Contextual Analysis - s3-eu-west-1.amazonaws.com · Unit 4th Grade 1 Psychomotor: SWBAT perform the...

Contextual Analysis 1. The Teacher

a. What do I already know?

i. Lacrosse- know basic skills and rules of the game.

b. What experience do I have?

i. Lacrosse-1 played lacrosse for two years when I was in high school.

c. Where can I go to gain knowledge?

i. Refer back to some books and use Physical Education websites to heighten

my levels of understanding. (Children Moving, PE Central)

2. The Students

a. How many?

The average depending on band and orchestra is about 50 students.

b. How many and who have special needs?

1-2 students

c. What are the special needs? How to modify?

Autistic, mild learning disabilities

d. What developmental level are the students at?

Utilization

3. Content

a. What do students need to know about the content?

Students need to be able to recognize and perform the basic skills in lacrosse

b. What content is covered?

Cradling, Passing, Catching, Shooting, offensive strategies, defensive strategies.

c. Order/Progression of Content (see Block Plans attached)

4. Available Resources

a. Number of lessons and minutes in each lesson

i. Dance-10 lessons, 40 minutes per lesson

b. Facilities

i. Whole gym is available daily, also space outside if weather permits.

c. Ratio of Equipment

i. Each student will have a Lacrosse stick as well as a lacrosse ball.

d. Do I have to modify equipment?

No

Rationale

Teaching at Brandon Morris, I showed up knowing that the school was highly ranked in

the State, but not knowing what model may work with them. Talking to my cooperating teacher

and seeing how students act around one another, I have decided to teach the students through the

peer model. At Brandon Morris, cooperation and students working together and figuring thing

out on their own is strongly stressed. By having the students work through the peer model, all

students will have the opportunity to not only be the coach, but also have to cooperate and listen

to the peer when they are the player. This will allow the students to learn to cooperate better with

one another and also provide each student to have an opportunity to be a leader.

4 Grade Lacrosse Unit- Peer Model

Monday 2/1/10

X>eer model (4th) Lacrosse I: Pre-

iissessincnl stations,

written lest

Monday 2/8/10

2, 1'eer model (4 J

Lacrosse 3: Review

throwing and catching,

Learn cradling and

scooping

Monday 2/15/10

No School

Tuesday 2/2/10 4. Peer model (4th)

Lacrosse I: Pre-

assessment stations,

written test

Wednesday 2/3/10 5. Peer model (4lTlT

Lacrosse 2; Learn

Hi rowing and

Catching

Tuesday 2/9/10 J Wednesday 2/10/jp 3. Peer model ()

Lacrosse 4: Review

cradling ami scoopiag,

learn defensive

strategies

Tuesday 2/16/1Q

No School

4. Peermotie}(4[jl)

Lacrosse 4: Review

cradling and scooping,

learn defensive

strategies

ft. Peer model

Lacrosse 2; Learn

Throwing and Catching

LJ'ecr model f41h)

Lacrosse 6: Review

offensive strategies,

learn games

Thursday 2/11/10 5. Peer model (4"')

Lacrosse 5: Review

defensive strategies,

learn offensive

strategics

Friday 2/5/10

1. Peer model (4lfl|

Lacrosse 3: Review

throwing arid catching.

Learn cradling and

scooping

Friday 2/12/10

Thursday 2/18/10

2. Peer model (4"')

Lacrosse 6: Review

offensive strategies, learn games play

6. Peer model (4th 1

Lacrosse 5: Review

defensive strategies,

learn offensive

strategies

Friday 2/19/10

J. Peer mndeJ (411')

Lacrosse 9: Review

game play, tournament

4. Peer model f4"'1

Lsicrossc 9: Review

game play, tournament

Monday 2/22/10 Tuesday 2/23/1 ft A n ■ • ■ ill i

5. Peer model (4'h)

Lacrosse 8: Post-

assessment stations,

written test

JVlondaj^J/L/lO. 3.

Make up day if

necessary

Wednesday 2/24/10 Thursday 2/25/10 Friday 2/26/10 6. Peer model

Lacrosse S: Post-

assesstneni stations,

written test

.LJump Rope for Heart 2.Jump Rope for Hear!

Wednesday 3/3/11 s.

