PSU TEACHER WORK SAMPLE TEMPLATE

Your First and Last Name: Date Su mitted: Distri&t '(ere )ou &om*+eted t(e TWS: Name o- S&(oo+ .ui+din/ '(ere )ou &om*+eted t(e TWS: Content Area o- )our TWS: TWS Unit To*i&: 0rade Le1e+ o- t(e C+assroom " Students in W(i&( t(e TWS Unit Was Com*+eted:

Randy Mustain !"#!"#$%! We Cit) R,

Webb City Middle School / Webb City igh School

Physical !ducation

So&&er

"#1$ %rade &oys P'!' 1

Pittsburg State University

Teacher Work Sample

23 Conte4tua+ 2n-ormation and Learnin/ En1ironment Fa&tors

A3 Narrati1e 0enera+ Conte4tua+ 2n-ormation -or Communit)5 Distri&t5 and S&(oo+ (limited to 1 page) Community The community o* Webb City is a school centered community' The community is very involved in many aspects o* the school district especially the athletics at Webb City igh School' Webb City is a suburb o* +oplin, Mo' -hich is a very large community o* ./ thousand plus citi0ens' With the community o* +oplin less than *ive minutes a-ay most o* the citi0ens o* Webb City -ork in +oplin' The largest employer in the Webb City Community is the Webb City School 1istrict -ith the local Walmart coming in second' There is a local police station in Webb City as -ell as a city *ire department' With the community being so involved in the athletics at Webb City igh on *all 2riday night not many can be *ound unless you are at the high school *ootball game' The Communities school pride is displayed throughout the to-n -ith cardinal *lags and banners placed at business and houses' 3lthough Webb City seems like a *inancial sound community there is still a marginally high percentage o* *amilies belo- the poverty line -ith the percentage o* *amilies belo- the poverty line at $4'1' 1istrict Webb City School 1istrict is a district comprised o* 11 schools' The district mission statement is 5 The Mission o* the Webb City R#677 School 1istrict is to prepare today8s youth to meet the challenges o* tomorro-8s -orld by guiding all students in ac9uisition o* kno-ledge and the development o* skills that -ill enable each to become a productive and responsible individual':' The enrollment *or the school district in $/1; -as 4,;/; students' The high school enrollment -as 1,$;; students in $/1; -ith the largest enrollments being in the elementary schools' The district averages a student to teacher ratio o* 1. to 1 -ith the average number o* $/ students per classroom' The average teacher salary in the Webb City School 1istrict is <;.,=>/ a year' School The Webb City igh School is a very modern and up to date *acility' The school itsel* is a very large building and is *ully handicap accessible' The building is currently undergoing construction' The high school -ill have a ne- addition *inished in 1ecember o* $/14' The ne- addition to the school -ill be a ne- basketball arena -ith locker rooms, coaches o**ices, and a large -eight room' This ne- *acility -ill also be the storm re*uge area *or the school and the surrounding community' There are many things that are uni9ue to the school and one o* the more popular areas *or the students is the birds nest' This area is a small co**ee shop located by the school ca*eteria and gyms' The layout o* the school is very open and does not *eel cramped in any one area' There are many artistic paintings around the school -ill the school logo and or school name' The school has a very large trophy case area that really sho-s o** the schools previous success in a*ter school activities that really sho-s o** the pride they take in their success'

Pittsburg State University

Teacher Work Sample

Ta +e %3% C+ass Conte4tua+ 2n-ormation (limited to 1 page) %rade level ??"#1$? Content area (e'g', mathematics) ?Physical !ducation Topic (e'g', geometry)??Soccer???? 3ge range o* students ??????1.#1=?????? @umber o* male students ???$/?????? Total number o* students ????$/?????? @umber o* *emale students ???@/3????? Percentage o* students receiving *ree lunch ???4;'.A?? Percentage o* students receiving reduced lunch??4>'.A???????? Bi- -ree"redu&ed +un&( in-ormation not a1ai+a +e -or &+ass5 *ro1ide s&(oo+ *er&enta/es6 3rea in -hich students live (check all that apply) Urban ????? Suburban ???C??? Rural ???C??? !thnicity o* students (give numbers) ??1???? 3*rican 3merican or &lack ?????? @ative 3merican/3laskan @ative ?????? 3sian or Paci*ic 7slander ??$/??? 2luent !nglish Pro*icient ??????? Speci*ic Dearning 1isability ??????? ard o* earing ??????? 1ea* ??????? 1ea*#&lind ??????? Ether ealth 7mpaired ??????? Multiple 1isabilities ??????? &rain 7nFury ??????? !stablished Medical 1isability (/#. yrs) ??????? 3t risk *or developmental disabilities ???$??? ispanic or Datino ???1>??? White ?????? Ether (speci*y) ?????????? ?????? !nglish Danguage Dearners ??????? Speech/Danguage 7mpaired ??????? 6isually 7mpaired ??????? Erthopedically 7mpaired ??????? !motionally 1isturbed ??????? 3utism ??????? Mental Retardation ???????%i*ted ??1???? 1evelopmentally 1elayed ??????? Ether (Speci*y)???????????????

Danguage pro*iciency o* students (give numbers) 7denti*ied special needs categories represented (give numbers)

Su /rou* Se+e&ted 7des&ri e t(e /rou*8 : The *irst subgroup 7 selected -as the athletes in the class' The group is *ive athletes that trans*erred into the class a*ter their sports season -as over' This is a group o* *ive seniors -ho -ere all varsity athletes' The subgroup gets along very -ell -ith each other and others' The athletes are very -ell rounded individuals all maintaining good grades through out there time in high school' Ene maFor aspect about this subgroup that makes them great *or this study is that no one in the sub group -as on the soccer team or has been in their high school career' 2or my second subgroup 7 chose a *ocus student, the student 7 chose is the only other senior in the class -ho -as not an athlete but -as very involved in class' Rationa+e -or Se+e&tionG 7 have chosen this subgroup to see i* athletes have a better understanding o* sports and/or tend to grasp the rules o* ne- games better than non#athletes in the physical education setting' 7 *eel this is a good group to analy0e because although these *ive are all athletes none o* them have played soccer in their high school careers' This study -ill give me the evidence 7 need to decide i* 7 am reaching the more advanced students in my classroom' 7 chose my *ocus student because he -as the only senior in the class -ho -as not Pittsburg State University Teacher Work Sample ;

an athlete' Using this student 7 could determine i* student athletes are more success*ul in the physical education classroom than non# athletes'

