Models Project Part: 1 Volleying/Volleyball Unit Plan...

Models Project Part: 1

Volleying/Volleyball Unit Plan

Contextual Analysis

1. The Teacher

A. What do I already know?

i. Volleying/Striking -1 have a lot of knowledge in several sports where being able to

volley is important (soccer, volleybaTT/tennis, badminton, etc.).

ii. Volleyball -1 have knowledge of the basic skills involved with the sport as well as

the rules of the game.

B. What experience do I have?

i. Volleying/Striking -1 have played soccer and tennis at a competitive level and can

perform most of the skills involved with these sports at an expert level. I am also

able to transfer that learning to help assist me in being successful in playing

volleyball for fun.

ii. Volleyball -1 have taken college level courses that have taught me the fundamental

skills of the sport as well as how to score the game and rotation patterns. We also

learned various ways to break the skills down and how to teach them along with

games that can be played to help apply the skills and gain practice.

C. Where can I go to gain knowledge?

I can refer to^many of the text booksjjsed for college level courses so far (any Steps to

Success books, the Children Moving Book, Adapted Games and Activities, Physical Education

Activity Handbook, etc.). I also have found PE Central a very helpful website as well as many

others that are similar to it to assist in answering questions or concerns as well as lesson

ideas. My cooperating teacher has been extremely helpful in providing me with reading

material and books that have been helpful to her over the years.

2. The Students

i. How many?

4th period: third grade (Thomas/Coates) - 35-40 students

ii. What are the special needs?

There are no special needs students in this class

iii. Skill level?

Skills range from pre-control to control levels. This is new content for most of these

students.

3. Content

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

a. Volleying/volleyball - Names of skills learned, correct form for skills, and cues for

the skills, why the skills are important, how they can use the skills in the game,

ii. What content is covered?

a. Volleying - striking continuously to self, volleying with a partner and small

group, striking volleyball to target on the wall, striking over a net, different

patterns to use for striking (underhand, overhead, bump), how to work

cooperatively when learning skills and during game play.

b. Order/Progression of Content (see Scope and Sequence attached)

4. Available Resources

i. Number of lessons and minutes in each lesson

a. 7 lessons - 45 min each/ days 2 and 5

ii. Facilities

a. Have the whole gym for all classes

iii. Ratio of equipment

a. There is enough of a variety of balls for every student to have a ball, there are

two volleyball nets that can be used and adjusted to different levels,

iv. Do I have to modify equipment? I may use different size balls or lighter balls to

make it easier for some students and vice versa for those at a higher skill level.

Rationale;

I choose the Cooperative model of teaching because I really thought that the students would benefit

from this style of learning. I noticed that the kids in this class always want to be picked to be the leader

or demonstrator and unfortunately, with direct instruction, only a couple of kids get picked to take on a

leadership role and usually they are the more skilled students. This model gives everyone a chance to

not only be the leader, but the teacher as well. A student might know exactly what to do to perform a

skill correctly, but physically can't perform at a level comparable to their peers. This model allows

students to work together and learn from each other and help each other perform skills better. It gives

them responsibility and satisfaction from a job well done when they see their peers learning as a result

of their teaching.

I thought about using the peer model, which has many similarities to the cooperative model, but I

decided cooperative would work better. At this age, students are very particular about whom they work

and play with and if they get paired with someone they don't really get along with, then things would

not be successful. I would see myself dealing with a lot of tattling and attitudes and I didn't want that to

distract from the learning. I had observed them working in small groups the first week for a short time

and they really seemed to enjoy it and they got along very well. I feel the cooperative model will allow

these students to work with new friends they haven't had an opportunity to work with while feeling

comfortable with others they already know. I also thought about using the inquiry model, but so few

students had any experience with the skills that I was teaching, I felt that it would be too challenging for

them.

