PSU

TEACHER WORK SAMPLE

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Your First and Last Name: Demetrius Bernard

Date Submitted: April 28th, 2018

District where you completed

Frontenac School District 249
the TWS:

Name of School Building

where you completed the Frontenac Junior High School
TWS:

Content Area of your TWS: Physical Education

TWS Unit Topic: Hefleyball

Grade Level of the Classroom

/ Students in Which the TWS 8th grade
Unit Was Completed:

Pittsburg State University Teacher Work Sample 1

I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
The students at Frontenac School District are an evenly balanced Male/female population. The community ranges from low to high class, with the majority of the
students coming from a low to middle class background. 44% of the students come from economically disadvantaged households. There is not much diversity in
this school, as it has a 92% Caucasian population. 10% of the student population has been diagnosed with a disability of some sort.
As for the Junior High School, the trends follow those of the district as a whole. The 8th grade boys that I work with have a 45% economically disadvantaged
population. However, this class seems to be an outlier in that they do not have a student with a diagnosed disability present.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level __8th _____ Content area (e.g., mathematics) _____PE________ Topic (e.g., geometry)_______Hefleyball______
Age range of students __13-14_____________ Number of male students ____44_______
Total number of students __44__________ Number of female students ____0______
Percentage of students receiving free lunch _____45_____ Percentage of students receiving reduced lunch______N/A________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban __0___ Suburban __18____ Rural __22____
Ethnicity of students (give numbers) ____0__ African American or Black ___2___ Hispanic or Latino
____1_ Native American/Alaskan Native ___40___ White
____1__ Asian or Pacific Islander ___0___ Other (specify) __________
Language proficiency of students (give ___44___ Fluent English Proficient __0____ English Language Learners
numbers)

Identified special needs categories
represented (give numbers)
___0____ Specific Learning Disability ____0___ Speech/Language Impaired
___0____ Hard of Hearing ____1___ Visually Impaired
____0___ Deaf ____0___ Orthopedically Impaired
___0____ Deaf-Blind ___0____ Emotionally Disturbed
___1____ Other Health Impaired ___0____ Autism
___0____ Multiple Disabilities ____0___ Mental Retardation
___0____ Brain Injury ____2___Gifted
___0____ Established Medical Disability (0-5 yrs) ___2___ Developmentally Delayed
____0___ At risk for developmental disabilities ____N/A___ Other
(Specify)_______________

Pittsburg State University Teacher Work Sample 2

 Subgroup Selected (describe the group): The sub-group I selected was a group of 5 high-level athletes that excel at most Physical
Education activities.

Rationale for Selection: I chose these boys because they have the advantage of playing games that they have been doing since they were
little kids. I wanted to see how they reacted to being introduced to something new and not having the experience advantage of their peers.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Previously demonstrated
academic performance/
ability:
% Above standard _25%___
% Meets standard 65%_
% Below standard _10%____
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
Pittsburg State University
Specific Descriptions
This class is a highly competitive group of kids. The most difficult part of teaching is maintaining a balance between
being competitive and being out of control. There is a not a student with significant learning needs or that has a major
disability. Developmentally they are average to above average for their age, and they are able to do just about
anything I physically require them to do. The only time they struggle with understanding what I ask them to do is
when they are not paying attention, which does not happen too often.
This is a very smart and athletic class. The vast majority stay active in competitive sports outside of school. In PE,
the bulk of their grades come from participation and this class does an excellent job of participating daily. Another
bulk of the grade comes from hygiene. The students do a great job maintaining proper hygiene and taking care of
their clothes and bodies.
Getting this class motivated is not a hard task whatsoever. They are, for the most part, self-motivators, and drive
themselves to do better than their peers, which makes the class fun and interesting. They do get very upset and angry
when things do not go their way, or they lose their game that they are playing. I have found myself having to calm
them down individually multiple times before allowing them to rejoin the activity. Outside of competition, they are
very polite and calm kids, but as soon as they begin to compete, it seems to overcome them and their personalities
almost seem to shift. They often push, shove, and call each other names until I make them sit out or discipline them.
This class has above average athletic ability for a large group of kids their age. The activities they are involved
include football, basketball, baseball, wrestling, archery, hunting, fishing, swimming, track, and cross-country. They
all come from similar backgrounds as far as community goes, but they have many different backgrounds as far as
family life goes. There is a high number of them who come from households with divorced or single parents. As far
as value system goes, I would say that they are respectful, supportive, and taught good morals from whoever has
raised them to this point.
Teacher Work Sample 3
B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
These intellectual, social, and personal characteristics as discussed in the table above, made for a smooth introduction and instruction for the game,
and it made the lesson itself entertaining. Because they had not played before, I was able to capture their focus because they were very interested in
learning something new for the first time in a while. In addition, due to their competitive spirit, they focused closely to what I had to say because they
wanted to gain a competitive edge over their peers in the classroom as well. I was able to give my instruction with no interruption and did not have
anyone distracted or doing other things while I was talking.

