at the foul line c. Allowed 3 steps after catching Frisbee d. Has 10 seconds to throw Frisbee e. Cannot pass the Frisbee back to the person who threw it to you f. Defense has to be arms length away from person with the Frisbee g. No contact is allowed VII. Closure Critical Thinking Questions:
-Do you feel that you have improved since the first lesson? -What do you feel you need to continue to do to improve on your Frisbee skills? -Why is watching a video of yourself performing the skills important? -Thumbs up: If you feel you have improved since day one -Fist: If you feel you are doing okay, but still need some improvement -Thumbs down: If you feel you didnt do well at all, you need a lot of improvement VIII. Strategies for Accommodating Individual Differences During the skills post-test, I will provide positive feedback and encouragement. If a student is executing the skill incorrectly I will explain and demonstrate what needs to be corrected. During the games the rules will be adapted so that every student is participating and has a chance to be successful. The teams will be small; this will allow every student the chance to be active. Assessment of Student Learning Conduct formative assessments by evaluating students ability to perform activities and tasks. Continuous feedback about the students performance will be given. Closure questions and/or demonstrations will substantiate that student learning has occurred. Level 1: All students completed throwing and catching drills Level 2: All students completed throwing and catching drills and successfully did so nine times Level 3: All students completed throwing and catching drills and successfully did so nine times and competed in Ultimate Frisbee Reflection Keep the lesson as taught? Yes____ No____ What needs improvement_______________________________________________________________________ ___________________________________________________________________________________________ Next time make sure___________________________________________________________________________ ___________________________________________________________________________________________ Strengths of lesson____________________________________________________________________________ ___________________________________________________________________________________________ Additional Comments _________________________________________________________________________ ___________________________________________________________________________________________
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Observation Reflection Journal During my observation at Elkins High School, I observed the teachings of Mr. Cutright. Mr. Cutright is a very friendly teacher and seems well-liked by the students. His teaching style is a little more laid back and not as strict as some I have observed in the past. At times the students took advantage of this and did not respect Mr. Cutright; on a few occasions Mr. Cutright would ask a student to not do something and the student did not listen and did it anyways. During the first two days (September 26-28) of observing Mr. Cutright, he was teaching football. Mr. Cutright took the student outside both days to play a game. I am unaware of whether he had taught the football skills before this class. The class was divided into two teams, which makes large teams for a class of that size. The problem was there were several students who just stood on the field in little groups and did not partake in the game. I have learned that it would better suit each student if the class was divided up into several smaller teams; there was plenty of room to do so. Also the girls hardly ever touched the football; the boys only threw it to a few players, who were boys. I would make a rule where everyone had to be quarterback; they would rotate in a specific order, that way everyone would be participating. This would involve the girls more plus allow them to be successful if a pass is completed. I think it is a good thing that Mr. Cutright is able to take the students outside for physical education but at the same time there needs to be a more structured class to do so; several of the students would wander off and nothing was said to these students. I learned that its okay to be laid back to a certain extent, there also has to be some type of structure to the classroom. On September 30th the gym floor was covered and there were chairs set up in the auxiliary gym for a pet show the next day. Mr. Cutright took some students to the balcony where the weight room is set up. There is only limited equipment, so the entire class is unable to be there. So while Mr. Cutright was up there with approximately 10 students, the rest of the class
was sitting in bleachers or elsewhere. Even though a regular physical education class could not be held, I feel that there are plenty of activities that could have been utilized for the limited space. There are activities all over the internet for limited-spaces or a regular classroom setting. I believe I would have utilized this type of activity since it is a larger class and not everyone is able to be in the weight room all at once. This way I would know that everyone is being participating in some type of activity instead of sitting in the bleachers; plus it would limit the possibility of disruptive behavior. On October 3rd, 12th, and 14th Mr. Cutright taught bowling. After stretching Mr. Cutright briefly explained the correct bowling form, he then set up three bowling lanes. Half of the class participated in bowling while the other half played basketball in the auxiliary gym. The problem with this was that Mr. Cutright forgot to switch the students so only one group participated in bowling. The size of the class posed another problem, when divided in half that makes approximately ten to fifteen students per group and there were only three bowling lanes. So while three students were bowling the rest of the group was sitting around. Since there were only three bowling lanes I think the set up of classroom would work best if it was arranged in several stations with small numbered groups. The bowling lanes can be one station and other stations can focus on the different aspects of bowling or other types of activities. During the next two class times, Mr. Cutright took the class to the bowling alley. I felt this was an excellent idea and it was great that they had access to a bowling alley so close to the school. However, less than half of the class actually bowled, some of the students were sitting around eating. I believe it would better if he made it mandatory for them to bowl, that way he could assess the students bowling technique and work with those that needed assistance.
