Learning Goals

Teacher Work Sample

Antwoine Williams

Spring 2020

6th Grade Physical Education

Mississippi Valley State University

ED 506-01 Dimensions of Learning/Internship

Table of Contents

Contextual Factors 1

Learning Goals 4

Assessment Plan 6

Design for Instruction 8

Instructional Decision Making 13

Analysis of Student Learning 17

Reflection and Self Evaluation 20

10 Day Lesson Plan (attachment) 21

Student Work Sample

Contextual

Factors

Contextual Factors

Community, School and Classroom Factors

Amanda Elzy Jr. High School is located at 604 Elzy Avenue in Greenwood, Mississippi. Greenwood is the city in and the county seat of Leflore County, Mississippi. It is located in the eastern edge of the Mississippi Delta, approximately 96 miles north of the state capitol, Jackson, Mississippi. The largest industries in Greenwood are manufacturing, health care and social assistance and retail trade.

Amanda Elzy Jr. High School was named in 1959 in honor of Dr. Amanda Elzy.  The school has a student enrollment of 326, employees 22 teachers. The minority enrollment is 99% African American.

My classroom is located in the gymnasium. During instructional time, my students are seated in the lower rollaway bleachers where/when they are required to take notes or review material. During demonstrations or observations, students are located on the basketball court or the sidelines awaiting their turn to participate. Outdoor activities are located on the school track and field area.

Student Characteristics

For my teacher work sample, I will use my 2nd period PE class. This class consists of twenty- four students (14 girls and 10 boys). Their athletic abilities range from low (uncoordinated) to high (athletic). They are the typical energetic group of 6th grade middle

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school students, ranging in age from 12-14. Three of the twenty-four students have IEPs. All of

the students are African American and are from low to middle income families and qualify for free breakfast and lunch.

Students’ Varied Approaches to Learning

After administering a learning style inventory to each student, it was determined that 18 of them are kinesthetic learners and 6 are auditory/visual learners. The 18 kinesthetic learners were continuously on the move as demonstrators or team leaders. For the 6 auditory/visual learners, I used a combination of verbal cues and handwriting or handouts to introduce and demonstrate the rules and concepts of the lesson. I had the students to repeat what was stated or viewed in order to keep them positively and actively engaged. Sometimes music was used as attention grabbers and to serve as motivation to burn off energy, work hard and stay focused. For the 3 students with IEPs, I followed the accommodations listed in their plans which included: seating location (toward the front of the class or close to the teacher) modifications of assignments/activities, and requests made by the parent that did not violate school policy. Small group and whole group activities were done to encourage cooperative learning and to allow everyone to share their strengths.

Students Skills and Prior Learning

All of the students have had physical education since kindergarten. Skills have been acquired, although most of them do not know the fundamentals of the game of

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basketball. The boys tend to participate more in activities than the girls.

Instructional Implications

I alternated instruction between teaching rules and hands on experiences, to prevent boredom and to keep students actively engaged. My lesson centered on striving to keep my students involved by including a mixture of strategies, a variety of activities and a fast paced momentum.

I had to take into consideration two factors as they related to my students: their physical abilities and their attitude towards sports. In order to let these factors serve as advantages, I considered the fitness level of my students and used that to determine how I would proceed in my lesson and to what degree. Learning had to be fun and exciting to aid in the increase of participation and motor skills and the decrease in absenteeism and classroom disruptions. My students’ attitudes toward sports varied from the level of nonchalant of the non-athletic to excitement of the super athletic. Targeting their learning styles was a huge factor in making their attitudes advantages instead of disadvantages. Implementing peer assistance helped to boost morale and decreased the chances of the feelings of failure by students who were not as athletic or coordinated as their peers.

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Learning

Goals

Learning Goals

Learning Goal 1: The students will learn the fundamentals of playing basketball.

This goal is aligned with the Mississippi Physical Education Framework Objective 2: The student will demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performances of physical activities.

Learning Goal 2: The students will learn to dribble a basketball.

