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Taylor Hartley, Aimee Zlotoff, Kaitlyn Fortier JoEllen Bailey Strength Training 8th grade Spring 2013 Rocky Point Middle School

Table of Contents
Part 1: Description of the Setting Part 2: Standards and Learning Goals Learning Goal 1 Learning Goal 2 Learning Goal 3 Learning Goal 4 (Kati Fortier) (Kati Fortier) (Taylor Hartley) (Aimee Zlotoff) page page page page page page page page page page
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Part 3: Assessment of Student Learning Part 4: Instructional Planning Part 5: Analysis of Results Part 6: Reflection Teacher candidate 1 (Kati Fortier) Teacher candidate 2 (Kati Fortier) Teacher candidate 3 (Taylor Hartley) Teacher candidate 4 (Aimee Zlotoff) Part 7: Grading Part 8: References
Appendix 1: Pre- and Post-Test Skill Assessment Appendix 2: Formative Skill Assessment Appendix 3: Pre- and Post-Test Written Assessment (cognitive, affective, fitness/physical activity) Appendix 4: Formative Cognitive Assessment Appendix 5: Formative Affective Assessment Appendix 6: Fitness/Physical Activity Recording Procedure

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Part 1: Description of the Setting

School Site (Use real information.) 1. Grade levels at the school 6-8 2. Number of students in the school and/or in each grade Approximately 250 students per grade 3. Cultural make-up of the students Predominantly Caucasian 4. General school schedule Period 0 (extra help/music) - 7:15-7:57 Period 1- 8:01-845 Period 2- 8:49-9:31 Period 3- 9:35-10:17 Period 4- 10:21-11:03 Period 5- 11:07-11:49 Period 6- 11:53-12:35 Period 7- 12:39-1:21 Period 8- 1:25-2:08 5. Other information that describes the school The Rocky Point School District, including the town of Rocky Point and parts of the hamlets of Sound Beach and Miller Place, comprises a largely residential community in the County of Suffolk on the North Shore of Long Island, 55 miles east of the New York City Line. Originally a summer community for city vacationers, the area has now become a year-round residence for increasing numbers of young families, creating a minipopulation boom in elementary schools. Overall population has significantly increased in the last decade, rising more than 15%; student population now numbers slightly over 3,000. The district is bordered on the south by a 5,500-acre conservation preserve of what was once the largest long-wave radio transmitting station in the world. Some nine square miles in area, Rocky Point School District shares a common border to the east with the Shoreham-Wading River S.D., to the south with Longwood Schools, and to the west with the Miller Place S.D. Long Island Sound is to the north (http://www.rockypointschools.org/profile.html). Students and Class Setting (Make up this information.) 1. The number of students in your class 12 students 2. The number of males/females in your class 9 males / 3 females

3. The number of students with disabilities One student with a disability. 4. Describe any other diversity within your classroom

5. The amount of class time 40 minutes 6. The facilities There is a large gymnasium in the middle school. The middle school is also attached to the High School so all the playing field, as well as the weight room, are available for use. 7. The equipment and technology you have available There is a fitness room available, with an ELMO and a computer available as well. Contextual Impact

Rationale

Part 2: Standards and Learning Goals

Goal Learning goal 1: To squat with proper form, using the following cues: head up, feet shoulder width, sit down Standards NYS Std: 1A NASPE Std: 1 Assessment Tool Domain Psychomotorskill Psychomotorfitness &/or physical activity

Rubric

Learning goal 2: To increase the NYS Std: 1A amount of moves each class throughout NASPE Std: 1 the unit. Learning goal 3: Understand the techniques/cues of squatting. Know how to spot and work safely while strength training Learning goal 4: Treat classmates with respect while practicing safety and responsibility skills. NYS Std: 1A NASPE Std: 2 NYS Std: 2 NASPE Std: 5

Class Fitness Log/Move Bands

Quiz

Cognitive

Self Evaluation Assessment

Affective

Part 3: Assessment of Student Learning

Assessment Plan Overview Learning Goals Assessment Check List Pre-Test Format Accommodations A student with knee problems or muscle weakness could be assessed using a chair to help complete the movements. A student with knee problems or muscle weakness could be assessed using a chair to help complete the movements. A student with knee problems or muscle weakness could be assessed using a chair to help complete the movements. Setting class goals instead of individual goals so that individuals with disabilities that might not be able to move as much dont feel left out. Each day there will be an individual goal to work towards, but its the class goal that is ultimately recorded. Vary move goals for individuals who are more active or are unable to move as much as the other students. Setting class goals instead of individual goals so that individuals with disabilities that might not be able to move as much dont feel