C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student
using information
selected?
from Table 1.1
The first focus student I
chose was one of the few
students who had not
competed in organized sports
before. He is undersized
compared to his peers and
usually struggles to keep up
in activities, although he
always gives a good effort.
He has stated before that he
SUBGROUP has no interest in playing
or sports, mainly because his
FOCUS parents do not let him, as
STUDENT they want him to focus on his
schoolwork.
I chose this student
because I was interested to
see how he did in
comparison to his peers in
a game that was new to all
of them. In most of the
other activities, his
classmates already have
prior knowledge of how to
do the sport or lesson. In
this game, no one has ever
played it so they were all
starting from the same
point. I was interested to
see if this would have an
impact on his performance.
What was learned about this subgroup/student?
Intellectual- The student did a good job listening to instruction, but it was a new
game so he had questions for me much like his classmates. His questions were
about the very basics including terminology, boundaries, etc. I thought I did a
good job keeping instruction simple with him and he was able to pick up what he
needed to know to begin learning how to play the game. The game that we were
playing was a version of volleyball, the main difference being that there is no
net, and the ball is allowed to hit the ground once. The other students initially
struggled differentiating these changes, but since this student was not aware of
the original rules of volleyball, he seemed to be less confused than the others
were.
Social- This student is usually a very reserved and shy participant in the daily
activities. He gives good effort when it is his turn, but it seems like he usually
likes to avoid having a turn as much as possible, due to possibly being
embarrassed in front of his friends. However, during this game, he was not
nearly as shy as he usually is and was an active participant from the very start.
He never engages in the trash talk that his class likes to do, but he did get really
into celebrating when his team did good, which is the first time I have seen him
do that this semester.