Pro1ide a**ro*riate &(arts"/ra*(s to dis*+a) demo/ra*(i& data -or distri&t5 s&(oo+5 and &+assroom in A**endi4 A3
Ta +e %3# Student C(ara&teristi&s -or W(o+e C+ass (limited to 1 page) Student C(ara&teristi&s 2nte++e&tua+ C(ara&teristi&s 9 7ncluding readiness, cognitive abilities, learning needs, developmental levels, etc' Previously demonstrated academic per*ormance/ abilityG A 3bove standard ;1A?? A Meets standard ?4$A?? A &elo- standard ?$"A?? So&ia+ C(ara&teristi&s # 7ncluding emotional, attitudinal, motivational, etc' S*e&i-i& Des&ri*tions The students in this class are al-ays on time and ready to begin class' Everall they are one o* the more competitive classes 7 have' This class as a strong kno-ledge base in sports and most students in the class kno- the rules to the game be*ore 7 teach them' The athletic ability o* the class is average -ith only *ive students in the class actually being on a school sports team' This class is evenly distributed -hen it comes to academic per*ormance' >;A o* the students in the class are at or above the standards' $"A o* the students are belo- the state standard'

This class is very dynamic as an emotional unit' There are several students -ho could be very unmotivated and la0y' This is not the case though, the class is usually very eHcitable and easily motivated -ith Fust making the game competition' The strong competitiveness o* the class also can lead to *rustrations -hen close games are lost and calls may not go the -ay they -ant' 3t times this class can shi*t *rom very relaHed and eHcited to angry and *rustrated'

Persona+ C(ara&teristi&s 9 7ncluding physical, social, individual eHperiences, talents, language, culture, *amily and community values, etc'

The students are very social in this class and it can sometimes be an issue -ith getting their attention to start class' Most o* all the student get along very -ell together' The athletes in this class have really brought the class along developing a since o* camaraderie bet-een the students' The leaders in the class do a very good Fob o* keeping others involved and eHcited'

Pittsburg State University

Teacher Work Sample

.3 Narrati1e: 2m*+i&ations -or W(o+e C+ass 2nstru&tion .ased on 2n-ormation -rom Ta +e %3# 7+imited to % *a/e8 This class is a very diverse group o* personalities that has been pulled together by their competitive nature' The students are al-ays on time to class and ready to participate' The class has a very strong kno-ledge base o* sports and most o* the time they kno- the rules to a game be*ore 7 eHplain them' 7n the class there are . athletes that trans*erred in to the class a*ter their sports season -as over' The addition o* the athletes at semester to this class dramatically changed the personality o* the class' The personality o* the class is very dynamic because o* the competitiveness o* all the students in the class' This variable causes the students to go *rom happy to *rustrated very 9uickly' The students in the class are very social and it can be an issue at times the students can become distracted during the eHplanation o* the activity *or the day' This can cause them to miss the rules o* a game and lead to some misunderstandings during the activity' 1uring this unit 7 could tell that many o* the student -ere very eHcited about playing soccer' C3 Su 9 0rou*s"Students 2n-ormation Des&ri e t(is su /rou*"student usin/ in-ormation -rom Ta +e %3% SU.0ROUP The subgroup is made or up o* . students -ho FOCUS trans*erred in to the STUDENT class a*ter completing their sports season' These students are athletes but have never been part o* an organi0ed soccer team' 3ll o* the students in

W() 'as t(is su /rou*"student se+e&ted: 7 chose this group o* students to see i* there -as a direct correlation bet-een students athletic back ground and ho- much they learn in Physical !ducation class' &y using this subgroup 7 can measure the

W(at 'as +earned a out t(is su /rou*"student: 2nte++e&tua+ This group o* students seem to eHcel at understanding games and tend to have a lot o* success -hen playing the games' The group sho-s a vast understanding o* team sports and has a lot o* success communicating -ith teammates' So&ia+ This group o* students gravitate to each other and 7 o*ten have to separate them during games because o* an un*air advantage i* they are all on the same team' This group is very social and -ork -ell -ith all other students in class and are only hindered in their success by the other team members lack o* athletic ability'

Pittsburg State University

Teacher Work Sample

this group are more athletic than the rest o* the students in the class'

amount o* kno-ledge the students already had about soccer and ho- much they retain compared to non# athlete students' The *ocus student that 7 have chosen this -as chosen *or this student because he is study is the only senior the only senior in the in the class -ho is not or class -ho is not an -as not an athlete athlete at the school' 7 during his high school have also chose this career' e is a very student because he is a intelligent young man very intelligent high -ith his academic *unctioning student' scores being above the With his vast state standards' e has intelligence he is sho-n a vast lacking in his athletic understanding o* the abilities' &y choosing games played in class this student 7 -ill be and is a very diligent able to see i* 7 am learner' reaching students -ho do not have a sorts background but are very intelligent'

Persona+ The subgroup -as not very interested in lead up drills and developing their skills' They seem to believe they are already good enough athletically to succeed -ith this being true they are still very diligent in learning the rules o* the sport to help them better play the game' 2nte++e&tua+ This student is al-ays ready to ask 9uestions is very 9uick to challenge something that is unclear' This student practices skills o*ten and tries his best to become better at skills' e -ill demonstrate skills and does not get *rustrated -hen he makes mistakes' So&ia+ This student o*ten has the same partner during drills in class' The partners he o*ten has are younger and but have better athletic abilities' The students is o*ten loud and enFoys attention' e does not get in to trouble but does -alk the line *re9uently' Persona+ This students is a great student to have in class' e o*ten gets people loosened up be*ore class begins -ith Fokes or *unny stories' e is good at getting the competitive people in class eHcited and also helps others -ho struggle -ith positive comments'

D3 Narrati1e 2m*+i&ations -or Su 90rou*;s"Fo&us Student;s 2nstru&tion (limited to 1 page) This subgroup did not re9uire very many instructional modi*ications' Ene the *irst day o* the unit -e -ere able to go outside to play soccer and complete our drills' This -as great *or the students and turned out to make controlling the class much easier' The second day o* the unit -e -ere unable to go outside and had to stay in the gym and do drills and play indoor soccer' This proved to be a more di**icult task -ith the students being cramped in the gym they became very talkative and disengaged' With this being a problem 7 decided to break the class do-n into groups o* . or less Pittsburg State University Teacher Work Sample I

to make -orking -ith each one o* them more manageable' The students then became more engaged and -ere eHcited to be involved in the unit' The subgroup -as the easiest to -ork -ith and also the most di**icult to -ork -ith during drills because they -ould be interested in getting better -ith some drills but *elt that some other drills did not need to be taken as serious' Ene o* the most important things that 7 have learned *rom this is hoimportant it is to kno- your audience' 7* you cannot relate to the students and eHplain to them -hy things are important then they -ill not participate to their highest capability' The *ocus student -as very good at understanding the rules o* the game but struggled -ith his soccer skills' 7 noticed that *rom the beginning he -as disengaged during the soccer drills' 7 *ound that -hen 7 separated him *rom his normal group o* *riends he began to participate better during drills instead o* Fust talking'

