Preservice Performance Assessment

PHED239 Module 4: High School

Dr. Mangano Springfield College Lok-Tin Yao 10/19/2013

Table of Contents
PPA Standard/Indicator A1 . .. 3 5 7 8 9 10 11 13 14 15 16

PPA Standard/Indicator A4 PPA Standard/Indicator B2c6 PPA Standard/Indicator B3 PPA Standard/Indicator C3 PPA Standard/Indicator C4 Lesson Plan #2... Teaching Reflection #2 Lesson Plan #3... Teaching Reflection #3 Lesson Plan #4... Video.

Last Item

PHED 239 PPA Worksheet

NAME: ___Lok-Tin Yao______________________________ DATE:___10/19/13_____

STANDARD __A____: __Plans Curriculum and Instruction________________ INDICATOR _A1_:_ Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students level of content knowledge.

EVIDENCE: (two) 1. Lesson Plan #4, 10/17/13 Student Performance Objectives: (P) Perform pickleball volleys with a continental grip for underhand and overhand hits throughout the lesson. (NASPE #1; MA CF #2.17; Entire Lesson) (P) Perform front and back and side by side with proper positioning 100% of the time. (NASPE #1; MA CF #2.17; Entire Lesson) (C) Explain the basic rules of pickleball on a written multiple choice test at the end of the lesson. (NASPE #2; MA CF #2.17; Closure) (A) Respect all equipment, students and teacher 100% of the time. (NASPE # 5; MA CF # 2.26; Entire lesson) (A) Display sportsmanship by shaking hands at the end of each round. (NASPE # 5; MA CF # 2.26; Entire lesson) 2. Lesson Plan #3, 10/10/13 Student Performance Objectives: (P) Perform hand passes using overhand with one hand and chest passing as well as overhead passing with two hands at least 3 times during game play. (NASPE #1; MA CF #2.17; Activity #1, 2, 3) (P) Perform foot passes using a kick up by using one foot striking the lower half of the ball at least 3 times in gameplay. (NASPE #1; MA CF #2.17; Activity #1, 3) (P) Perform foot passes with a one leg lift with one leg and two leg lift with two legs at least 3 times during game play. (NASPE #1; MA CF #2.17; Activity #2, 3) 3

(C) Explain importance of passing to teammates while on offense during games and where each type of pass derives from. (NASPE #2; MA CF #2.17; Instruction, Closure) (A) Respect all equipment, students, and teachers 100% of the time. (NASPE # 5; MA CF # 2.26; Entire lesson) DISCUSSION: (justify how each piece of evidence supported the standard) 1. Psychomotor, cognitive, and affective objectives are listed and NASPE and MA CF are cited for each. Unit plans lesson objectives/outcomes and content knowledge listed.

2. Psychomotor, cognitive, and affective objectives are listed and NASPE and MA CF are cited for each. Unit plans lesson objectives/outcomes and content knowledge listed.

PHED 239 PPA Worksheet

NAME: __Lok-Tin Yao___________________________ DATE:__10/19/13___________

STANDARD _A___: ___Plans Curriculum and Instruction_______________________ INDICATOR _A4_:__Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills._______________________

EVIDENCE: (two) 1. Lesson Plan #2, 10/3/13 Side by Side Players will line up side by side about one-two steps behind the no-volleyzone. No-volley-zone will be discussed but not enforced during gameplay. Teacher will explain that their individual responsibility will be to mainly move forward and backward to get to the ball with little side to side motions. The players will cover their half of the court. Front and Back One player will line up one-two steps behind the no-volley-zone on one half of the court. The other player will line up one-two steps in front of the back line on the other half of the court. Teacher will explain that their individual responsibility is to move side to side with little forward to backward motion. Player closest to the net volleys any short pickleballs, while the player further away volleys and deeper hits

2. Lesson Plan #4, 10/17/13 Foot pass Students will use the inside of their foot to contact the ball Used to pass on the ground (Like soccer) Kick Up6

 With the ball on the ground, the foot must contact the lower half of the ball to gain lift. To lift the ball off the floor (Like soccer) Cant kick up to yourself. Chest Pass Use two hands on the ball, pushing the ball away from your chest. Used to throw fast (Like a basketball) Overhand Pass Use one hand with an over the shoulder throwing motion with a hip turn (torque). Used to throw far (Like baseball or football)

DISCUSSION: (justify how each piece of evidence supported the standard) 1. Shows the use of common terminology for strategic positioning followed by concepts to execute the strategies.