Pittsburg State University Teacher Work Sample 4


For my other sub group, I
chose a group of 5 boys that
were high-level athletes.
They all played multiple
sports their whole lives. They
were physically more mature
than their classmates were
and excelled at seemingly
every activity I prepared for
them.
SUBGROUP
or
FOCUS
STUDENT
Pittsburg State University
I chose this group because
I wanted to see how they
reacted while out of their
comfort zone. They are a
very confident, almost
cocky group of kids when
they are doing things that
they have been doing since
they were little kids. I was
interested to see if they
were able to keep that same
competitiveness and pick
up a new skill quickly. I
am not as interested in
their athletic ability with
this as much as I am with
their attitudes in trying new
things and possibly not
being the best ones in the
class for once. They also
prefer much more games
that require physical
contact, and I wanted to
see if that contact is what
triggers some of their anger
and competitiveness.
Teacher Work Sample
Personal- Overall, I was very pleased with his effort and performance during
this unit. He is not the best athlete, and does not desire to be a great athlete, but it
was nice to see him actually enjoy doing a sport. And physically, he was able to
compete with his peers at a higher level than I expected. I could see confidence
go up every day and I am hoping this lesson stimulates more interest in an active
lifestyle for this young student.
Intellectual- The boys were very eager as soon as I told them that we would be
starting something new in class. As always, the boys were at the front of the
class paying a lot of attention to instruction. They were familiar with the regular
rules of volleyball, and I think when they realized that this game was similar
they stopped paying a lot of attention to the instruction as they had a lot of
questions over things that I had clearly gone over. They had trouble adjusting to
the rules of Hefleyball more so than I expected them to.
Social- This group is highly competitive in everything that we do. They are
competitive to the point where it gets ugly sometimes; this unit probably has
brought out the worst in them. After every single point scored, it seems to trigger
them to either gloating, arguing, physically fighting, or complaining. There was
a clear frustration with the fact that they could not dominate this game like every
other game previously. I kept these boys separated from each other on different
teams and they did not display very much sportsmanship with themselves or
their teammates.
Personal- I was a little disappointed and surprised at how poorly behaved these
boys were during this unit. They seemed to understand the instructions after a
couple of games under their belt, but they would still be very argumentative
about the rules. Physically, they were athletic enough to be very competitive
still, but there was not a wide gap between them and the rest of the class like
there usually is. Overall, they learned the lesson that I taught, which a success
was. It was also successful, in that seeing high-level athletes out of their comfort
zones can cause a big impact on their normal performance and attitudes.
5
D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)
This class does not have any students with a noticeable learning disability or physical disadvantage so there was not a need for an out of the ordinary
differentiation of instruction. For the sub-group, they were high-level athletes that are always highly motivated in Physical Education and tend to do
well. What I tried to do was take them out of their comfort zone with a game they have never played before and tried to keep them from being on the
same team as they often always are. They were engaged in the lesson, but struggled controlling their emotions and often got frustrated as the lesson
progressed. No physical modifications were needed for this group, but they did seem to need a bit of positive feedback to make up for their lack of
confidence. For the focus student, he was a polar opposite of the sub-group. This student benefitted from visual demonstration and one on one
instruction. He was able to focus and stay on task throughout the unit. The mixing up of groups seemed to help this student become more confident
with playing with his classmates so he did not feel excluded from activities. Overall, the biggest adjustments for these students were how I chose to
use motivation tactics and maintain a positive class atmosphere.

II. Instructional Design

During this unit, I wanted to introduce the students to a game they were unfamiliar with in Hefley ball, while also teaching the fundamentals of
Volleyball. I began the unit with a pretest to see what they knew and what would be a good starting point for instruction. After seeing what areas I
needed to emphasize, I created a 5-day unit in which we would learn the basics of serving, setting, bumping, and passing. Throughout the unit, I
would also consistently teach and review the rules of Hefley ball. Another emphasis of the instructional design was to work on teamwork and
communication with their classmates. I accomplished this by mixing up the groups and having students work with different teams often. The first
three days would be an introduction of the skills and rules needed to play the game successfully. The 4th day would be a culmination of all of the
skills and objectives that were learned, as they would break into teams and compete in a tournament. The final day of the unit would be a posttest,
which would show how much they improved their knowledge of the game. Following the test, they continued with the tournament to wrap up the
unit. The first four days of the unit would conclude with a review at the end to help bring together the lesson they learned for that class period. The
very conclusion of the unit was a review in which I gauged the interest of the game and how much they learned over the past 5 classes.

Pittsburg State University Teacher Work Sample 6

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)

B. State Objectives Here: Focus should be on student performance – not activities. What will students know or be able to do? (limited to 1 page)

Level(s)
Obj.
Unit Objectives (e.g. Bloom’s
No.
Taxonomy)

By the time of the tournament on the 4th day of the unit, the students will be able to demonstrate competency
1 serving the volleyball at an 80% success rate as observed by me. Remember, Apply,
Understand, and
Evaluate
Students will be able to demonstrate the ability to set/bump the volleyball with at a 70% success rate by the 4th Remember, apply,
2
day of the unit. evaluate, understand
The students will be able to demonstrate basic knowledge of the rules and regulations of Hefleyball by getting Evaluate, understand,
3
at least an 80% on the posttest at the end of the unit. remember
Analyze, remember,
4 Students will demonstrate use of teamwork by working together as a team in a game in which they have to use understand, apply,
legal bumps/sets to keep the volleyball from hitting the ground for at least 20 seconds. create

C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (limited to 1 page)
Standard 2: The student demonstrates understanding of movement concepts, principles strategies, and tactics as they apply to the learning and
performance of physical activities.
Benchmark 2: The student will demonstrate movement skills safely and appropriately.