Pittsburg State University

Teacher Work Sample

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223 2nstru&tiona+ Desi/n

A3 Narrati1e Des&ri*tion o- Ran/e o- O <e&ti1es and Rationa+e -or Se+e&tion 7+imited to % *a/e8 This unit has a broad range o* obFectives *or the student to meet during the soccer unit' The obFectives range *rom the rules o* the game, the dimensions o* the *ield and goals, and mastering the basic skills o* kicking, t-o hand over head toss, and de*ending the goal' Dearning the rules o* the game is one o* the most important obFectives o* this unit' The goal is *or the students to be capable o* o**iciating their o-n soccer games' The skills o* the game are the second most important obFective to this unit' 7 believe that -hen you begin any sport unit your students should *irst begin -ith these t-o obFectives because -ithout these obFectives you cannot complete the activity' With this age group o* students it is very important to *ocus on getting them involved and enFoying the sport or activity' 7 believe giving them a strong kno-ledge base in the rules and con*idence in their skills keeps the students engaged and could possibly lead them to becoming a li*elong player o* the sport'

.3 State O <e&ti1es Here: 2ocus should be on student per*ormance J not activities' What -ill students kno- or be able to doK 7+imited to % *a/e8 O <3 No3 % # = ! Unit O <e&ti1es The students -ill be able to demonstrate kno-ledge o* the rules o* soccer by achieving an average score o* >/A or better on our -ritten test' The students -ill be able to demonstrate proper kicking techni9ues, t-o hand over head thro-ing techni9ue, and also proper goalie techni9ues by completing them during my observation o* the unit' The students -ill be able to o**iciate their o-n game during active play in class' The students -ill be able to demonstrate kno-ledge o* the dimensions o* the *ield and goal si0e by achieving a score o* >/A or better on our -ritten test' Pittsburg State University Teacher Work Sample Le1e+7s8 7e3/3 .+oom;s Ta4onom)8 Remember, Understand, 3pply 3pply, Understand 3pply, Understand Remember, Understand , 3pply =

C3 2denti-) State Standards > .en&(mar?s Addressed ) Unit O <e&ti1es J o- do obFectives address these standardsK (+imited to % *a/e8 State Standard %: HM#A@: !Hplain ho- rules, sa*ety, and eti9uette are important concepts in a physical activity setting' .en&(mar?:The students -ill demonstrate kno-ledge o* the rules during the pre#test and during active play in class' State Standard #: HM=A@: 7denti*y and describe reasons *or using proper -arm#up, cool#do-n, stretching, and appropriate attire in a physical activity setting' .en&(mar?: The students -ill demonstrate and understanding by per*orming the -arm#up and cool do-n during physical education'' State Standard =: HM%E@: 7denti*y critical elements to improve per*ormance in selected skills' .en&(mar?: The students -ill demonstrate movement concepts, principles, strategies, and tactics that to the per*ormance o* physical education'

Pittsburg State University

Teacher Work Sample

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Pre9Assessment: Lesson Date T R 2

3pril >, $/14 Lesson O <e&ti 1e7s8 2nstru&tiona+ A&ti1ities" Strate/ies Pre#assessment #3llo-ed students $/ minutes to complete #%raded as a class #%ave the correct ans-ers to the students during grading' Shooting drill #-ritten cues on the -hiteboard #Student and teach demonstrations #eHtra assistance to students struggling Formati1e Assessment 7-orma+"in-orma+8 Des&ri e S*e&i-i& Ada*tations" Di--erentiation

4/>/ $/14

R,7

1,$,4

2ormal

Students -ere given t-enty minutes to complete the pre#test' Students -ere not allo-ed to sit -ith in *ive *eet o* another student during pre#test' 7* a students -as struggling 7 -ould eHplain to them -hat they -ere doing -rong and re#demonstrate the skill'

4/"/ $/14

1,$,;,4

Skill Practice # Written cues on -hiteboard # %oalie 1rill # Teacher split class in to t-o evenly matched groups' Darge Team indoor Soccer #%ame played -ith T-o large teams o* 1/ player

in*ornal

4/11 /$/1 4

1,$,;,4

Skill Practice #Written cues on -hiteboard #T-o and over ead thro- drill Darge Team Eutdoor Soccer #Teams -ere split into t-o large teams o* 1/

in*ormal

2or the skills practice the student -ere split into t-o teams o* ten' The student began the drill by lining up in a single *ile line at the top o* the ; point line *acing the padded -all under the basketball goal' The padded mat -as the soccer goal' The drill -as *or the students each to block one shot *rom a member o* their team' This drill -as very di**icult *or many and 7 demonstrated proper techni9ues *or stopping the ball many times' Playing the game let the students see ho- the rules -ere en*orced by me o**iciating the game' 7 used a t-o hand over head thro- in drill to sho- the students proper *orm used during a thro-#in' The drill -as a great lead up to the game' We played Darge Team Eutdoor soccer that -as o**iciated by the teacher to help the understand the rules o* the game' 7 completed my in*ormal assessment o* the students skills on this day during play using my check list'' This adaption 1/ o* soccer kept everyone involved and moving around -ith t-o games going at time '

Small Team al* *ield outdoor soccer 4/1. #Written cues on -hiteboard /$/1 Pittsburg 7 1,$,;,4 #Teams -ere split into *our teams o*Sample in*ormal State University Teacher Work 4 *ive #Teams played round robin style

Ta +e #3% > 2nstru&tiona+ Desi/n > Unit P+an

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

Ta +e #3#: Narrati1e Des&ri*tion o- Pre9assessment5 Formati1e Assessments5 and Summati1e Assessment (limited to $ pages) W(i&( o <e&ti1es 2denti-) (o' t(e assessment 'i++ e Des&ri e t(e assessment to e E4*+ain rationa+e -or &(oosin/ 223 D5 H5 and K does t(is s&ored and"or t(e &riteria to e used t(is assessment assessment used -or e1a+uation3 address: 7 *elt that -as the best *orm o* The pre#assessment -as scored on a Pre#3ssessment assessment to get a basic Written Test 1,4 scale o* /#1/ -ith the criterion score (1iagnostic) understanding o* the student being I/A background kno-ledge o* soccer' 7 use the skills chart to help me assess the students skill level -hen competing in class' This 2ormative 3ssessment This assessment -as not *ormally allo-ed *or me to Fudge the $,; - Informal Skills Chart scored' students skills at game speed and really give me an understanding o* -hat they have learned' 7 used this -ritten 9ui0 to see hoThe 9ui0 -as scored on a scale o* /#. -ell the students had retained -ith the criterion score being ".A 7 2ormative 3ssessment throughout the *irst hal* o* the 1,4 eHpected the students to get per*ect - Formal Written Lui0 unit' This 9ui0 -as *ocused on the scores on the 9ui0 but some -ere still rules and dimensions o* the *ield' unclear on the soccer goal si0e' This test -as scored on a /#1/ scale' The reason 7 used a -ritten test The test had a criterion score o* "/A' *or post#assessment -as to give 7 eHpected the students to very -ell Summative me an understanding o* ho- -ell 1,4 on this assessment since -e had 3ssessment Written Test the retained the in*ormation revie-ed *or it in the previous class' throughout the soccer unit' This test -as also the same test used *or the pre#test' Narrati1e -or 2nstru&tiona+ Desi/n 223 E3 Pittsburg State University Teacher Work Sample 11