On October 17th and 19th, Mr. Cutright taught pickleball. The first day Mr. Cutright had the students throwing a ball without using paddles; he said this was helping them with moving around and positioning. A lot of the students complained about it and felt it was pointless. However, just like in bowling, only limited equipment was available. So while half the class was in the auxiliary gym participating in this activity, the rest of the class was in the regular gym playing basketball; however, the divider between the gyms was down so Mr. Cutright was only able to see half of the class. The divider was down so that the students playing the pickleball activity wouldnt constantly be chasing after the balls, but I feel that I would rather have them chase after the balls than not see what the other half of the class was doing. Since there is limited equipment I would once again arrange the classroom in stations. One station could be the nets, another station could be practicing hitting to the wall or a partner, another station could be playing a game using a line on the floor instead of a net, and etc. During the second day the students played pickleball but only half were participating. On October 24th, 26th, and 28th Mr. Cutright taught team handball. This was a great lesson to observe because I have never seen it played. During the first day Mr. Cutright took the students into a classroom so they could watch a video of team handball. This was an excellent use of technology that I will definitely utilize in the future. In fact, I wanted to do the same thing with Frisbee but was unable because the website I wanted to use was blocked by the school system. While watching the video Mr. Cutright explained different things to the students and answered any questions that they had. After viewing the video the class was divided into four teams to play against one another. Once again this was excellent because the teams were smaller and more students participated. The only thing I would change would be to make the teams that were not playing involved in some way, whether that is being a ref, scorekeeper, timer, etc. This
way the other students are still involved when they are not playing. On the second day Mr. Cutright continued with playing, he had kept the scores from the previous class and had the games set up like a tournament until there was one winner. This unit was a good unit and I would definitely utilize some of it in my teachings, the students really seemed to enjoy team handball and it was new to me because I had never seen it played. On October 31st, November 2nd, 4th, 7th, 9th, and 14th, I taught my lesson of Frisbee. I tried to vary my instruction and break down the skills, while providing various activities. Overall, the students seemed to really enjoy the lesson but I feel that there is always room for improvement. I also could have gone more in depth about the history of Frisbee. It would have been great if I was able to show the students some videos on Frisbee throwing techniques and the game of Ultimate Frisbee. There was one thing I noticed while observing, while Mr. Cutright was teaching there was one girl who was always sitting in the bleachers. During my unit the girl participated everyday and even wrote in her self assessment that she enjoyed the activities. Once my unit was over the girl was back to sitting in the bleachers, apparently I must have done something right for this girl to participate and I was grateful to be able to get this girl to participate. On November 16th, I was able to watch student teacher Jared Winder teach his lesson on volleyball. He had the student playing a game in which three teams using three nets play at once. This was an excellent activity and students really enjoyed playing it. The activity was an excellent way in getting the entire class involved. Jared even added more balls to the came to make it more challenging. On November 28th, I was able to observe Jared teach his lesson again. This time Jared was teaching basketball. Jared was working on passing drills and dribbling drills with the class.
During passing he first demonstrated the critical elements of each type of pass, he then had the students partner up and pass back and forth to one another. This allowed Jared to walk around and observe and instruct each student individually when needed. Jared did an excellent job of explaining each skill. Jared presents himself very well and has exceptional communication skills. classroom; this is something I need to work on. After observing Jared I see that I really need improvement in my communication skills, I tend to rush what Im teaching and I get tongue tied because of this. This is something I believe will take lots of practice and hopefully will improve over time during my teaching experience. During the last day that I observed on December 5, Jared was putting the students through a weight lifting program; however, he encountered a similar problem as Mr. Cutright, as in there is not enough equipment. Overall, I learned a lot during my observation experience. I believe Mr. Cutright is a good teacher, but his teaching style is different then what I prefer. From what I have gathered from other physical education teachers in the school, Mr. Cutrights teaching style has not always been this laid back. Mr. Cutright is a very respectable teacher and was more than willing to help or answer any questions that I had. Though our teaching styles are different, I did learn a lot from observing him.
Lesson Plans Reflections During my first lesson taught on October 31, 2011, I had over planned the lesson. I was unable to get through the entire lesson, though I feel that is better than under planning. So this lesson will continue into the next lesson. I didnt utilize music during the fitness activity and the students did not seem too motivated to participate. I didnt use music because I was testing to see if music increases motivation. The pre-test ran pretty smoothly except for the sit & reach; there was only one box to use so the students were waiting around to use it, thus increasing wait time. During the pre-test for the skills I had the students throw back and forth with a partner, but I didnt have them do it on my command. This was obvious when observing the students because Frisbees were everywhere; so I need to have them pass on my command. During partner-up I needed to stress them to talk to their partner more, so that way their partner is aware of where they are. Also, I need to tell to aim at their partner not in front of them because this led to Frisbees being everywhere and partners unable to catch the Frisbees. During the lesson taught on November 2, 2011, I was able to get through all activities except for Ultimate Frisbee Hoops. I rearranged activity 3 and 4 because after looking over the lesson I felt it would transition. Since the students were already partnered up I felt it made more since to continue with a partner activity instead of dividing them up then going back to a partner activity. While the students were throwing back and forth to their partners I had the students keep their arm extended after throwing the Frisbee, this shows them that the Frisbee is going to go where they were pointing when they release the Frisbee. Many of the students then realized that they were releasing the Frisbee too high, too late, or too early. The students did much better with communicating with their partner in Pass and Go, I stressed that they needed to communicate with their partners. Frisbee Horseshoes was more difficult then had planned so I