Standard 2: The student demonstrates understanding of movement concepts, principles strategies, and tactics as they apply to the learning and
Performance of physical activities.
Benchmark 3: The student will develop performances as a response to corrective feedback

Standard 3: The student participates regularly in physical activity.

Benchmark 1: The student will be able to participate in a wide variety of non-structured and structured physical activities at moderate to vigorous
levels both in and out of physical education.

Standard 2: The student demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and
performance of physical activities.

Pittsburg State University Teacher Work Sample 7

Benchmark 1: The student will apply knowledge to improve skill development.

Standard 5: The student exhibits responsible personal and social behavior that respects self and others in physical activity setting.
Benchmark 1: The student will exhibit responsible personal and social behavior while working in diverse groups.
Standard 6: The student values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Benchmark 1: The student will value physical activity and recognize its impact on skill-improvement and health.

Pittsburg State University Teacher Work Sample 8

 Pre-Assessment:

T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Hefleyball pretest at the beginning of
the lesson.
-No time limit
-Not for a grade
-Able to work in groups Students could serve from a closer distance
1 3/5 R,I 1,3 Serving introduction Formal/informal if needed and gradually make their way
-visual Demonstration back.
- group work
-rotation of partners
End of class review

Review Pretest results

Review Serving basics
Bumping/Setting Introduction
- Visual demonstration
-Peer teaching
Allowed for multiple attempts until the skill
2 3/7 I 1,3,4 -group work informal
was completed successfully.
-rotation of partners
-incentivized competition
End of class review

Review Serving, Setting/Bumping

-Verbal review
-group work
-peer teaching
Added the skill of serving into the setting
-rotation of partners
3 3/9 I 1,2,3,4 informal game. Allowed for multiple attempts for
-competition
students who were struggling.
Introduction of New Game
Pittsburg State University Teacher Work Sample 9
- explanation of rules
-apply learned skills to game
End of Class review
 Quick review of skills and rules
-Verbal review
-Physical review Did not keep score so the focus was on
Round Robin Tournament correct technique.
-Went over rules and expectations Formal/ informal Let students stay after for questions if
4 3/13 I 1,2,3,4
-Split class into groups needed.
-Played multiple games Stopped game multiple times to check
-Checked for understanding understanding.
End of class Review
-Gave review for posttest.
10 minute review for the posttest
-Verbal review
-Physical Review
Posttest
-Spread students out in gym
-Handed out test Gave students opportunity to ask questions
-No time limit at any time.
5 3/15 I,R 1,2,3,4 Formal/Informal
Final Game Gave them as much time as needed.
-Mixed up teams again Spread them out to avoid cheating.
-Kept score of games
-Incentivized games
Final Wrap Up
-Gauged students satisfaction with
lesson
Summative Assessment: Posttest over Hefleyball Rules and Guidelines
Table 2.1 – Instructional Design – Unit Plan
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K does this scored and/or the criteria to be
used this assessment
assessment used for evaluation.
address?
10 question pretest over the I used this assessment so I could For data purposes, each question was
Pre-Assessment
rules and regulations of gain an understanding of what the 3 worth one point, for a total of 10
(Diagnostic)
Hefleyball students knew about the game points. I did not enter the scores as a
Pittsburg State University Teacher Work Sample 10