I knew the Sport Education model would not work because it would put way too much responsibility on

the students. The classes are only 45 minutes long and elementary students need to be reminded to

stay on task too much as it is. Students this age don't have the ability to focus for the amount of time

needed to carry out the responsibilities needed in the sport ed. model. It would be chaotic to say the

least. They also don't have the ability to process that much information at once. They need information

given to them in small amounts over a long period of time and reinforced along the way. This will help

them retain the information. This can definitely be done through the cooperative model and the

students will enjoy the change in the style of instruction.

Learning Objectives (Volleyball):

Psychomotor: SWBAT demonstrate the use of the bump, the overhead pattern and the

underhand pattern while playing a small sided game of one bounce volleyball and be able to

volley the ball continuously for at least 7 times in a row.

Cognitive: SWBAT explain the cues involved with striking and volleying in volleyball either

verbally or by matching to an object or picture when asked by the teacher or on exit slips 80%

of the time.

Affective: SWBAT respect and cooperate with their peers in a positive manner by cheering

them on or waiting their turn while participating in all activities 80% of the time.

Striking/Vollevball Unit Plan

Striking/Volleyball

Psychomotor Pre-Assessment

(Level 1) Shows no effort: Refuses to perform the skill correctly

(Level 2) Working Toward Standard: Demonstrated effort but performs the skill inconsistently

(Level 3) Meeting the Standard: Performs the skill correctly most of the time

(Level 4) Exceeding the Standard: Always performs the skill correctly, helps others with skill

Volleyball Pre-Assessment

(Cognitive)

Name: Date:

Part 1: Please draw a line to the picture that matches the striking pattern.

The Bump

The Underhand

Strike

The Overhead

Strike

Part 2: Pick one of the above patterns and name the 3 cues that go along with that skill.

Pattern:

1.

2.

3.

Assessment Plan

(Please refer to lesson plans for all copies of assessments)

Psychomotor

• Formative Observation Checklist-1 chose this because I wanted to make sure the

students were learning the skills being taught that day. If I saw that students were not

getting the skill, I was able to review or extend the lesson into the next session. I did

this through both teacher observation and student observation checklist, depending on

the tasks and the time remaining in the class.

• Summative Assessment Checklist- This was done on the first day and last day of class as

a pre and post assessment. I completed the checklist while the students were actively

engaged. I chose this because I wanted to see what the student's skill level was at the

beginning of the unit and be able to compare that to the results from the end of the

unit. This would also tell me if the model I choose, cooperative, was effective for

student learning. If there was improvement, then apparently the students were able to

teach these skills to their peers.

Cognitive

• Exit Slips-1 chose exit slips to assess the cognitive domain because it is a quick easy way

to determine if the students learned the main points of the lesson such as cues of the

skills performed like striking, passing, dribbling, etc. It would also tell me that the

"coaches were relaying the information that needed to be taught. I also used a lot of

questions to check for understanding to assess this domain as well.

Affective

Thumbs-up/Thumbs-down Questions- After the coaches taught their partner and the

partner had practiced I would use this method to ensure that the coaches did their job

and the learners felt comfortable with what they learned.

Hitting Smiley face or a Frowning Face on the Way Out-1 chose this assessment because

it is an easy way to assess the affective domain and doesn't take up any of the class

time. The students simply hit a smiling face on their way out if they think they did well

for the day or hit a frowning face on the way out if they think they could have done

better.

I also used a few exit slips to assess the affective domain. This helps emphasize the

important parts of learning cooperatively. It was also a way to promote the certain

types of feedback I wanted them to be giving their peers like, what is something positive

you could tell your learner if the miss the ball?

University Lesson Plan

Name: Stephanie McGill Date: 1/20/10 Semester: Spring .Class: KH 4710

Class/Grade level: Thomas/Coates 3rd grade Date(s) to be taught: 1/20/10 Unit / Theme:_Striking/Volleyball Lesson #: Pre Test

Instructional Model: Cooperative

I. Skills already developed by students: N/A (this is the pre-assessment)

II. What happened during last lesson? NA (first lesson)

III. Lesson objective(s): SWBAT complete pre-assessment to determine skill levels. There are no

specific objectives for this lesson.