Make up day if

necessary

Thursday 3/4/10 Friday 3/5/10

Make up day if

necessary

Major Learning Goals/Obiectives for Peer Model- Lacrosse

Unit 4th Grade

1 Psychomotor: SWBAT perform the basic skills used in lacrosse such as throwing, catching, scooping, and cradling, during a game like situation with correct form 90 percent of the time.

2. Cognitive: SWBAT Demonstrate the roles and duties of an effective coach, as well as complete a written test/exit slips on the material that will be taught to them.

3. Affective: SWBAT Show a positive attitude and enthusiasm while working with their classmates in the peer model 100% of the time.

♦There are broad goals and objectives for the students I will be working with. Including in my daily lesson plans there will be a more detailed description of the goals and objectives I have for the students each day that they are in physical education class.

Lacrosse Unit: Pre/Post- Cognitive Assessment

Name: Teacher:

1. Lacrosse was created by

a. The British

b. American Indians

c. Eskimos

d. Vikings

2. When cradling, your arms should look like what?

a. Arms should look like you are cradling a baby

b. Arms should be crossed

c. Arms should look like a door hinge

d. None of the above

3. Why are mouth guards worn?

a. To keep teeth white

b. To prevent concussions

c. To promote lacrosse fashion trend

d. Part of the uniform

4. There are players per team on the field in men's lacrosse.

a. 7

b. 10

c. 12

d. 13

5. There are players per team on the field in women's lacrosse.

a. 7

b. 10

c. 12

d. 13

6. What skill is not a part of lacrosse?

a. Cradling

b. Tackling

c. Passing

d. Scooping

7. In men's lacrosse, all of the following equipment is required except,

a. Helmet

b. Goggles

c. Gloves

d. Rib pads

8. A goal made in lacrosse counts for point (s) a. 1

b. 2

c. 3

d. 4

9. When Native Americans played lacrosse, a game stretched on for days and the goals could be 15 miles apart.

a. True

b. False

10. In lacrosse is a term used to describe guarding an opponent within a sticks length away.

a. Blocking

b. Marking

c. Picking

d. Slashing

11. A lacrosse ball is made of solid rubber.

a. True

b. False

12. Your little brother or sister wants you to teach them to play lacrosse. List 3 cues to teach them the following skills: cradle, scoop, throw and catch.

Lacrosse Throw Pre/oost- Psvchomotor Assessment

Assessment Plan

For my unit I will be using several different assessments to see if my students are learning the material that is provided.

Psychomotor- During the Unit because I am teaching through the peer model I will have my

coaches either give me a thumbs up or thumbs down when they are teaching their group the

different skills used in lacrosse. This will allows me to see how well they are performing and if

they are improving throughout. I will also be keeping a record of the number or percent of the thumbs up and down.

Cognitive- Throughout the unit I will also be providing my students with exit slips so I can test

their knowledge of what they have learning. I will also assess them during closure by asking

them questions. In the peer model I will ask them several times why it is important to be able to

work with their peers to make sure that they are learning how to work with others and actual be

cooperative not only with each other but also with myself.

Affective-1 will assess students affectively by using a smile or frown face on the wall. As well

as teacher checklists. I feel it is important for students to show me how they think that have done

during class. Whether they have been cooperative, or they could have done better. At this age

there are some leaders and some followers, I wanted the students to see for themselves where they are and discuss how they could improve.

Georgia State University PE Lesson Plan

Name: Karli Klein Date: 1/23/10

Class/grade level: 4th grade Unit/Theme: Lacrosse

Semester: Spring 10

Date to be taught:

Lesson #: 1

Class: ST

of 8

Skills already developed by students:

n/a

What happened during last lesson?

n/a

Lesson objective (s):

Domain Performance

1 I Psychomotor SWBAT perform the skills

used in the game of

lacrosse

2 ; Cognitive SWBAT demonstrate

understanding of basic

lacrosse

3 Affective Show a positive attitude

and enthusiasm

Situation

While at different

stations with their

group

During a written test

While working with

their peers

Criteria

At least 3 out of 5

times.

At least 90% accuracy

100% of the time

State standard targeted (indicate standard(s), number(s) and write out standard(s)

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety

of physical activities. 2. Demonstrates understanding of movement concepts, principles,

strategies, and tactics as they apply to the learning and performance of physical activities. 5.