At the beginning and end of
every class period, we would
Formative Assessment
have a time for review where I
- Informal
would ask questions and answer
any questions they had.
This was a group-graded
activity where I could
physically see if they had
grasped the concept of
Formative Assessment
setting/bumping by keeping the
- formal
ball off the ground using legal
bumps and sets for at least 20
seconds.
Summative Post-test
Assessment
Narrative for Instructional Design
II. E.
Pittsburg State University
and where I needed to place an grade knowing that they did not have
emphasis in my teaching. much of an understanding of the
topic.
I used this form of assessment to
The only grading for this assessment
constantly keep the things I
went into the participation that they
wanted to teach fresh on their
get daily for dressing out and
minds and to make sure we
1,2,3,4 engaging in class. As long as they
weren’t at too fast of a pace. It
made the effort to show their
gave me an opportunity to see
understanding of the rules, they
exactly where they were with the
would get their daily points.
lesson.
The students were given their full 10
I did this as a group grade to points for completing the task.
reinforce the point of teamwork, They were given 8 points for
and as a way to combat the attempting the task and using good
limited amount of time we had. teamwork.
1,2,3,4
This was also good because it They were given 5 points for
encouraged positive feedback attempting the task but not using
from peers for all of the students good teamwork.
so they could get their points. If they did not participate, they were
given no points.
This was the way I chose to do
my final evaluation because I
The scoring system was doubled for
could accurately see how much
3 the posttest from 10 points to 20
their knowledge of Hefleyball had
points.
been expanded from the time of
the pretest.
Teacher Work Sample 11

Why are the lessons sequenced in this
manner?
II. F.
What learning strategies were incorporated
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?
II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
II. J.
Pittsburg State University
The lessons were sequenced in this manner because I wanted to see where the students were at the very
beginning and expand on that. I was able to get a good sense of what they were good at and what they
struggled with and was able to emphasize teaching to some of their weaknesses. I wanted to build from the
very beginning with the most basic, yet most important aspect of the game and then advance to more
complicated parts of the game. Then at the very end, I wanted to make sure that it all came together and
they saw how it was all connected and understand the broad unit that I had taught them.
Demonstration, Peer teaching, positive feedback, incentives, reviews, changing up groups, etc. were all
incorporated into this lesson. Before every lesson, I used verbal and physical demonstrations to show the
students what I wanted them to learn. I often gave positive feedback so students had confidence to continue
doing the new game. Incentives were used during competitions in order to add more motivation and an
exciting aspect to the class. I used a plethora of reviews so that the information was fresh on the student’s
minds and I could always have a clear idea of the students’ progress. I changed up the groups often so
students could work on playing well with multiple different personalities and types of athletes.
These learning strategies/activities addressed the learning objectives in a multitude of ways. I was able to
see the proficiency of serves, sets, and bumps through watching the competitions. In addition, having the
competitions being incentivized helped students perform at the highest level they were capable of. The
reviews helped me make sure the rules and guidelines of the game were understood on a daily basis. The
changing of groups helped with the emphasis of playing well with teammates.
Critical thinking and problem solving automatically takes place in live game situations because it is such a
fast-paced game. You have to decide whether to hit the ball, where to hit it, who to hit it to, how many
bounces you have, and all of these other factors in the matter of a few seconds. You also have to be
conscious of the score and who the better players on the other team are which takes a high level of mental
processing while being physically active.
The only sort of reading strategies that would have been used in this unit was them reading tests and review
guides.
There was no technology available to incorporate to this specific lesson aside from electronically entering
grades.
The playing well and building chemistry with classmates is a valuable lesson that could be integrated no
matter what the content field is. Also, the critical thinking and problem solving and dealing with adversity
aspects as well.
Teacher Work Sample 12
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?
Provide a copy of two complete detailed lesson plans in Appendix B.
Pittsburg State University
I did not have students with specific learning needs in this class, but I had students who may have not been
as strong or athletic as others may so I allowed them to move closer up while serving to help them build
confidence and still be able to practice the skill.
The sub-groups that I identified were not in need of adapted teaching methods from the other members of
the class. The student in which I identified never played organized sports, yet was able to pick up the rules
and technique relatively quick. The sub-group I identified biggest struggle was dealing with adversity,
which they overcame with time and positive feedback from their peers and me.
Teacher Work Sample 13
III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1:
On the first day of the lesson, I gathered the class on the baseline on the basketball court and introduced the game Hefleyball. I explained to them
how it was a modified game of volleyball made up by Dr. Hefley at PSU. The first thing I did was give them a pretest to see what they knew about
the game. None of the students had played it before which is indicated in their low scores on the pretest. I assured them not to be too concerned with
the test since the game was brand new, it would not be used against them, it was just a tool for me to see what they knew. Following the pretest, I
went into explaining the rules of the game while also demonstrating to give them a quick overview of what it is we would be playing over this unit.
The first lesson we would go into was serving. I explained that even though serving seemed like it was a simple part of the game; it was the most
important part because it is what starts every rally.
As a drill, I had the kids get into groups of 5-6 and practice serving underhand to one another. One person would be standing on the baseline or
sideline, with everyone else standing behind them with the exception of one student who would be the one receiving the serve. For today, the student
receiving the serve would simply catch the ball and not return it. Once the ball is caught, the server becomes the receiver, the receiver goes to the
back of the serving line, and it rotates like that until everyone has served correctly 5 times. During and following the drills, I repeatedly discussed
the rules for a legal serve.
A Legal Serve Must Follow These Guidelines:
*Server may not cross serving line until ball has been hit.
*Ball must be served underhanded
*Ball must be hit at or above head level of receiving team.
*Ball cannot bounce on serving side before landing on receiving team.
*Ball must be struck/ not grabbed or thrown.