Peer Review LG 1 (skill): Squat Formative

Check List Post-Test

Moves recorded on cognitive test

Pre-Test

LG 2 (fitness): Move Bands Formative

Moves recorded on class bulletin board

Moves recorded on cognitive test

Post-Test

6 left out. Each day there will be an individual goal to work towards, but its the class goal that is ultimately recorded. Allow for more time, read questions and write for students. Go over directions. Go over test with students. Exit slips on information learned in the class before. Allow for more time, read questions and write for students. Go over directions. Allow for more time, read questions and write for students. Help provide students with a time you saw them demonstrating safety. Allow for more time, read questions and write for students. Help provide students with a time you saw them demonstrating safety.

Quiz Pre-Test Formal: teacher graded LG 3 (cognitive): Strength Training Formative (same as the pre-assessment) Post-Test Rating Scale at the end of the quiz

Pre-Test

LG 4 (affective): Participating safely

Formative

Self assessment Rating Scale at the end of the quiz

Post-Test

Learning Goal 1: Skill This data was collected through a checklist. After viewing this check data I know who can execute the squat using proper form and who still needs improvement. I can also see what those improvements consist of. For example I know that I need to help my students focus on keeping their heads up and keeping their knees behind their toes more than I need to focus on keeping our feet shoulder width apart. Formative assessment description Students will peer assess each other two different times throughout the unit on the squat. They will do this using a rubric. By using a rubric, which is more in depth than a check list, students will also learn what they themselves might be doing wrong.

Post-Assessment collection procedures The post-assessment will be collected the same way as the pre-assessment. While working in stations, station one three will be used to assess the students squat form using the same checklist as the pre assessment. Learning Goal 2: Fitness and Physical Activity This data was collected on the cognitive quiz. Students recorded their moves in the bottom right hand corner. The goal for the first class was 700 moves; only two people met that goal. After viewing this data I know I need to incorporate more movement within my classes and it helps me to set more attainable goals for my students. Formative assessment description After each class, students will record their moves on a class bulletin board under their assigned, anonymous student number. These numbers will be recorded for me to use to see how were progressing towards our class goal. They will also act as a motivational tool for the students; they wont know who belongs to each number, however, they will see their other class mates scores and be motivated to keep up or perform even better. Post-Assessment collection procedures Moves will be collected on the top right of the cognitive post-test just like they were recorded in the pre-text. Learning Goal 3: Cognitive This data was collected through a cognitive quiz. As you can see the class average was 5 out of 10 questions. This shows me that I need to teach a lot of what was on the quiz because my students were not previously taught it, or no longer remember the information. Formative assessment description There will be exit slips at the end of each class for students to fill out. They will be a review from what they learned in the class before. For example, after learning about the three different kinds of muscles, they will have a quick exit slip asking them to name the three. Post-Assessment collection procedures The students will take a quiz again at the end of the unit to see how much they learned. Learning Goal 4: Affective This goal as assessed at the end of the cognitive quiz. The students responded to a statement either agreeing or disagreeing that they demonstrated safety. After responding they were asked to give an explanation of a time they practice safety in class. This data will show us if our students are respecting each other and practicing safety throughout the unit. Formative assessment description On the exit slips, on the back of the cognitive question, student will have to write a brief statement about when they practiced safety in class.

Post-Assessment collection procedures The students will answer the same question at the end of the unit on the post assessment quiz to see if they continued with or improved their ability to practice safety.

Part 4: Instructional Planning

Day 1 Warm-up: Fitness stations Lesson focus: Pre-assessment: squats Fitness component: Full body muscular strength Physical activity goal: 700 moves Physical activity goal: 800 moves Assessment: Rubric for the squat and a written cognitive quiz where the moves will also be recorded Day 3 Warm-up: Crab line soccer Lesson focus: Squattings critical elements Fitness component: Lower body strength Physical activity goal: 750 moves Assessment: Class moves motivational bulletin board/ peer assessment of the squat Day 5 Warm-up: 5 minutes on a cardio machine Lesson focus: weight room day 1 Fitness component: full body strength Physical activity goal: 800 moves Assessment: Class move motivational bulletin board/ log your activities in the weight room Day 7 Warm-up: Jump rope warm up Lesson focus: Review squat cues Fitness component: Upper body strength Warm-up: Zumba Lesson focus: post- assessment squats Fitness component: Lower body strength Assessment: Class moves motivational bulletin board Day 4 Warm-up: Fitness tic-tac-toe Lesson focus: Weight room safety and routines Fitness component: full body strength Physical activity goal: 650 moves Assessment: Class moves motivational bulletin board. Cognitive assessment on weight room safety Day 6 Warm-up: 5 minutes on a cardio machine Lesson focus: weight room day 2 Fitness component: full body strength Physical activity goal: 800 moves Assessment: Class move motivational bulletin board/ log your activities in the weight room Day 8 Warm-up: Zumba Lesson focus: Proper spotting technique Fitness component: cardiovascular endurance (during zumba) and upper body strength throughout the lesson Day 2