2. Shows the use of passing terminology and then list skill cues for each type of pass.

PHED 239 PPA Worksheet

NAME: ___Lok-Tin Yao___________________________ DATE:_10/19/13_______

STANDARD __B____: _Delivers Effective Instruction___________________________ INDICATOR _B2c6__:__2. Communicates high standards and expectations when carrying out the lesson. c) Demonstrates an adequate knowledge of and approach to the academic content of lessons. Physical Education license specific content: 6. Demonstrates knowledge of appropriate physical and safety limitations, legal standards, tort liability, first aid and Cardiac Pulmonary Resuscitation (CPR) when conducting a lesson.____________________________________________________

EVIDENCE: (two) 1. (Lesson #4 Video, 10/17/13, Grade 9) After observing first round of play, I addressed concern with gates

2. (Lesson #4 Video, 10/17/13, Grade 9) While observing play, I addressed students incorrectly wearing pennies or leaving them on the floor.

DISCUSSION: (justify how each piece of evidence supported the standard) 1. Students were playing dangerously close to fences, which is a safety concern. This was addressed to prevent injuries related to hitting the fence.

2. Students had pennies in their pockets or on the floor, which is a safety concern. Addressed students to pick up and put on pennies appropriately over their shoulders.

PHED 239 PPA Worksheet

NAME: __Lok-Tin Yao___________________________ DATE:__10/19/13___________

STANDARD _B__: ___Delivers Effective Instruction_______________________ INDICATOR ___B3c_____:__ Communicates high standards and expectations when extending and completing the lesson. c) Provides many and varied opportunities for students to achieve competence._______________________

EVIDENCE: (two) 1. Lesson #4 Video Asked students to raise their hand and chose different students to answer questions when checking for understanding (Lesson #4 Video, 10/17/13, Grade 9)

2. Lesson Reflection #3 The day prior though, I thought up of adding a final minute double point component to the games. Some of the students were pretty excited when I would say double points, and it helped some teams get some wins that they probably would not have.

DISCUSSION: (justify how each piece of evidence supported the standard) 1. I gave different students opportunity to answer the questions by making students raise their hand to give an answer. I chose different students when possible to let everyone feel included.

2. The double points modification allowed lesser skilled students to catch up quickly at the end. This injected excitement into the play and gave some teams more confidence. 10

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PHED 239 PPA Worksheet

NAME: __Lok-Tin Yao___________________________ DATE:__10/19/13___________

STANDARD __C____: __Manages Classroom Climate and Operation____________ INDICATOR __C3____:__Maintains appropriate standards of behavior, mutual respect, and safety.____________ EVIDENCE: (two) 1. Lesson #4 Video, 10/17/13 There was an incident with a female student being struck by a ball by accident by an errant pass during transition by a male student. She responded with hostility when the male tried to apologize. First, I checked if she was physically okay. Then I requested that she not respond that way to the male student. During the same incident, I pulled the male student aside to address the safety concern. I requested that he not throw the ball, especially from so far away. I respectfully told him the he be more careful. He understood and went on with the rest of the lesson without incident.

2. Lesson #4 Video, 10/17/13 In a couple of instances of inappropriate language, I immediately addressed the student to not use that language.

DISCUSSION: (justify how each piece of evidence supported the standard) 1. The female student responded with a hostile expression to the male student. I addressed her to be more respectful even in anger. Next I addressed the safety issue of the male student throwing the ball.

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2. I addressed the instances of inappropriate language made by students and requested them to not use that language.

PHED 239 PPA Worksheet

NAME: ___Lok-Tin Yao__________________ DATE:____10/19/13_____________

STANDARD __C____: Manages Classroom Climate and Operation______________ INDICATOR _C4____:_Manages classroom routines and procedures without loss of significant instructional time.___________________________

EVIDENCE: (two) 1. OARS comments [Codere], 10/10/13 Tons of activity time and better class management and improved listening from students.

2. Lesson Reflection #2 10/3/13 Delivery was also much better by having the students on the side and having them still in view. I kept it relatively short to about 12 minutes total. Could use some work to make it shorter, but it definitely much improved from the week prior. The students got about 60% activity time which is pretty good.

DISCUSSION: (justify how each piece of evidence supported the standard) 1. Observing student Scott Codere noted my improvement of class management from the week prior. I was able to get a lot of activity time into the lesson.

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2. Managing a difficult class that I had in the lesson prior, I was able to get more students on task with good lesson content and short instruction.