Domain Performance Situation Criteria

1.

2.

3.

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

V. Assessment for measuring performance criteria

Student will take a written cognitive test and they will have to match the picture with the correct striking

pattern. They will also have to list the cues for at least one striking pattern.

VI. My goal for improving my teaching

I would like to learn better ways to administer a written assessment in the gym.

VII. Equipment and resources needed

Variety of balls for each station, tape, poly spots, pencils or crayons

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

activities with modifications) N/A- there are no special needs students in this class, but if there were you

could use bigger balls, or lower and larger targets

IX. Instructional / practice time / organization (see other side)

Reflection:

a) My students were definitely able to meet the objectives for this lesson. The only objective was to be able to complete the pre

assessment to help determine the student's skill level. They were able to complete all the tasks so I would say that the lesson

was successful Attached is all the documentation from the pre-assessment.

b) A formative assessment was not done today for this lesson. It was a pre-assessment that was used to determine their skill level

of psychomotor skills as well as the cognitive knowledge they had about volleyball skills. However, 1 did have to change a

few things very early in Ihe assessment because there was no way I was going to be able to complete it if I didn't make the

changes. First of all, the criteria was too specific for this age group. I was looking to see if each student was able to do certain

things that involved to many steps. For example. I wanted to see how the students performed the bump. At first 1 was looking

to see that each student was doing all the specillc criteria for this skill like knees bent, facing target, contact with forearms.

bends and extends and quick feet, and I was looking to see that they could do this at least 3 out of 5 times. I realized very

quickly that this was way too much to look for from every student in 45 minutes, especially when you have a class of 40. I

then made it much more general and basically determined what level they were at, 1-4. 1 being that they showed no effort and

4 meaning that t

hey exceeded expectations. My coop, teacher had 2 groups to assess, t

he para-pro had 2 groups and I h

ad 2

groups and we went through each skill until it w

as complete. This really d

id speed up the process and was much more

effective.

c) Again, this w

as a pre-assessment so it really w

asn't measuring student learning.

I was just t

rying to d

etermine what skill level

they were at.

d) During the pre-

assessment, we had students rotating t

hrough stations, b

ut for the p

ost assessment, I t

hink we will h

ave the

same two groups stay with whatever teacher they have for all t

he skills.

So for m

y group I w

ould be assessing the bump, the

set pass and the u

nderhand serve all for t

he same two groups.

I think this will s

ave on some transition t

ime.

Striking/Volleyball






Striking/Volleyball







Name: Q// U j Date:

Part 1: Please draw a fine to the picture that matches the striking pattern.

The Bump

The Underhand

Strike

The Overhead

Strike

Part 2: Pick one of the above patterns and name the 3 cues that go along with that skill.

Pattern: H Q-"S. ?>~ )

Georgia State University PE Lesson Plan

Name: Stephanie Date: 1/22/10

Class/grade level: 3rd Coates/Thomas Unit/Theme: Striking/Volleyball

(Cooperative Model)

Semester: Spring Class: KH 4710

Date to be taught: 1/25

Lesson # 1 of 5

2 Cognitive

Skills already developed by students:

NA: In first lesson we just did the pre-assessment to determine student's skill levels.

What happened during last lesson?

Students participated in pre-test and most of the students were at a pre control to control level for

volleyball striking skills. Some students were successful with striking but not with the correct

form needed.

Lesson objective (s):

Domain Behavior/Performance Condition/Situation Criteria

1 Psychomotor SWB AT demonstrate the When called on by 100% of the time.

Ready Position the teacher as a group

or individually

SWBAT explain what the When asked by the One time

ready positions should look teacher or the

like "coach" during

activities and closure

3 Affective SWBAT show respect for While working in 100% of the time

one another by speaking small groups

positively to each other

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

Standard 1: Demonstrate competency in motor skills and patterns needed to perform a variety of

activities.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in

physical activity.