need to figure out a way to make it easier so that the students can be successful; they seemed to get discouraged because only one person was able to get it in the hoop. The students seemed to really enjoy the fitness activity Dodge the Wall, they really got into it and all students were participating. During the lesson taught on November 4, 2011, I was able to get through all the activities. Each lesson I review the proper throwing technique and today I didnt have to spend as much time because the students seem to be progressing. The students seemed to enjoy doing the plyometrics, even though they were difficult; so these may utilized again in a later lesson. The students seemed to like Target Practice so much that they asked to do it a few more times. The students were determined to have at least one person hit the target, and after a few extra attempts two people hit the target and the entire class seemed excited about this. Ultimate Frisbee Hoops was pretty successful, but it would be better if I was able to utilize to basketball hoops instead of one, this would have made the game more exciting for the students. During the lesson taught on November 7, 2011, I was able to get through all the activities. The fitness activity was a good activity and got the students to work together, but the rules needed to be explained better. I needed to inform them that they couldnt move on to the next activity until the one before it was completed. During Frisbee Hot Potato I utilized music and it was a decent activity except I need to find a way for one student not to be singled out. Ive thought about this and came up with two ideas: one the person who has the Frisbee when the music stops can choose one person to do the activity with them or two the person who has the Frisbee when the music stops is the only one who doesnt have to do the activity, everyone else does. I still thinking about which one is the better solution. Today I also taught defense which is important for Ultimate Frisbee and Ultimate Frisbee Hoops, and I should have taught this in an
earlier lesson. I taught the correct athletic stance and how to pivot and fake, then I had them play in groups of three (Monkey in the Middle). This seemed to really help when it came to playing the games later in the lesson. During this lesson I also videoed the students throwing the Frisbee so that they can evaluate themselves in a later class. During the lesson taught on November 9, 2011, I only did a fitness activity and then administered their fitness post-test. This was a shortened class due to a pep rally and was just barely able to get through all of the assessment. The sit & reach worked better this time because I had them go to it as soon as they were done doing their shuttle run; this way there were only two people at the box at a time. The students seemed really motivated to improve on their previous scores even if it was only by one. During the lesson taught on November 14, 2011, the students watched the video that I took November 7th. This seemed very helpful because it made the students aware of mistakes they were making that they didnt realize they were making. I also administered a self assessment and I was actually surprised to see how honest they were. Several students gave themselves a poor on a few areas. I also administered the skills post-test, and I was impressed at how some of the students had improved in such a little amount of time. I had the students throw on my command and this worked much better than having them throw whenever they wanted. During the fitness activity I revisited the same activity performed in the beginning but this time I used music. The students seemed more eager to participate with the music than when they did the activity without the music.
Technology Reflection During my unit plan I taught Frisbee, integrating technology into this unit was a little challenging but I was able to find a way to do it. During one of the lessons I video the students performing their Frisbee skills, then during the next lesson I took the class to a classroom so they could view the video. I told each student to watch themselves as well as everyone else in the class. I told them I wanted them to evaluate themselves and observe whether they were performing the skills correctly utilizing the critical elements of throwing a Frisbee. After viewing the video the students then filled out a self assessment of themselves. The students were able to point out to me things they were doing incorrectly that they didnt realize they were doing. This form of technology is an excellent tool for the teacher, not only can it be utilized in the way I did but it can also be used to help the teacher assess themselves and their teaching. I did utilize music in other lesson plans; mainly to see if using music during certain activities would increase participation; which it did. On two different occasions I utilized the same fitness activity, one time doing so with music while another without. The students seemed more energetic and willing to participate when doing the activity to music. Also, before each lesson begins, the students are given several minutes to participate in activities of their choosing (walking, basketball, football, etc.). During this time music is either played out loud or they can utilize their own iPods or mp3s. When music is played more students seem to be active, when music isnt played out loud the students that are utilizing their own iPods or mp3s are the ones walking or doing other activities, while the others are sitting in the bleachers until the lesson begins. Integrating technology into the physical education classroom is more difficult than doing so in a regular classroom setting. A lot of physical education classrooms utilize DDR or a Wii to
