1. sports
2. tennis

Cover Page
Emporia State University Teacher Work
Sample
Analysis of Student Learning
Candidate Name:
xxx
Candidate Phone Number:
xxx
Candidate ID Number:
xxx
Name of School where data
was collected:
xxx Middle School
TWS Content Area:
Physical Education Tennis Unit
Grade Level:
6th and 7th Grade
xxx
Date Submitted: (to be filled in by ESU staff)
TWS Number: (to be filled in by ESU staff)
This is verification that the candidate submitting this TWS is a student teacher/intern at this school and
that to the best of my knowledge this is the work of the candidate submitting the TWS.
Signature of Supervising/Mentor Teacher: Emailed xxxx Middle School Physical Education
My signature verifies that this TWS is my own authentic work. I understand that obtaining, or
attempting to obtain, a passing grade on a TWS by falsification or misrepresentation may result in a
failing grade in a course or expulsion from the teacher education program. You should NOT expect
your supervising/mentor teacher to verify your TWS without having an opportunity to review it.
Signature of Candidate Submitting the TWS: Emailed xxx Student Teacher
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Demographic Information Sheet
Please indicate:
Semester (Fall or Spring) xxx
Year: xxx_
Your certification/licensure level (check all that apply):
_____ Early Childhood (Birth - Grade 3)
_____ Secondary (Grades 6 - 12)
_____ Elementary (Grades K - 6)
__X__ Dual (Elem. and Secondary, Grades PK -
12)
_____ Middle School (Grades 5 - 8)
Your certification/licensure area(s) (check all that apply):
_____Art
_____Lang. Arts, Middle Level
_____Physics
_____Biology
_____French
_____Psychology
_____Business
_____Health
_____Science, General
_____Chemistry
_____Journalism
_____Science, Middle Level
_____Early Childhood Ed.
_____Mathematics
_____Social Studies-Middle Level
_____Early Child., handicap
_____Mathematics, Middle
Level
_____Social Studies
_____Earth-Space Science
_____Music
_____Spanish
_____Elementary
__X__Physical Education
_____Speech and Theatre
_____Language Arts
_____Physical Science
_____Other:_______________
_____ESOL
Identify the course, unit content area, (e.g., “Language Arts,” “Biology,” “Math,” Social Science,”
etc.), and grade level(s) of your Teacher Work Sample.
Course: Girls Physical Education Content Area: Physical Education Tennis
The grade(s)/level of students in your classroom (check all that apply):
_____Preschool
_____4th Grade
_____9th Grade
_____Kindergarten
_____5th Grade
_____10th Grade
_____1st Grade
__X__6th Grade
_____11th Grade
_____2nd Grade
__X__7th Grade
_____12th Grade
_____3rd Grade
_____8th Grade
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Factor 1: Contextual Information and Learning Environment
A) Explanation of community factors that impact my planning and teaching.
xx Middle School is located in xxx, Kansas, a city with a population of xxx people. The middle
school is located in the Hi-Crest neighborhood correlated to high-crime, drug activity and violence,
including a large police presence. The Hi-Crest neighborhood also includes a large population of
single parent families ranging from middle to low socioeconomic status.
B) Explanation of district, classroom, and school population factors that impact my
planning and teaching.
xxx Middle School is one of eight schools that serve sixth, seventh, and eighth grade students
from the age of eleven to fourteen. An estimate of children living under the poverty level in xxx is
twenty-seven percent. xxx Middle School serves a large portion of these families. It is eligible for state
and federal financial aid via school wide Title I program, which assists with low-income and at-risk
students. The funds are designed to improve teaching and learning for students farthest from meeting
Kansas state standards. Eisenhower academic staff offers a targeted assistance program, where the
school identifies students who are failing, or most at risk of failing, to meet the State’s performance
standards. It is designed to create instructional opportunities to meet the needs of targeted students.
There are four hundred and forty-nine students enrolled in the school, which eighty percent
qualify for either free meals at sixty-four percent (277 students) or reduced price meals, sixteen percent
(67 students). In addition, the impact of planning and teaching is affected by family values. Many
families do not value education; hence a daily attendance rate of eight-five percent. Additionally, an
average of thirty students can be counted tardy after the bells rang to begin advisor base in the
morning.
The greatest classroom factors that affected planning, teaching, and learning at xxx Middle
School was the temperature due to no air condition in the boys’ and girls’ locker rooms plus the
gymnasium. The sunny September afternoon temperatures rose to ninety-seven degrees with up to
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ninety-five percent humidity. There were two small fans to circulate air in the locker rooms, which did
not reduce temperatures. This lead to minimal time spent in the locker rooms or gym to use technology
like the projector. This factor also affected the amount of time the students wanted to be on the tennis
courts.
C) Explanation of the classroom setting that impacts my planning and teaching.
Another factor that impacts planning and teaching are the student characteristics. The racial
outlook of the school is diverse with forty-eight percent African American, one hundred ninety
three students, thirty-one percent White with one hundred and thirty-three students, and fifteen
percent Hispanic or sixty-six students in the entire school. The numbers reflected the classroom of
seventeen girl with seventy percent African American, twelve percent white and sixteen percent
Hispanic and two percent of another race.
D) QPA / NCA school improvement plan and state assessment data
Eighteen schools within the district did not make Annually Yearly Progress (AYP) for the
2009-2010 school years including xxx Middle School and the three feeder elementary schools. Due to
the above data, the district implemented a new school improvement plan aligned with the school’s
Quality Performance Accreditation (QPA). First, the staff was trained during in-service prior to the
school year on three of Marzano’s 9 Instructional Strategies. The three strategies were targeted to
enhance and engage cognitive skills of students during daily instruction: 1) Summarization 2)
Recognize Effort 3) Cooperative Learning. Second, staff and student teachers were encouraged to use
the three strategies routinely. I plan to use guided reading strategies to comprehend various forms of
text, provide formative instruction and assessment, as well as, helping students solve real life
problems during the Tennis Unit instruction.
