Community, District, and School Factors

Teacher Work Sample

Contextual Factors

Community, district, and school factors

Southwestern Nowhere Middle School has approximately 566 students in grades six through eight. The location of the school is located in central southwest Virginia. The community population has a total of around 15, 255 people. The student population has increased by 7% in the last five years. The teacher population at the school contains 40 teachers. The teacher population has increased by 11% over the last five years. The ratio of males to females at the school holds 48% males and 52% females. There are 23% African Americans students, 69% Caucasian students, and 8% of students with two or more races. 47.6% of students receive free and reduced lunch 40% of which is eligible for free lunch. The student population of the district has a total amount of approximately 2,294 students that attend a total of four schools that are in the area.

Classroom Factors

The gym is medium sized, basketball court floor with bleachers on the left and right sides of the gym once you walk through the entrance. The teacher’s office is right beside the girl’s locker room. The girl’s locker room is on one side of the gym while the boy’s locker room is on the opposite side. Once you walk outside there is an empty parking lot. Beside the parking lot is a large football field and beside the large football field, is an additional practice field which is slightly smaller in size. Technology equipment is available and easily accessible. During observation each student had access to an iPad to use and take with them. Equipment is accessible. During observation there were enough balls, with a few left over, for at least every other student to have one out of a class of 22. Cones were accessible as well as jerseys. Having appropriate equipment and resources to use did not seem to be an issue. The teacher is involved with the parents and informs them on what their students are completing in class on a regular basis. The students are required to wear a uniform. The uniform consists of a t-shirt, shorts, and shoes appropriate for activity. The students have approximately eight minutes to dress out in their uniforms in the locker room, come out in the gym, sit down and find their assigned spot. The teacher does a quick roll call of the students each class period during the time marking if they are dressed appropriately, late, or absent. Her basic classroom rules are to show respect to yourself as well as others and come ready to participate in class. The teachers grouping patterns are simply letting the students find their own partner. The teacher gives the students the opportunity to pick who they would like to work with.

Student Characteristics

The age of the students are between 11 and 12 years old. All the students in the class are female and in the 6th grade. The majority of the students are Caucasian (14 students), three African Americans, three students who are mixed races, and one student who is Hispanic. There are no students who need IEP’s or additional special attention. The students’ developmental levels are weak in catching as well as throwing. The students know basic throwing cues, but still need improvement on proper form of throwing as well as positioning of their hands during catching. This will help our lesson on ultimate Frisbee due to their prior knowledge. The students also need improvement in moving towards the ball while catching a pass. The students’ interests are sports such as football, running, and other outdoor activities. During observation the students seemed to enjoy the throwing and catching skills that they were being introduced to. The students learn best by visual learning as well as being shown demonstrations, movements, and hands on activities.

Instructional Implications

The students’ developmental levels are very weak in the fundamentals of catching and throwing. Another characteristic that the students have difficulty comprehending is moving concepts such as moving towards the ball to receive a pass. To help improve on this characteristic we believe that catching a Frisbee will help improve the reaction of the students to move towards the object that is being thrown, due to the fact that Frisbees have a longer hang time in the air. To address the issue of the students catching skills we will use larger and softer objects when receiving the ball. We will also start the students at a shorter distance while passing and catching to increase their confidence before increasing the distance. This way the students can focus on their form of throwing better as well as feeling comfortable while receiving the object. The students are visual learners so demonstrations will be shown from the teachers as well as the students. Handouts such as pictures showing throwing cues can also be shown to the students to provide additional guidance. If a video is needed for assistance we can use the IPads provided to show them areas to work on and positive feedback.

Learning Goals

Learning Goal 1: Psychomotor Goal

The student will be able to demonstrate a backhand Frisbee throw showing correct form at least 9 out of 12 attempts when completing the post assessment at the end of the unit. The student will be able to demonstrate the following cues: step across the body, bring the arm across the body, release towards target, and follow through with a flick of the wrist.

The state standard that learning goal one aligns with is the following:

6.1The student will demonstrate competence in locomotor, non-locomotor, and manipulative skill combinations and sequences in dynamic game, rhythmic, and fitness activities.

a)Combine locomotor and manipulative skills into specialized sequences, and apply sequences to partner and small-group game-play.

b)Demonstrate incorporating movement sequences into a rhythmic activity.