integrate technology; however, there are a limited number of students that can use these at one time, especially in rural or low income areas. Another problem I encountered was that I wanted to have the class watch a video on Frisbee skills but the website was blocked by the school so I was unable to do so. If I worked in the school system Im sure that there probably is a way around this. Technology is an excellent tool, though somewhat difficult to utilize in a physical education classroom, it can be done. I believe Smart Boards should be installed in all physical education classrooms to allow teachers to show videos and perform other activities inside the gym. When I wanted to show the video I had to ask another teacher if I could use their classroom to do so. If Smart Boards were in the gymnasiums, the teacher could utilize it as a station and have the students perform various activities, as well as show videos without having to leave the physical education classroom.
Interpretation of Successful Student Learning: The two state physical education content standards on which my unit was based were:
Physical Education Standard 1 (PE.S.1): Students will demonstrate movement patterns and motor skills needed to perform a variety of physical activities. Physical Education Standard 2 (PE.S.2): Students will apply concepts and principles of human movement to the development of motor skills and learning of new skills. 1. All of the different activities that I included in my lesson plans were activities used to improve Frisbee skills or overall fitness skills. The fitness activities introduced at the beginning of each lesson had the students engaging in different body movements and utilize different motor skills. For that reason, all of the activities fulfill Physical Education Standard 1, which includes the objective of participating in a variety of competitive/non-competitive individual and dual activities. 2. The fitness activities plyometrics, aerobic dance, dodge the wall, etc. fulfills Physical Education Standard 2 because students were recognizing and performing new skills. The various Frisbee activities performed would also fulfill Physical Education Standard 2, which includes the objectives of identifying, practicing, and applying discipline-specific skills; recognizing and performing movement skills that enhance motor development proficiency; and identifying and explaining specific motor skills. My evidence for student learning and fulfillment of these state Physical Education Standards is shown within the improvement of each students skills tests scores. It was also shown with their ability to answer questions involving the skills they had learned and being able to recall and demonstrate these skills. During the viewing of the video the students were also able to identify whether they were performing the skills correctly and if not able they were able describe what was needed to improve on these skills. The four learning goals on which my unit was based were:
The students will be able to throw the Frisbee and hit their designated target, while using proper form. The students will be able to catch the Frisbee, when the throw is executed correctly. The students will perform various activities with a partner and as a group and will do so with a high participation rate. The students will participate in various fitness activities and will perform the activity with the correct form or body positioning. 1. During my unit at the beginning of each class I reviewed the proper technique to throw a Frisbee. All of the different activities I used in my lessons were activities that would help improve the students Frisbee skills. These different activities assisted the students in
utilizing proper technique in different situations. In the end my goal was for the students to improve on their proper Frisbee throwing technique; this goal was met as can be seen by the results of the pre-test and post-test scores. There were only two students who did not improve on their test scores, Logan and Kourtney. Kourtney was absent during one lesson and there was one day in which she was not on-task and had to be reminded to get back on task, these reasons could account for why she did not improve. Logan and Kourtney were usually partners and they were both not on-task the same day, which could explain why Logans score did not improve as well. 2. After reviewing the data from the skills pre-test I decided that I didnt need to teach catching a Frisbee to everyone, all students were either at Level 2 or 3, except for Preston who was at a Level 4. I decided the best way to approach catching was to work with students individually when I observed them doing something incorrectly. I was constantly observing them and rarely needed to assist a student individually in catching skills, I did work with Andrea a few times to assist her, and she was the only student I observed that needed assistance. In the end this goal was met, the only student that did not improve was Andrea; however, she did not decline. I believe with a little more work Andrea would have improved; in addition Andrea did not participate during the first lesson, if she had this may have improved her catching skills enough to move up a level. 3. The students participation rates were sporadic, even though some participated at lower levels than I would have liked, they were all active. When I have observed the regular teachers lesson, there are always students sitting in the bleachers and not participating at all. When I taught my lesson there were no students sitting in the bleachers, they were all active, though some needed a few reminders to get back on task. I believe this goal was definitely met by the fact that one student in particular, Britney. During the regular classroom teachers lessons she was always sitting in the bleachers, when I was teaching she participated every day, though some days she didnt seem to be as motivated as others, she was still out there participating. After I had finished teaching my unit, Britney was back to sitting in the bleachers. So just by getting a student that normally does not participate to participate is a huge accomplishment in my opinion. 4. During each lesson the students participated in different activities. During each lesson I did formative assessment, since the time period with the students was so short I was unable to remember every students name. While observing the students perform these different activities I was able to assess whether they were performing them correctly. When I noticed a student not performing it correctly I would give them individual instruction, by doing this I saw the growth and improvement in each student. This goal was met, because by the end the students were able to perform the activities with little instruction, even the students who showed lower scores on the different pre-tests, such as Mikeal, Michael, and Brian, showed continuous growth and improvement.