Exhibits responsible personal and social behavior that respects self and others in physical activity

settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or

social interaction.

Assessment for measuring performance criteria

Teacher assessment, Written test

My goal for improving my teaching

Make sure that I am in a good placement so I can not only assess students but I can also see what

is going on in the rest of the gym.

Equipment and resources needed

20 lacrosse sticks, lacrosse balls, tape, goals

activities with modifications)

Make the targets bigger

Reflection:

A. Yes, my students did meet all of the learning objectives for the first day. Although they

met all of the domains, the degree in which they completed them did not reach my

expectations, I thought that as 4th graders the students would know more, and be more experienced with lacrosse so I have to slow down.

B. The formative assessment I used today was a cognitive written test, accompanied by a

teacher psychomotor checklist. In order to administer the assessment to 55 students, I

thought that the best way to go about the psychomotor assessment was to use different

skill stations, and I would be at one station assessing the skill that was being performed at

that one station. This took time away from my assessment because I had to scramble

around and demonstrate the stations to the kids before getting stated. In order to

administer the written test I had to make sure that I had a test for each child, as well as a

pencil. I also had to be sure to have enough space in the gym that I could spread the kids

out and still be able to watch them and keep them from cheating.

C. The assessment did accurately measure the students learning because I was able to see

what the students were coming into the unit knowing, my main concern is the different

skill levels throughout my group.

D. For the next lesson, one thing I positively need to go over before I let them touch

anything are the safety precautions that come into play during lacrosse. With 55 students

running around the gym with a 4 foot long pole not knowing what to do with it there is

bound to be accidents, luckily today I had my cooperating teacher there helping out

watching the 5 other stations that were going on while I was tied up assessing the 6lh.


Name: Karli Klein Date: 1/23/10


Semester: Spring 10

Date to be taught:

Lesson #: 2

Class: ST

of g,

Skills already developed by students: n/a


Students were pre-assessed through stations and a written test.


Domain _ Performance

1 i Psychomotor SWB AT perform the

overhead throw and catch

2 Cognitive SWBAT demonstrate

understanding of throwing

cues


and enthusiasm

Situation Criteria

While working with a At ieast 3 out of 5 partner times.

During on a exit slip At least 90% accuracy

While working with

their peers

100% of the time

State standard targeted (indicate standard(s), numbers) and write out standard(s) 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles,


Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Assessment for measuring performance criteria Exit Slip


Have the equipment it a good place for pick up and make sure that I am watching for safety issues.


20 lacrosse sticks, lacrosse balls

Alternative activities for students with special needs (those unable to participate in regular activities with modifications)

Make the targets bigger

Instructional / practice time / organization (see other side)

Reflection:

A. Yes, the students did meet my learning objectives for the day, although it was in a

different way than I had planned, instead of an exit slip, I did a verbal assessment with

the class at the end of class on the cues of throwing.

B. I would have used a written cognitive exit slip, but due to my lack of time management in my first time teaching peer model, I ran out of time and was not able to give out exit

slips and pencils to each child so they could complete with assessment.

C. As if I would have given the students this assessment, it would have allowed me to assess

their cognitive knowledge on the cues for throwing a lacrosse ball. It would have also

given me an in site as to how well my coaches were doing teaching their players the

different cues although I did review them before our challenge game.

D. Based on this lesson, in my next lesson, I need to know to keep track of time better. It is

important that I am able to assess the students so I need to figure out a way to get through

my lesson and have enough time at the end of the lesson for me to have some sort of exit

slip, or possibly a peer/teacher assessment during.


Name: Karli Klein Date: 2-3-20


Semester: Spring 10 Class: ST

Date to be taught: 2-5-10

Lesson #: 3 of 8


Throwing and Catching


Students practices throwing to the wall, and throwing and catching with a partner.


Domain

1 Psychomotor

2 Cognitive

3 Affective

Performance

SWBAT perform the

Cradle and the scoop

SWBAT demonstrate

understanding of cradling

and scooping cues

Show a positive attitude

and enthusiasm

Situation Criteria

While working with a At least 3 out of 5

partner times.