This goal is aligned with the Mississippi Physical Education Framework Objective 1: The student will demonstrate competency in motor skills and patterns needed to perform a variety of physical activities.

The types of learning goals that I will use are physical and basic. They are set to meet the needs of my 12-14 year old students. My goals will be obtainable so that every child can achieve and experience success. The level will be structured to develop and improve the competency in form and movement of my students.

The focus is to apply previously introduced skills and to acquire knowledge necessary for participation. The instruction at each level focuses on basic skills, lead-up activities and knowledge that demonstrate competency in each activity.

My learning goals/objectives are appropriate in terms of development because they will focus on providing my students with experiences for social interactions. At their age, this is an

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important part of their maturing process. They will have the opportunities to develop and interact socially while following rules, regulations, and safety procedures. The pre-requisite knowledge that my students received prior to entering this grade, will help them in developing and enhancing additional skills. They will be able to rely on those pre-requisites from previous years and build on them to become more proficient in the skills and activities they are undertaking. Other needs will also be meet during this process, such as, developing social skills, improving physical health and building self esteem. These activities will present opportunities to provide a positive setting for students to compete, gain respect for others, and to build self-confidence.

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Assessment Plan

Assessment Plan

Learning Goal	Assessment	Format of Assessment	Adaptations
Learning Goal 1 The students will learn the fundamentals of playing the game of basketball.	Pre-Assessment Formative Assessment Post-Assessment	Basketball fundamentals quiz Teacher observation of demonstration and verbalization of fundamentals quizzed The application of rules and skills combined as a team	Read the quiz aloud Differentiate by decreasing the number of activities or increasing the length of time allowed to complete Small group demonstrations

For Learning Goal 1 (LG1), a pretest will be given to determine my students’ knowledge of basketball. The test will include multiple choice and short answer items. Because they have prior knowledge of basketball fundamentals from previous years of physical education, some answers they will know. There will also be some answers that they do not know, and this will allow me to determine what information I need to spend more time on. The formative assessment will be skilled-based. I will monitor students as they answer questions and demonstrate the correct skills. The post-assessment will be completely performance-based. The correct procedures and fundamentals used will be the determining factor of the pass or fail score.

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Learning Goal	Assessment	Format of Assessment	Adaptations
Learning Goal 2 The students will learn how to dribble a basketball.	Pre-Assessment Formative Assessment Post-Assessment	Dribbling and ball handling Teacher observation of dribbling skills (left and right hands equally, basic dribble speed dribble, crossover, protect-the-ball dribble, and back up dribble. Demonstration of the ability to dribble and control the basketball as a team	Individualized per student Differentiate by decreasing the number of activities or increasing the length of time allowed to complete Small group demonstrations up and down the court

For Learning Goal 2 (LG2), a pretest will be given to determine my students’ knowledge of basketball. The test will include multiple choice and short answer items. Because they have prior knowledge of basketball fundamentals from previous years of physical education, some answers they will know. There will also be some answers that they do not know, and this will allow me to determine what information I need to spend more time on. The formative assessment will be skilled-based. I will monitor students as they answer questions and demonstrate the correct skills. The post-assessment will be completely performance-based. The correct procedures and fundamentals used will be the determining factor of the pass or fail score.

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Design for Instruction

Design for Instruction

A. Results of Pre-Assessment

My pretest was designed to determine my students’ knowledge of the basics/fundamentals of the game of basketball. I was aware that my students had been exposed to the game of basketball in previous years in their physical education classes. The introduction of the game was a requirement by our state department in the physical education curriculum. The overall class average on the pretest was 70%. The boys scored higher than the girls and appeared to put forth more effort in my class.