Contextual Factor Table
Contextual and
Environmental Factors
Identify source of
Factor: Community,
Implications for Instruction
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District, School, or
Classroom
Low Socioeconomic
Population
Community/Classroom
Failure to make AYP
District
Developmental
Characteristics of
Adolescents
Community/Classroom
Mixed Ethnic Make-up
Classroom
Gender Make-up
(17 girls)
Classroom
Students with Learning
Disabilities (1)
Classroom
Student diagnosed with
Mental Retardation (1)
Classroom
Student diagnosed with
Other Health Impairment
(OHI)
Classroom
Student At-Risk for
Failure (11)
Classroom
No air-condition in
locker room and gym
Classroom
with increasingly high
temperatures outdoors.
Factor 2: Unit Goals and Objectives
Allow students to keep items in personal lockers.
Provide extra gym suits, tennis shoes, deodorant.
Request donations for locker room.
Apply for grants to receive new equipment.
Provide activities that offer daily success to
enhance student achievement.
Plan daily opportunities to read, write and
comprehend text with integration of task cards,
exit slips and/or mathematics and language arts.
Students at this age are at different developmental
stages emotionally, socially and physically.
Provide individual instruction. Provide re teach
opportunities. Preplan various ways to group
students daily. Use active demonstration for skills
Provide guidance and opportunities for
cooperation among all students.
Preplan various ways to group students daily.
Use proper non-gender specific titles.
Increase self-esteem with positive feedback and
compliments for effort.
Allow student more time to finish either reading
or writing activities.
Pair students up with different partners daily.
Small groups will remain under four students.
Provide Peer Teach Activities.
Gain student attention prior to instruction.
Adapt activities to individual’s motor skills.
Provide peer tutor during integration activities.
Use appropriate cooperation activities to increase
self-esteem and peer awareness.
Use modified equipment to increase skill success.
Adapt activities to individual motor skills
Use developmentally appropriate equipment.
Provide peer tutor for reading and writing.
Use cooperation activities to increase esteem.
Offer activities with maximum participation that
lead to success. Create lessons to show students
the enjoyment of physical activity.
Take attendance and give instruction under the
shade trees. Allow time for water breaks during
game play. Provide clean towels to students.
Allow time for students to shower at end of hour.
A) Course, unit content area, and grade level of the Teacher Work Sample:
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The Unit Learning Goals and Objectives are addressed during a middle school Physical Education
course for sixth and seventh grade female students. The Unit covers Tennis skills.
B) Rationale for choice of unit objectives:
I chose the objectives according to what students will learn how to do during the Tennis Unit. The low
objectives 1.2 and 2.2 are the basis of tennis play. Students should be able to identify parts of the tennis
court and name etiquette related to the game. The middle objective 4.4 was selected because it is
important to emphasize physical activity to promote a life-long love of movement, exercise, with the
pursuit of health and fitness. The other middle objectives 5.2 and 6.2 increase students ability to assess
themselves and others. Objective 7.1 and 8.1 were chosen because students must be self directed to
practice, correct and refine sports skills like the forehand to improve at the sport. Additionally, the
other high level objective 9.4 gives students opportunities to use personal goal setting daily.
C) Standards that the outcomes are aligned with:
For the school year, 2010-2011, all objectives will be aligned with the National Association of Sport
and Physical Education (NASPE) standards, as well as the district’s new physical education standards
Kansas has no state standards so I will use the following guidelines:
Standard 1: Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning and performance of physical
activities.
Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal and social behavior that respects self
and others in physical activity settings.
Standard 6: Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction.
Goal(s): Tennis Unit
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6
TWS
Objective
Number/
NASPE
standard
Stated Objective
Level of
objective
The student will be able to:
Domain of
objective
*
1.2
Name parts of a tennis court used during game play
on a diagram.
Low
*
2.2
Lists three rules according to tennis etiquette.
Low
3..6
Recognizes physical activity as a positive
opportunity for social interaction in dynamic
settings.
Middle
Affective
Middle
Psychomotor
Middle
Affective/
Cognitive
Middle
Cognitive
High
Psychomotor
High
Psychomotor
High
Cognitive
High
Cognitive
*
4.4
*
5.2.5
*
6.2
*
7.1
*
8.1
*
9.4
10.2
Participates in physical activity, to improve
cardiovascular endurance.
Applies external feedback to improve tennis skills
of peers in dynamic settings.
Applies internal knowledge to improve self with
tennis skills in a dynamic setting.
Corrects tennis stroke, the overhand serve during
practice, so it can be repeated without error.
Refines the tennis stroke, the forehand, during a
rally.
Develops and implements goal setting to improve or
maintain a healthy lifestyle.
Incorporates the physiological indicators associated
with exercise related to tennis play.
Cognitive
Cognitive
Factor 3: Instructional Design and Implementation
Design for Instruction Table
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Time
Day 1
Day 2
Learning
Objectives
Instructional Activities,
including interdisciplinary
activities
Maintain control of tennis
ball with Brain-X cross
lateralization drills.
Cooperative Game of
All TWS Catch & Throw Tennis to
Objectives acquire social skills
necessary to work together
in a positive manner.