After having the students find two new groups to be in and repeating the drill, I had them return to the baseline to conclude class. I asked if anyone
had questions, I asked about qualifications for a legal serve, and all 5 had to be answered before they had to go shower.

Day 2:
The second day of the Hefleyball unit began with the student again lining up on the along the baseline and waiting for instruction. The first thing we
did was pass back the graded pretest and had them look over the results. I had them keep the test as a study guide for an upcoming test. Then I
decided to review the things that we had gone over on day 1. I asked the class to repeat the rules and guidelines for serving and other general rules of
the game. After they had shown me that they knew what they were doing, I called a few students up to the front of the class to help me demonstrate
my next lesson, which would be setting/bumping. After the visual demonstration, I discussed what a legal set/bump was for Hefleyball and how it
was different from regulation Volleyball so that they would not get confused. I then had them get into similar groups as they did the other day of 5 to
6 students and practice setting/bumping to each other. The rotations would be the same as the serving, again to get them used to playing with other
students. I then split the class in half on either side of the basketball court and had them wait for instruction. I explained to them a game that we

Pittsburg State University Teacher Work Sample 14

would play which would help practice setting/bumping. I would toss the ball to one team and they would have to keep the ball from hitting the floor
for as long as they could use legal sets and bumps. The goal was for everyone to hit the ball and to keep it up for at least 20 seconds. I would then
throw the ball to the other team and they would attempt the same thing. The team who could keep the ball up the longest the best 2 out of 3 times
would be the winner and get to go shower first. Following the game, I brought them together and asked them about important things that they had
learned and told them to study their pretest.

Day 3:
Following the standard warm up, I began day 3 by having a quick review session and them having them go straight into their 5-6 student teams for
serving drills. Following a few rotations, I had them shift to the bump/set drills. After they rotated 3 times, I again split them into two teams and had
them play the keep up drill. After 3 games of this drill, I added a new element to the game. Now, instead of me tossing the ball to them, they would
be serving the ball to each other. The serving team had to make a good legal serve, or else it would subtract 10 seconds from their time when it was
their turn. I had them do this for a best 2 out of 3 series as well. With about 20 minutes left in class, I split the class into 4 teams and had them play
some practice games of Hefleyball. I explained we were not keeping score because we would start a tournament the next time we were in class.
After the games were played, I had our end of class review, and I told them that in the next few days a post test would be coming so to make sure
they had studied for the test.

Day 4:
Day 4 was tournament day and the students were pumped. They had been doing a lot of drills and practice and they were ready to really compete.
The first thing I did was have them sit on the baseline for instruction. I explained to them the rules of the tournament and my expectations of them
while they were on and off the court. I split them into 4 teams and explained to them that it would be round robin style so there would not be any
eliminations just a scheduled rotation and that they would have a chance to play every team at least once. I had the first two teams that were playing
get on the court. The two teams that were not playing were instructed to surround the court, and they would serve as additional line judges, rules
enforcers, and ball retrievers. I did this so that they would be able to learn by observation and they also were staying engaged the whole time. They
were also encouraged to cheer and have positive things to say about their classmates while they were playing. The tournament was very exciting and
the kids had tremendous effort. I would occasionally stop the game to point out something that happened or could have happened that I thought
would benefit them knowing for the upcoming test. They got extremely competitive, and some students (mainly my focus sub-group) began to cross
the line of being over competitive. Besides for that, they did a great job. After the games, I had them come together as I handed out a review sheet
for them to study for the post test the next time we had class. I had them do a cool down stretch following the game and then let the winning team go
shower first and then the rest followed.