B. Unit Overview

Day	Topic	Learning Outcome Addressed	Activity Title
1	Basketball fundamentals pre-test	5c	So You Think You Know about Basketball
2	Basketball History	5a	Match Game
3	Basketball Rules	5a	Buzzing About Basketball
4	Basketball Greats	5a	Match Game (Players to Teams and records)
5	Basketball History, Rules and Greats Review	5a,c	Jeopardy Basketball
6	Dribbling (Ball Control)	1b, 5e	Control the Ball
7	Dominant hand Dribbling	1b, 5e	Domination
8	Least Dominant Hand Dribbling	1b, 5e, 6a	Switch It Up

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9	Dribbling Forms	1b, 5e	So You Think You Can Dribble
10	Post Evaluation	1b, 5e	Put It All Together

After my two week lesson, which focused on the fundamentals of basketball and dribbling techniques, my students were given a post test. The post test was 100% performance based. Students performed individually, in small groups and as teams. I observed and scored them based on their adherence to the rules and techniques taught and demonstrated over the two week time period. The class average improved by 20%, moving the average score up to 84%.

C. Activities

Teacher will: 1. Stand in the gym door and have students pull numbers for bell ringer as they report to their seating area 2. Pull student number and have student report to the promethean board to complete and explain bell ringer 3. Direct students to go to their testing location/formation (spaced seating) 4. Issue pre assessment and monitor students as they complete it 5. Issue grading pens and monitor students as they exchange papers for grading 6. Guide students in grading process with explanations as they write the correct answers and explanations on a blank sheet of paper 7. Monitor students as they return their peers papers to them and allow each person to score their own 8. Show students videos on the history of basketball, the rules and basketball greats 9. Ask/answer questions in oral review for clarification and give explanations 10. Facilitate jeopardy review as students compete in opposing groups (4-6 players)

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Student will: 1. Report to class and pull numbers for bell ringer and report to seating area 2. Wait to hear number called, report to the board to complete and justify bell ringer 3. Report to their testing location/position 4. Receive pre assessment and follow class procedures for testing 5. Receive grading pen and exchange papers with a classmate for grading 6. Grade papers and write down correct answers and explanations 7. Return papers to their peers and score their own 8. Take notes during video presentation 9. Ask/answer questions for clarification/oral review 10. Participate in jeopardy basketball of history, rules and greats

These activities utilize a variety of instructional techniques: presenting oral and written information, utilizing peer assistance (grading and games) and taking advantage of note taking and justifying responses to check for understanding. All techniques help to meet the learning goals by teaching students how to work well together cooperatively. These techniques also lead to student improvement in the skills of listening, monitoring and adjusting. Technology was used via the promethean board and LED projector to present necessary information to the students. Students were assessed through teacher observations, work samples and questions and answers.

Teacher will: 1. Stand in the gym door and have students pull color blocks for bell ringer as they report to their seating area 2. Pull colors and have student report to the promethean board to complete and explain bell ringer 3. Present video clip of dribbling examples and ball handling control, demonstrate and have students pair up and demonstrate 4. Present video clip of dominant hand dribbling, demonstrate and have students pair up and

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Demonstrate 5. Pair students to demonstrate 6. Present video clip of least dominant hand dribbling and demonstrate 7. Monitor students as they work in pairs to demonstrate dribbling techniques 8. Show video clip of interchangeable dribbling from one hand to the other and monitor students as they demonstrate 9. Ask/answer questions in oral review for clarification and give explanations and demonstrations and introduce on line tutorial (eBasketball) for practice at home 10. Monitor students and evaluate them on their dribbling techniques while in team competition Student will: 1. Enter the classroom, pull a number for bell ringer participation and report to seating area 2. Wait to hear color called, report to the board to complete and justify bell ringer 3. Watch video clip of dribbling and ball handling control and participate in demonstration 4. Watch video clip of dominant hand dribbling and 5. Pair and demonstrate techniques 6. Watch video clip of least dominant hand dribbling and demonstrate 7. Work in pairs to demonstrate dribbling technique 8. Watch video clip of interchangeable dribbling from one hand to the other and demonstrate 9. Ask/answer questions in oral review for clarification and give explanations and demonstrations and utilize practice plan as set from eBasketball tutorial 10. Demonstrate dribbling techniques in teams while being evaluated

These activities utilize a variety of instructional techniques: presenting information visually by demonstration, utilizing peer assistance (pairing and demonstrating understanding and implementation of drills) and justifying responses to check for understanding. All techniques help to meet the learning goals by teaching students through visualization and application. These techniques also lead to student improvement in the skills of listening,

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monitoring and demonstrating. Technology was used via the promethean board and LED projector to present necessary information visually to the students. Students were assessed through teacher observations and their demonstrations.

