PSU

TEACHER WORK SAMPLE

Your First and Last Name:

Michael Haynes

Date Submitted:

December 8, 2016

District where you completed

the TWS:

Shawnee Mission School District

Name of School Building

where you completed the
TWS:

Shawnee Mission South High School

Content Area of your TWS:

Physical Education

TWS Unit Topic:

Basketball

Grade Level of the

Classroom / Students in
Which the TWS Unit Was
Completed:

9th Grade

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I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
At Shawnee Mision South High School in the Shawnee Mission School District, there is a low population for students considered economically
disadvantaged. At Shawnee Mission South, the amounts of students that are economically disadvantaged are much lower than the district average
with 26.05% of the students at South considered economically disadvantaged and 37.81% of the students in the district considered economically
disadvantaged. The school has many teacher-sponsored student organizations that have proven to be a positive influence on the students. It is
common for these students to hold events during and after the school day to better the school. The school also has a big culture centered around their
sports teams. Many students attend sports events from a wide range of sports which supports the notion that they have a positive and strong school
culture. Area businesses contribute to the sports teams so that they have the equipment that they need to be successful. Occupations of parents for
students in the school range from many different areas. The school has a diverse population which contributes to its positive culture.
The ethnic diversity at Shawnee Mission South is less than that of the district. The white student population at the school is 69.92% versus the district
average of 65.45%. In addition to the 65.45% of the students that are considered white in the district, there are also 8.82% African American, 17.23%
Hispanic, and 8.50% considered other. The class that the work sample is being conducted in consists of 6 African American students and 4 Hispanic
students.
The district consists of 51.18% males and 48.82% females. In the class where the work sample is being conducted, they are 100% male due to it
being a male physical education course. If there were females in the course, it is not perceived that there would be a substantial difference in overall
ability to learn the information and retain it in comparison to the males.
It is to be noted that the ethnicity and SES of the students will not plan a major role on the ability level of the students. The details are outlined in
Table 1.1.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level __9_____ Content area (e.g., mathematics) Physical Education________
Topic (e.g., geometry)_Basketball_______
Age range of students ______14-15_________
Number of male students _____24______
Total number of students ____24________
Number of female students ____0______
Percentage of students receiving free lunch _Not Available__
Percentage of students receiving reduced lunch__37.3% (District)______
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ___X___ Rural ______

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Ethnicity of students (give numbers)

Language proficiency of students (give

numbers)
Identified special needs categories
represented (give numbers)

___6___ African American or Black

___0___ Native American/Alaskan Native
___0___ Asian or Pacific Islander
___24__ Fluent English Proficient
___1___ Specific Learning Disability
___1___ Hard of Hearing
___0___ Deaf
___0___ Deaf-Blind
___0___ Other Health Impaired
___0___ Multiple Disabilities
___0___ Brain Injury
___1___ Established Medical Disability (0-5 yrs)
____0__ At risk for developmental disabilities

___6__ Hispanic or Latino

___12_ White
____0__ Other (specify) __________
___0___ English Language Learners
___0____ Speech/Language Impaired
___0____ Visually Impaired
___0____ Orthopedically Impaired
___0____ Emotionally Disturbed
____0___ Autism
___0____ Mental Retardation
___0____Gifted
___0____ Developmentally Delayed
____0___ Other (Specify)_______________

Subgroup Selected (describe the group) :

I selected two sets of subgroups for this class. I selected students based on their ability level. The first group of students are those who have
participated in a basketball team prior to this class. The second group are those individuals that do not appear to have any basketball
experience prior to this class.
Rationale for Selection:
The main reason that I selected the subgroups the way I did was due to the fact that I wanted to see the improvements from the group with
the lower skill level and compare it with that of the experienced one. I firmly believe that there will be increased results when the
summative evaluation takes place.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Table 1.2 Student Characteristics for Whole Class (limited to 1 page)
Student Characteristics
Intellectual Characteristics

Specific Descriptions
The class shows many positive traits in terms of intellectual traits. There are a few cases of students that require

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- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Previously demonstrated
academic performance/
ability:
% Above standard _37.19_
% Meets standard _38.33_
% Below standard __23.96_
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.

frequent cues, but the majority of the class follows directions. It has been determined that the students that need the
cues have developmental disabilities and that instruction should be geared toward assisting them to reach their goals
at their own level.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.