Analysis of Unsuccessful Student Learning: There were a few issues that may have contributed to the lack of improvement in some individuals. The first issue is that my unit was not completed in consecutive days; the class I taught was a split block class, meaning it met on Monday, Wednesday and every other Friday. Another issue was overall motivation, when the students filled out the self assessment several students rated themselves low on questions relating to their work ethic; I think this is largely due to the overall class discipline. Another issue was that one of my lessons was cut short due to a pep rally and even during the lesson a majority of the students didnt dress for class because of the pep rally. The Frisbees Horseshoes game was a little too difficult, so I need to find a way to adapt it and make it easier so the students have a chance to be successful. Also, I need to change the Frisbee Hot Potato game just a bit, instead of singling out one person to do the activity, I should either allow that person to choose a partner to do it with them or make everyone who didnt have the Frisbee when the music stopped do the skill and the person who had the Frisbee doesnt have to do it. I also feel that the overall unit needs to be taught longer than six days, one day was only assessment. If this unit was taught for two weeks the scores would improve greatly. Implication for Future Teaching: The primary change I would make to improve student learning is to incorporate assertive discipline. By implementing an assertive discipline plan, the overall classroom environment would change. The teacher would have control over the classroom in firm but positive manner. This type of discipline plan has to be implemented in the beginning of the school year or semester and it needs to be practiced so the students understand exactly what is expected of them. This would also create a more positive environment because the students would know from the beginning what is expected of them, thus eliminating the negative attitudes and comments when an activity is performed. Also, implementing this discipline will eliminate disruptive behavior that occurs during wait time. Another thing I would change would be the overall set up of the physical education program. Having physical education on nonconsecutive days and every other Friday is not an ideal situation for enhancing student learning. I also feel that the number of students in a physical education classroom at one time should be at the lower end of twenty if not less. Having a larger class makes it difficult to individualize instruction and I feel students need more of this instruction in the beginning of a lesson to help encourage and motivate them. Though Frisbee did allow to me to walk around and utilize individualized instruction with guided practice with students who needed it, this is not something that would work with every sport or activity taught due to the class size. Moving on from partner skills to a team environment was also important, though the time was limited to do this, because it allows the students to feel a since of belonging. Improving team skills is an important factor to build on because once they leave high school they will become part of another team, whether it is in the job force, civic group, etc. I feel it is important to build these skills now. I also feel that utilizing stations for a lesson or two would help with individual skills. It would break the students up and allow them to learn at their own pace, plus it would provide a lot more activities for the students
to perform; this would give the students more practice in different scenarios. Overall, my teaching method was effective but I feel with each sport or activity I teach the method will have to adapt and by incorporating the few changes I mentioned student learning will continue to improve. Implications for Professional Development: Professional Learning Goals:
Incorporate an assertive discipline plan at the beginning of year or teaching and have students practice the rules and what are expected. Make students are aware of the consequences. Continue to develop professionally. Continuously chart student progress by a checklist or etc. Find ways to integrate technology into the classroom 1. At the beginning of the school year or teaching, I need to incorporate my own management plan. It needs to be displayed for the students to see and in terms they would understand. Also it needs to be practiced, have the students act out the behaviors and show them what will be done if they act in that manner. Working in a classroom that does not have a strong discipline makes me realize how important it is to get to incorporated as soon as possible. Then every so often revisit the management plan and have student act out the behaviors again to keep them reminded. This will make the classroom run smoothly and allow more time for instruction. 2. I need to continue to develop myself as a teacher. That means attending conferences, doing research, talking with other teachers, etc. To better serve the students I need to continue to grow as a teacher. I have attended to WVAHPERD conferences in the past, so I will continue to attend this conference but I also need to widen my horizon to other conferences, such as health conferences, NASPE, AAHPERD, etc. Possibly even conferences in other subject areas so I can learn about them and find ways to incorporate them into my teachings. 3. Learning students names is an important component of this; I should have done some activities that would allow me to learn their names, such as team building activities. This I will incorporate into future teachings, that way I will be able to quickly assess students on a checklist without having to ask their names. Doing this will take little time away from instruction and will allow me to have continuous data while being involved with the students. 4. Technology is a little difficult to incorporate into the physical education classroom but not impossible. I need to do research on ways to do this. I have mentioned before that would like to have a Smart Board in the physical education classroom and that will be one of my goals once I am teaching. This way the students can shown videos, data, etc. in the physical education. If I had access to this I could have shown the students the data I had from their pre-tests and post-tests. This would allow the students to see their progress
and help them analyze it. Having a Smart Board in the classroom would also eliminate the stress of trying to find a classroom to utilize. I would also like to look into conferences about technology so that I can better serve the students and meet the required content standard dealing with technology.