Assessment for measuring performance criteria (include evaluation form)

Teacher observation to determine that groups are working together and on task.

My goal for improving my teaching

I need to work on transition time between tasks

Equipment and resources needed (be specific with types and amounts)

Cones, balls (one or two for each group), whistle, poly spots, pennies

Task, Environmental, Rule, Equipment, Instructional modifications (Task Analysis)

Instructional / practice time / organization (see other side)

>

Reflection:

a) Yesh students did a very good job teaching and learning the ready position for today's lesson. I circulated around the room to listen

and see how the communication was going between the groups. This was the first time they liad worked in the cooperative model

and I have to say I was very pleased with how well they did. I heard really good feedback that was given to the learners from the

coaches. They really seemed to like taking on that leadership role. After the teaching was done the students did an activity as a

whole, the shuffle drill. This really gave me an opportunity to see which students needed some help with getting in the ready

position. 1 really only had to give guidance to a few students and it was very minor. Most of the students were able to stay in ready

position and move to my signal the whole time. They had big smiles on their faces for this drill as well so I knew they were having

fun.

b) I did not have time to administer the written formative assessment for this lesson. 45 minutes is just not very much time for

physical education. I had a affective formative assessment to determine if the students were understanding the type of feedback that

was to be given. Since I didn't give the written assessment, I asked the students during the closure, what was something they could

say to their peers that needed help with the task and I gave them a couple scenarios like what could you tell them if they had their

hands to their side or what is something positive you could tell them on a job well done?

c) I think that the formative assessment accurately assessed the affective domain. Even though the students didn't get to write their

answers down, they still were able to provide many answers verbally. I was also able to effectively assess the psychomotor domain

through observation during small group tasks as well as whole group tasks.

d) Based on today's lesson and the pre assessment I have realized that the students have very little background knowledge in volleyball

skills. I introduced the task that we were going to be learning next lesson, the set pass, and none of the students had heard of this

striking skill. I know I will have to break this task down into several simple steps in order for them to be able to teach and learn this

skill. I will probably have each coach only focus on 1 or 2 cues at a time and then put it all together in a game at the end.


Semester: Spring Class: KH4710

Date to be taught: 1/27/10

Lesson #2 Of 5


McGill

Class/grade level: 3rd/Coates and Thomas Unit/Theme: Striking/Volleyball

Model: Cooperative


Ready Position and importance of "quick feet"


Practiced and learned the Ready Position Stance and introduced the set pass


Domain Behavior/Performance Condition/Situation Criteria

1 Psychomotor SWBAT Set the ball to a 8-10 feet away using At least 3 times in a

partner correct hand row.

positioning

2 Cognitive SWBAT Explain the When asked during 1 time

proper hand positioning for the closure

the set

3 Affective SWBAT demonstrate good By cheering each 100% of the time

sportsmanship other on and making

only positive

statements during

game play.

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

Standard l: Demonstrates competency in motor skills and movement patterns needed to perform

a variety of physical activities.


physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or

social interaction.


Students will be asked thumbs up/down/sideways questions while volleying with partner to see

how many sets in a row they had.


Quicker Transition time


Poly spots, one ball per student, wrist bands, large beach balls,


Students can play game sitting or kneeling.


Reflection:

a) Yes. I would say that the majority of my students met the learning objectives for this lesson. While observing studenEs in their groups, I

saw most of them being able to set the ball back to their partner. I did have to change one of the task a little when I saw they were

having a little trouble at first. I had them trying to set the ball back and forth with a partner and I saw that a lot of students were having

trouble keeping control of the ball. Instead. I had one partner be the tosser and the other would set the ball back to them. After about 5

hits, they would switch. Most of the students were very successful with this task and I really like how some of the students were

helping their peers who were having trouble. A lot of them were verbally using the cues to help guide their peers.