1.2
2.2
4.4
9.4
Day 3
2.2
4.4
9.4
Day 4
1.2
2.2
4.4
9.4
Assessments
Resources
and
Technology
Teaching and reading
adaptations for specific
students and subgroups,
based on identified
contextual and/or preassessment needs
Read assessment out
loud to subgroup of
Pre-Assessment
students.
Allow more time to
Assess student
take tests. Reduce
prior knowledge
distractions by giving
on the sport of
test away from entrance
Tennis
and exits.
Allow students to take
test in resource center.
Pedometers Pedometers offer
Summarize
CD Player individual
Racquet Skills to
Music CD comprehension of steps
a Peer
taken during class time.
Overview of Racquet
Safety
Racquet Stretches
Drills to practice the
control of tennis ball on
Review Cause
racquet face.
and Effect of
Bring Them Home Race,
Racquet motion
the proper method of
holding a tennis racquet
Teacher Check
while learning court areas.
student step logs
Tennis Volleyball
Review Tennis Cues
Open Ended
Racquet Skill Stations
Questions on
Forehand drill to fence
Cause and Effect
Perform the forehand using
Self checklistproper form and technique.
Forehand
Last Girl Standing (groups)
Verbal Check
Tennis Baseball
Name three
stretches used
with a racquet
200 Passes- Practice
forehands rally with a
partner.
Small Group
4 Square Tennis
Court Quiz
Review Parts of the Tennis
Court
Verbal Response
Achieve 2000 steps
Tennis Cues
Tennis
Drills and
Skills Text
Use peers to help with
pedometer reading for
any students struggling
with the devices at end
of class time.
Pedometers
Digital
Photos of
Proper
Forehand
Technique
Peer helpers to read
tennis cue cards to
students struggling with
reading.
Peer helpers to assist
reading during skill
stations.
Provide handouts on
Tennis Skills
Pedometers Predesigned small
groups with individual
CD Player assignments
Music CD Tennis cue cards
written with cues for
student diagnosed with
MR and OHI
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Day 5
Day 6
Day 7
1.2
2.2
4.4
9.4
4.4
5.2.5
7.1
9.4
4.4
6.2
7.1
9.4
Day 8
2.2
4.1
7.1
8.1
9.4
Day 9
All TWS
Objectives
Tennis BINGO
Relate tennis etiquette to
games
Know Your Courtindividual students identify
parts of court.
Playground Tennis
Pedometers PowerPoint allows
students to watch short
PowerPoint clips on Tennis Skills
Exit Slip
and Game Play, highly
3 Tennis
Projector
effective to not only
Etiquette Rules
gain knowledge but
also offer information
through auditory and
visual learning for all
students.
Mixed groups to vary
ability for reading task
sheets.
Tennis BINGO
Pedometers Predesigned peer
.
Perform a serve to a partner
partners to assist
Informal Peer
with a bean bag
25 Task
struggling readers.
Assessment on
Provide feedback to a
Sheets
Pedometers offer
the Serve
partner to assist in skill
Copied for individual
Verbal Response
development
BINGO
comprehension of steps
Tennis Baseball with Serve
taken during class time.
Initiates a rally with a serve
Pedometers
Charts allow for
Incorporates the
Rate of
students to
physiological indicators
Perceived
independently read
associated with moderate
Exertion
information covered.
Rubric
activity
Chart
Small groups of
Assessment
Works responsibility
students will be mixed
Playground Tennis
to allow for strong
readers to read aloud to
at risk readers.
Ladder Tournament
Student Review Pedometers Lower skilled students
Integrate math to compute
Tennis Mean
Rate of
will be paired with
average steps achieved
Perceived
higher skills students
during Tennis Unit
Exertion
for tournament.
Chart
Higher skilled math
students will peer assist
Calculators
all other students.
Use tennis skills during
game play
Applies rules and strategies
Queens Court
Teacher
observation
Summative
Assessment
Modified
Summative
Assessment
Review
Tennis
Handout in
Locker
Room prior
to test.
Reading test aloud to
sub group of students.
Make peer teacher
available to assist with
re reading test
questions.
Resource
Room
B) Narrative
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1) The instructional plan was designed for a Tennis Unit outside during physical education class
time. Students will work individually and in pre-designed small groups assisted by the student
teacher to achieve the unit objectives. Each learning domain was addressed daily (affective,
cognitive, and psychomotor); furthermore, fitness concepts will be associated with every
activity. Various forms of learning will occur through direct instruction, cooperative learning,
guided discovery, task teaches, and peer teaches. Students of all abilities will be able to
participate daily in class activities.
2) All reading within the tennis unit will be modified for pre-designed small groups of students.
Each student will be able to work with different partners of varying abilities. All task sheets
were typed with directions numbered for students to follow. Students with a lesser degree of
skill in reading will always be partnered with a peer. Students with special needs and at-risk
learners will be offered extra assistance with reading and mathematics by means of modified
reading, and extra time to complete assessments.
3) The Tennis Unit offered each student opportunities for students to assess their own skill. At the
beginning of every class, students determined a step goal for the forty minute class time. Next,
students jogged to the tennis courts to practice independent cognitive and a psychomotor skills
with task teaches. Then students identified their personal skill level with self checklist and
rubric. After that, student learning will be enhanced with peer teachers, to apply affective skills
like cooperation among peers of different race or ability while practicing tennis skills in small
groups and peers.
4) The Tennis Unit combines student comprehension with short reading segments applied to skill
performance. Comprehension will be enhanced by students reading the content, hearing the
content cues, and then reviewing content with a peer, small group, and/or the teacher. For
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instance, the students will read task cards, watch a peer’s active demonstration, and then be
able to assess another student’s form.