Technology

Technology used in all the activities included videos. These were shared by projecting them on the promethean board using an LED projector. These were used to meet the needs of the 6 auditory/visual learners. The needs of the 18 kinesthetic students were met by utilizing video and hands-on demonstrations. Fundamental basketball information was shared with students along with a breakdown of dribbling demonstrations and maneuvers. Access to the software program/game of eBasketball was also used to aid students in building up their strengths and strengthening their deficiencies. The program could be accessed at home as well, after a practice plan was formulated based upon the needs of each individual student.

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Instructional

Decision Making

Instructional Decision Making

One Day 2 of my lesson, I noticed that my students were struggling during the note taking process/segment of the lesson. I had to make an adjustment, once I realized that many of them did not have effective note taking skills. My students had grown accustomed to having handout material given to them. Therefore, I demonstrated a note-taking technique that would I thought would best fit my students. I introduced them to the technique of outlining. This would give them the opportunity to take notes in such a way that only the important information would be placed under specific categories.

This suggestion made the adjustment smoother and the note taking process was easier and faster. Once the students categorized the material as it was given to them, the information on basketball history, rules and greats was easier to record and understand. Once this adjustment was made, the rest of the week went smoothly in the note taking process.

The second adjustment in my lesson occurred on Day 6. The goal was to demonstrate to the class effective dribbling techniques and how to maintain control of the basketball. Once the students watched the video, I demonstrated the technique. Students were then paired with a peer and were told to demonstrate their grasp of the technique one at a time. Many of my students struggled when it was their time to demonstrate, some, due to their lack of coordination. In their adolescent stage, some were shy and unsure of themselves as well. So, taking these factors into consideration, I decided to divide the class into heterogeneous groups.

I divided the class into six groups with 4 students in each group. Each group consisted of students with a mixture of demonstrated abilities. I did this so that those students with higher

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degrees of coordination and athletic ability could help and encourage their peers who were not on the same level as they were. There was also a mixture of boys, girls and students with IEPs in the groups. This decision proved to work well with my students because it allowed them to each achieve success, not based upon others, but on their own willingness to not just try, but to accomplish the goals/tasks put before them. Both of these adjustments/modifications were beneficial in the students achieving the goals that were set before them.

Assessment Plan

Learning Goal	Assessment	Format of Assessment	Adaptations
Learning Goal 1 The students will learn the fundamentals of playing the game of basketball.	Pre-Assessment Formative Assessment Post-Assessment	Basketball fundamentals quiz Teacher observation of demonstration and verbalization of fundamentals quizzed The application of rules and skills combined as a team	Read the quiz aloud Differentiate by decreasing the number of activities or increasing the length of time allowed to complete Small group demonstrations

Goal 1 (G1) The students will learn the fundamentals of playing the game of basketball, was met because students were able to take effective and accurate notes in such a way that they were easy to understand and utilize for studying.

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Learning Goal	Assessment	Format of Assessment	Adaptations
Learning Goal 2 The students will learn how to dribble a basketball.	Pre-Assessment Formative Assessment Post-Assessment	Dribbling and ball handling Teacher observation of dribbling skills (left and right hands equally, basic dribble speed dribble, crossover, protect-the-ball dribble, and back up dribble. Demonstration of the ability to dribble and control the basketball as a team	Individualized per student Differentiate by decreasing the number of activities or increasing the length of time allowed to complete Small group demonstrations up and down the court

Goal 2 (G2) The students will learn how to dribble a basketball, was met because through the use of modifications, peer demonstrations, assistance and encouragement all students were able to achieve success. These factors all contributed to the students reaching the goals set before them and attributed to their class scores increasing on both the written and performance based portions of the assignment.

