Assignment 3B
For Assignment 3B, I chose to teach
the “Wednesday” lesson part of my unit plan.
In this lesson, students are to attempt to dribble between their legs up
and down the floor as quickly as possible while keeping control of the
ball. Although, I realized in Assignment
3A that I made a mistake with the pre-assessment portion, I kept everything in
for this lesson, just so I can see how it goes from beginning to end. I also figured I would learn more from my
mistakes than from my corrections the first time around. I also wanted to keep everything together for
continuity’s sake.
As with Assignment 3A, it took me
much too long to measure the student’s time in the pre-assessment
activity. It took nearly 5 minutes once
again to measure just 6 students as they went through the activity. I also left in the portion about losing the
ball just to reinforce the idea that it is difficult to measure.
Once I got through the warmup
activity and the pre-assessment and onto the instruction, I felt that the
lesson went pretty smoothly. I may be at
an advantage because I have students that immediately understand the
terminology, but I am still teaching a somewhat advanced skill, and as in 3A, I
chose students that are still mainly unsuccessful at achieving this skill if
left on their own. I took the strategies
I discussed in Assignment 2A and 2B and did my best to teach them as if it was
my real classroom. As in 3A, I had 6
students for this part of my unit plan.
I did it on two consecutive days, and had some change over in the
students. I had 3 from the previous day
and 3 new students. My findings are as
follows: (Pre-Assessment)
|
Name
|
Time
(Seconds)
|
# Amount
of Times Lost Ball
|
|
Student
1
|
17.3
|
1
|
|
Student
2
|
21.1
|
2
|
|
Student
3
|
14.8
|
0
|
|
Student
4
|
16.8
|
1
|
|
Student
5
|
20.2
|
2
|
|
Student
6
|
22.5
|
2
|
After the pre-assessment I
instructed the students following my lesson and unit plan. I modeled the correct skill for them and had
students practice the maneuver both in a stationary and dynamic setting. I gave them feedback informally as they
attempted to perform the skill. (Formative assessment) After feedback and
positive reinforcement of the students performing the skill well, it was time
for the summative assessment. The
results are as follows:
|
Name
|
Time
(Seconds)
|
# Amount
of Times Lost Ball
|
|
Student
1
|
16.5
|
1
|
|
Student
2
|
19.1
|
1
|
|
Student
3
|
14.5
|
0
|
|
Student
4
|
15.7
|
1
|
|
Student
5
|
19.6
|
1
|
|
Student
6
|
16.5
|
0
|
All the students performed better as far as the time goes
during the summative assessment portion of the lesson. One of the issues I had after I designed the
initial unit plan was I was confounded on how I would grade the students that
lost the ball the same amount of times from the pre-assessment to the summative
assessment. 3 of the students in this
lesson lost the ball the same amount of times during the two portions of the
lesson. I would have to figure out how I
would grade that. I obviously did not
think that through. Also, yet another issue
with my rubric arose. Student 3 lost the
ball 0 times in the pre-assessment. I
did not take into account how I would measure a student’s performance that
loses the ball 0 times in the pre-assessment.
My grading scale for this assessment is as follows:
|
Action
|
Grade:
|
|
Performed Better on Both Skills
|
100%
|
|
Performed Better on One Skill
|
85%
|
|
Performed Better on Neither Skill
|
65%
|
|
Did Not Participate
|
0%
|
So, if I was giving grades for these 6 students, I would hand
out 3 100 percent’s. (Students 2, 5 and 6 as the improved on both skills) I then would be confounded on what to give
students 1, 3 and 4. These students
improved their times, but did not improve the amount of times they lost the
ball. If I went by my rubric, I would
have to give them 85%. However, I never
included what would happen to a student if they simply maintained the course on
either time or how many times they lose the ball. Also, how would I account for a student that
does not lose the ball 1 time in the pre-assessment?
Reflecting upon my experience, I definitely learned quite a
bit. I learned that I have to think
through all scenarios before creating a rubric and grading scale. I think the instruction was fine, and I
figured out that I need to cut down the time spent measuring students so that I
can get to all students and still provide time for everything I want to
accomplish in the period. I also learned
that in physical education, like other classes, I should try something out
before I assign it to students. For
example, had I tried out the ball handling and being timed etc. I think I would
have realized I would have had a difficult time attempting to determine whether
a student lost full control of the ball or not.
I would undoubtedly change that entire aspect of the lesson, and just
remove it from consideration altogether.
I also would change how long I measure the students for, as going up and
down the court is simply too much and will take too long. I also learned about creating a rubric and
grading scale that accounts for all foreseeable scenarios. Until I started talking to some of the students,
I did not realize how easy it would be for them to manipulate their initial
time to ensure that they would improve it and receive a higher grade. That is really a silly mistake that I need to
avoid in the future. As always, I
enjoyed the actual teaching of the lesson.
Nothing in the world makes me happier than helping, facilitating and
teaching students in all areas of the education world. I am quite happy to see that my joy,
enjoyment and enthusiasm will indeed transfer over from a traditional classroom
setting to the unique world of physical education.