b) The only type of formative assessment 1 used today was the thumbs up questions. When they were working with their peers I asked

them to give me a thumbs up if they were able to set the ball to their partner at least 3 times in a row, 5 times, more than 5. etc. All of

the students gave me a thumbs up with the 3 in a row questions and that was my objective. I've found that it just takes a lot of time for

elemenlary students to take a written assessment and when you only have 45 minutes to work with it hard to work it in. That's why 1

used the thumbs up questions instead and based on what 1 observed and their answers, I think it was pretty accurate.

c) I think the questions along with the checking for understanding was a good way to check for student learning. I would like to have

provided a written assessment, but I feel that this model is more time consuming because it takes the "coaches" a little more time to

teach a skill than it would me. Since the focus is cooperative learning, I feel that this time is more important than sitting and writing

answers for this age level.

d) For the next lesson, I would like to try and implement a peer checklist for an assessment. I want to see how the students do with this.

My cooperative teacher says that she never really implements written tests in her class, but she is going to have to start doing them next

year and is also interested to see how this will go.




Lesson # 3 of 5


McGill


Model: Cooperative


Ready position, shuffle drill, set pass


Broke set pass down into different parts and practiced them then put it together in game play


Domain Behavior/Performance

1 Psychomotor SWBAT bump ball

2 Cognitive

3 Affective

SWBAT explain the cues

of the Bump

SWBAT demonstrate

cooperative behavior

Condition/Situation Criteria

That is tossed from 3 out of 5 times

partner back to

partner at least

When asked during

activities and closure

By taking turns and

respecting their peers

during activities and

game-play

At least 1 time

100% of the time


Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform





social interaction.


Peer checklist and thumbs up/down questions


Find better ways to implement assessments for classes that are only 45 minutes long


Poly spots, 3 balls per group (variety of balls), pencils, music, arm bands, exercise dice or cards.



N= Never S= Sometimes M= Most of the time

Reflection:

a) I think this lesson was a success and most of the students were able to accomplish the objectives. Bases on what I observed, I saw that the students were getting along and working well together. They were taking turns and respecting one another most of the time. The

actually were much better at controlling the direction of the ball with this strike, the bump, more so than the set pass. I was also able to get correct answers when I asked the coaches about the cues and also the learners during the closure.

b) I had a peer checklist prepared and I had distributed it to each group before the lesson as part of the set up. However, we were not able to get to it this class. My cooperative teacher wanted to talk to them about the Olympic Games that were starting soon as part of

something she does whenever the Winter Olympics are starting. This took some critical time away from my lesson, but that's ok

because it is her class and the students really showed interest in this. Everything was set up and ready to go for each station, we just ran out of time.

c) I think the assessment would have accurately measured the psychomotor learning objective if I would have had time to administer it.

As for the cognitive, this was done through asking questions during the activities and during the closure. I was also able to tell that

students knew the cues by how they were using them to teach their peers.

d) For the next lesson I'm going to have them work in partners within their groups in order to get more practice time with the tasks. This

lesson I had the "coaches" doing most of the work like tossing the ball to each group member and having them bump it back to them. It

would have been more effective to have them in partners and then they would have gotten more practice time. I also want to make sure

that I don't stay in the center too much while observing and circulate the perimeter more so I can get to every group. I also need to

work on getting out of the middle and moving myself out a little when talking to the groups so my back isn't to any of the groups.



Class/grade level: 3rd Coates/ Thomas Unit/Theme Striking/volleyball

Model: Cooperative


Ready position, set pass and Bump


Last class we broke down the bump and practiced within each group.

Semester: Spring/10 Class: KH4710

Date to be taught: 2/23

Lesson # 4 of 5



1 Psychomotor SWBAT Bump or set the

volleyball

2 Cognitive

3 Affective

SWBAT decide which

strike to use (bump/set)

Condition/Situation Criteria

Using correct form In At least twice.

a small sided game

like situation

Based on where they 100% of the time

receive the ball

(above head or down

low) during game

SWBAT demonstrate good While playing games 100% of the time

sportsmanship by respecting others

and cheering their

peers on







social interaction.