Day 5:
The final day of the unit was the post test. I knew the test would not take a very long time so I had the students dress out and let them know we
would be continuing the tournament when they were done. When they came in I gave them 10 minutes to study/ask me questions. When they were
ready to begin, they spread out around the gym and I passed out the test. Not surprising to me, they all finished the test extremely fast and did leaps
and bounds better than their pretest. Following the test, I once again mixed up the teams and had them do the same round robin tournament from the
previous day. When they were done with the tournament, I had them come around one last time and complimented them on how well they did and
how proud I was that they all tried their hardest on this brand new game. I then got their opinion of if they liked the game and if they would want to
play it again in the future. The majority of the students liked it and only a few students were indifferent and no student really said they disliked it.
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B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
The main objectives that I have in my classroom is that students follow the rules, respect one another, are physically active, and have fun. I want my
class to be an opportunity for them to get away from the stresses of a normal classroom setting, while still getting important education and training. I
also believe my class is a great platform to teach appropriate behaviors that will help in other classes and outside of school.

Classroom Management (Physical Education- HS)

#1. Dressing out/ Participation
• Students will receive 5 pts. for dressing out appropriately and 5 pts. for participating fully in the activity.
• Appropriate dress code will align with school and district standards.
• If a student fails to dress out or participate the steps will be as following:
o 1st offense: Not receiving points for the day.
o 2nd offense: Not receiving points, 1 page current event typed essay due next time in class, Visit with student after class.
o 3rd offense: Same as above + contact parent
#2. Hygiene
• Students will be expected to have clean clothes and shower after each period as deemed necessary by teacher.
• Discipline follows same steps as Rule #1.
• Students will be required to take clothes home to wash every weekend.
#3. Safety
• Students will be expected to engage in all activities in a safe manner.
No jewelry, sharp items, or weapons will be allowed in the gym.
• Discipline for not following these rules are as followed:
o 1st Offense: Verbal Warning
o 2nd Offense: Loss of points for the day
o 3rd Offense: Contact parents
o 4th Offense: Office Referral.
#4. Respectfulness
• Students are expected to treat the teacher, other peers, and all faculty with appropriate respect at all times.
• This includes, but is not limited to:
o No offensive gestures
o No profanity
o No bullying
o No inappropriate touching
• Discipline for not following these rules are the same as Rule #3
#5. Missing class policy
• Students will be expected to be in class, on time, unless excused.

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 • When class is missed, in order to receive points for the day, a 1-page current event essay will be due two class periods after absence.
• Discipline is same as Rules 1 and 2.

C. Student Interaction and Engagement (Strategies for promoting student-to-student interaction and student motivation) (limited to 1 page)
A major emphasis of this unit was getting students to get out of their respective comfort zones. This was a game that as a whole, they were unfamiliar
with. Boys in this area do not play competitive volleyball as it is which is different from my experience growing up and I wanted to give them
another activity to enjoy. With this theme of getting out of comfort zones, I made it a point to have as many different combinations of teams as
possible. There are groups of boys who always want to be on the same team in everything they do and I wanted to make sure that they got a chance
to play with as many of their classmates as possible. I also encouraged good sportsmanship and rewarded teams with the best sportsmanship through
things such as being able to go shower first, or less conditioning to start class. If a student was not dressed out or not actively participating in the
game, I found work for them as a referee, side judge, or ball retriever, so that way they were not just sitting out not doing anything at all. I made the
games go relatively quickly so I could avoid having teams sitting out for too long. This was difficult with a class of 44 people but I figured out if I
kept the games to about 15 minutes, it went smoothly.