The class is noticeably diverse. Besides the fact that there is much diversity in terns if ethnicity, there are many
different personalities in this class. There are various groups of students that have prior experience in a sport which is
beneficial when teaching different units. The area my high school feeds into consists of upper middle class
individuals.

For the most part, the results did not surprise me. 37.19% were above the standard and 38.33% of the students met
the standard. The statistic that did surprise me was the 23.96% that were below the standard. With the socioeconomic
status, I predicted that the number would be lower.

The social characteristics of the class generally involve an inclusive environment. There is a positive relationship
with the students in the class. There are some students that are willing to go out of their way to include their
classmates in the activity. There is a small group of students that are not social and is beneficial that there are students
that make sure that they are included.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
The physical education class has many different personalities and characteristics. There are a few students that need constant cues in order to stay on
task with the activity. The majority of the class stays engaged with the activity and help to mentor the ones that do not have the level of experience
that they do. This class has been a great opportunity to fully implement my classroom management plan which is addressed later on. I typically have
to assign groups during this class due to the fact that the class has a habit of selecting students that have the same level of ability as them. This never
results in what I want to see which is students that have an equal level of ability in order to mentor the students that do not have the knowledge or
experience. The diversity in personality has proved to be both a positive and a negative at times. It typically meshes well, however there are times in
which the students conflict with each other. I believe that this class has improved my abilities as a teacher and am excited to apply it after I have
completed student teaching.

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C. Sub- Groups/Students Information

Describe this
subgroup/student
using information
from Table 1.1
Students that have
participated in
basketball outside of
school and have an
experienced
understanding of the
SUBGROUP game.
or
FOCUS
STUDENT

Students that have not

participated in a
basketball team outside
of school. These
students have little
understanding of the
SUBGROUP game.
or
FOCUS
STUDENT

Why was this

subgroup/student
selected?

What was learned about this subgroup/student?

This group was

selected as the control
group. I am using this
group to compare the
results of the
inexperienced group. I
will be able to
determine throughout
the activity if there are
any additional actions
that need to be taken
with the second
subgroup.

Intellectual
I noticed that the students that have played on a formal team in the past showed
that they had more knowledge of the game and are more apt to refine their skills

This group was

selected to determine
how much learning
was occurring inside
of the classroom. By
using the formative
evaluation and
summative evaluation,
I will be able to
determine if learning
has occurred.

Intellectual
For most of the students in this group, they did not show a high level of
knowledge in the sport of basketball. Many of these students showed that they
were willing to learn. There were a couple of students that did not have the
desire to learn.

Social
When teams were being assigned, the students were disappointed when they
were not on teams with the friends that are also in this subgroup. They wanted to
be on a team with all of the good players.
Personal
The experienced players were used to participating in anything that was assigned
during class. The interesting aspect observed was them assisting their teammates
during the game. They would help the younger

Social
I noticed something interesting from this group. This group would get nervous
when it was time to determine teams due to their ability level. When watching
their friends, they would sometimes sit out and not try to not embarrass
themselves
Personal
There was a large group of students that would accept assistance from the more
experienced classmates. The students that would not participate did not listen
and were on their own.

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

The one thing that I wanted to keep in mind while using the subgroups is to see improvement with the second group. I have to put them in a position
to be able to learn. If the situation is the correct one, the more experienced basketball players will assist the less experienced ones. When instruction
is given, there will be a heavy emphasis on group work in order to ensure that the students are put into a position so that they will succeed. Another
thing that will need to be considered is that the more experienced players need to be in a position to learn as well. The instruction will need to be
adapted in order for everyone in the class to see improvements. Formative instruction will be a big tool that will be able to assist me in achieving this
goal. If I know exactly what the class needs to improve on, the lesson plans will have the ability to pinpoint the exact skills that need to be worked
on. The only perceivable issue will be with the few students that are not engaged in the activity. With these students, I will need to constantly cue
them in order to stay on task. I also need to ensure that the groups are all equal in ability level in order to avoid any conflict.

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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
For any unit in high school physical education, there is a wide range of topics that can be covered. For basketball, one of the main objectives is to
create an appreciation for the game and have them learn the rules and strategies so that they can participate in physical activity throughout life. For
physical education at the elementary level, the students learn the basics on the sports and simple strategies for the games. Once they reach the high
school level, it is the responsibility of the physical educator to encourage the students to continue with it once they leave school. It is also the perfect
opportunity to go deeper into the activity and learn some different strategies for the game. Learning appreciation for the game and learning strategies
for the game are some of the main objectives for a physical education class.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Level(s)
(e.g. Blooms
Taxonomy)

Obj.
No.