The national standard that learning goal one aligns with is the following:

Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Learning goal one is focusing on the fundamentals of passing a Frisbee. The level of learning goal one focuses on usually using effective passing skills. This level is ranked level 3 when referring to the PE metrics rubric for Ultimate Frisbee.

Learning Goal 2: Cognitive Goal

The student will be able to demonstrate knowledge of the fundamentals and rules of Ultimate Frisbee by receiving at least a 79% when completing a 9 question post-test at the end of the unit.

The state standard that learning goal two aligns with is the following:

6.2The student will apply movement principles and concepts to movement-skill performance.

d)Understand and apply basic offensive and defensive tactics in noncomplex, modified activities (e.g., partner or small-group cooperative or competitive activities).

The national standard that learning goal two aligns with is the following:

Standard 2- The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Learning goal two is focusing on rules and game play scenarios. The level of learning goal two focuses on understanding the majority of the rules of the game and applying them.

Our learning goals are appropriate for the overall development of the students in regards to Ultimate Frisbee. Through our lesson, they will have a level of expectation when it comes to their knowledge of the rules, gameplay strategies, applying fundamental skills, as well as sportsmanship which can encourage students to play outside of class. This level of expectation is around 75 percent and can be attained by students, but also surpassed by higher skilled students. These learning goals are appropriate because they are coming into the lesson with little prior knowledge, and we are gradually challenging them to achieve success.

Assessment Plan

Overview

Pre- & Post- Assessments

For the pre-assessment we are using a chart with boxes for three trials for the student to complete each skill cue. The Chart has 4 skill cues with 3 trials, totaling to 12 boxes. We are assessing the students on demonstrating correct form of the following cues: step across the body, bring arm across body, release towards target, and follow through with a flick of the wrist. The goal that we want our students to accomplish is showing correct form 9 out of 12 attempts during the post- assessment. The goal is to see student progress from the number of boxes that the students completed correctly from the pre-assessment compared to the post-assessment for our psychomotor goal. For goal two we are evaluating the students’ knowledge of Ultimate Frisbee by providing a 9 question quiz on rules and gameplay scenarios at the beginning of the unit and at the end. We want the students to achieve a success rate of 79% on the post-assessment compared to the pre-assessment, to see if improvement was made.

Formative Assessment

For the formative assessment we are using a chart with boxes giving students 4 trials to complete each skill cue. Our goal is for the students’ to achieve an average success rate of 12 out of 16 attempts. This will determine if more time on a certain skill is necessary or if we can move on to other drills.

Assessment Plan Table

Learning Goals / Assessments / Format of Assessments / Adaptations
Goal 1: The student will be able to demonstrate a backhand Frisbee throw showing correct form at least 9 out of 12 attempts when completing the post assessment at the end of the unit. The student will be able to demonstrate the following cues: step across the body, bring the arm across the body, release towards target, and follow through with a flick of the wrist. /
Pre-Assessment (Backhand throw)
Formative Assessment
Post-Assessment (Backhand throw) / Checklist: a chart with boxes for three trials for the student to complete each skill cue.
Checklist: Observing students during drills and game play filling out a checklist. The checklist assesses the students on the skill cues and determines how much they improve each day and what areas they still need improvement on. This way we can determine what major skills to focus on each day.
Checklist: a chart with boxes for three trials for the student to complete each skill cue. / If a student is physically disabled from the waist down, the lesson can be modified by allowing the student to be seated and perform the task from a modified distance. Keep activities and drills interesting and short to keep student focus and attention throughout the lesson if a student demonstrates ADHD or ADD traits. Visuals and a translator will help assist students where English is not their first language.
Goal 2: The student will be able to demonstrate knowledge of the fundamentals and rules of Ultimate Frisbee by receiving at least a 79% when completing a 9 question post-test at the end of the unit. /
Pre-Test
Post-Test / A written 9 question multiple choice and true/false quiz
(rules & gameplay scenarios)
A written 9 question multiple choice and true/false quiz
(rules & gameplay scenarios) / Increase font size for the students who have visual impairments. Read out the questions to the students if the students have difficulty reading the material. Help assist the students who have difficulty writing by letting the students show demonstrations, draw picture, or draw diagrams. Translate the language of the test to fit the students’ needs so they can easily understand what is asked.