5) Technology will be used daily to aid student learning. Pedometers will encourage students to
monitor individual achievement; Objective 4 participate in physical activity, to improve
cardiovascular endurance. Since the Tennis Unit is outdoors, the students will be able to listen
to music during instant activities. Lastly, the students will be able to view a PowerPoint of
tennis skill footage on a projector in the locker room.
6) During the physical education course, all three learning domains plus fitness concepts will be
taught. Students arriving new to the district or returning after an absence will learn the same
concepts just with different units. Students will be offered the chance to use technology either
the first time or repeated time with teacher assistance at stations.
Factor 4: Demonstration of Integration Skills
A) Content areas being integrated: Reading, Mathematics, and Health
B) Topics within the subject being integrated: fitness concepts: cardio respiratory endurance,
flexibility, muscular endurance, and muscular strength.
C) The instruction plan created learning experiences not only in physical education but also correlated
with reading, mathematics and health. In objective 4 students had to use basic math formulas, with
addition and multiplication, to find their individual mean for steps achieved. Students were challenged
to apply the formula to find the mean of the entire class, even other classes.
Factor 5: Analysis of Classroom Learning Environment
A)
Description of classroom environmental factors that affect learning.
The physical education tennis unit was planned during girls’ tennis season in September. At this time,
the Kansas weather conditions may vary from high temperatures and humidity to rain and strong
winds. Either weather conditions may cause distraction among the students. More students
complained in the afternoon modules than in the morning modules about playing tennis in the heat.
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One major complaint arose from afterschool sports practices being cancelled for the heat index over
one hundred. The second environmental factor that affected student learning was the location of the
tennis courts; surrounded by family housing, interstate 470, and a school parking lot. The housing
caused distractions from the neighbors talking, to the preschool bus honking daily, and the neighbor’s
dog stealing the tennis balls. The interstate noise affected the listening skills of students while the staff
parking lot led to distraction from parents and staff in their vehicles.
B)
Description of individual student motivation strategies
Positive encouragement was one motivational strategy used for students in the physical education
classroom. Students were taught with enthusiasm, as well as, consistent motivational feedback.
Similarly, all students’ names were used with positive recognition either for daily effort, skill
improvement, or time on task. In addition, students were continuously prompted to challenge their
best effort.
C)
Description of group motivation strategies
Students were grouped prior to instruction into cooperative pairs or small groups of students. They
were expected to complete activities to achieve a common goal while using appropriate collaboration
for each activity. Another motivational strategy incorporated into teaching was rewarding groups for
good effort and respectful behavior by allowing more time in the locker room. This allowed some
students to cool down, shower or socialize a few extra minutes prior to lunch.
D)
Description of how verbal communication among students was developed
Verbal communication among students was applied to each lesson in the Tennis Unit. Kagan
Cooperative Learning Structures were used to increase verbal communication among students. The
cooperative groups allowed discussions in a controlled and positive learning atmosphere where each
student could share knowledge. Students were prompted to reiterate cues to partners or small groups.
For example, in the next thirty seconds, the tallest partner states the cues for the tennis serve (Palm
Up, Scratch Your Back, and High-five). Now, the other partner has thirty seconds, to state the cues to
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the forehand (Open the door and Shut the door). Next, both pairs have two minutes to discuss which
skill is more difficult the overhand serve or the forehand and why. Other ways students used verbal
communication were through performance peer check-list. Students were directed to discuss the
technique used by their partners. Finally, students were prompted to use motivational terms like good
job and thank-you directed to classmates. For instance, turn to your partner and say, “thanks for being
a good partner!”
E)
Description of how non-verbal communication among students was developed
Students needed daily encouragement to respond with appropriate non-verbal communication among
classmates. During instruction students were expected to show respect by paying attention; look at
speaker or demonstrator. Other non-verbal communication arose from the daily discussion of the term
good sportsmanship with real world examples. Students were prompted to not only high-five
teammates but also give thumbs up. Lastly, the students were encouraged to smile more often instead
of eye rolling as a response to classmates.
F)
Description of at least three classroom management strategies that will provide evidence
of a sufficient and comprehensive classroom management plan.
One method of classroom management used was proximity to students. When students were struggling
to learn a concept, I made myself readily available for questions or assistance. Likewise, if students
were off-task, I will use proximity for students to correct their own behavior. For example, when
students talked during instruction, I would stand near them, make eye contact and shake my head for
them to discontinue the off-task behavior. The second classroom management strategy was for students
to log daily steps; be accountable for learning. Everyday students were expected to be physically active
while achieving personal goals. Students that did not complete tasks lost daily points. Students that
executed assignments earned points toward a pick an activity day. The third classroom management
strategy is immediate behavior correction. Students that became off-task, unsafe or failed to use
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equipment safely are pulled aside, away from other students. The problem may be verbally discussed
or written on a worksheet. Upon a solution, the student could return to the activity.
G)
Description of motivational techniques used and how they are applied in the unit.
The main motivational technique in the Tennis Unit allowed for students to be in cooperative learning
groups with different skilled students every day. Occasionally, close friends were allowed to be
partners after showing good character traits like respect, which was modeled through daily instruction.
Furthermore, student names were used with performance and motivational feedback, which is known
to increase self esteem by building on student strengths. Equally, students were given ways to show
positive feedback to peers like cheering for teammates. Also, students were given opportunities to find
enjoyable forms of physical activity with varying small cooperative groups.
H)
Evidence of effective student-to-student communication specific to learning
Effective student communication was shown through cooperative groups. One activity was designated
as Tennis B.I.N.G.O. Students were paired up to complete fitness tasks on a life size Bingo Board.