The lessons are se9uenced in this manner because 7 *eel that the rules o* the game must be learned be*ore any skills should be assessed' 3*ter having an understanding o* the rules the students can Why are the lessons se9uenced in this mannerK then begin to learn the skills needed to have success playing the sport' 7 believe the that a*ter the skills are established you can then begin the play o* games to help the students put everything together as a -hole and really understand the sport' This order ensures that the students are covering all the aspects *rom rules to *undamentals to have success*ul game play' 223 F3 There -ere multiple teaching strategies used during this unit but the most common -as demonstrations' 7 *elt that demonstrations by students and teacher -ere the best -ays to shoWhat learning strategies -ere incorporated into this unitK students the *undamental skills used in soccer' 2ollo-ing demonstrations many discussions -ere started to *oster the students understanding o* the skill demonstrated' This not only gave them -hat they -ere supposed to do but also a reason -hy' The instructional strategies used address all the learning obFectives in this unit by demonstration o- do the instructional strategies/activities address the learning obFectives *or this unitK 223 03 The critical thinking and problem solving strategies -ill be used by the students during the actual o- -ill critical thinking and problem solving strategies be implementedK %ive speci*ic eHamples o* use' 223 23 !Hplain the reading strategies that -ill be used throughout the unit' %ive speci*ic Pittsburg State University game play' The students -ill have to -ork together -ith their teammates to problem solve' 1ecisions -ill have to be made on positions played by certain players and so on' There -ere no reading strategies used in this unit' Teacher Work Sample 1$ and cues' The activities used in class gave the students to learn by seeing and doing' This is one o* the most e**ective -ays to teach students'

eHamples' (Remember that using teHt is not a reading strategy) o- -ill technology be integrated -ithin the unitK !Hplain both teacher use and student use' o- does the unit demonstrate integration o* content across and -ithin content *ieldsK 223 A3

Technology -ill be used through instructional videos sho-ing during class' There is no content area that this unit -ill cross into but students -ill -ork on communications skills' Ene -ay the unit -as di**erentiated -as -ith the use o* continually revie-ing the rules o* the

What speci*ic adaptations or di**erentiated activities -ere used to accommodate individual learning needs *or the -hole classK What speci*ic adaptations or di**erentiated activities -ere used to accommodate individual learning needs *or the identi*ied sub#groups / studentsK

game' The continued overvie- o* the rules gave students -ho -ere slo-er to retain the in*ormation more opportunities to here it' There -ere no speci*ic adaptions or di**erentiated activities used to accommodate the subgroup o* *ocus students' The one strategy used -as re#teaching and re#demonstrating to students'

Pro1ide a &o*) o- t'o &om*+ete detai+ed +esson *+ans in A**endi4 .3

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Pittsburg State University

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2223 Tea&(in/ and Learnin/

A3 Narrati1e: Dai+) Tea&(in/ Re-+e&tions (limited to 4 pages) Da) %: 2or the *irst day o* the soccer unit the students took a pre#test' The pre#test -as timed and the students -ere given t-enty minutes' 3*ter completing the pre#test -e graded the test as a class and -ent over the correct ans-ers' 3*ter completing the test corrections -e began class by heading do-n to the soccer *ield' 3*ter -e go to the soccer *ield the students -ere instructed to Fog ; laps around the track' Upon *inishing their ; laps the students -ere instructed to go to the middle o* the *ield' We split into t-o groups o* ten and -ent to the south soccer goal to eHplain the shooting that -e -ould be doing a*ter instruction o* ho- to per*orm the drill -e then separated bet-een the north and south soccer goal' The drill -ent very smooth and lasted about 1/ minutes' 3*ter our drill 7 told the student -e started playing our game o* soccer it -as 1/ vs 1/' We played *or about ;/ minutes be*ore heading inside to get dressed' Everall it -as a good class period -ith no issues' The class seemed to still be tired at the beginning o* class and this is -hy 7 don8t think they -ere very talkative' Da) #: The second day o* the unit -as *ocused on goaltending skills' The -eather did not permit us to go outside and use the soccer *ield so -e stayed inside and use the *acilities in the gym to play indoor soccer' With class being inside -e started class by Fogging laps around the gym *or ; minutes and then -alking *or another minute be*ore coming together to start our drills *or the day' 7 had several students -ho did not -ant to participate in goaltending drills because they said they -ould never play that position in the game but 7 -as able to convince them that they needed to participate in the drill' Today the students -ere very talkative and eHcitable' They -ere struggling -ith *ollo-ing my directions do to all there misbehaviors so 7 stopped the class and had them do ./ push#ups so 7 could regain their attention' 3*ter *inishing our push#ups 7 split the class up into t-o teams o* ten' We began our game and 7 o**iciated very vigorously *or the *irst 1. minutes and then 7 slo-ly stepped back and let the students start o**iciating the game themselves' The students slo-ly began to take control o* the game -ithout my direction' 7 -as very pleased to see the students taking control and o**iciating the game responsibly' 3t the end o* the game 7 brought all the students together and asked -hat they thought o* the game and i* there -ere any calls during the game that they did not understand' The students maintained a strong group discussion *or the neHt . minutes be*ore 7 had to stop them to go get dressed' 7 -as very pleased -ith the class and the success they had in class'

Da) =: 2or the third lesson in our unit -e -ould begin -orking on our t-o hand over head thro-s' The -eather -as very nice so -e -ent outside *or the class period' 3*ter taking attendance -e headed do-n to the soccer *ield' 3*ter arriving to the soccer *ield the student -ere asked to Fog ; laps' Upon *inishing the ; laps 7 had the students line up along the sideline o* the soccer *ield' 7 demonstrated ho- to proper *orm *or a t-o hand over head thro- eHplaining that your *eet can not leave the ground during the thro-' The drill -as *or the students to complete t-o over t-o hand over head Pittsburg State University Teacher Work Sample 14

thro-s be*ore -e -ould begin playing soccer *or the rest o* class' This drill took approHimately ten minutes' 3*ter the drill the teams -ere split into t-o teams o* ten and then began playing soccer' 7 began my in*ormal *ormative assessment during this class period -hile -alking around the *iled analy0ing the students skills' 7 noticed many things about the students during my observation and overall 7 -as very satis*ied -ith their skill development' The students sel*#o**iciated the entire game this class period -hich -as another high light o* the class period since this let me knothat they -ere starting to *eel more com*ortable -ith the games rules and ho- they are en*orced'