Unit Objectives

The student will be able to understand the various rules, strategies, and concepts for the sport of basketball and
be able describe them.

Understanding

The student will be able to demonstrate the learned knowledge in a cooperative setting.

Applying

The student will be able to identify different rules and concepts for the sport of basketball.

Remembering

The student will be able to demonstrate various body mechanics for basketball.

Application

The student will be able to demonstrate the proper shooting technique for basketball.

Application

The student will be able to determine when it is necessary to change strategies during a basketball game.

Evaluation

The student will be able to relate the strategies from basketball into different sports.

Analyzing

The students will be able to work in a positive manner with their teammates throughout the unit.

Application

2
3
4
5
6
7
8

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C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
The state standards and benchmarks that are addressed in the unit are stated below:
Standard 1: The student demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Benchmark 1: The student will demonstrate and apply mature motor skills, manipulation of objects and rhythmic concepts during modified,
individual, or team activities.
Standard 2: The student demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and
performance of physical activities.
Benchmark 1: The student will demonstrate and refine movement concepts, principles, strategies, and tactics that apply to the performance of
physical activities.
Standard 5: The student exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Benchmark 1: The student will display independent, responsible behavior during physical activity.
The basketball unit will address all of the physical education standards throughout the duration of the unit, however the three standards that are
addressed will be the main focus for the unit.
Objectives 2, 4, 5, and 8 address standard one. It is important that the students understand the various movements that are required to partake in
various activities. The students will learn the skills necessary to meet the objectives so that the state standards is met.
All of the objectives align with the second state standard. The student needs to learn and demonstrate the various skills associated with the sport of
basketball and apply the concepts to different sports.
Objective 8 will be consistently worked on throughout the unit. Its important that the student works on positive traits in reference to teamwork skills.

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Pre-Assessment:
Lesson

Date

11/2
8/16

11/2
9/16

11/3
0/16

12/5
/16

12/6
/16

T
R
I

Written Test
Lesson
Objecti
ve(s)

Instructional Activities/
Strategies

1,3

On the first day of the lesson, I

wanted to determine the prior level
of knowledge for the sport of
basketball. I initially began the class
measuring how many students have
participated on a formal basketball
team before arriving in class. After
measuring this data, I administered a
pre-test to determine what
knowledge the class generally has on
basketball

1,3,4,5

Today I did an assessment on their

different skill abilities. It was an
informal assessment which judged
various areas of ability. The different
assessments included a lay-up test, a
shooting test, and a free throw test.

Formative
Assessment
(formal/informal)

Describe Specific Adaptations/

Differentiation

Formal

For this activity, I did not want there to be

any bias that would skew the results of the
pre-test. I had all of them lay on the ground
with their face down so it would limit the
results that they would see from their
classmates.

Informal

For this assessment, I allowed them to

participate with partners of their choosing.
My theory was that they were going to
choose people that were around the same
ability level. It is beneficial to know this
because when I assign them to small
groups, I will be able to spread out the
ability level.

Today was the first day that they had

the opportunity to work in their
small groups. The main goal out of
1,2,4,5,6 today was to be able to work well
I
Informal
,8
with their small group. The focus
from my assessment would be to
determine their ability to work
together as a group.
The focus for today was on shooting.
The goal was to have them shoot in
1,2,4,5,6 the proper technique by the end of
I
Formal
,8
the class period. I would evaluate
this shooting with a score sheet
based on a scale of 1-5.
The students will be informally
evaluated on the different areas of
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handling the ball. TheTeacher
studentsWork
need Sample
to learn to dribble and handle to ball
I
1-8
Informal
correctly. An informal method of

At this point in the unit, they are in their

groups based on their ability level. I placed
them in even groups in order for people
with higher ability levels to mentor the
students that have less experience.
It will be necessary to provide cues to the
students to assist them with their shooting
ability. It will also be necessary to provide
cues for the students that have a high ability
level in basketball so that the assist their
classmates.
For the activity today, it will
9 require the
students to see demonstrations on the
different aspects of handling the ball.
Student will need cues in order to assist