Name: ______

Ultimate Frisbee Pre-Assessment

1-When you score how many points is it?

1C. 3
2D. 4

2-How long does the player have to throw the disc?

2 secondsC. 7 seconds
5 secondsD. 10 seconds

3-If the Frisbee is dropped on offense who gets the possession?

The team that was on offense
The team that was on defense

4-Select the correct order of the throwing cues:

Step across your body, release, bring arm back, follow through
Bring arm across body, step, follow through, release
Step across your body, bring arm back, release, follow through
Bring arm across body, step across your body, release, follow through

Write True or False on the blank line.

5.______The foot that stays on the ground while throwing is called the pivot foot.

6. ______Physical contact is allowed between players.

7. ______You are allowed to intercept the Frisbee when you are on defense.

8. ______When running to catch the Frisbee, you are allowed to take as many steps as needed to come to a stop.

9.______You are allowed to run with the Frisbee.

Pre-Assessment

(Throwing)

Each student will have 3 attempts to throw the Frisbee aiming at the target from a 10 foot distance. Place (X) in each box during each attempt if they did complete the task correctly.

Name of Students / Step
(Across the body) / Bring arm across body / Release
(towards target) / Follow through (flick of the wrist)

Formative Assessment

(Throwing)

During drills and game play, observation will be made towards 10 different students per day. Observation will be made on the students form. Mark an (x) if the student completed it correctly, leave it blank if the student did not. Watch each student at least 4 attempts.

Name of Students / Step
(Across the body) / Bring arm across body / Release
(towards target) / Follow through (flick of the wrist)

Design for Instruction

Results of the Pre-assessment

Learning Goal One: Psychomotor

Step Across the Body / Bring arm across body / Release towards target / Follow through flick of the wrist / Total out of 12
Student 1 / 0 / 0 / 3 / 3 / 6
Student 2 / 0 / 3 / 3 / 3 / 9
Student 3 / 2 / 1 / 3 / 3 / 9
Student 4 / 0 / 3 / 3 / 3 / 9
Student 5 / 3 / 1 / 3 / 1 / 8
Student 6 / 3 / 3 / 3 / 3 / 12
Student 7 / 0 / 3 / 3 / 3 / 9
Student 8 / 0 / 0 / 1 / 3 / 4
Student 9 / 3 / 3 / 3 / 3 / 12
Student 10 / 2 / 3 / 2 / 3 / 10
Student 11 / 1 / 3 / 3 / 3 / 10
Student 12 / 0 / 0 / 3 / 2 / 5
Student 13 / 1 / 3 / 3 / 3 / 10
Student 14 / 0 / 3 / 3 / 3 / 9
Student 15 / 0 / 0 / 0 / 3 / 3
Student 16 / 0 / 0 / 0 / 3 / 3
Student 17 / 2 / 1 / 3 / 3 / 9
Student 18 / 3 / 3 / 3 / 3 / 12
Student 19 / 2 / 3 / 1 / 3 / 9

After reviewing the psychomotor pre-assessment results, the majority of the students were not stepping across their bodies and were not bringing their arm across their body enough. The results showed that 47% of the class did not step at all and 58% stepped one time or fewer during their three trials. The results showed that 26% of the class did not bring their arm back at all and 42% didn’t bring their arm back two or more times. The class average for the overall score was a 69%, which did not meet our goal of 75%.

Learning Goal Two: Cognitive

The student will be able to demonstrate knowledge of the fundamentals and rules of Ultimate Frisbee by receiving at least a 78% when completing a 9 question post-test at the end of the unit.