The letter B was designated for tennis skills, I for flexibility, N for strength, G for cardio and O for
sharing favorites with their partner. Students enjoyed playing the life size activity because they smiled
and laughed with partners. Another activity that showed effective student-to-student communication
was during playground tennis. Students associated about how to keep score, plus the days gossip
while playing tennis on the tennis court.
I)
Description of examples of inquiry learning that show an environment that involves
students in inquiry learning activities.
During a day the students could not go out to the rain soaked tennis courts, they voted on finding
other ways to incorporate the game of tennis indoors. The students were allowed to choose from an
assortment of equipment (e.g. bowling pins, noodles, jump ropes, scooters, tennis racquets, tennis
balls, volleyballs) from the storage closet. The only rule given was to use the equipment in a safe
manner. Part of the students sat down, attempting to hit tennis balls from the ground, better known as
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Floor Pong. Another portion of the class used scooters to push one another around to hit the tennis
ball. The last group of students created obstacles to knock down while practicing the forehand.
J) Description of how students are actively involved in most learning activities and in
cooperative or group work.
In the educational setting, all students were given perimeters to complete task within a given time
frame. Initially, all students moved through instant activities with pre assigned partner for at least five
minutes. Next, all students were required to perform various forms of exercise before moving into the
skill activity. Then the student pairs switched to another partner to practice skills like the overhand
serve. After that, students combined with another pair to move into game play like four square tennis.
The pre-assigned groups allowed for quick transitions, quicker pacing between activities and less time
spent on off-task behavior.
Pre-assessment and Post-assessment
Score _____/45
Name: ___________________________________ Module: _______________________
True or False
Read each statement and decide if the statement is TRUE or FALSE.
Write TRUE or FALSE on the line provided.
Each question is worth 2 points.
1.__FALSE__ If your serve lands outside the tennis court you receive 1 point.
2. __FALSE__A server aces 3 serves out of 15; her average is 70%.
3.__TRUE__ A forehand is with your dominant hand.
4. __FALSE_ While playing Singles, you may hit the ball into the alley.
5. _ TRUE__ In a game of tennis, each player has two chances to serve the ball over the net.
Matching Each question is worth 2 points
On the line provided, write the letter that fits the description of each object.
Each letter will only be used once.
A.
Rally
B. Service Box
C. Doubles Alley
D. Net
E. Strings
6.
B
This box is used to identify where the ball served should land into.
7.
C
This area is only used when playing doubles tennis.
8.
A
To hit back and forth when playing the game of tennis
9.
D
This divides the court in half.
10.
E
These are the things that make-up the face of a tennis racket.
Multiple Choice Each question is worth 2
Read each question. Circle the answer that fit in the blank. There is only one answer for each question.
points.
11. A tennis game is started by ________while the opponent chooses up or down.
a. spinning the racket
b. playing rock-paper-scissors
c. juggling the tennis ball
d. hitting the tennis ball into the air
12.A singles game of tennis has _______people on the tennis court at one time.
a. 1
b. 4
c. 2
d. 6
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13. A doubles game of tennis has ______people on the tennis court at one time.
a.1
b. 4
c. 2
d. 6
14. A(n) ______serve is used to put the tennis ball into play before each serve.
a. Overhand
b. Underhand
c. Tossed
d. Elevated
15. Another name for the tennis score 0-0 is_______.
a. Fifteen-forty
c. Thirty all
b. deuce
d. love-love
16. ______is a scoring term in tennis that is used when the score is tied and both players have received 40 points in a single
game.
a. love-love
b. love all
c. deuce
d. forty-forty
17. Perform four overhand serves, self-assess, what do you need to correct?
18. Watch a partner perform four forehand strokes to the fence, what do they need correct?
19. Describe 3 rules of etiquette during tennis activities:
1. Do not run across the tennis court while a game is being played.
2. Roll the tennis ball to players on a different court.
3. During doubles play, do not leave a tennis ball on the court.
20. Write your average step goal for the Tennis Unit___________________. How did you find it?_________________________
21. Draw a tennis court in the space below.
Label the right service box and the left service box on both sides.
Shade inside the doubles alley
Place an O behind the right baseline for the server.
Place an X where the tennis ball should land after the serve.
Factor 6: Analysis of Assessment Procedures
A) Graphic representation of pre-assessment and post-assessment data.
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B) ASSESSMENT PLAN TABLE
Assessments
1. Preassessment
2. Formative
Assessment
3. Formative
Assessment
4. Informal
Assessment
5.Formative
assessment
6. PostAssessment
TWS
Objectives
Type of Assessment
All TWS
objectives.
Forty-five point paperpencil test.. The preassessment measures
students’ prior
knowledge of Tennis
6.2
Middle
Self Checklist
70% Mastery
Tennis Diagram-students
will draw a tennis court,
label key terms.
80% Mastery
Exit Slip Students will
write a list of tennis
etiquette rules in exercise
journal.
100% Mastery
1.2
Low
2.2
Low
5.2
Middle
Peer Assessment
70% Mastery
All TWS
objectives.
Same as Pre Assessment
80% Mastery
Summative
Adaptations
Provide modified test with word bank
Highlight key concepts
Bold and italicize key words
Use read aloud testing
Allow sufficient wait time
Offer sub-groups opportunities to ask questions.
Repeat instructions
Modify instructions
Provide multiple explanations.
Use active demonstration
Repeat instructions
Modify instructions
Provide multiple explanations and hints
Repeat instructions
Modify instructions
Provide multiple explanations.
Use active demonstration of skills.
Peer reads checklist
Use small cooperative groups to discuss answers.
Provide read aloud assistance with peer groups.
Use active demonstration for key fitness concepts
Review key fitness concepts with sub-groups.