Table 2.1 Instructional Design Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?
It will be scored on a scale of 1-10. If
I choose to use this form of
the student scored 9 out of 10, they
assessment because I felt that it
would earn a 90%. The skills tests
was the most efficient way to
were scored differently. The shooting
Pre-Assessment
Written Test and Skills
determine prior knowledge. I
test was scored out of 10 shots. They
1,3
(Diagnostic)
Checklist
used a written test to determine
lay-up test and shooting tests had
who has prior knowledge of
time limits where the lay-up test had
basketball and what topics I need
30 seconds and the shooting test had
to cover in the unit.
60 seconds to shoot as many shots as
possible.
This evaluation will determine how
The dribbling evaluation is based
the student will handle the ball. The
upon how the students handle the
student will need to pass the ball or
ball. The evaluation will be based
shoot in less than 7 seconds. If the
Formative Assessment Dribbling Evaluation
on how many times they dribble
2,4,6,7,8
students hold the ball for too long
- Informal
the ball during a single possession
without dribbling, then the student
of the ball. Handling the ball is an
will receive a low evaluation. This
important aspect of basketball and
will determine how to proceed with
needs to be evaluated.
the lesson plan.
The shooting test will determine
The students will be graded on a scale
how the student shoots a
of 1-5 to determine ability level.
Formative Assessment Shooting Test
basketball. This test will
5
Areas that will be watched are the
- Formal
determine what steps need to be
feet position, hand position, and the
taken in order to improve the
jump into the shot.
shooting ability
Summative
Written Test
The reasoning for using the
1-8
The written test will be out of 25
Assessment
written test was to determine how
questions and that it will be graded on
much knowledge they had gained
a scale of 0-100%.
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10

during the unit.

Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this
manner?

The lessons are sequenced in a manner that allows the teacher to be informed about each weakness
throughout the process. The teacher needs to constantly be aware of when the student has a skill
that needs to be worked on. By beginning with the pre-test, it allows the teacher to immediately be
aware of how to structure the individual lesson plans. By performing the formative assessments
throughout the unit, it allows the teacher to adjust the structure if necessary.

II. F.
What learning strategies were incorporated
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?

The learning strategy that is used throughout this unit is personalization. This is a method that is
used to relate the experiences in the classroom to experiences in their personal lives. By using
group work, the students have the ability to work with their peers in order to receive interaction
with their peers. In this system, the teacher would ask the students questions that would help to
foster discussion in the peer groups so that they can obtain a deeper understanding of the concepts.
The instructional strategy allows for the students to be in a position to learn the different
techniques and strategies for basketball. This collaboration helps the students with the lower ability
levels. All of the learning objectives will be addressed through this process.

II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
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Problem solving strategies can be used for any component of the basketball unit. When we were
doing our lesson on shooting, the students had to use problem solving skills in order determine the
correct way to shoot the ball. By using their resources and collaborating with their peers and the
teacher, they will find the most proper way to shoot the ball. When the lesson was on dribbling, the
students had to create a strategy on where they would move while dribbling the ball.

Was not used.

Technology will be utilized to take the pre-assessment and the summative assessment.
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11

How does the unit demonstrate integration of

content across and within content fields?
II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?

The main area that will be crossed is with problem solving. There is an abundance of opportunity
to work on various problem solving skills in the game of basketball.
The main method used to ensure that there is an equivalent amount of instruction in the classroom
is vested in the small groups. By placing students with various ability levels in different groups,
they are able to work with people that have knowledge and experience in the sport to assist their
teammates.
The largest difficulty that I had was with the first subgroup. This was the group of students that
already had prior knowledge of the sport. The challenge was placing them into a position to learn
as well. The best action that was taken was to ask frequent questions that stimulate their thought
and help them grow.