On a exit slip At least 90% accuracy

While working with 100% of the time

their peers






settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.


Exit Slip


Make sure that I am sure to know who my coaches are and who my players are so I can help them more.




Make sure the students are getting taught the correct cues


Time

1 min.

T-l

Activity/Task Development/Safety Issues

Set Induction: Good morning class.

Today we are going to continue with our

lacrosse unit. Today we are going to

work on cradling and scooping. This is

important because you need to learn how

to pick the ball up off the ground, and

also how to run with the ball in your

stick. By the end of today's class you

will be able to scoop the ball from the

center, and cradle the ball back to your

area. Again we will Be working through

the peer model. So remember if you are

the coach you have to really try to learn

the skill, and if you are the player you

are going to have to listen to your coach.

Coaches: The first thing we are going to

work on is called cradling. Does anyone

already know how to cradle? Good. Then

you should have no problem teaching

your player. Now as the coach, you are

first going to tell them, then you are

going to show them, then watch them,

then finally grade them. Try to be honest

when grading them so I will know how

long we need to work on the skill and

who may need my help. With the cradle CFU.

Players: The first time you are the

player, you are going to put on a name

tag, and then staying on the east side of

the cones go through your fitness

Organization Management Critical Elements/Teaching Prompts

Open face of stick to your face

High Stick- extend arm of top hand

"L-Shape" and "keep elbow pinned to

side" - arm of bottom hand

"Open & Close the Gate" - while

keeping elbow pinned to side allow

forearm to swing out away from then across body

Side to Side" Big Cradle to Right and

Left sides of body to use centrifugal force to keep ball in stick

Reflection

J J

Reflection:

A. Yes my students did reach my learning objectives, but again, not with the route I had

planned for the student. I decided to try another exit slip, and it failed. With 55 students,

and a 40 minute class. I have come to realization that exit slips are very difficult to do on

a daily basis, especially with the peer model if you want to get through two coaches and a

challenge game for the students.

B. I would have used an exit slip to assess my students, but again 1 got caught by time, and

had to do a verbal assessment to the cues of cradling and scooping. In order to administer

my verbal assessment, I had the students sitting in grapes quietly. While they were sitting

there, I would ask for different cues for each skill, if a student gave me a cue, I would

allow them to line up, I was going to only do this for each skill once, but surprisingly it

went very quickly and I was able to line everyone up by them answering a question, so it

actually turned out being a decent assessment.

C. As if I would have handed out the assessment I believe that it would have accurately

measured the students learning. This is because my goal is to have these students learn

different skills that are used in lacrosse. If they are able to at least know the cues

cognitively, they know what they need to work on as an individual, or as a peer when

they are teaching or being a player.

D. In my next lesson, I know to steer clear of a written assessment. I may try another exit

slip down the road in the unit, but for now, I am going to be sticking with other types of

assessments so I can be sure to get some sort of data on the students






Lesson #: 4 of 8


Throwing, Catching, cradling


Students practiced cradling while running around different obstacles.


Domain Performance

1 Psychomotor SVVBAT perform the

lacrosse scoop

2 Cognitive SVVBAT demonstrate

understanding of scooping

cues


and enthusiasm

Situation

While working with a

partner

On a exit slip

While working with

their peers and during

closure

Criteria

At least 3 out of 5

times.


100% of the time

State standard targeted (indicate standard(s), numbers) and write out standard(s)






social interaction.


Affective teacher observation


Find a quick and easy way to put the students with partners



Alternative activities for students with special needs (those unable to participate in regular

activities with modifications)



Time

1 min.

T-l

T-2

Activity/Task Development/Safety Issues

Set Induction: Good morning class.

Today we are going to continue with our

lacrosse unit. Today we are going to

work on scooping, combined with

cradling, and throwing and catching! So

today is a big day.

Coaches 1: The next thing we are going

to work on is scooping. There is a lot of

the time during lacrosse when the ball is

dropped during play, especially at the

beginner level. So it is very important to

be able to scoop the ball up off the

ground so your team can get or maintain

possession of the ball. You are going to

need to learn the scoop, then go tell,

show, watch and grade your players.

Make sure that you are telling them the

different cues for the scoop. We are

going to be doing the rake scoop, we will

practice this for about 2 minutes.