Provide modified test with word bank
Highlight key concepts
Bold and italicize key words
Use read aloud testing
Allow sufficient wait time
Offer sub-groups opportunities to ask questions.
C) MASTERY LEARNING TABLE
TWS Objectives
Low level objectives:
Name parts of a tennis court used during game play on a
diagram.(Cognitive)
List three rules according to tennis etiquette.(Cognitive)
Low Level Mastery Objective Index Sub-category score.
Middle level objectives:
Participates in physical activity, daily step log, to improve
cardiovascular endurance. (Psychomotor)
Applies external feedback to improve tennis skills of peers in dynamic
settings.(Affective)
Students
Achieving
Mastery
Average
Percentage of
Students
Achieving
Mastery
Number of
Students Who
Achieved
Mastery with
Adaptations
88%
1
100%
0
94%
100%
0
29%
2
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Applies internal knowledge to improve self with tennis skills in a
dynamic setting.(Cognitive)
Middle level Mastery Objective Index Sub-category score.
High level objectives:
Develops and implements goal setting to improve or maintain a
healthy lifestyle.
Corrects the tennis stroke, the overhand serve during practice.
Refines the tennis stroke, the forehand, during a rally.
High Level Mastery Objective Index Sub-category score.
Objective Mastery Index (Average of percentage of students achieving
mastery using all TWS objectives.
100%
0
76%
82%
1
88%
94%
2
1
88%
85%
7
D)Pre and Post Assessment Scores
Learning Gain Scores
STUDENT
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
PRE-TEST
5
40
15
20
35
10
40
35
35
42
10
15
10
40
15
42
5
PRE-%
11%
89%
33%
44%
78%
22%
89%
78%
78%
93%
22%
33%
22%
89%
33%
93%
11%
CLASS
POST-TEST
20
N/A
28
32
45
30
45
45
40
45
42
32
40
42
35
45
25
POST-%
44%
N/A
62%
71%
100%
67%
100%
100%
89%
100%
93%
71%
89%
93%
78%
100%
56%
GAIN SCORE
0.22
N/A
0.43
0.48
1.00
0.57
1.00
1.00
0.50
1.00
0.91
0.57
0.86
0.40
0.67
1.00
0.50
GAIN SCORE
65.4
E) Subgroup performances
TWS Objectives
Low
Middle
High
Subgroup 1:
At-Risk Students (11)
100%
82%
91%
Subgroup 2:
Sixth Graders (8)
100%
63%
83%
Both subgroups had similarities on the mastery level of the lower level objects 1.2 and 2.2 Student had
to name or list parts of the tennis court and tennis etiquette. These were concepts that were taught
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everyday during the lesson with multiple non-formal assessments. On the other hand, there were two
differences between the two subgroups. First, the at-risk students were mostly seventh graders who
mastered all the objectives because the information was a repeat from the prior year while the
subgroup 2 was all sixth graders who were new to the Tennis Unit. Second, the sixth graders did not
master the three middle objectives because they had no prior experience to peer assessments in
physical education. They struggled with any type of feedback that applied to their own skill and their
peers’ skills.
F) Explanation of how student progress was monitored by pre-assessment data and used
appropriately in instruction and decision-making.
The pre-assessment data was used to guide decision-making by revealing which students had prior
experience to the sport of tennis, seventh graders. For these students, skill review and refinement were
to be targeted while the sixth graders needed to learn all the basic game concepts. The pre-assessment
data showed the student progress in instructional decision-making because it showed what was most
important concepts to spend more time teaching, less time reviewing skills already mastered.
G) Explanation of how student progress is monitored by assessment data and used in
instructional decision-making.
The assessment data showed areas that student needed assistance learning. The special needs students
struggled with the cognitive tasks, yet performed well with verbal questioning during review. For
example, they could list tennis etiquette verbally, yet did not write the answers on the exit slips. The
same goes for peer assessment, the special needs students could point out the incorrect form of peers
but could not complete this task for assessment purposes. This assessment data offered insight to make
changes to the unit; add open ended questioning with Kagan, and real life situation questioning as a
whole group.
H) Explanation of how student progress is monitored by appropriate post-assessment data and is
used appropriately in instructional decision-making or planning.
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The post-assessment data was used for future instructional decision-making. During the year, many of
the same objectives would be covered in future unit plans. When students did not master the middle
objectives in the tennis unit, the first unit of the school year, I know to adjust teaching to make students
better prepared for peer and self assessments by using them routinely. Students that did not master the
high level objectives needed more skill experience instead of game play in the future.
I) I) Explanation why you have chosen each assessment you used to measure your TWS
Objectives.
The assessments chosen for the TWS allowed student progress to be monitored. The pre-assessment
was basic tennis knowledge that middle school student should understand about the sport. When
students did not know the vocabulary words, I knew to teach each concept in the following lessons.
The Self Checklist, Objective 6, was the first self assessment for the year and for the unit. The students
were to answer five basic questions about the forehand; the cues, racket position, and hand position. To
make tennis enjoyable the forehand is the most used stroke, one they are expected to be proficient at.
The Tennis Diagram, Objective1, allowed a better understanding of students’ awareness about the
surface area, the court. This assessment was given with small groups, the entire group standing on the
areas of the court, and then individually. Students should know where to serve in tennis for game play.
Exit Slip, Objective 2, was a follow-up on previous skills taught. Students had to review
Peer Assessment, Objective 5, students were learning to analyze other students stroke performance.
Critiques are a major part of life in both school and the workplace. Students should experience positive
ways to assess others performance. Finally, the post-assessment showed the degree which the tennis
unit was successful. It also showed what could be taught and reviewed better in future tennis units.