Da) !: 1ay *our began very slo- and there -ere a *e- absent to day -hich -as cause *or concern *or me since 7 had not *inished my in*ormal assessment o* the students skills' This did not turn out to be an issue as the students that -ere absent had already been assessed' The class -as very uninterested in soccer and hard to get on task' They all seemed to *eel like -e had done soccer long enough and did not -ant to continue' 7 eHplained very clearly to the students that in any other class the student does not decide -hen the unit is to end the teacher does and physical education -as no di**erent' This got plenty o* groans but no complaints' The students headed do-n to the soccer *ield and began by running their ; laps around the track' 3*ter running the track the students -ere split into *our teams o* *ive and given instruction *or the game -e -ould play *or the day' We played hal* *ield soccer games similar to hal*#court basketball' The games -ere . minutes long and very competitive 7 made sure every team played each other by using a round robin *ormat' The students played very -ell -ith this *ormat' They also sel*#o**iciated all the games played giving me more con*idence that they all kne- the rules' 7 completed my in*ormal assessment o* their skills during the class period' 3t the end o* the class 7 gave the students a verbal 9ui0 as a group' They did very -ell during the verbal 9ui0 but had trouble -ith one 9uestion and that -as the si0e o* the indoor soccer goal' 3*ter our verbal 9ui0 the students then headed to the locker rooms to get dressed' The class -as very good and 7 -as very pleased -ith the outcome o* the lesson plan' Da) B: The *inal day o* the unit began -ith the student taking the *inal -ritten eHam' The students -ere allotted $/ minutes to take their test' The students seemed eHcited to get the test over -ith and 7 eHpected them to very -ell' The test -ent smoothly and everyone -as able to *inish in the $/ minute time *rame' 2ollo-ing the test -e began our -arm#up o* ; minutes Fogging around the gym and then 1 minute -alking' 3*ter the -arm#up 7 let the students pick teams o* *ive *or a *our team double elimination tournament' The games -ere = minutes long and very competitive' 7 -as very pleased -ith the success o* the tournament and the students involvement' The class period -ent by very 9uickly and smoothly' The tournament took the rest o* the class period' 7 -as very pleased -ith the unit and glad it ended on a good note -ith the students enFoying a very competitive tournament' .3 C+assroom Mana/ement P+an 7rules, procedures, preventative strategies, supportive strategies) (limited to 1 page) Cardinal CodeG 1G 7 -ill maintain a sa*e environment *or other and mysel*' $G My -ords must be appropriate' ;G 7 -ill behave in a manner that is appropriate *or being in public' 7 -ill use manners' Pittsburg State University Teacher Work Sample 1.

4G 7 -ill behave in a -ay that allo-s the lesson to continue smoothly' .G 7 -ill interact positively -ith sta** and peers' IG7 -ill sho- respect *or my property, school property and others property' The cardinal code is the standard *or students in the Webb City School 1istrict' This is also the case in the physical education class' Eur rules are all the cardinal code rules is you violate the code you -ill receive a punishment' 7 really like the cardinal code and have *ound it to be very success*ul in keeping students in sa*e environment that is conducive to learning' Eur goal is to support our students by giving them a sa*e com*ortable learning environment' 2ollo-ing entering the gym the students go to the locker room and get dressed *or class' 3*ter getting dressed they all come to the gym and -ait in a designated area *or roll to be taken' Upon roll being taken the students -ill begin their -arm#up' This is the same routine -e start class -ith every day'

C3 Student 2ntera&tion and En/a/ement(Strategies *or promoting student to student interaction and sudent motivation) (limited to 1 page) We use partners and groups to motivate the students to be involved and compete' Using the groups give the students a chance to communicate and motivate each other' The students -ere al-ays placed in groups during the drills to help -ith keeping the students on track and *ocused' 1uring the drills the students -ork together to help others become better -ith their skills' aving the students in groups gives them the opportunity to demonstrate and help each other' 7 *eel the students did a very good Fob o* motivating others to play hard and really get better at soccer' 7 believe having the teams -orking together in drills and also being on the same team really helped the students to understand the importance o* team -ork'

D3 Student Communi&ation (detailed description o* appropriate strategies to encourage student to student communication) (limited to 1 page) Student to student communication is one o* the most important aspects o* having a success*ul classroom' Communication in the classroom has to be -ell managed or it can become a distraction the key is to keep the student on topic and engaged in the activity' Ether than the teacher students learn the most *rom each other' !ach student *eeds o** other students success and communication bet-een students really motivates them to learn' Student Pittsburg State University Teacher Work Sample 1I

communication is key in making demonstrations success*ul' Everall 7 believe that communication in the classroom is a maFor key in a success*ul learning environment'

Narrati1e: Ana+)sis o- Assessment E3 Pre9Assessment The -ritten pre#assessment -as a success*ul *orm o* measure *or the students although 7 -as very disappointed in the outcome o* their scores' The average score o* the test -as 4/A -hich -as $/A beloEverall analysis o* results' the goal 7 had o* I/A *or the students' The test -as very basic -ith the 9uestions but had a *e- more challenging 9uestions as -ell' 7 had no students score 1//A on the pre#test' The pre#test did not have a speci*ic learning obFective other than to give me an understanding o* -hat 1iscuss the results in re*erence to the learning obFectives' kno-ledge base the students had over soccer' Everall 7 -as very disappointed in the outcome o* the pre#test scores' 7 used the pre#assessment data to see -hat eHactly the students need the unit to be *ocused on' 7 used the 1escribe ho- pre#assessment data -as used to proceed -ith instruction *or all students' data to help me in deciding ho- *ar in depth 7 -ould cover certain topics' 7 -as able to also kno- -hat students -ould struggle -ith this unit more than others' 7 plan to use a multiple *orms o* assessment *or the pre#test being a -ritten test and also an observable What is the plan to di**erentiate *or all learnersK F3 Formati1e Assessment skills test' 7 believe this -ill not only help me -ith understanding -hat students have little eHperience -ith soccer but also ho- *ar behind on development o* their skills'

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The *ormal assessment -as very a**ective' The student had great success in the observed skills test -ith Everall analysis o* results' 1iscuss the results in re*erence to the learning obFectives' 3re students learning -hat -as intended they learnK "/A o* the students being able to complete all the skills' The learning obFectives -ere met by the skills test and 7 -as very pleased -ith the students scores' 3lmost all o* the students met the skills observation completely' The success o* this assessment really sho-ed homuch the students had learned during the unit' 7 *eel the best adaption *or the unit -ould be one on one time -ith struggling students' 7 also *eel it -ould

