Joshua Lombardi Preservice Performance Assessment PHED 239 Module 4: High School Dr.

. Mangano Springfield College March 14th, 2014

Table of Contents Title Page. P.1 Table of Contents.. P.2 Standard A.. P.3-4 Indicator 5... P.3 Indicator 2... P.4 Standard B.. P.5-6 Indicator 3B P.5 Indicator 2C4. P.6 Standard C.. P.7-8 Indicator 3... P.7 Indicator 1... P.8

PHED 239 PPA Worksheet

NAME: Joshua Lombardi DATE: March 14th, 2014 STANDARD __A____: Plans Curriculum and Instruction INDICATOR 5(high lighted in orange): Plans lessons with clear objectives and relevant measurable outcomes. EVIDENCE: (two) 1. LP#4 (3/13/14) Volleyball Spike and Block Successfully spike a volleyball over the net and within the boundaries of the court with 80% accuracy throughout modified games and gameplay. (NASPE #1; MA CF 2.17; Activity #1,2,3) 2. LP#4 (3/13/14) Volleyball Spike and Block For those who cannot spike; Successfully set up a teammate to spike a volleyball over the net and within the boundaries of the court with 80% accuracy throughout modified games and gameplay. (NASPE #1; MA CF 2.17; Activity #1,2,3) DISCUSSION: (justify how each piece of evidence supported the standard) 1. The objective has the exact percentage (80%) to be measured, what activities the skill of spiking will be measured in (#1,2,3), and it has the condition (over the net and within the boundaries of the court) of how points are earned during the game of volleyball. This piece of evidence was done during planning.

2. This objective is for students who cannot perform a spike. This objective states that those students must set up their teammates to spike with 80% accuracy. The outcome is relevant (set teammates) and measureable (80%) as well as clear (For those who cannot spike). This piece of evidence was done during planning.

PHED 239 PPA Worksheet

NAME: Joshua Lombardi DATE: March 14th, 2014 STANDARD __A____: Plans Curriculum and Instruction INDICATOR 2(high lighted in green): Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught. EVIDENCE: (two) 1. Observation Sheet #3 (3/6/14) Volleyball Guided questions and checks for understand throughout lesson - 3 out of 3 - Excellent Job 2. LP#4 (3/13/14) Volleyball Spike and Block Closure: Ss will answer questions: Why is it important that you swing through the ball? Ensures accuracy and makes the ball travel further Why is it important to face the net when serving? Have to face your target to be accurate Why do you want to constantly communicate during volleyball? Avoids confusion, keeps everyone safe, helps strategize What does snapping the wrist do? Creates topspin Why do we want to create topspin? Ball will curve in different directions Why should contact be made at the highest point in the jump? Volleyball has the maximum force and greatest chance of going on the net Why do we want our hands to penetrate the net? Because the ball will have a better chance of landing on the opposing teams court if the ball is blocked What is the three step cadence for blocking? ready(move body to front the hitter), two(coil body/bend knees), three(jump) DISCUSSION: (justify how each piece of evidence supported the standard)

1. This was feedback given by the cooperating teacher, Mr. Gerry. The questions the students were asked were relevant to volleyball, age appropriate, and cognitively appropriate for the students. This piece of evidence was done during instruction. 2. These questions were planned in the lesson plan and these questions were given to students verbally. The students, as a group, were able to answer these questions effectively. This piece of evidence was done during planning.

PHED 239 PPA Worksheet

NAME: Joshua Lombardi DATE: March 14th, 2014 STANDARD __B____: Delivers Effective Instruction INDICATOR 3B (highlighted in pink): Provides regular and frequent feedback to students on their progress. EVIDENCE: (two) 1. Observation Sheet #3 (3/6/14) Volleyball Gives positive, corrective, specific feedback to individuals/class throughout lesson 2.5 out of 3 Excellent except needs to make more eye contact 2. Reflection #3 (3/6/14) Volleyball Spike and Games I gave the students a lot of good feedback during this lesson. I used corrective specific; for example, keep the fingers together or push the ball towards the ceiling. I tried to keep the corrective short and to a few simple words that students could remember while participating. I also used a lot of positive general feedback; for example, nice set or great spike. The feedback helped the students and motivated them. I also used some global feedback during this lesson; during the boot camp, I saw some students who were not properly performing the side lunges. Before starting the next round(which involved side lunges), I explained to students how the movement should be done and why it should be done that way. DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence was feedback given to me by the cooperating teacher, Mr. Gerry. This was written on the observation sheet, which he had filled out while observing my lesson. The lesson was on volleyball; his comments as well as the grade he gave me show that regular and frequent feedback was provided for the students. This was done in action. 2. This piece of evidence was written by me while reflecting on the lesson I had taught. This piece of evidence shows that I was giving the students multiple forms of feedback as well as frequent and relevant feedback.