J) Justify your assessment adaptations
The assessment adaptations were guided by various types of students: students with special needs,
sixth graders, seventh graders and at-risk students. Verbal assessments encouraged special needs
students to share their knowledge more readily. Read aloud assessments with peers or the teacher
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increased struggling readers’ comprehension. All students were allowed longer amounts of time to
complete any assessment, while other students were allowed the extra time to practice skill.
Factor 7. Reflection and Self-Evaluation
A) Successful activities and assessments and plausible reasons for their success.
A successful activity at the middle school was the psychomotor activities as quizzes. In Know Your
Court, the students had to stand on certain areas of the court as a group. When right service area court
was called the students all had to be in that box and so on. A similar activity was also successful called
Bring Them Home relay. Bean bags were placed on certain areas of the court. The first student begin
in a ready position, as baseline was called the students had to shuffle to the baseline grab a bean bag
and return to the team. These were used for a warm-up and closure activities, which led to all students
at the mastery level, at the end of the unit. Another successful activity was Tennis Bingo, a life sized
bingo fitness station game. Students enjoyed moving every thirty seconds to a different letter. Some
stations had skill, fitness, while other stations had test questions in an informal assessment. Students
enjoyed this activity because it gave them time to practice at their own level without and be successful
at applying knowledge or finding the answer from peers.
Two types of assessments that were successful were exit slips and critical thinking questions and
responses. The exit slips worked because students could write what they learned from the day. It
helped by creating a way to know if the students understood the concepts. The critical thinking
questions were appropriate because they allowed students to use higher ordered thinking.
Unsuccessful activities and assessments and plausible reasons for their lack of success.
The peer assessment, paper pencil, on the overhand serve was the least successful assessment in the
unit. Students did not understand the concept of positive critique nor did they accept criticism. They
did not want to rate friends according to skill level. This was unsuccessful because the students had no
experience with peer assessments, plus struggled with appropriate comments to peers of different
ability or ethnicity. The second unsuccessful assessment procedure was the pre-assessment. Students
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complained about taking a test in physical education. Both age groups were not accustomed to being
tested in physical education or tested on concepts they did not know. This led to feelings of failure
since many students did not know any of the content on the pre-test.
B) Explanation of use of evidence and data to support conclusions that student learning was
impacted, including description of any mid-unit adaptations. Explanation of two or more
hypotheses for why some students did not meet subject matter goals.
Student 5, 7, 8, 9, 10, 14, and 16 were seventh graders who mastered the objectives. On the other hand,
four students failed to reach mastery level, students with special needs 1 and 17 while 6 and 13 were
at-risk for failure. These students did not meet subject matter goals because it was relatively new
concepts to the physical education program. They had never performed any type of formal assessment
during sports activities. Students did not understand the importance of carrying a pencil out to the
tennis courts to assess each other. One adaptation that was made allowed students to peer assess with
Kagan cooperative learning by asking verbal questions, “Did your partner open the door with a flat
racket?’ Students then answered only to their partner. Then the next assessment question was asked.
Five students, 1, 3, 6, 12, and 15 did not correctly complete the independent peer assessment on the
post-assessment, which correlated with the high level objectives not being met. Another challenge was
student 6. She failed to attend school regularly and attended in school suspension for two days, which
impacted the learning because the tennis unit was mostly hands on activities that could not be made up.
It seemed as though the student gave little effort during performance tasks because she missed four out
of nine days of the tennis unit.
C) Three appropriate ideas for redesigning learning goals, instruction, or assessment and
explanation of why these changes would improve student learning.
First, the tennis unit could be redesigned for a longer amount of time, more than nine days. The
amount needed for assessments was not adequate because many students struggled with academics.
Second, I would place the active inquiry during the first week and on the tennis courts. This would
allow students to investigate ways to play tennis, before skill instruction. It would also pre-assess the
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type of skills students were interested in performing. Third, I would change the post-assessment into
sections to be given on different days. This would allow more time spent on second part of the test, the
middle and high objectives.
D) Explanation of specific details of interactions with all three types of individuals: students,
parents and other professionals.
First type of interactions with individuals was positive reinforcement with the students.
As a student teacher it was difficult to experience parent interactions when many are not involved at
all. The teacher and the parent interaction is often only during parent teacher conference; however, I
was allowed to listen to the mentor teacher routinely call parents to gain support. She would update the
parents on the issue of students not dressing out, and then relate this to the grade the student received.
Then she would explain how easy it is for students to put on the gym suit and just try. Then she would
change the subject to a compliment about the student. Another type of interaction was with
professionals like the social worker that attended the class to monitor student behavior. I would greet
the social worker, ask if there was anything I could help her and the student with, and then carry out
instruction. I would make myself available every day just in case a behavior issue was about to arise
that could affect the learning environment. For example, Student 6 was agitated, ready for negative
attention, and did not want to be at school. After the social worker explained, I knew to avoid
confrontation and negative student interactions. I placed the student on the backboard alone to practice
skill.
E) Explanation of the QPA/NCA school improvement process and the role of the teacher in it.
The quality assurance plus performance criterion equals accreditation. Schools must meet the
percentage identified by the Kansas State Board Education to increase overall achievement among
students. The schools plan is to incorporate reading and mathematics into every class. The role of a
physical educator is to integrate reading and mathematics into physical activities.
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F ) Explanation of two professional development goals that clearly emerge from the insights and
experiences described in this Factor and description of one activity to meet each goal.