1iscuss any adaptations based on the help the students greatly i* -e had completed more skills drills' 7 believe splitting the teams in to evenly results o* *ormative assessments' matched teams is also a must' The di**erentiation used in this unit -as making sure to put lo-er level students -ith high *unctioning 7denti*y di**erentiation needed to help all students meet the goals and obFectives o* this unit' 03 Summati1e Assessment The data o* assessment revealed that the students did above average on the summative' The average score What did the disaggregated data o* the assessment revealK on the summative -as "/A' 7 -as very pleased -ith this outcome' The students improved the average o* the test by ./A' 7 believe this is also attributed to the students prior lack o* kno-ledge about soccer' 3ll students -ere able to meet the learning obFectives' 3ll o** the *ocus students -ere able to score =/A or better on the summative' Everall all o* the students -ere able to meet the learning obFectives' 7 believe that all students did learn the intended obFectives' 7 *eel this unit -as e**ective in teaching the 1id all students learn -hat -as intended they learnK !Hplain' students the rules o* the game, dimensions o* the *ield, and developing the students skills' The advancement in the students score is evidence that the students did learn the obFectives' students' This 7 *eel gives lo-er level students a much better opportunity succeed'

1iscuss the results in re*erence to the learning obFectives'

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Pro1ide a &o*) o- *re9assessment do&ument and t(e &orres*ondin/ s&orin/ ?e)"ru ri& in A**endi4 C3 Pro1ide a &o*) o- one -orma+ -ormati1e assessment do&ument and t(e &orres*ondin/ s&orin/ ?e)"ru ri& in A**endi4 C3 Pro1ide a &o*) o- one in-orma+ -ormati1e assessment do&ument and t(e &orres*ondin/ s&orin/ ?e)"ru ri& in A**endi4 C3 Pro1ide a &o*) o- t(e summati1e assessment do&ument and t(e &orres*ondin/ s&orin/ ?e)"ru ri& in A**endi4 C3 H3 Cisua+ Re*resentation o- Disa//re/ated Data C(art"Ta +e"0ra*(s o- disa//re/ated data -or t(e Pre9assessment s(ou+d e in&+uded in A**endi4 C3 1ue to the varied nature o* data collected by the teacher candidates, each &andidate is as?ed to &reate a &(art"ta +e"/ra*( that includes data *or the Whole Class, Subgroup, and 2ocus Students' Title the table/chart/graph and use labels to accurately portray the data'

C(art"Ta +e"0ra*( o- disa//re/ated data -or t(e Summati1e Assessment s(ou+d e in&+uded in A**endi4 C3 1ue to the varied nature o* data collected by the teacher candidates, each &andidate is as?ed to &reate a &(art"ta +e"/ra*( that includes data *or the Whole Class, Subgroup, and 2ocus Students' Title the table/chart/graph and use labels to accurately portray the data'

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2C3 Se+-9E1a+uation and Re-+e&tion

A3 Narrati1e des&ri*tion o- Su&&ess-u+ A&ti1ities and -uture im*+i&ations .ased on t(e ana+)sis o- a++ t(e assessment resu+ts5 identi-) TWO +earnin/ o <e&ti1es -rom t(e unit students 'ere most su&&ess-u+3 EbFective 1G Soccer Skills 0i1e more t(an one reason -or ea&( o- t(e su&&esses identi-ied3 The students -ere all able to success*ul per*orm the skills that -ere o* *ocus during the unit' This is based on the success o* the students skills assessment' 7 -as very impressed -ith the developmental gains the students made throughout the unit' EbFective $G Rules o* the game 7 believe that the students have a vast understanding o* the rules based on high scores on the summative' The students also sho-ed a strong understanding o* the rules during play in class' 7 believe that the students understand the unit -ell enough to teach the game to others' Dis&uss at +east TWO t(in/s to do di--erent+) in t(e -uture to e4tend t(ese su&&esses to &ontinue students; a&ademi& /ro't(3 7 think t-o things that 7 -ill do di**erently to ensure the success o* the students is incorporate more drills to develop the students skills' 7 -ill also attempt to use more instructional videos in the unit to help students -ho are struggling to grasp the *undamentals o* the game' .3 Narrati1e des&ri*tion o- Least Su&&ess-u+ A&ti1ities and -uture im*+i&ations .ased on t(e ana+)sis o- a++ t(e assessment 0i1e more t(an one reason -or ea&( o- t(e +east su&&ess-u+ o <e&ti1es identi-ied3 resu+ts5 identi-) TWO +earnin/ o <e&ti1es -rom t(e unit students 'ere +east su&&ess-u+3

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EbFective 1G E**iciating the %ames

3lthough 7 *eel that the students had a strong understanding o* the rules 7 did not *eel that they mad the advancements that 7 hoped they -ould -ith o**iciating' 7 believe the students need more time -ith rules revie- to ensure their success'

EbFective $G istory o* the Sport

7 did not have the history o* the sport included in this unit' 7 believe that 7 should have '

Dis&uss at +east TWO t(in/s to do di--erent+) in t(e -uture to im*ro1e students; *er-orman&e3 7 -ill be adding more rules revie-s to this unit to help students better grasp ho- to o**iciate a game' 7 -ill also be adding the history o* the sport to this unit as 7 *eel it is a very important aspect o* understanding the sport' TA.LE !3% Communi&ation Lo/ Fo++o' U* 7ine&essar)8

Date 4/>/$/14

Person Conta&ted Cooperating Teacher

Met(od oConta&t 2ace to 2ace

Reason -or Conta&t To *ind out about class history -ith soccer units

Resu+t or 2m*a&t on 2nstru&tion elped in creating my assessments

Add rows as needed

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C3 Narrati1e Re-+e&tion on 2m*a&t o- Communi&ations (limited to 1 page) My communication -as very in*luential in the creation o* my pre#test and post#test' The kno-ledge 7 obtained in this conversations -as o* great assistance' My cooperating teacher has done many soccer units and -as o* great assistance in developing my lesson plans and in -hat direction 7 -anted the unit to go'

D3 Narrati1e Re-+e&tion on Future Pro-essiona+ De1e+o*ment (limited to 1page) 2denti-) at +east TWO as*e&ts o- instru&tion t(at &ou+d e im*ro1ed3 E4*+ain reasonin/3 3spect 1G 7 -ould like to incorporate more technology into the lesson -ith instructional videos' W(at s*e&i-i& *ro-essiona+ de1e+o*ment o**ortunities"a&ti1ities 'i++ (e+* to a&Duire t(at ?no'+ed/e or s?i++: 7 believe the instructional videos -ould be a great at helping eHplain the rules o* the game and sho-ing students the proper techni9ues *or skills -hen playing the game' 7 -ould like to research the videos online that 7 3spect $G 7 -ould like *ind more drills *or the students' can incorporate in to the classroom lesson plan' 7ncorporating ne- drills -ould help the success o* the unit' 7 believe 7 can research the unit topic and *ind many more ne- drills and techni9ues to better prepare students *or play in the game'

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REFERENCES

MMissouri 1epartment o* !lementary and Secondary !ducation'M %rade and Course#Devel !Hpectations (%D!/CD!)' @'p', n'd' Web' 1. @ov' $/1; httpG//district'-cr>'org/

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APPEND2E A
S&(oo+: WE.. C2TY H20H 7%$B$8

Year

Tota+ Enro++ment

Asian (Percent) 1'1/ 1'4/ 1'I/ 1'./

.+a&? (Percent) $'// $'$/ 1'=/ 1'>/

His*ani& (Percent) .'I/ .'$/ 4'./ 4'4/

2ndian (Percent) 1'I/ $'// $'1/ $'I/

W(ite (Percent) =>'"/ ="'1/ ="'=/ ="'=/

Free"Redu&ed Lun&( 7FTE8 (Percent) 4;'. 4$'1 41'1 4/'1

#$%= 1,$$; #$%# 1,1>; #$%% 1,1I> #$%$ 1,1>.