TIME

SEQUENCE OF LESSON Transition: Students will return pennies in the bag and gather at the teacher to await further instruction. Instruction: Teacher will explain doubles positioning strategies using two students to demo. Side by Side Players will line up side by side about one-two steps behind the no-volley-zone. Novolley-zone will be discussed but not enforced during gameplay. Teacher will explain that their individual responsibility will be to mainly move forward and backward to get to the ball with little side to side motions. The players will cover their half of the court. Front and Back

ORGANIZATION

REFLECTION

15-20

One player will line up one14

two steps behind the novolley-zone on one half of the court. The other player will line up one-two steps in front of the back line on the other half of the court. Teacher will explain that their individual responsibility is to move side to side with little forward to backward motion. Player closest to the net volleys any short pickleballs, while the player further away volleys and deeper hits.

Transition: On Go, Students will form teams of two-three and each grab a paddle and one pickleball per court. Activity #1: Students will participate in a ladder format tournament. Winners will rotate toward court 1, and the other team moving toward court 6. Students will first play using side to side strategy. After 8 minutes, students will switch to front and back strategy. Teams with three players will rotate every four points played. The third player must be off the court at the back line to avoid collisions. Third players cant be on the same side of the court, and they must pay attention and help keep pickleballs near the

20-36

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court. 4 minute rounds

Transition: Students, with paddles and pickleballs in hand will gather at the teacher for further instruction. Instruction: Teacher will explain top spin and back

Lok-Tin Yao (Thursday) Lesson #2 of 4 Cooperating Teacher: Kevin Magee School

Date of Lesson:

9/19/13

Focus: Pickleball, Positioning, Top spin, back spin School: East Longmeadow High

Planning/Preparation: Pickleball is a sport that I was unfamiliar with so I had to read up and watch some videos about it. I knew it was similar to tennis, so it wasnt too hard to understand. So it was a slightly harder challenge to plan activities accordingly. I think I provide quite a bit of creativity in my plans which is a strength of mine. Although Mr. MaGee brought up a good point that with the class I had, which included quite a few unmotivated and talkative kids. Some of the warm-up activities are too complicated and it takes this specific class too long to figure it out. So I need to make sure that my warm-up games are appropriate to the level of the class. Lesson Content: Lesson content was good because I included four items to cover in two separate demonstrations. There were 3 different activities for the students to focus on the things being taught (side by side, front and back, top spin, back spin). The one issue was after topspin and backspin activity, where points for successful topspin and backspin hits were also added. There was a dispute over actual points, but I saw quite a bit good spin hits so it accomplished what I wanted. The fact that I included more gameplay kept students more motivated. Also like I said previously with my warm-up activity, I need to keep content simple when dealing with a group that has trouble paying attention. Transition/Class Management: This was a big improvement for me. The content kept students motivated through the lesson. Most students stayed on task. There were a few issues in regards to teams getting to courts at the beginning and then once during rotations. I had to run over to get it sorted out. So one thing I can do for this class, is get the students to check in with me once they form a team and then assign courts for teams. I definitely kept myself in certain spots to see more action and was able to give out a ton of feedback. There were a few times where I talked one on one for maybe too long and my attention was away from the courts for a bit. So what I need to do is keep it short as possible and also while trying to keep my attention broad. 16

Content Delivery: Delivery was also much better by having the students on the side and having them still in view. I kept it relatively short to about 12 minutes total. Could use some work to make it shorter, but it definitely much improved from the week prior. The students got about 60% activity time which is pretty good. I should have demoed the warm-up game because there was some confusion about the rules. I used students to demo the position strategy, but I shouldve demoed the top spin and back spin strategy because the student didnt have much success with it. Although it was extremely difficult given that

Springfield College Daily Lesson Plan

Name: Lok-Tin Yao School: East Long Meadow Facilities: Tennis Courts Date: 10/10/13 Time: 8:54-10:18

Lesson #: 3 of 4 Class Size: 27 Grade: 9

Unit/Theme: Pickleball, Round Robin Equipment: 3. 1.

Generic Level: Utilization/Proficiency 2. Pickleballs/Tennis Balls (6)

Pickleball Paddles (24) 4.

Tennis/Pickleball Courts (6)

Cones (4)

Focus of Lesson: End of unit, Round Robin Format Tournament. Students will utilize and develop proficiency all skills covered in the unit. Student Performance Objectives (SPO): (NASPE #; MA CF #; Task/Activity #)
By the end of the lesson, students should be able to:

(P) Perform pickleball volleys with a continental grip for underhand and overhand hits throughout the lesson. (NASPE #1; MA CF #2.17; Entire Lesson) (P) Perform front and back and side by side with proper positioning 100% of the time. (NASPE #1; MA CF #2.17; Entire Lesson) (C) Explain the basic rules of pickleball on a written multiple choice test at the end of the lesson. (NASPE #2; MA CF #2.17; Closure) (A) Respect all equipment, students and teacher 100% of the time. (NASPE # 5; MA CF # 2.26; Entire lesson)