Players: This is your first time being a

player, so you are going to need to put a

name tag on, and then you can work on

cradling that you just taught. CFU

Coaches 1: The next thing we are going

to work on scooping while moving.

There is a lot of the time during lacrosse

when the ball is dropped during play,

especially at the beginner level. So it is

very important to be able to scoop the

jail up off the ground so your team can

Organization Management Critical Elements/Teaching Prompts Reflection

-Grip- Similar to throwing, but place

top hand closer to the head of the stick.

-Body Position- arms extended, stick

parallel to the ground, lower hips and

bend the knees

-Transfer- stick level and behind ball,

scoop through the ball.

-Finish- Bring the stick close to the

body at face level and continue to run gaining balance.

J J

Reflection:

A. Yes, Today I did a general teacher observation during a new challenge game that we

played. I was extremely thrilled to see students encouraging their classmates and cheering

on their team. Looking around the gym while the game was going on there was not one

student who wasn't involved in the game cheering and smiling for the team/classmate.

B. Today I did a very general assessment, while the students were playing their challenge

game. I decided I would do an affective assessment, this assessment would simply be

looking around the gym at the students watching their engagement in the activity. From

this I would then mark down how many student I saw that were not involved,

participating, and engaged. From here I would have a rationale as to why I thought

students were not engaged, and why I thought some were.

C. The assessment did measure student learning in the affective domain, I was able to see

the students being supportive and having a positive attitude, by simply looking around the

room and watching the students while they played a lacrosse game that included all the

skills we have learned thus far.

D. Based on this lesson, I have decided that my challenge game worked great with these

students, not only did they love it, but they were all moving, and there were working on

all the lacrosse skills that I want them to be working on. I believe that I am going to let

them try the challenge game again because we only had a short time to play today. But

next class I am going to make the groups even smaller so the students have to go more.



Class/grade level: 4* grade Unit/Theme: Lacrosse



Lesson #: 5 of 8


Throwing, Catching, cradling, scooping


Students practiced cradling while running around different obstacles.


1

Domain

Psychomotor

2 Cognitive

3 Affective

Performance

SWBAT perform the

lacrosse scoop

SWBAT demonstrate

understanding of scooping

cues


and enthusiasm

Situation

While working with a

partner

During closure

While working with

their peers

Criteria

At least 3 out of 5

times.


100% of the time







social interaction.


Affective teacher Observation








Reflection.

A. No, for today's lesson I had a teacher affective observation. Sadly walking around the

gym I was disappointed in my students comments about their peer coaches and players.

Also before our challenge game, I asked the students if they though their coach was doing

a good job teaching them, and only about half raised their hand. I then asked them if they

thought themselves they did a good job coaching, and only about half raised their hands

again.

B. I used a teacher affective observation, while the students were players and coaches, I was

going to walk around the room and listen to the students comments to one another on the

cues that they were needing to learn, as well as how to perform the skill, and the drill that

I wanted them to do. In order to do this assessment, it was difficult for me to give

feedback to all the students as well as try to listen for the comments, I would have liked

to have been able to move around and hear more comments.

C. Yes, the assessment did accurately measure the students learning, it allowed me to see

how well the students were working with their peers, if they were listening to their peer

coaches, and also listening as players following directions from their coach. I could see

that at this point the students were not loving the peer model, because it was difficult for

them to listen to their peers, as well as give feedback. When talking to my cooperating

teaching about this she said it may have to do with her students never being put in that

situation. Never being responsible for someone else's learning, although that is no

excuse.

D. For my next lesson, I want to be sure that I talk to the students about how important they

are as both players and coaches. And that I am depending on them to help me teach their

peers. Hopefully by doing this and making the roles seem more important, the students

will become more engaged in their peer learning.






Lesson #: 6 of 8


Throwing, Catching, cradling


Students practices throwing and catching in different situations


Domain Performance

1 | Psychomotor SWBAT perform throw

and catch using correct

form

2 Cognitive SWBAT demonstrate

understanding of different

lacrosse skills

3 ' Affective Show a positive attitude

and enthusiasm

Situation

While playing in a

game like situation

During closer

While working with

their peers

At least 3 out of 5

times.


100% of the time







social interaction.