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

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III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1:
During the first class period, there was a pre-test in addition to a skills test. The pre-test used during the first class period is referenced
later in the document. The pre-test evaluated the different areas of knowledge that students have learned prior to this class. It was
found that the majority of the students had a basic understanding of the rules for basketball. Following the pre-test, a skills test was
conducted. There were three different skills tests, however there was only time to complete one of them. The skills test conducted
today was the free throw test. It was required from the students to shoot ten times from the free throw line and determine how many
that they could make. I think that todays class went well. The majority of the class was able to correctly answer certain questions on
the pre-test. For the questions that were not answered correctly, we went over as a class. The skills test went about how I expected.
There were a few athletes that were able to make most of their shots, students that were in the middle, and students that were unable to
make any. This was a reason to believe that shooting is an area which needs attention.
Day 2:
During the second class period, class was begun with a discussion on what is to be expected for the class period. Directly after the
discussion, a warm-up routine was conducted in addition to exercises. Afterwards, the final skills tests were conducted. The first skills
test was the lay-up test. It consisted of seeing how many lay-ups that a student could make in thirty seconds. The final skills test was
the shooting test. It consisted of shooting baskets from various predetermined locations around the lane for sixty seconds. The results
from this test were consistent with the results from the previous skills tests. I enjoyed using these skills tests because it allowed me to
use formative evaluation to determine the ability levels of the students. Some students were surprised in how well they did during the
evaluation. I think that it is important that they track their own progress.
Day 3:
Today was an opportunity for the students to participate in organized basketball games. After conducting the warm-up routine and
stretching, the students were assigned into different teams to participate in. I believe that it is important to arrive at the game portion as
soon as possible due to the fact that students learn at a faster rate when they are doing a hands-on activity. The also gives me the
opportunity to continue my informal evaluation on the individual students. I learned a lot during my time evaluating the students.
There were a small number of students that appeared to have basketball experience. Others do not seem to have the same level of
experience. What Ive noticed is that the students that have the experience tend to help those that do not have the same level of
experience. It is the same concept behind doing group work in a classroom. If the students are exposed to peers that have knowledge
on the topic, then they will be in a position to improve the basic skills. I found that todays class was beneficial to myself and the
students and am looking forward to the class period tomorrow.
Day 4:
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Today was an excite day due to the fact that I was doing the dribbling test today. The results were as expected. The first subgroup of
students did well with the test and the second subgroup of students did not do as well. As the class went on, I had to ask questions that
would stimulate the thought of the students so that they know how to improve their dribbling. The dribbling portion took up the
majority of class. I am excited to see how the shooting exam goes tomorrow.
Day 5:
Today was not the best day of the year. We had some behavior issues with a couple of students that needed attention. There were
students that got angry with each other and required immediate intervention from myself and my cooperating teacher. I was able to
recover and successfully complete the shooting test. We spent the majority of class learning the proper shooting technique and ended
the class on a high note. Tomorrow we take the summative assessment.
Day 6:
Today was the day of the summative assessment. I was excited to see some good results! I have the summative results covered later
on.
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
The beginning of a physical education class begins with myself greeting the students at the door and reminding them of a set routine that has been
established prior to the current class. By having the set structure, it allows the student to eliminate the distractions during the class transition period in
order to focus on the lesson that has been planned for them. If the student forgets to follow this process, Ill ask them to take a break on the side of
the gym. When the student is ready, they can join again. The rules and expectations of the class are stated at the beginning of the school year and
enforced throughout the school year. The rules of the class consist of always having their voice off while the teacher is talking, following the
directions that the teacher has given them, and being respectful to the teacher and the other students. The routine consists of them entering the gym
and doing an instant activity. An example of an activity that they complete can be to pull up an app on their iPad which directs a quick exercise such
as push-ups and sit-ups. The students would then participate in a group practice to review the material from the previous class and be followed by the
new information. The students are aware of this routine which typically results in an orderly class.

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
The best strategy for engaging students is to place them in an environment which requires them to work with peers. When a teacher speaks for the
entire class and does not give the students an opportunity to reflect or collaborate what is being discussed, learning can be stifled. This is where it is
important for the group selection. If every group has an outgoing person that is willing to be a leader in a group, then the entire group will be placed
in a situation in which learning can occur. When a grade determines how well a group does in a particular activity, then other members of the group
will put a lot of effort to ensure that their groupmates complete the assigned assignment. The next way to keep the students engaged would be to
constantly ask them questions that will keep them in a learning mindset. There may also be times that require the teacher to cue the students during
an activity to ensure that they stay engaged. It may not be necessary to do this step if the first two methods are successful. With all three of these
methods, it is extremely likely that the students will stay engaged in the classroom.
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D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Proper communication with the students is crucial in creating a good learning environment. It would not be effective to speak to the students and not
ask any questions that provoke thought. By placing the students into small groups, the students have the opportunity to speak with classmates in
determining the best answer to any question that I ask. The best way for a student to learn is by placing them in a position that requires them to think
about the answer. Many attention spans from the student would end if I spoke during the entire class period. This is why it is crucial for me to ask
them questions that will stimulate a conversation.

Narrative: Analysis of Assessment

E. Pre-Assessment

Overall analysis of results.

Discuss the results in reference to

the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?