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APPEND2E .

LESSON PLAN % So&&er 0oa+: To improve students hand eye coordination, ball handling skills, and team -ork skills -hile introducing them to a popular game' O <e&ti1e: The student -ill be able to properly kick, thro-, and o**iciate a game using proper techni9ues and rules' Materia+s: 7 -ill need 1#$ soccer balls' A+i/nment 'it( state standards and &ommon &ore: HM#A@: !Hplain ho- rules, sa*ety, and eti9uette are important concepts in a physical activity setting' HM=A@: 7denti*y and describe reasons *or using proper -arm#up, cool#do-n, stretching, and appropriate attire in a physical activity setting' HM%D@: 3pply mechanical principles o* *orce, stability, motion, and direction' HM%E@: 7denti*y critical elements to improve per*ormance in selected skills' .a&?/round 2n-ormation: 7 -ill need to research the rules o* indoor and outdoor soccer' 7 -ill need to -atch videos on the proper *orm used -hen kicking and proper arm motion -hen thro-ing a soccer ball' En/a/ement: The students -ill begin class -ith a pre#test over the rules o* soccer' -ill begin -ith having the students hand their pre#test to another student and -e -ill grade the pre#test as a class' 3*ter grading the pre#test the student -ill hand their test in' The test -ill take approHimately 1/ to 1. minutes' E4*+oration: We -ill revie- all the rules *or indoor and outdoor soccer discussing the dimensions o* the *ields and goals' The students then -ill be directed to the soccer *ield' When the students get to the soccer *ield they -ill be instructed to Fog $ laps around the *ield and then report to mid#*ield' 7* the -eather is inclement the students -ill begin the -arm#up inside -ith a group -arm#up that -ill consist o* Fogging around the gym *or ; minutes and then -alking *or a minute' This -ill take approHimately . minutes'

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A**+i&ation: The students -ill be split up in t-o teams o* 1/ and -ill begin playing' 7* the -eather does not permit us to go outside -e -ill split up into 4 teams o* . players and play games round robin style -ith each game lasting . minutes long'

C+osure: The student -ill end the game then -alk up to the gym' 2ollo-ing putting up the e9uipment the student -ill proceed to the locker room to change' 7* the students -ould like they -ill be permitted to play basketball *or the remainder o* class' Di--erentiation: To make the game easier to understand you can go over the rules multiple times -ith the class be*ore playing the game to ensure everyone understands ho- the game should be played' Nou can also create posters *or the students -ith the rules o* the game to give them a visual aid' Re-eren&es: MMissouri 1epartment o* !lementary and Secondary !ducation'M %rade and Course#Devel !Hpectations (%D!/CD!)' @'p', n'd' Web' 1. @ov' $/1; LESSON PLAN # So&&er 0oa+: To improve students hand eye coordination, ball handling skills, and team -ork skills -hile introducing them to a popular game' O <e&ti1e: The student -ill be able to properly kick, thro-, and o**iciate a game using proper Materia+s: 7 -ill 1#$ soccer balls' A+i/nment 'it( state standards and &ommon &ore: HM#A@: !Hplain ho- rules, sa*ety, and eti9uette are important concepts in a physical activity HM=A@: 7denti*y and describe reasons *or using proper -arm#up, cool#do-n, stretching, and HM%D@: 3pply mechanical principles o* *orce, stability, motion, and direction' HM%E@: 7denti*y critical elements to improve per*ormance in selected skills' .a&?/round 2n-ormation: 7 -ill need to research the rules o* indoor and outdoor soccer' 7 -ill need to -atch videos on the proper *orm used -hen kicking and proper arm motion -hen thro-ing a soccer ball' Pittsburg State University Teacher Work Sample $I setting' appropriate attire in a physical activity setting' techni9ues and rules'

En/a/ement: The students -ill begin class -ith a *inal test over the rules o* soccer' The students -ill then hand their *inal test in' The test -ill take approHimately 1/ to 1. minutes' E4*+oration: The students -ill be directed to the soccer *ield' When the students get to the soccer *ield they -ill be instructed to Fog $ laps around the *ield and then report to mid#*ield' 7* the -eather is inclement the students -ill begin the -arm#up inside -ith a group -arm#up that -ill consist o* Fogging around the gym *or ; minutes and then -alking *or a minute' This -ill take approHimately . minutes'

A**+i&ation: The students -ill be split up in t-o teams o* 1/ and -ill begin playing' 7* the -eather does not permit us to go outside -e -ill split up into 4 teams o* . players and play a double elimination . team seeded tournament -ith each game lasting . minutes long' Tournament .ra&?et:

C+osure: The student -ill end the game then -alk up to the gym' 2ollo-ing putting up the e9uipment the student -ill proceed to the locker room to change' 7* the students -ould like they -ill be permitted to play basketball *or the remainder o* class' Pittsburg State University Teacher Work Sample $>

Di--erentiation: To make the game easier to understand you can go over the rules multiple times -ith the class be*ore playing the game to ensure everyone understands ho- the game should be played' Nou can also create posters *or the students -ith the rules o* the game to give them a visual aid' Re-eren&es: MMissouri 1epartment o* !lementary and Secondary !ducation'M %rade and Course#Devel !Hpectations (%D!/CD!)' @'p', n'd' Web' 1. @ov' $/1;'

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APPEND2E C 2n-orma+ Assessment: Assessment o- So&&er S?i++s Student Pro*er Ki&?in/ te&(niDue E E E E E E E E E E E E E E E E E E Pro*er t'o (and o1er (ead t(ro' te&(niDue E E E E E E E E E E E E E E E E E E E Pro*er en-or&ement o- ru+es E E E E E E E E E Parti&i*ation

% # = ! B @ , F G %$ %% %# %= %! %B %@ %, %F %G #$

E E E E E E

E E E E E E E E E E E E E E E E E E E E

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Forma+ Pre9Test @ame ?????????????????? Class ?????????????????? 1ate ??????????????????

So&&er Pre Test 7ndoor Soccer ??? 1' What si0e is the ball used *or playing an indoor soccer match played by anyone over age 1$K 3) $ &) 4 C) ; 1) .