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Physical activity goal: 700 moves Assessment: Class move motivational bulletin board/ peer assessment of the squat Physical activity goal: 700 moves Assessment: Formal squat assessment using a check list/ moves recorded on the quiz/ cognitive quiz to finish the unit

Activity Progression
MOST COMPLEX SKILL Tasks (Extensions)
The activities for the whole class

Cues (Refinements) Secrets to improve performance Head up, shoulder width, sit down Traps, head up, shoulder width, sit down Head up, shoulder width, sit down, repeat Head up, shoulder width, sit down, explode 90 degrees

Challenges (Applications) More chances to practice the

same tasks

1 2 3 4 5

Overhead squat Squatting with weights Squatting multiple times Jump squat Wall squat

Increase your weight Increase your weight How many squats can you do in a row? Try to beat your last height Holding a medicine ball, walk the length of the wall in a wall squat. See how far you can get a long the wall. See how low you can hold your squat for Use a vertical jump test to see how high you can jump; try to beat your score each time Measure how far you can jump; try and beat it each time Jump in sync with a partner, in a group of three, a group of four, the whole class. Hopping obstacle course Run practicing different speeds and changing directions Walk through obstacles

6 7

Squat Explosive Jump

Head up, shoulder width, sit down Rocket ship

Long Jump

Swing arms

Jump

Bend knees

10 11

Hop Run

One foot One foot on the ground

12 Walk LEAST COMPLEX SKILL

Opposition

(Insert Revised Lesson Plans)

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Part 5: Analysis of Results

Data Analysis: Learning Goal 1 (Squatting) Pre-assessment
Chart 1: Student's Squat Pre-test

Number of Students

Series1, Needs Improvement, 8 Series1, Proper Form, 4

After using a rubric with three critical elements, head up, shoulder width, and sit down, Ive come to the conclusion that eight students form needs improvement. Their form was off for one of the following reasons: improper foot placement, not keeping their head up or sitting improperly. All of these key elements play a very important role in the squat because without executing them properly injury can occur. Four of my students performed the squat with near perfect form, executing all three elements properly. After viewing this chart I know that I need to re-teach proper squat form because half of my class doesnt perform the squat properly. Post-assessment
Chart 5: Student's Squat Post-test

Number of Students

Series1, Needs Improvement, 5

Series1, Proper Form, 6

11 Chart 5 shows that only 5, instead of 8, students still need improvement on their squat form. Although there was an improvement from the first class, there wasnt as much improvement as I had hoped for. After seeing these results, I know that I need to restructure my lessons so that there is a stronger focus on the cues of squating; there wasnt a large enough number of students who left the unit being able to squat properly. Only a half of my students finished the unit being able to squat properly. Six out of twelve students is not enough. The next strength training unit will have a stronger focus on performing the squat properly by following the critical elements.

Reliability and content validity Reliability: The assessment is reliable because one teacher recorded the data for all students. This meant that all students were graded on the same scale with no bias. The assessment was also very practical; it allowed all students to be viewed while he rest of the class was also being productive. Validity: This assessment is valid because no students abilities decreased. They either improved or remained the same. Adjustments Focus on squatting more of them throughout the unit so that the students have a better understanding of what they need to do in order to perform a squat using good form. Change in student learning There was very little difference in student learning. Only two more students were able to move from needs improvement to good form. This can be attributed to a lack of cue enforcement or lack of practice.