Two-thirds of the class received a score of 70% or higher. The first subgroup of students all scored in the
90% range while the second subgroup scored in the 60-70% range. These results tell me that there is a high
level of knowledge from the first subgroup of people while the second subgroup of people did not have as
much knowledge. My plan to place the second subgroup of students with the first subgroup will assist the
second subgroup in raising their score for the summative assessment in the end.
It has been determined that the students in the first subgroup meet many of the learning objectives while the
second subgroup of students do not meet many of the objectives. This will require extensive time in group
work in order to place the second subgroup into a position to meet the objectives.
It had been determined that the instruction will need to be geared to assist students in the second subgroup.
The plan to address the concern of the second subgroup in order to teach them the different skills and
strategies in basketball. I will need to spend a lot of time asking stimulating questions in order for the
students to have a proper discussion on basketball concepts.
The plan for differentiation will consistent throughout the unit. Individualized instruction will need to be
used for the wide range of ability in the class. I will need to teach a progression for different students based
on their ability level. When the reach a certain level of ability, they can move on to more complex skills.

F. Formative Assessment

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Overall analysis of results.

Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?

For the formative assessment that I gave to the students, 100% of them scored what I would perceive as a
passing score. I am excited that the plan has been working and that the system that I have put into place is
receiving a positive result.
The results accurately reflect what is being learned in the class. The students enjoy being a part of these
groups because they can see clear results from their work. The students from the second subgroup are
beginning to meet most of the objectives. I am excited to see these results and am ready to see what is in
store for the summative assessment.

There was not a need to change anything based on the preliminary assessment due to the success that is
Discuss any adaptations based on the being shown throughout the formative assessment process.
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.

For the most part, the students are meeting the areas needed based on the differentiation goals from the
preliminary assessment. There are a few cases of students not responding well to peer work in which I will
occasionally work with them directly.

G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.

The entire class scored above an 80% on the summative exam. With the exception of a few students, the rest
of the class obtained a 90% or above. This proves that there was a strong level of improvement in the
classroom, proving that the small group system was effective.
The results confirm objectives 1 and 3 were met. The summative evaluation was designed to determine if
knowledge was gained throughout the unit. The results of this assessment prove that learning has occurred.
They did learn what was intended to be learned because the formative and summative evaluations proved to
be a positive result.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
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Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data
Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

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

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment
results, identify TWO learning objectives
from the unit students were most successful.
Objective 8: Working in a positive manner with
teammates

Objective 5: Shooting Technique

Give more than one reason for each of the successes identified.
I believe that objective 8 was the most successful objective accomplished due to the fact that the
small group system worked well. Students with the higher ability levels stepped up to become
leaders in the classroom. This helped with assisting the second subgroup of students to learn. They
were well behaved and learned a great deal from the unit. I was surprised that the students worked
as well as they did and believe the system worked.
The second most successful area was in the shooting technique. There were many students in the
second subgroup that did not show a high level of ability in their shooting technique. While
working with members of their small group, they were able to improve their body mechanics and
shoot the ball well. Having strong leaders in the group assisted in the goal of improving the
shooting ability in the second subgroup.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
I believe that there could be an opportunity in the future to introduce the students to members of other groups in order to continue the collaboration
with other classmates. One change that will need to occur are with the students of higher ability levels. There needs to be time to improve the ability
level with the top subgroup so they also have the opportunity to improve.
B. Narrative description of Least Successful Activities and future implications
Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.

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Objective 7: Relate to different sports

This was an area that I struggled with due to time constraints. If I had the opportunity to teach a
unit after the basketball unit, I would have had the chance to relate some of the strategies in the
new sport.

Objective 6: Changing strategy during the game

This was the second area that was least successful due to the fact that many students would stick to
their current strategy during a game. I was even noticing this within the top subgroup of students.
When they begin a strategy, they tend to not change it. This area would need to be improved on in
order to meet the objective in the future.

Discuss at least TWO things to do differently in the future to improve students performance.
I believe that two areas that can be improved on for the next time is the ability to correlate the strategies from this sport to other sports. This was not
easy since basketball was the last unit I taught and did not have the ability to relate it into the next unit. The change for this would be to introduce
them to the next unit early so they can begin to correlate. The other area is to determine when it is necessary to change strategy during the game. We
spent a lot of time on skills without strategy. The thing that could be done differently would be to spend more time in class discussing strategy.
TABLE 4.1 Communication Log

Date
11/28/16

Person Contacted
Parents

Method of
Contact
Email

Reason for Contact

Involved in a notification for OSS
and outside homework required.