Affective Domain- Exit slip


Include more games for all model lessons


One volleyball per group, two nets spread out the length of court, pencils, poly spots.



The Set Pass/ Peer checklist


Reflection:

a) Yes, the students met their objectives for the day. I wanted them to review the set pass and bump in game like situations since they

were a little rushed last lesson and I could see they needed more practice. They were also able to work a lot in the affective domain by

cheering on teammates and other teams during game play. I really wanted to emphasize this because working together is very important

for team sports.

b) I used an exit slip to assess the affective domain today. I had several containers with pencils spread out and the other teachers and I

quickly passed out the slips and they turned them in once they were suppose to line up and turn them in once they walked out the door.

c) Yes, it really emphasized cheering on your teammates and what could be said to provide encouragement to them.

d) Next lesson we will be working on the since I could see that most students didn't know how to do this during the game. I think they

have the set pass and bump down now so I will still try to emphasis using both of those strikes again during game play next time but

focus mainly on the underhand serve.



McGill


Model: Cooperative



Lesson # 5 of 5


Foot work, ready position, set pass, bump.


Students broke the Bump down into several parts and practiced them then put it all together in

game play.



1 Psychomotor SWBAT serve the

volleyball

2 Cognitive

3 Affective

SWBAT explain the

motion of the underhand

serve

SWBAT demonstrate

cooperative behavior

Condition/Situation

Over the net using

underhand serve

pattern

When asked during

activities and during

closure

By taking turns and

respecting their peers

during activities and

game-play

Criteria

At least 3 out of five

times.

100% of the time.

100% of the time







social interaction.


Students will be asked after game to see who was able to serve over net successfully at least 3

times.


I need to work on positioning myself batter when walking around the gym as well as when

speaking to the class.


One ball per student, net and poles, floor tape



J

Name Period

Affective Assessment

Directions: Write an answer to each question. Give your completed assessment back to the teacher when you are finished and stand by the bleachers for the lesson closure. 1. Cheering on others is an important aspect of team play. Give 1 example of something you could say to a team member who has just scored a point.

2. Give 1 example of something you could say to a team member who has just hit the ball out of bounds. (Hint: encouragement please!)

3. Tell me 1 thing that one of your teammates did well today

Reflection:

a) Yes, I think so. I didn't get to ask every single student if they were successful with serving today but based on my observation, a

majority of them were able to do so successfully. However, some still wanted to use their fist but maybe their coach didn't correct them

in their group so they got use to doing it that way. I tried to correct all the ones I saw doing it.

b) I used a checklist based on asking students to give me thumbs up if they were able to serve the ball over the net at least 3 times.

c) It probably could have been more specific to the cues of the serve and maybe done by their peers at the other stations to make sure they

were performing the skill correctly. I don't know if taking the word of a 3rd grader is accurate enough for this lesson. d) This was the final lesson of the unit and I will be sure to review all the cues before the psychomotor post assessment and stress to use

the heel of the hand for serve, not the fist so they will be more successful.

Name: Stephanie McGill Date: 1/20/10 Semester: Spring .Class: KH 4710

Class/Grade level: Thomas/Coates 3rd grade Date(s) to be taught: 2/26/10 Unit / Theme: Striking/Volleyball Lesson #: Post Test

Instructional Model: Cooperative

I. Skills already developed by students: Ready position, set pass, bump, underhand serve, foot

work.

II. What happened during last lesson? Last lesson students learned how to perform the underhand serve

and utilized it during game play.

III. Lesson objective(s): SWBAT complete pre-assessment to determine skill levels. There are no

specific objectives for this lesson.

Domain Performance Situation Criteria

I. Psychomotor SWBAT Perform Bump, Set and Underhand serve based on criteria at

each station and improve skill by one level on post assessment

2. Cognitive SWBAT Improve score by at least 2 points from pre assessment on written test that

identifies cues of different strikes learned.

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

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a

variety of physical activities.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical

activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social

interaction.