Data Analysis: Learning Goal 2 (fitness; physical activity) Pre-assessment

Chart 2: Fitness Component

Number of Moves

Series1, 2, 470

Series1, 11, 12, Series1, 724 701 Series1, 6, 675 Series1, Series1, 9, 674 10, Series1, Series1, 7, 616 8, 616 652 Series1, 5, 550

4, 320 Series1, 1, 289 Series1, Series1, 3, 278 Students

In order to incorporate fitness into every physical education class I set move band goals for my students. For this unit, I want my students, as a class, to increase their moves from the beginning of the unit to the end. I will do this by having my students record their moves on the

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bulletin board after every class and by having them record their moves on both the first and last quiz of the unit. The average moves for the first class of the unit was 547.0833333. The goal for the day was 700 moves; only two students were able to meet this goal. This helps me plan my lesson plans to include activities that require much more movement. The bulletin board is anonymous; each student has a number, which they record their movements under. Only that student and the teacher know their number. This board helps the students to notice their progress of set backs on a daily basis, which ultimately allows them to control the number of moves they make each day to meet the goal. Post-assessment
Chart 6: Component Moves, 5, Fitness 555 Moves,Moves, 10, 464 11, 459 Number of Moves Moves, 3, 381 Moves, 2, 356

Moves, 6, 341 Moves, 9, 291 Moves, 8, 206 Moves, 7, 171 Moves, 12, 192

Moves, 4, 280

Students

My students had less moves on the last day of the unit than the first. Im going to attribute that to the fact that they were being assessed and wanted to save energy for their assessment. After seeing this chart I know I need to include more rigorus activities; activities that cause my students to move around more would. Strength training doesnt require an excess of movements however it is very beneficial to our youths health.

Reliability and content validity Reliability: Our Move count is reliable because all the students have to do is look at their move bands in order to record their information. Theyre also objective because two move bands will read the same thing if a student was to wear two of them. It is also very practical because it doesnt take along time to put the Move bands on or take them off. Validity: This assessment is valid because the students either reach the move goal for the day or they do not. Adjustments Making the goal lower would be ideal; if that adjustment was made the goal would be much more attainable. Change in student learning

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No one was able to meet the goal for the post-assessment. There are a few reasons that this could happen: students could be nervous for their assessment and therefore conserve energy, there might not be enough activities provided for them to reach the goal, or the goal may be too high. These things would be taken into account the next time the unit was presented and changes would be made.

Data Analysis: Learning Goal 3 (cognitive) Pre-assessment

(include labeled & numbered charts)

Quiz Results written test, 5, 9 written test, 8, 8 written test, 7, 7 written written test, 9, 7test, 10, written 7 test, 12, 7 written test, 6, 6 test results written test, 11, 5

written test, 3, 3 written test, 1, 2 written test, 2, 1 Students written test, 4, 2

As the graph shows, the cognitive quiz that students took as a pre-test varied greatly. This information is useful for creating lesson plans towards students needs. Not one student was able to score a 100% on this short quiz, which means they all have something to learn! The test results varied from 1-9 out of 10 possible points. The quiz asked students questions regarding their prior knowledge of physical fitness. The class average on this quiz was a 5. Students will be given the same quiz at the end of the unit. This will allow me to compare the results and see if students improved, or if they still need more work in certain areas. This will also give me direct feedback on my own teaching and if I need to focus more in one specific area.

Post-assessment Reliability and content validity Adjustments

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Change in student learning (include examples of student work if appropriate

Data Analysis: Learning Goal 4 (affective) Pre-assessment

Affective

(include labeled & numbered charts)

Affective, 1, 4 students grade for themselves

Affective, 2, 2 Affective, 4, 2 Affective, Affective, 6, 2 Affective, 7, 2 Affective, 8, 2 9, 2Affective, 11, 2

Affective, 3, 1 Affective, 5, 1

Affective, 10, Affective, 1 12, 1

student

On the quiz that students were given in class as a pre-assessment, the last question was to give them a grade of 1-4. If students gave themselves a 1, it meant that they strongly agreed that they had practiced safety during the instructional class time. A 2, meant that they agreed, a 3 meant they disagreed, and only one student gave him/herself a 4, which meant they had strongly disagreed. This is a pre-assessment in the affective domain to see how students felt they had been safe. The idea here is that by the end of the unit, students will all learn and practice staying safe when being physically active. The average student in class agreed with this statement, 0 students disagreed, 1 student strongly disagreed, and 4 students agreed strongly. To get students to all strongly agree by the end of the unit, I am going to prepare the students in class and teach them how to be safe and why safety is especially important during this unit!