Verbal





Alternative activities for students with special needs (those unable to participate in regular


Instructional/practice time/organization (see other side)

Reflection.

A. Yes, my students did meet the learning objectives for the day by being able to tell me the

different cues to different lacrosse skills.

B. I used a verbal teacher assessment for this, by doing this during closure like I did the last

time. I was able to ask the students questions and have them answer them correctly. In

order to do this assessment during closure, I had to make sure that all the students were

sitting quietly and no one was blurting out answers to the questions.

C. The assessment did measure the students learning, the only problem with the assessment

was that each student only had to give me one cue and they were good to go instead of

giving me all of the cues for the skill. During the closure 1 would give the students one of

our lacrosse skills, and they would have to raise their hand and tell me one of the cues for

that skill, if they told me correctly they could line up, if they told me a wrong cue, they

would have to stay seated and wait until I called on them another time. This allowed me

to make sure that every student had answered one questions correctly.

D. For the next lesson, when we have our games going on, my teacher has 4 different

colored sticks. When I have them get to games, I am going to make sure that each team

has a different color stick so it is not only easier for them to tell who is on their team, but

it is also easier for me to watch and know who is on who's team so I can help them






Lesson #: 7 of 8




Students scooping, cradling, throwing and catching while moving


Domain

1 Psychomotor

2 Cognitive

3 Affective

Performance

SWBAT perform throw

and catch using correct

form

SWBAT demonstrate


lacrosse skills


and enthusiasm

Situation Criteria

While performing At least 4 out of 5

drills with their group times.

On an exit slip At least 90% accuracy


their peers







social interaction.


Exit slip


Make sure that I wait for the students and do not try to talk over them



Alteraative activities for students with special needs (those unable to participate in regular activities with modifications)




Name: Karii Klein Date: 2-24-10




Lesson #: 8 of 8




Students practiced throwing and catching while moving, as well as playing an end zone game


Domain Performance

1 Psychomotor SWBAT throw the ball

using correct form

2 Cognitive

3 Affective

SWBAT demonstrate


lacrosse skills


and enthusiasm

Situation Criteria

During a At least 4 out of 5

psychomotor post times.

assessment

During a written test At least 90% accuracy


their peers


1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles,


Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.


Psychomotor, Written test


Make sure that I am watching the students perform all cues when they are being assessed


50 lacrosse sticks, lacrosse balls, hula hoops, pencils, tests




we are going to do is scrimmage against

another team. If you are a 1, 2, 3 or 4.

You are going to walk to the red court.

Here you are going to play 4 v 4, green

wrist bands against white wrist bands.

We are going to play the same rules we

did during the end zone and keep away

games. Does anyone remember our

rules? Good. Today, there are hoops set

up on cones. This is your new goal and it

will make you have to shoot with

accuracy to get a point. While you are

playing your games, I will be stopping

one group at a time to post assess you

with a psychomotor assessment. This

will be the same assessment we did in

the very beginning of the unit.

Written Assessment: We are now going

to take the same written assessment that

we took at the beginning of the unit. I

have your previous grades and I want to

see what you have learned. This test will

be averaged in for your grade, so do your

best. When I say go find a big open

space and when you are done hold your

paper nice and high in the air. CFU. Go

Closure: Everyone did a great job today

during our games. The post assessments

have been a lot better when it came to the

skill part. I will check your written

assessments tonight and get your grades

to you Wednesda

No hitting sticks

One bounce

Reflection:

A. Yes, my students met my objective for the day by working cooperatively and completing

both the written test and allowing me to get through their psychomotor assessments.

B. The assessments that I am using are both a cognitive multiple choice/ short answer test,

as well as a psychomotor teacher observation form. I am going to be performing the

written assessment the same day as I did previously, but the psychomotor assessment I

will be doing differently. To do the assessment, I will have 5 different courts set up, and I

will go start at one group and choose one player from each team, when I am done

assessing them I will have them send another player over from their group and so on.

When I am done on their court, the last person from each team will choose someone from

the next court to send over to be assessed. By doing this I am allowing the students to be

engaged in combining all the skills we have learning in a more game like situation, rather

than having them stand around and do basic drills.