??? $' o- many players are allo-ed on the *ield during play *or one teamK 3) ;#. &) 4#I ??? ;'3ll o* these are *ouls eHceptK
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C) I#= 1) 1/#1$

3)3 player holds an opponent' &) 3 player charges an opponent' C) 3 player plays in a dangerous manner' 1)3 player goes out o* bounds -ithout the ball'

??? 4' True/2alseG 3 regulation game consist o* t-o halves -ith the duration according to the house rules' ??? .' True/2alseG The indoor soccer goal is I O *eet tall and 1$ *eet Eutdoor Soccer ??? I' 7* a player receives a red card he/she has beenK 3)Cautioned / Warned &) Removed *rom the game' C)3-arded a 2ree Pick 1)Sent to the penalty area -ide'

??? >' 3 kick o** is used *or all o* the *ollo-ing eHceptK 3)The start o* a match &)Start o* each period o* eHtra time' C)3*ter a goal has been scored' 1)3*ter a thro-#in ??? =' True/2alseG 3 match is played in T-o halves o* 4. minutes'

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??? "' 3 player can only touch the ball i*K 3) e is the %oalie &) e is the de*ender C) e is the 2ore-ard 1) e is given a yello- card

??? 1/' True/2alseG 3 *ree kick is an unimpeded kick o* the stationary &all a-arded to one side as a penalty *or a *oul or in*ringement by the other side' Forma+ Pre9Test KEY

@ame ?????????????????? Class ?????????????????? 1ate ?????????????????? Soccer Pre Test 7ndoor Soccer ?1? 1' What si0e is the ball used *or playing an indoor soccer match played by anyone over age 1$K 3) $ &) 4 teamK
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C) ; 1) .

?&? $' o- many players are allo-ed on the *ield during play *or one

3) ;#. &) 4#I ?1? ;'3ll o* these are *ouls eHceptK

C) I#= 1) 1/#1$

3)3 player holds an opponent' &)3 player charges an opponent' C)3 player plays in a dangerous manner' 1)3 player goes out o* bounds -ithout the ball' ?T? 4' True/2alseG 3 regulation game consist o* t-o halves -ith the duration according to the house rules' ?T? .' True/2alseG The indoor soccer goal is I O *eet tall and 1$ *eet Eutdoor Soccer ?&? I' 7* a player receives a red card he/she has beenK 3)Cautioned / Warned &)Removed *rom the game' C)3-arded a 2ree Pick 1)Sent to the penalty area -ide'

?1? >' 3 kick o** is used *or all o* the *ollo-ing eHceptK 3)The start o* a match &)Start o* each period o* eHtra time' C)3*ter a goal has been scored' 1)3*ter a thro-#in

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?T? =' True/2alseG 3 match is played in t-o halves o* 4. minutes' ?3? "' 3 player can only touch the ball i*K 3) e is the %oalie &) e is the de*ender C) e is the 2ore-ard 1) e is given a yello- card ?T? 1/' True/2alseG 3 *ree kick is an unimpeded kick o* the stationary &all a-arded to one side as a penalty *or a *oul or in*ringement by the other side' Fina+ Forma+ Assessment
@ame ?????????????????? Class ?????????????????? 1ate ?????????????????? Soccer Pre Test 7ndoor Soccer ??? 1' What si0e is the ball used *or playing an indoor soccer match played by anyone over age 1$K 3) $ C) ; &) 4 1) . ??? $' o- many players are allo-ed on the *ield during play *or one teamK 3) ;#. &) 4#I ??? ;'3ll o* these are *ouls eHceptK
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C) I#= 1) 1/#1$

3)3 player holds an opponent' &)3 player charges an opponent' C)3 player plays in a dangerous manner' 1)3 player goes out o* bounds -ithout the ball' ??? 4' True/2alseG 3 regulation game consist o* t-o halves -ith the duration according to the house rules' ??? .' True/2alseG The indoor soccer goal is I O *eet tall and 1$ *eet -ide' Eutdoor Soccer ??? I' 7* a player receives a red card he/she has beenK 3)Cautioned / Warned &)Removed *rom the game' C)3-arded a 2ree Pick 1)Sent to the penalty area

??? >' 3 kick o** is used *or all o* the *ollo-ing eHceptK 3)The start o* a match &)Start o* each period o* eHtra time' C)3*ter a goal has been scored' 1)3*ter a thro-#in ??? =' True/2alseG 3 match is played in T-o halves o* 4. minutes' ??? "' 3 player can only touch the ball i*K 3) &) C) 1) e is the %oalie e is the de*ender e is the 2ore-ard e is given a yello- card

??? 1/' True/2alseG 3 *ree kick is an unimpeded kick o* the stationary &all a-arded to one side as a penalty *or a *oul or in*ringement by the other side'

Fina+ Forma+ assessment KEY

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@ame ?????????????????? Class ?????????????????? 1ate ?????????????????? Soccer Pre Test 7ndoor Soccer ?1? 1' What si0e is the ball used *or playing an indoor soccer match played by anyone over age 1$K 3) $ &) 4 teamK 3) ;#. &) 4#I ?1? ;'3ll o* these are *ouls eHceptK 3)3 player holds an opponent' &)3 player charges an opponent' C)3 player plays in a dangerous manner' 1)3 player goes out o* bounds -ithout the ball' ?T? 4' True/2alseG 3 regulation game consist o* t-o halves -ith the duration according to the house rules' ?T? .' True/2alseG The indoor soccer goal is I O *eet tall and 1$ *eet -ide' C) I#= 1) 1/#1$ C) ; 1) .

?&? $' o- many players are allo-ed on the *ield during play *or one

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Eutdoor Soccer ?&? I' 7* a player receives a red card he/she has beenK 3)Cautioned / Warned &)Removed *rom the game' C)3-arded a 2ree Pick 1)Sent to the penalty area

?1? >' 3 kick o** is used *or all o* the *ollo-ing eHceptK 3)The start o* a match &)Start o* each period o* eHtra time' C)3*ter a goal has been scored' 1)3*ter a thro-#in ?T? =' True/2alseG 3 match is played in t-o halves o* 4. minutes' ?3? "' 3 player can only touch the ball i*K 3) e is the %oalie &) e is the de*ender C) e is the 2ore-ard 1) e is given a yello- card ?T? 1/' True/2alseG 3 *ree kick is an unimpeded kick o* the stationary &all a-arded to one side as a penalty *or a *oul or in*ringement by the other side'

Pittsburg State University

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Students Pre#Test 3verages

9 8 7 6 5 4 3 2 1 0 Whole Class Focus S t udent Focus Group

The average is /#1/

Final-Test Student Score Averages Compared to Pre-Test Student Scores

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Average Score Percentile

Q Pre Test Scores are R!1 Q Post Test Scores are &DU!

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