In the future, I would enjoy attending a Kansas Association of Physical Education Recreation and
Dance (KAPHERD) convention, for professional development, to learn more high interest activities
for middle school students. I choose this goal because I need more games and ideas to motivate
students to enjoy learning new activities. In the future, I would have to remain a member, keep up to
date with publications, and then attend the conference next fall. The second professional development
goal would be to attend a Kagan Cooperative Learning Seminar. I would like to discover other ways to
get students active and communicating in class more readily .Kagan Cooperative Learning Seminars
are hosted by local school districts. By talking to professionals, Kagan will be hosting another clinic
for the district on the first Monday in November 2010.
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Appendix 4: TWS Scoring Sheet
Name:
TWS ID#
Rater:
Content Area:
Grade:
School:
Factor 1: Contextual Information and Learning Environment
Factor 2: Learning Goals and Objectives
Adaptations
Checklist Items (0 or 1) The candidate describes:
Checklist Items (0 or 1) For goals and objectives:
Community
Specifies the grade level of the TWS unit
District
Unit learning goals & unit objectives are clearly stated
Unit learning goals & unit objectives developmentally
Classroom physical setting
appropriate given the grade level and classroom context
Unit learning goals & unit objectives aligned with state
School population, including SES make-up
standards (or other standards if no state)
Focus of unit learning goals & unit objectives is on what
Classroom ethnic/cultural make-up
student will learn/be able to do (not as activities)
Classroom gender make-up
A rationale for the choice of the unit objectives is provided
Classroom students’ with special needs/at-risk
TWS objectives are identified
Classroom students’ developmental characteristics
QPA/NCA school improvement plan & available
assessment data
Total Checklist Scores (7 possible)
Total Checklist Score (9 possible)
Rubric
Demonstrates awareness of community environmental
factors & implications for
teaching, instruction, & student learning
x1
Demonstrates understanding of district, school, &
classroom environmental factors & implications
for teaching, instruction & student learning.
x1
Rubric
Low level cognitive, affective & psychomotor
objectives
x2
Middle level cognitive, affective and psychomotor
objectives
x2
Total Rubric Score (4 possible)
High level cognitive, affective and psychomotor
objectives
x2
Total rubric score (12 possible)
Total Score for Standard 1 (13 possible)
Total Score for Standard 2 (19 possible)
Factor 3: Instructional Design and Implementation
Checklist Items (0 or 1) Instruction & implementation:
Aligned with unit learning goals & TWS objectives that
are stated TWS objectives in Factor 2
Progressively sequenced
Developmentally appropriate (intellectually, socially and
physically)
Include evidence of deliberate checking for understanding
Include evidence of method of providing feedback
Include a pre-assessment aligned with unit learning goals
and TWS objectives as stated in Factor 2
Total Checklist Score (6 possible)
Factor 4: Demonstration of Integration Skills
Checklist Items (0 or 1) The Candidate:
Rubric
Rubric:
Demonstrates the ability to integrate instruction across and
within subject matter fields
x2
Multiple learning strategies
x2
Identifies content areas being integrated
Identifies topics that are being integrated
Total Checklist Score (2 possible)
Provide and adapt instructional strategies
x2
Active inquiry and learner centeredness
x2
Reading instruction adaptations
x2
Technology
x2
Knowledge of factors in the students’
environment outside the school
x1
Total Rubric Score (22 possible)
Total Rubric Score (4 possible)
Total Score for Standard 3 (28 possible)
Total Score for Standard 4 (6 possible)
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Factor 5: Analysis of Classroom Learning
Environment
Checklist Items (0 or 1) The Candidate Describes:
Factor 6: Analysis of Assessment Procedures
Checklist Items (0 or 1) The Candidate:
Provides graphic representation of pre-assessment and postassessment data
Mastery learning table with accurate percentages of
students who attained mastery for each objective
Includes average percentage of students achieving mastery
of low level, middle, and high TWS objectives including
objective mastery index (must accurately calculate all three
levels)
Includes average percentage of students achieving mastery
of all TWS objectives
Includes the number of students who attained mastery with
adaptations
Includes accurate calculation of gain scores including
overall average in a table
Provides disaggregation of data for at least one pair of
subgroups (e.g. ESL vs. native speakers)
Provides a explanation of why subgroup performances are
difference or similar
Total Checklist Score (8 possible)
Classroom environmental factors that affect learning
Individual student motivation strategies that are used
Group motivation strategies used
The development of verbal communication among
students
The development of nonverbal communication between
and among students
Methods used to communicate with parents & other
professionals regarding student learning & assessment
Total Checklist Score 6 possible)
Rubric
Classroom management skills
Classroom motivation skills
Encourages effective communication among
students
Rubric
Formative assessment is utilized for instruction &
evaluation
Variety of assessments
Alignment among TWS objectives, instruction and
assessment
Assessment criteria
x2
x2
x1
Creates a learning environment that encourages active
inquiry
x1
Provides an environment supportive of student interaction
in learning activities
x2
Total Rubric Score (16 possible)
Justification of assessments
Justification of adaptations
Total Score for Standard 5 (22 possible)
x1
x1
x2
x2
x1
x2
Total Rubric Score (18 possible)
Total Score for Standard 6 (26 possible)
Factor 7: Reflection and Self-Evaluation
Additional Notes for any Factor:
Rubric
Effects of decisions on instruction
and assessment
x2
Effects of decisions on student learning
x2
Implications for future teaching of this unit
x2
Communications with students, parents and other
professionals
x1
Information from QPA/NCA process
x1
Implications for professional development/ continuous
learning
x2
Please add 1 point
Total Rubric Score(21 possible)
Total Score for Standard 7 (21 possible)
1
Reported Total Gain Score:
Objective Mastery Index %
TOTAL SCORE FOR THE TWS (134 possible)
H/TC/Common/TWS/ESUNewTWSScoringSheet2Page
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