C. The assessment did accurately measure the students learning. Through the assessment I

was able to see that the students have greatly improved on the psychomotor aspect of

lacrosse when it comes to throwing. Hopefully when I go through and grade the students

written assessment I will see the same improved results

D. Next class I will be letting the students know how they did on their tests and psychomotor

assessments, and them I am going to let them play a round robin tournament for the class

period.

The following data allows you to see an analysis for the student learning in both the

cognitive and psychomotor aspects of the unit. Let's start my focusing on the cognitive

assessments that I did with the students. When I gave the first cognitive assessment several

weeks ago, many of the student's first reaction was to raise their hand and when I got to them,

they began to panic because they did not know any of the answers. As you can see by the pre-

cognitive test results, which due to the fact thgre-^wereNtwo different classes, I did twojepatate

charts, the scores on the first test ranged fr£mj|0-7p^ttie average of one class bgT^J^ other beingji^ZSr^ot only is that a huge rSig^fbut it is a huge range, of scores thaTTneeded to

improvement with. This test included all sorts of information from where lacrosse came

from, to what a lacrosse ball was made of; why people wore mouth guards, to the cues of

cradling. Throughout the unit I did my best to touch on every subject that was on the test, and as

you can see, there was a large improvement although there was still a large range of test grades

from 10-100, the average in the first class was an 80 and the second was a 73.5! Awesome

improvement. One thing that I believe made my data a little iffy was my short answer question. I

wanted the students to list 3 cues for each skill, cradling, throwing, and scooping. Maybe

students put one cue for each and were done with it, when I spoke with my cooperating teacher

about the outcome and asked if I should grade the test differently, she said that the mistake the

kids were making was a simple test taking skill, and that they should know how to answer the

question that I had asked them. Even though some scored were still low, the improvement was

amazing ranging from 5-65, with the averages being 37 and 28! Although I hoped students test

scores would be better, there was a student that went from a 30-95, during the lacrosse unit, id

say that shows that the students defiantly met their cognitive learning goals.

Moving onto the pre/post psychomotor assessment I did with the children, for this

assessment, I simply asked the students to throw the lacrosse ball into the wall. I was looking for

the students to show me 5 different cues while they were throwing, they would throw the ball 5

times in a row, and I would give them one point for each different cue I saw, totaling up to 25

points if they threw perfect all 5 times. This allowed me to begin the first class knowing who was

able to throw a lacrosse ball, which was not, and already gave me an idea of what I needed to

slow down with and sleep up with. For my pre-assessment there again was a wide range of skill,

watching some of the students I could see that they had played lacrosse, and a few others

although they did not play lacrosse had a very natural throw. The students ranged from 11-22,

with an average of about 15. Here is where I first began to worry about the different array of

students I was going to be teaching the same skills. To my surprise, I was seeing improvement in

the students overnight, then next class I saw them there were there ready and eager to play. By

the post assessment, the range had changed drastically, 15-25! The first time I had done this

assessment the class average was a 15, now by the post assessment, the lowest assessment grade

matched that average. With the next post average being about a 21.5! Students had showed me

that they were there all those classes, and they were working at getting better at the skills that I

had been teaching them. I could see the students getting better, but until I made the chart it was

hard for me to see. The average student improved their psychomotor assessment by about 6

points. That's at least another cue correct on each throw that they were doing. Seeing that the

students had been able to up their range and up their average by 6.5 percent shows me that the

students did get to meet their learning objective for the psychomotor portion.

When it comes to the affective domain, it is either hit or miss. Some days your students

are in the mood to be cooperative, enthusiastic, cheerful, and supportive, and others, they aren't.

In a few of my affective assessments I was walking around the class during the player/coaches

time, and I was very upset to see that the amount of communication going on between the player

and the coach was not always positive, and some students were not taking advantage of the help

that their coaches were providing for them, that I taught them and told them to tell their players!

When I brought the students in for grapes, and asked them, raise your hand if you think that your

coach is doing a good job telling you the cues, and then watching you and helping you if your are

performing the skill incorrect, only about half of the students raised their hands. I then asked the

students, if you think that you are doing a good job being the coach and only about half the

students raised their hands. This was one thing that I really wanted to change; it made me think

that maybe the students aren't having fun with the peer model, and that maybe the tasks that I am

giving them are too boring. Another assessment I did was watching the students during a

challenge game. During this game students were in groups of 3 or 4, and I was thrilled when I

was no some, but all of the students cheering on their team members and cheering for their team.