Follow Up
(if
necessary)

Result or Impact on
Instruction
I do not believe I had a
measureable impact on this
notification. I was only
involved in the email.

N/A

Add rows as needed

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

Communication is one of the most crucial aspects of education. There are many times that parents will need to be contacted and is important that the
teacher maintains a good line of communication with the parents. There are various forms of communication that are deemed appropriate for
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contacting parents. There is email, phone calls, and informal social media communication. Email tends to be the most common type of
communication and is the most efficient form. Communication with the students is also important. The teacher needs to find methods to efficiently
communicate with students in order to give effective instruction. Communication with peers in the education field is crucial. For physical education,
there are social media that can be used to communicate with professionals across the nation. Collaboration with other professionals is important in
gaining new ideas and different instructional models. It is also necessary to have good communication with administration. The administration is
responsible for supervising teachers which makes it good to have a positive working relationship and regular communication.

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

Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.

What specific professional development opportunities/activities will

help to acquire that knowledge or skill?

Aspect 1: Different instructional strategies

In my previous student teaching experience, I found a new model of

teaching physical education known as. Teaching games for
understanding. I learned about it from my cooperating teacher and
opened my eyes to different teaching models. In the future, I will
collaborate with other physical educators in order to find new models.

Aspect 2: Organization

I believe that an area that I can improve on is organization. I think that I

can be more organized with my lesson plans and any equipment that I
will have if I get a job. This is a broad area that could have many avenues
for improvement.

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REFERENCES

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APPENDIX A
Building Ethnicity

Building Economically Disadvantaged

District Ethnicity

District Economically Disadvantaged

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APPENDIX B
Dribbling Lesson
Objective:
The objective of the exercise is for students to learn how to successfully dribble a basketball while they are in a basketball
game.
Materials:
The exercise will require 12 basketballs
Alignment with State Standards
The student demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
The student will demonstrate and apply mature motor skills, manipulation of objects and rhythmic concepts during modified,
individual, or team activities.
Background Information:
At the beginning of the class, the teacher needs to place all of basketballs on a rack so that they are accessible during class.
Engagement:
The students need to be aware of the organized routine so that there are limited distractions while the lesson is being taught.
The students will need to go straight into their attendance line so that the teacher can determine who is all present. When the
students are instructed to enter their small groups, questions and cues from the teacher will be necessary in order for order to
be maintained in the classroom.
Exploration:
1. The students will enter the classroom and immediately enter their roll lines so that attendance can be taken.
2. After attendance, the students will then be lead in stretching and perform exercises.
3. The final component of the warm-up will be a 5-minute jog.
4. The class will then be split into their small groups and assigned to their goals.
5. Throughout the class, the teacher will need to ask questions that will stimulate conversation for the lesson.
6. Towards the end of class, the teacher will regroup the class to ask them questions about the lesson.
Application:
The students can apply this by performing this activity with their friends outside of school. Physical activity is important for
students which is why learning this activity can be crucial to them. This skill can also be applied for students who wish to
join a basketball league.
Closure:
At the end of the activity, the teacher will have all of the students sit down. At this point, the teacher will ask them if they
enjoyed the activity and ask them about what their favorite part was. The teacher should also ask them about what they learn
so the teacher can measure how to proceed with the lesson plan.
Differentiation:
Students with a physical disability can participate in the activity. Adaptions to the activity will be based on the disability. For
students with lower ability levels, they will be assigned to small groups with greater ability levels in order to be mentored by
their peers.

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Shooting Lesson
Objective:
The objective of the exercise is for students to learn how to successfully shoot a basketball into the goal.
Materials:
The exercise will require 12 basketballs
Alignment with State Standards
The student demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
The student will demonstrate and apply mature motor skills, manipulation of objects and rhythmic concepts during modified,
individual, or team activities.
Background Information:
At the beginning of the class, the teacher needs to place all of basketballs on a rack so that they are accessible during class.
Engagement:
The students need to be aware of the organized routine so that there are limited distractions while the lesson is being taught.
The students will need to go straight into their attendance line so that the teacher can determine who is all present. When the
students are instructed to enter their small groups, questions and cues from the teacher will be necessary in order for order to
be maintained in the classroom.
Exploration:
7. The students will enter the classroom and immediately enter their roll lines so that attendance can be taken.
8. After attendance, the students will then be lead in stretching and perform exercises.
9. The final component of the warm-up will be a 5-minute jog.
10. The class will then be split into their small groups and assigned to their goals.
11. Throughout the class, the teacher will need to ask questions that will stimulate conversation for the lesson.
12. The teacher will need to demonstrate the technique for the students.
13. After the demonstration, the students will be directed to partake in a specific progression.
14. Towards the end of class, the teacher will regroup the class to ask them questions about the lesson.
Application:
The students can apply this by performing this activity with their friends outside of school. Physical activity is important for
students which is why learning this activity can be crucial to them. This skill can also be applied for students who wish to
join a basketball league.
Closure:
At the end of the activity, the teacher will have all of the students sit down. At this point, the teacher will ask them if they
enjoyed the activity and ask them about what their favorite part was. The teacher should also ask them about what they learn
so the teacher can measure how to proceed with the lesson plan.
Differentiation:
Students with a physical disability can participate in the activity. Adaptions to the activity will be based on the disability. For
students with lower ability levels, they will be assigned to small groups with greater ability levels in order to be mentored by
their peers.