Post-assessment Adjustments Self-assessing students may not always be the most honest way to assess students. It may be better to watch for students practicing and recording how they act and work in class. This way the students cannot lie or make up their answer to get a better grade. Change in student learning The pre-assessment showed that many of the students did not practice safety throughout the lesson. I believe it is because they did not know how or what they were supposed to do. After the

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unit, the post assessment showed that 100% of our students agreed to practicing safety and all had explained why they did so. They all successfully improved in the affective domain.

Part 6: Reflection
Teacher candidate 1 (Learning Goal 1) and (Learning Goal 2) The assessment results werent ideal; there was a very slight increase in students who could squat using proper form from the pre to the post-test. Its hard to say if my teaching was effective or not considering I didnt do any teaching between the pre and post-tests. However, after reviewing all the feedback from the students I learned that I do a pretty good job of teaching. All the feedback was positive and helpful. My students enjoyed the creativity used in my stations to use body strength in a game situation. They also thought I had a great presence which is key in capturing your students attention, especially over the course of an entire unit. Considering their feedback, Id say my teaching is instructional and captivating. I learned that once you pre-test your students cognitively, affectively and in the psychomotor you can plan your instruction for the rest of the unit. The unit needs to be planned around what you need to teach your students. If your students already know how to do the squat then you should focus your unit on a different skill. Using an assessment that lets you know a little bit of detail on your students ability is important too. Knowing what cue theyre struggling the most or least with is helpful in what you really want to focus on. Ive also learned how important it is to adjust your units from year to year. After seeing the results form the charts on physical activity, I understand how goals must be altered to be effective. Ive learned how to make an efficient assessment tool in all three domains. I have personally come to like the checklist the most. I believe it is the easiest to use and it provides you with enough information on your students skill set. The information it provides allows you to shape your lessons to fit your students needs. I have also been made familiar with some forms of technology that I can use to assess my students physical activity. I think its important to use new technologies when teaching because it not only keeps you, as the teacher, fresh and up to date but it engaged the students as well. For example, my high school AP U.S. History teacher now uses a twitter account to communicate with his classes. He posts home work and test reminders as well as challenges and extra credit assignments on the social network. I believe this a really great way to reach out to your students on a different level then a majority of their other teachers. Teacher candidate 3 (Learning Goal 3) Paragraph 1: Explain what you have learned about your teaching and your students learning (assessment results) through the peer-teaching project. Paragraph 2: Explain what you have learned about your instructional planning and assessment procedures, including what you would change the next time teaching this unit. Paragraph 3: Explain what you have learned about your own professional effectiveness and development throughout the teacher work sample process.

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Teacher candidate 4 (Learning Goal 4) During the peer-teaching project, I learned a lot about the affective assessment and how my students did. Many of the students began with low scores on their affective pre-assessment. After explaining to the students what were looking for, for the post assessment many of the students grades and answers improved greatly. It became important as a teacher at the beginning of the class to explain to the students what was expected of them. I had to make it clear what I wanted to see them demonstrate and practice during the activities. The students all improved and that showed they listened and took into consideration the importance of safety. After administering the test, the procedure that I used worked well. It was practical that the affective assessment was on the bottom of the cognitive quiz so the students did not have to take any additional time out of their class period. It is also important to make it clear to the students what they must be practicing and how they can practice safety at each station. Explaining the rules and showing a good demonstration with how the activity should be done will create clarity and explanation for how the class will be run. Next time I teach I will try to be more specific with demonstration and explanation of my expectations. I have learned that being prepared makes teaching run so much more smoothly. As a teacher it will be important to know exactly what you will say and how you will assess your students way ahead of time. This way it will be easier to adapt and teach when it comes time for that. I have also learned that not all students learn the same way and all students have different ability levels. Being ready for adaptive situation will allow success in my teaching segments. It is also very important to constantly give students feedback, whether it is positive or critical. To ensure success the feedback must be specific and consistent to make sure the students are really learning.

Part 7: Grading

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psychomotor Studentcognitive Grading affective

Series1, affective, 35, 35%

Series1, psychomotor, 35, 35%

Series1, cognitive, 30, 30%

The Psychomotor and Affective domains are both worth 35%. We decided that, in strength training, knowing how to perform the exercises is just as important as knowing the safety precautions. The cognitive domain is very important as well; knowing what muscles your working and why its important to strength train is essential to success in this unit. We split the grading up this way so a student couldnt pass by doing well in simply one or two domains. Our students need to be balanced, physically educated individuals.

Part 8: References
(Write your references in APA format.)