V. Assessment for measuring performance criteria

Student will take a written cognitive test and they will have to match the picture with the correct striking

pattern. They will also have to list the cues for at least one striking pattern. They will also be assessed

in the psychomotor by have to perform the set pass, bump and underhand serve at stations and observed by the teachers.

VI. My goal for improving my teaching

Position students better for written test in gym to prevent cheating

VII. Equipment and resources needed

Variety of balls for each station, tape, poly spots, pencils or crayons

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

activities with modifications) N/A- there are no special needs students in this class, but if there were you

could use bigger balls, or lower and larger targets

IX. Instructional / practice time / organization (see other side)

Reflection:

a) Based on the results from the pre assessment, I would say that the overall learning objectives were met. Almost every student

had improvement on both the cognitive and psychomotor skills.

b) Today was a summativc assessment, the post test. There was a written cognitive and psychomotor as well which was done in

stations. Before we had each teacher trying to go through and observe the skills for too many students and it was very

confusing. We also had all the students taktng the cognitive lest at the same time for the pre assessment which took too long.

This time we had six groups, three on one half and three on the other half of gym. The stations were duplicated so there was 2

groups doing the cognitive. 2 groups doing psychomotor and two groups playing a game against each other. They related on

their side in a triangle roEation. My coop and 1 each had a psyclioniotor group and the Para pro was monitoring the game play

and cognitive test. I tested the 3 skills of my group then they would rotate and so on until everyone was finished.

c) Yes, this assessment focused on the steps of each skill to see if students were performing skill correctly and if they could

explain the skill they were performing. This was the overall objectives for the unit,

d) This was the final lesson of the unit but next time if I have longer I would like lo get into court positions and rotations as well

as blocking and spiking the ball.


Name: ( i\ Date:

Part 1: Please draw a line to the picture that matches the striking pattern.

The Bump

The Underhand

Serve

The Set Pass

Part 2: Pick one of the above patterns (the bump, set pass or underhand serve) and name 3

cues or steps that go along with that skill.

,1k-Pattern:

1.

2.

P4c

Striking/Volleyball






Striking/Volleyball



(Level 2} Working Toward Standard: Demonstrated effort but performs the skill inconsistently



Models Assignment— Part 3 Student Learning

Name: Stephanie McGill Semester: Spring 2010

Complete the following outline anil submit (o U-Luarn by the due date on the Student

Teaching Calendar. Submit as one document.

Analysis of Student learning for each major learning goal/outcome (25 pts.)

Psychomotor: After learning and practicing the 3 striking skills (bump, set, underhand serve)

students were able to get a lot of game play to put these new skills to use. Before the unit

started I put up two volleyball nets and divided classes into small teams and let them just

have fun playing. I didn't give them any specific rules I just said to try to keep the ball going.

From this 1 really saw that they had little background in actual volleyball strikes. Most of the

students were slapping and punching the ball and it rarely stayed inbounds. This was not

part of the pre assessment, it was just included in one of their fitness stations one day and

they did get quite the workout from chasing the ball so much. After the actual pre-test,

where I tested their actual skills of striking the ball using specific volleyball strikes, I came to

the same conclusion, that students had little knowledge and little success with striking the

ball using specific volleyball strikes. That is why I decided to break each strike down and let

them participate in several practice tasks and then put that strike to use in a game form. The

students showed great improvement from the beginning to the end. Based on their pre and

post assessment scores, almost every student showed improvement in the psychomotor

area. I was very happy with this. A few students didn't demonstrate much improvement in

the skill but they didn't do worse either. I came to the conclusion that you can't be too

specific when it comes to sports skills with this age level. I'm referring to the process of the

skill. At first I was too particular with what I wanted to see from them with regards to each

strike that we learned. Ex) were their knees bent, did they bend and extend, did they follow

through towards the target, etc... I changed this way of thinking quickly because I saw that it

was way too much for them. I then just focused on one part of the skill like using the

forearms with the bump pass or finger pads with the set. Did they use an open hand for the

underhand serve or did they punch it with their fist? The other parts of the skill were used as

feedback to help them perform the skill better. For example, if the ball kept going back over

their head when trying to do the bump, the coach would tell them to extend their arms

toward the target. This was much easier for them to process. By the end of the unit students

were much more successful with the small sided game of volleyball. They were able to keep

the ball going for several strikes and they were much better at utilizing actual volleyball

strikes for the game rather than just smacking the ball with no control at all.