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Cortney Cooper Diversity Analysis 10/18/2011 The first important aspect of beginning to teach in a classroom is to know the students

Diversity Analysis Questionnaire Background Information: Male/Female____________ Age________ Grade____________ Ethnicity__________

Who do you live with at home? (parents, siblings, grandparents, etc.)

What type of housing do you live in? (apartment, trailer, etc.)

Do you feel your economic status affects your learning? How?

Do you enjoy physical education? Why or why not?

What is your favorite activity or sport in physical education?

Sit & Reach

*Listed on page that follows*

Comments/Plan for Improvement

Student is consistently in the Non Participant incorrect positioninng

Student is sometimes in the appropriate position

Sportsmanship Non Participant

Fitness Test Scores:

Average of Distance in Inches Number of Sit-Ups

Sit & Reach

Sit & Reach

4 3.5 3 2.5 2 1.5 1 0.5 0

Students Pre-Test Pre-Test Post-Test

Students Pre-Test Pre-Test Post-Test

Comments/Plan for Improvement

The four learning goals on which my unit will be based are:

Teacher Candidate: Cortney Cooper School: Elkins High School

Lesson Title: Frisbee Date: November 4, 2011 I. Time: 1:04-2:34

Teacher Candidate: Cortney Cooper School: Elkins High School

Teacher Candidate: Cortney Cooper School: Elkins High School

Lesson Title: Frisbee Date: November 14, 2011 I. Time: 1:04-2:34

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Diversity Analysis Questionnaire Background Information: Male/Female__ Age Grade Ethnicity

Listed on page that follows