PHED 239 PPA Worksheet

NAME: Joshua Lombardi DATE: March 14th, 2014 STANDARD __B____: Delivers Effective Instruction INDICATOR 2C4 (highlighted in yellow): Demonstrates an adequate knowledge of movement concepts, skill themes, and sports concepts. EVIDENCE: (two) 1. Video Recording #1 (2/27/14) Volleyball Why do we want to face the target when serving? So the ball will travel in that direction. When setting what do we want to do with out fingertips? Push them to the ceiling. When bumping what part of our body do we want the ball to make contact with? The forearms. 2. Reflection #3 (3/6/14) Volleyball Spike and Games With that being said, Mr. Gerry said I gave a lot of great feedback, I knew what I was talking about, and I was saying all of the right things. DISCUSSION: (justify how each piece of evidence supported the standard) 1. This piece of evidence is a video recording of a lesson I taught on 2/27/14 on Volleyball while focusing on Bumping, Setting, and Serving. In this video, adequate knowledge of skill themes, movement concepts, and sports concepts were displayed by the questions which were asked to the students and the clarification of answers provided by the teacher.

2. This piece of evidence was written by me while reflecting on the lesson I had taught. This piece of evidence was feedback given to me by the cooperating teacher. By saying the right things and knowing what I am talking about; the cooperating teacher was referring to the feedback that I gave to the students. This shows an adequate knowledge of skill themes, movement concepts, and sports concepts.

PHED 239 PPA Worksheet

NAME: Joshua Lombardi DATE: March 14th, 2014

STANDARD __C____: Manages Classroom Climate and Operation INDICATOR 3 (highlighted in blue): Maintains appropriate standards of behavior, mutual respect, and safety. EVIDENCE: (two) 1. Summary Reflection (3/13/14) Reflection on all 4 teaching episodes Also, (2) students want to be treated like adults and not small children. This is important because if students feel like they are being treated inappropriately, students will lose interest in the lesson, lose respect for the teacher, and start becoming bored which will most likely cause misbehavior. Some ways to treat students like adults are to give them responsibilities such as distributing or collecting equipment, being in charge of the warm-up, or having them referee games for one another. A very simple way to treat students like adults is to address them as adults with words like ladies and gentleman or folks instead of using boys and girls or guys. 2. Reflection #2 (2/27/14) Volleyball Bump, Set, & Spike I became friendly with these students and got to know them on a more personal level and I feel as though this made the students gain more respect for me; which in turn made them focus more on the lesson, stopped side conversations, and eliminated all behavioral issues. DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence was written in a summary reflection on 4 separate teaching episodes throughout this half semester. In this piece of evidence I display various ways to respect students such as giving them responsibility by refereeing or leading a warm up or treating them with respect by referring to them as adults and not young children. 2. This piece of evidence was written in a reflection after a lesson that was taught on 2/27/14. In this reflection I explain how there was mutual respect between the students and myself. I also explain how this mutual respect eliminated all behavioral issues, which also minimized safety hazards.

PHED 239 PPA Worksheet

NAME: Joshua Lombardi DATE: March 14th, 2014 STANDARD __C____: Manages Classroom Climate and Operation INDICATOR 1 (circled in red): Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort, and performance. EVIDENCE: (two) 1. Observation Sheet #4 (3/13/14) Volleyball Gives positive, corrective, specific feedback to individual/class throughout lesson 3 out of 3. Good positive and corrective feedback, constant and specific. 2. LP#4 (3/13/14) Volleyball Spike and Block (P) Successfully spike a volleyball over the net and within the boundaries of the court with 80% accuracy throughout modified games and gameplay. (NASPE #1; MA CF 2.17; Activity #1,2,3) (P) For those who cannot spike; Successfully set up a teammate to spike a volleyball over the net and within the boundaries of the court with 80% accuracy throughout modified games and gameplay. (NASPE #1; MA CF 2.17; Activity #1,2,3) (P) Successfully block an attempted spike so that the ball lands on the spikers side of the court and in bounds with 80% accuracy through the modified game and gameplay. (NASPE #1; MA CF 2.17; Activity # 2,3) (P) For those who cannot jump high enough to block over the net; Successfully dig an attempted spike so that the other team does not earn a point with 80% accuracy through the modified game and gameplay. (NASPE #1; MA CF 2.17; Activity #2,3) DISCUSSION: (justify how each piece of evidence supported the standard)

1. This piece of evidence was feedback given to me by the teacher observing my teaching episode, Dr. Mangano. Providing feedback in this manner motivates students to reach the goals of the lesson as well as to give maximum effort. 2. This piece of evidence was written in a lesson plan as student performance objectives. As displayed, objectives were set for students who could spike and block; however, objectives were also set for students who could not spike or block. If objectives were only set for students who had the ability to block or spike then motivation for students who cannot perform those actions would have decreased along with effort. However, including those objectives allowed students who cannot spike or block to still have something to work for throughout the lesson which will increase motivation and effort.