Cognitive: Students did much better with the cognitive objectives on the post assessment

than the pre assessment. They actually did pretty well with matching the pictures to the

name of the strikes but when it came to explaining the cues of the strike, I don't think I had a

single student get this correct on the pre assessment. I'm not sure if they just didn't know

what a cue was, which I did explain, or they just had no knowledge of these particular

volleyball strikes. However, on the post cognitive assessment, many of my students were

able to answer these questions correctly. There was a small cluster that got not only some of

the matching wrong but the cues wrong as well on the post assessment. When I went back

and looked at this I noticed that these students were in the same group together when taking

the test and most likely copied each other and unfortunately they all got it wrong. I did have

a talk with them about this because it was cheating and they needed to know that I knew

what they had done and that I was disappointed in this behavior. The funny thing was, when

I asked them to tell me the answers, most of them got it all correct. Just goes to show that if

you just think about the questions and not try to rush through it then you'll do just fine. This

showed me that they did improve their knowledge on a cognitive level. Some students were

still unable to write these cues down on paper, but when I asked them verbally they were

able to tell me the cues, so maybe they just didn't understand the directions of the

assessment or maybe they are just more verbal with their learning style.

Affective: I kind of used a different approach with this domain. I didn't really assess the

affective domain in the pre and post assessment. I did assess the affective domain

formatively, but I thought that this learning would come naturally for the cooperative model.

Students had no choice but to work together and I think they really grew from this

experience. During the first lesson of this unit I had several issues with students working

cooperatively with others in their group. I think this is probably normal when using this

model for the first time, but I would constantly remind them that they had to work together

and listen to their peers if they wanted to learn these new skills. The cooperation got better

and better as the unit went forward and students really seemed to enjoy teaching and

helping their peers. Most students had never worked in this style and really took pride in

that teaching role. In fact, several students that were usually a behavior problem did

excellent with the teaching role. They had so much to focus on in order to teach their peers

that they didn't have time to think about distracting the class because they wanted their

team to do a good job during game play. I was also very impressed with the feedback and

creative approaches I was hearing from my coaches. I remember one student, while

explaining the serve, asked her students to raise the hand they write with. She then

explained that this was the hand they would strike with and they would step with the

opposite foot from this hand as well. So if they write with their right hand then they would

step with their left foot. I never said anything like this and I was very impressed with her

creativity in explaining something that is a little confusing. I also know they learned in this

domain based on some of their answers in the student perception surveys. In fact, when

asked what was one thing you learned from this unit, most students put something down

about teaching their peers or learning from friends. I even had some that liked the fact that

they made new friends. This made it very evident that learning occurred in the affective

domain as well.

Table of raw pre- and post assessment data (15 pts.)

Pre and Post Assessment Data: Cooperative Model/Volleyball

Grade level: 3rd (Thomas and Coates)

4th period

Copies of all other formative assessments used (10 pts.)

Peer checklist for Bump


Name .Period

Affective Assessment

Directions: Write an answer to each question. Give your completed assessment

back to the teacher when you are finished and stand by the bleachers for the lesson closure.

1. Cheering on others is an important aspect of team play. Give 1 example of something you could say to a team member who has just scored a point.

2. Give 1 example of something you could say to a team member who has just hit the ball out of bounds. (Hint: encouragement please!)

3. Tell me 1 thing that one of your teammates did well today.

The Set Pass/ Peer checklist


Teacher Observation Checklist for underhand serve

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