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Basketball History Pre-Assessment Rubric

4	3	2	1	0
Student correctly answered all the history questions correctly	Student answered most of the history questions correctly	Student answered some of the history questions correctly	Student answered a few of the history questions correctly	Student did not answer any of the history questions correctly
Student correctly answered all of the rules questions correctly	Student answered most of the rules questions correctly	Student answered some of the rules questions correctly	Student answered a few of the rules questions correctly	Student did not answer any of the rules questions correctly
Student correctly answered all of the greats questions correctly	Student answered most of the greats questions correctly	Student answered some of the greats questions correctly	Student answered a few of the greats questions correctly	Student did not answer any of the greats questions correctly

Answer Key

Part I	Part 2	11. Out of bounds	22. 0
1. B	1. Rectangular	12. The players inside the circle	23. Lew Alcindor
2. B	2. Black	13. 5	24. Black Mamba, Los Angeles Lakers
3. A	3. 3 point line	14. Point guard, Shooting guard, Small forward, Power forward, Center	25. Shaquille O’Neal, Boston Celtics
4. B	4. Paint	15. 2	27. Boston Celtics, The Hick from French Lick
5. B	5. 1 point	16. Double dribble	28. Dr. J., Philadelphia
6. C	6. 3 points	17. Traveling	29. Dallas Mavericks; none
7. B	7. 2 points	18. 5	30. Basketball Coaching Legends
8. B	8. 3 seconds	19. Offense
9. C	9. Mid court line	20. Shoot a free throw
10. A	10. 5	21. The referee

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Analysis of Student Learning

Analysis of Student Learning

Whole Class Progress

Pre-Assessment

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This graph shows that there was an increase in the scores of the pre-assessment that was given as a re-test. After students grasped the information, there average score increased from 70% to 80%.

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Sub Group

Pre Test

This graph shows that the boys did better than the girls on the pre-assessment. The post assessment was completely performance based and scored in such a way that all students were given the opportunity to achieve success due to the many varied levels of coordination and physical skills

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Individual

This graph shows that Student A scored 70% on the pre-assessment and Student B scored 75% on the pre-assessment. This indicated that there was a disconnect in the knowledge that existed between the two classmates.

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Reflection and Self Evaluation

Reflection and Self Evaluation

The learning goal that students were most successful on was Goal #2 (G2). This goal was for students to demonstrate dribbling and controlling the basketball. The possible reasons why the students scored better on this goal are that they performed better when they we up and active and that their physical condition was more adept than their mental.

The students were less successful on Goal #1 (G1). This goal was related to the history, rules and greats of basketball. The possible reasons why students were less successful on this goal were, they did not like having to sit and take notes and they expected that physical education would be all about play games with no regard to learning the details about them. In the future, I would alternate between the learning of the basics and the demonstration of the game or activity. Students needed and wanted to be more active.

The professional learning goals that emerged from my experiences with the TWS are: I need to ensure that I have a variety of activities and instruction available so that they may better meet the needs of all my students and I also need to consider the limitations of my students that may be connected to their lack of exposure to certain things.

The steps that I will take to improve my performance in the critical areas are to participate in more professional development relate to learning styles and to incorporate what I learn to help be better reach all my students so that they can all achieve success, not based on others, but on their own strength.

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10 Day Lesson Plan

(Attachment)

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Student Work Sample

Series 1 Compt. 1 Comp 2 0.7 0.65 0 Series 2 Compt. 1 Comp 2 0.84 0.8 0 Series 3 Compt. 1 Comp 2 0 Series 4 Compt. 1 Comp 2 0 Series 1 Boys Girls 0.8 0.7 Series 2 Boys Girls Series 3 Boys Girls 0.8 0.8 Series 1 Student A Student B 70% 0.7 Series 2 Student A Student B 70% 0.75 Series 3 Student A Student B 70%