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APPENDIX C
Pre-Test Key
Name:_______________________
Hour:________________________
1. When a basketball player recovers a ball off the rim
a. Dribble
b. Box out
c. Foul
d. Rebound
2. When a player advances the ball without dribbling
a. Travel
b. Double dribble
c. Held ball
d. Rebound
3. When a player stops the dribble and then resumes it
a. Rebound
b. Held ball
c. Double dribble
d. Travel
4. How many steps are allowed when not dribbling?
a. 0
b. 1
c. 2
d. 3
5. The ball should not go higher than __________ when dribbling
a. Waist
b. Knees
c. Neck
6. A strategy in defense where the players guard an area instead of a player
a. Offense
b. Man-to-man
c. Zone
d. Pivoting
7. It is legal to begin dribbling again once you have stopped
a. True
b. False

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Pre-Test
Name:_______________________
Hour:________________________
1. When a basketball player recovers a ball off the rim
a. Dribble
b. Box out
c. Foul
d. Rebound
2. When a player advances the ball without dribbling
a. Travel
b. Double dribble
c. Held ball
d. Rebound
3. When a player stops the dribble and then resumes it
a. Rebound
b. Held ball
c. Double dribble
d. Travel
4. How many steps are allowed when not dribbling?
a. 0
b. 1
c. 2
d. 3
5. The ball should not go higher than __________ when dribbling
a. Waist
b. Knees
c. Neck
6. A strategy in defense where the players guard an area instead of a player
a. Offense
b. Man-to-man
c. Zone
d. Pivoting
7. It is legal to begin dribbling again once you have stopped
a. True
b. False

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Dribbling Assessment

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Students

Amount of Dribbles

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

Student 22

Student 23

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Dribbling Assessment
Students

Amount of Dribbles

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Shooting Assessment
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Students

Rating (1-5)

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

Student 22

Student 23

Student 24

2
Shooting Assessment

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Students

Rating (1-5)

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24

Post-Test Key
Name:_______________________
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Hour:________________________
1. When a basketball player recovers a ball off the rim
a. Dribble
b. Box out
c. Foul
d. Rebound
2. When a player advances the ball without dribbling
a. Travel
b. Double dribble
c. Held ball
d. Rebound
3. When a player stops the dribble and then resumes it
a. Rebound
b. Held ball
c. Double dribble
d. Travel
4. How many steps are allowed when not dribbling?
a. 0
b. 1
c. 2
d. 3
5. The ball should not go higher than __________ when dribbling
a. Waist
b. Knees
c. Neck
6. A strategy in defense where the players guard an area instead of a player
a. Offense
b. Man-to-man
c. Zone
d. Pivoting
7. It is legal to begin dribbling again once you have stopped
a. True
b. False

Post-Test
Name:_______________________
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Hour:________________________
1. When a basketball player recovers a ball off the rim
a. Dribble
b. Box out
c. Foul
d. Rebound
2. When a player advances the ball without dribbling
a. Travel
b. Double dribble
c. Held ball
d. Rebound
3. When a player stops the dribble and then resumes it
a. Rebound
b. Held ball
c. Double dribble
d. Travel
4. How many steps are allowed when not dribbling?
a. 0
b. 1
c. 2
d. 3
5. The ball should not go higher than __________ when dribbling
a. Waist
b. Knees
c. Neck
6. A strategy in defense where the players guard an area instead of a player
a. Offense
b. Man-to-man
c. Zone
d. Pivoting
7. It is legal to begin dribbling again once you have stopped
a. True
b. False

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