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(A) Display sportsmanship by shaking hands at the end of each round. (NASPE # 5; MA CF # 2.26; Entire lesson) Teacher Performance Objectives During the lesson the teacher will: 1. Explain and setup the format of round robin tournament. 2. Give positive feedback and be vocal throughout the lesson. 3. Discuss safety issues. 4. Check for understanding about strategy advantages and hitting with spin advantages.
Lok-Tin Yao Lesson #3 of 4 Cooperating Teacher: Kevin Magee Date of Lesson: 9/19/13 (Thursday) Focus: Pickleball, Round Robin Tournament School: East Longmeadow High School

Planning/Preparation: Planning and preparation was very simple because it was going to be the last day of the unit, and this regularly meant that there would be mainly tournament play and not much for specific skill drill work. So the lesson plan would be have a simpler design. I knew Mr. Magee wanted round robin format and I felt it was very suitable and a change from their regular ladder format. On the lesson plan, I originally had 11 rounds so all teams could play each other, but some of the timing ran thin for a little bit. Originally I had thought for 3 rounds and then a break, but I felt like they would get confused with court assignment and Mr. Magee brought it to my attention. So there was an additional 5 minutes of feedback time. Regardless, transitions were still relatively smooth round to round. Lesson Content: My original lesson content was pretty standard for a final day tournament. The day prior though, I thought up of adding a final minute double point component to the games. Some of the students were pretty excited when I would say double points, and it helped some teams get some wins that they probably would not have. So next time I make the lesson for final day tournament, I might think of different modified games that would still be suitable for play. Lesson/Class Management: This went really well. I utilized Mr. Magees method of raise your hand if youre listening. This allowed me to clearly see if anyone was not paying attention. This class was much better at paying attention though, so I didnt have too many issues. When there was some issues, I just looked at them asked if they were paying attention and established eye contact with that student. There was one student that had to sit out because of an arm injury. He was distracting a court and would stand at the middle in between courts at the nets. Had to address him a few times, but I did it in a bit of a playful

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manner. Griffin, for the last time out of the middle or Griffin, are you distracting them again? Do I have to move you? Or do I have to talk to Mr. Magee. So I think this went well for me. Also transition were very smooth and allowed for tons of activity time, nearly 60%. Content Delivery: Mainly content delivery was during the breaks of rounds. I addressed a few things I saw on the courts like angling of the paddle and body position in relation to the paddle. I checked for understanding for each cue. Sometimes I would ask them a question before explaining the entire skill. Although every now and then, I should let an individual student answer the question. I did this in my previous lesson, but forgot to do it with this class because they were very willing to answer questions. Just to make sure all students get a chance to feel included.

Springfield College Daily Lesson Plan

Name: School: Facilities: Lok-Tin Yao Date: 10/17/13 Time: 8:54-10:18 Lesson #: 4 of 4 Class Size: 35 Grade: 9

East Longmeadow Tennis Courts (4 speedball fields)

Unit/Theme: Speedball/Passing Equipment: 1. Soccerballs (8) 2.

Generic Level: Utilization/Control Cones (16) 3. Pennies (18)

Focus of Lesson: Passing: 1. Hand passing Underhand or chest passes (basketball), One overhand (baseball), double hand overhead (soccer throw-in) 2. Foot passing Kicking the ball off the floor (one foot), lifting with two legs, one leg lift Student Performance Objectives (SPO): (NASPE #; MA CF #; Task/Activity #)
By the end of the lesson, students should be able to:

(P)

Perform hand passes using overhand with one hand and chest passing as well as overhead passing with two hands at least 3 times during game play. (NASPE #1; MA CF #2.17; Activity #1, 2, 3) Perform foot passes using a kick up by using one foot striking the lower half of the ball at least 3 times in gameplay. (NASPE #1; MA CF #2.17; Activity #1, 3) Perform foot passes with a one leg lift with one leg and two leg lift with two legs at least 3 times during game play. (NASPE #1; MA CF #2.17; Activity #2, 3)

(P)

(P)

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(C)

Explain importance of passing to teammates while on offense during games and where each type of pass derives from. (NASPE #2; MA CF #2.17; Instruction, Closure) Respect all equipment, students, and teachers 100% of the time. (NASPE # 5; MA CF # 2.26; Entire lesson)

(A)

Teacher Performance Objectives During the lesson the teacher will: 1. 2. 3. 4. 5. Discuss safety concerns Explain hand and foot passing methods Form equal and fair teams for gameplay Be vocal throughout the lesson and give positive feedback Check for understanding about passing methods and why we pass

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