#1 / #2 / #3 / #4 / #5 / #6 / #7 / #8 / #9 / TOTAL / Skill Level / WWYLTL?
Student 1 / 0 / 0 / 1 / 1 / 0 / 1 / 1 / 1 / 1 / 6 / 4 / how to throw hard
Student 2 / 1 / 0 / 0 / 0 / 1 / 1 / 1 / 0 / 1 / 5 / 3
Student 3 / 1 / 0 / 1 / 0 / 1 / 1 / 1 / 0 / 1 / 6 / 3 / the basics
Student 4 / 1 / 0 / 1 / 1 / 1 / 1 / 0 / 1 / 1 / 7 / 2 / how to throw it correctly
Student 5 / 0 / 0 / 1 / 1 / 0 / 0 / 0 / 1 / 0 / 3 / 3 / all the steps
Student 6 / 0 / 0 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 7 / 2 / how to throw better
Student 7 / 0 / 0 / 1 / 0 / 1 / 1 / 1 / 0 / 1 / 5 / 3 / how to throw it and pass
Student 8 / 0 / 0 / 1 / 0 / 1 / 1 / 1 / 0 / 1 / 5 / 3 / basics
Student 9 / 0 / 0 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 6 / 3 / how to play
Student 10 / 1 / 0 / 1 / 1 / 1 / 1 / 1 / 0 / 1 / 7 / 3 / more rules
Student 11 / 0 / 0 / 1 / 0 / 1 / 0 / 0 / 0 / 0 / 2 / 3 / throw high
Student 12 / 0 / 1 / 1 / 1 / 0 / 1 / 1 / 0 / 1 / 6 / 2 / rules
Student 13 / 1 / 0 / 1 / 1 / 0 / 1 / 1 / 1 / 1 / 7 / 3
Student 14 / 0 / 0 / 1 / 0 / 1 / 1 / 1 / 0 / 0 / 4 / 1 / how to play
Student 15 / 0 / 0 / 1 / 0 / 1 / 1 / 0 / 0 / 1 / 4 / 3 / the rules
Student 16 / 1 / 0 / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 8 / 2 / everything
Student 17 / 0 / 0 / 1 / 0 / 1 / 1 / 1 / 0 / 1 / 5 / 1 / don’t even know
Student 18 / 0 / 0 / 1 / 0 / 1 / 1 / 1 / 0 / 1 / 5 / 3 / how to do tricks
Student 19 / 0 / 0 / 1 / 0 / 1 / 1 / 1 / 1 / 0 / 5 / 5 / rules
Averages / 5.42 / 2.74

The class average for the quiz was 54%, which did not meet our goal of 79%. Having the students rate their own skill level, using a rating scale from 1-5 (with 1 being no skills and 5 being a pro), the class average skill rating was a 2.74. There wasone question dealing with rules of the game that gave the students trouble; specifically 5% got that question correct. However when asked if running with the Frisbee is allowed, 79% got that question correct.

Unit overview

Days / Activities / Learning Goal / Materials
Day 1 / -Pre-assessment (Cognitive) and observation / 1 / -Pencils
-Quizzes
Day 2 / -Introduction to the backhand throw, grip, partner throwing, 2 man weave, and psychomotor assessment. / 2 / -Tape
-Cones
-White board
-Frisbees
-Assessment sheet
Day 3 / -Partner throwing, defense, game play (box game), formative assessment. / 1 & 2 / -Cones
-Frisbees
-ipad
-Tape
-Assessment sheet
Day 4 / -Post assessments, both cognitive and psychomotor, partner throwing. Game play (Box game) / 1 & 2 / -Tape
-Frisbees
-Quizzes
-Assessment sheets
-pencils

Activities

Partner throwing

We decided to incorporate partner throwing at the beginning of our lessons so the students could get as many repetitions as possible to help improve on their backhand throws. This activity relates to learning goal one. The students are practicing the cues of the backhand while the teacher is going around providing feedback. This activity not only focuses on the fundamentals of the backhand throw it also gives a chance for everyone to get equal opportunities to practice. Our goal is for every student to demonstrate the backhand Frisbee throw at least 75% correctly. This activities gives the students a chance to focus on each cue in a more controlled environment. This activity is basically a more active version of our psychomotor assessment. The more practice and feedback the students receive the better they will be during the psychomotor post assessment. The material that was needed during this activity was one Frisbee for every two students.