Looking around the gym while this game went on I was able to see every kid smile, laugh, and

cheer, which showed a big difference from the enthusiasm the other day. And finally, when it

came time to fill out the student perception surveys on the models, I wasn't surprised to see the

students making down the smile face for enjoying the mode and working with a tutor or coach.

DECARLO- 4th GRADE LACROSSE Raw Pre and Post Data Table

HYDRICK- 4th GRADE LACROSSE Raw Pre and Post Data Table

Lacrosse Lesson 1 and 8 Assessments- Pre/Post Tests

Psvchomotor Assessment

Lacrosse Throw Pre/Post-Assessment

Directions: Each student must perform the lacrosse throw using correct form as defined below.

Each of 5 criteria for the shot is 1 point. For example, if a student performs 3 of 5 criteria for trial

1, then their score for trial 1 is 3. There are a possible 25 points total.

Cognitive Assessment

Lacrosse Unit: Pre/Post-Test

Name: Teacher:

1. Lacrosse was created by

a. The British

b. American Indians

c. Eskimos

d. Vikings

2. When cradling, your arms should look like what? a. Arms should look like you are cradling a baby b. Arms should be crossed

c. Arms should look like a door hinge d. None of the above

3. Why are mouth guards worn?

a. To keep teeth white b. To prevent concussions

c. To promote lacrosse fashion trend

d. Part of the uniform

4. There are players per team on the field in men's lacrosse.

players per team on the field in women's lacrosse.

6. What skill is not a part of lacrosse? a. Cradling

b. Tackling

c. Passing

d. Scooping

7. In men's lacrosse, all of the following equipment is required except a. Helmet K'

b. Goggles

c. Gloves

d. Rib pads

8. A goal made in lacrosse counts for point (s) a. 1 ^ KJ' b. 2

c. 3

d. 4

9. When Native Americans played lacrosse, a game stretched on for days and the goals could be 15 miles apart.

is a term used to describe guarding an opponent within a

12. Your little brother or sister wants you to teach them to play lacrosse. List 3 cues for

each skill to teach them the following: 1. Cradle, 2. Scoop, and 3. Throw.

Lacrosse Lesson 2- Exit Slip- Cognitive

Lacrosse Throw

Name: Date: Teacher:

1. Why is throwing important in Lacrosse?

2. What are the 4 cues we learned for throwing a lacrosse ball?

1.

2.

3.

4.

Lacrosse Lesson 3- Exit Slip- Cognitive

Lacrosse Scooping and Cradling

Name: Date: Teacher:

1. List the 4 cues we learned for scooping.

1.

2.

3.

4.

2. List the 4 cues we learned for cradling.

1.

2.

3.

4.

Lacrosse Lesson 4- Teacher Observation- Affective

Teacher Observation- Affective Domain

Directions: During class today, while the students are playing their challenge game, observe the

students looking for students who are enthusiastic, cheering, and supportive of their classmates.

Each time you see a student who is not engaged, and is not showing the enthusiasm, cheer, or

support, mark down a tally on the sheet, or write the students name down. This will allow you to

see the percent of students that are showing these affective traits during your class period.

Lacrosse Lesson 5- Teacher Observation- Affective

Teacher Observation Form- Affective Domain

Directions: During the coaches teaching time, walk around and listen to the comments of the

students, mark down if the comment is positive, negative, or there is no comment on the coaches

part at all. This will allow you to see the kind of feedback students are giving/getting, and if they

are even getting feedback at all.

Lesson 6-Verbal Assessment- Cognitive

For this lesson I did not actually have a formative assessment. The way that I assessed the

student was by having them answer questions about all of the skill we have learned up to this

point, as well as random questions that are going to be on the students post exam that they have

already seen on their pre exam but were unfamiliar with them at the time before we had learned

them.

Lesson 7- Exit Slip- Cognitive Assessment

Lacrosse Skills

Name: _Date: Teacher:

1. List at least 3 cues for throwing a lacrosse ball.

2. List at least 3 cues for cradling a lacrosse ball.

3. List at least 3 cues for scooping a lacrosse ball.

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