D. Student Communication (detailed description of appropriate strategies to encourage student-to-student communication) (limited to 1 page)
In this unit, being on the same page and having good communication is a very important skill. During a drill when teaching bumping and passing, I
made it a rule that you must say the name of the person you are passing the ball to. I made sure to mix of the drill groups as much as I could on a
daily basis so students had to get familiar speaking to one another. This encouraged more verbal interaction between the students. I also gave a lot of
positive feedback when good communication was noticed. I also made it a rule during the game that the students had to repeat the score before each
serve.

Narrative: Analysis of Assessment

E. Pre-Assessment

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Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?
Overall, the class struggled with the pretest assessment. The result did not surprise me, which is the reason
why I did not take it for a grade. The scores were all over the place, which leads to me believe a lot of
guessing was going on. The sub-group averaged a 60% on the pretest, while the focus student scored a
10%.
The results of the pretest lead me to believe that a high emphasis on learning the rules and guidelines of
Hefleyball need to be placed to meet the 3rd objective for this unit. This particular test did not give have
clear relevance of the other learning objectives, as those are more formative items.
The pre-assessment data was a good baseline for me to look at to see what areas needed to be emphasized
from a rules and regulations standpoint. The main thing that they struggled with understood the amount of
bounces a team gets, which can be confusing at first. I made sure to go into more detail about that at the
very beginning to clear up any confusion.
There was not a need for an excessive differentiation of teaching in this class. The only thing that could be modified
with this class for this lesson would be simply allowing the students to move closer on the serve and to allow for
multiple chances if students were struggling with something.

F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
The majority of assessment for this lesson was done by observation. Rather than collecting data through
assignments or worksheets, I was able to watch to see if the learning objectives were being met. Because
the kids all have different athletic abilities, it is hard to pinpoint an exact skill level that I would look for so
I was far more concerned with the effort and attitude while playing the game and learning the skills.
The main thing I was looking for was active participation, which was not an issue for anyone in the class.
The next thing I looked for was that the students understood, and followed the rules of the game. I was
pleased by the effort and proper play by the students during this lesson.

Are students learning what was I would say the students did learn what I had intended them to learn. It was a new game, so just getting
intended they learn? them all to try it to the best of their ability was half the battle. After that, they demonstrated the ability to
follow serve, set/bump, learn the rules and play well together
One of the only real adaptations I made was stopping the games more often than I had originally intended
Discuss any adaptations based on the to, in order to make sure that they understood important aspects of the game. The other was making them
results of formative assessments. yell out the number of hits they had so they could start to remember that they are only allowed 3 hits before
the ball had to be returned.
Identify differentiation needed to The students did a good job with the original rules and did not require much differentiation at all to meet the
help all students meet the goals and goals and objectives of this unit. The main thing I made sure was to get students out of their comfort zone
objectives of this unit. of playing with the same kids repeatedly and making them learn how to play with multiple people.

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G. Summative Assessment
The disaggregated data of the assessment revealed a significant improvement from the pretest in knowledge
What did the disaggregated data of of rules and guidelines. The class raised their average from 55% to 95% in a matter of 5 class days. The
the assessment reveal? subgroup increased from a 60% average to a 98%. The focus student increased from 10% to 90%.

In reference to the learning objectives and goals, the vast majority of the class exceeded the expectations I
had set for them. The majority of the summative part of this unit had to do with covering the rules and
Discuss the results in reference to
guidelines (objective 3) and the significant increase of test scores gives a clear picture of their improvement.
the learning objectives.
The rest of the guidelines that were met, took place in a formative setting by observation.

Yes, the students learned what was intended that they learn. The whole game of volleyball was foreign to
Did all students learn what was the majority of them, so starting from the very beginning was the challenging part. However, by the end of
intended they learn? Explain. the unit, the students understood and were able to use proper volleyball terms, proper technique, and rules
and regulations.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
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the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:
Rules and Guidelines
Give more than one reason for each of the successes identified.
I was very happy to see how well the rules of this new game were being followed. The kids went
from not knowing what the game was to almost being perfect at knowing all of the rules and
guidelines in a matter of a day. I think the post activity reviews along with me taking time to check
for understanding played a big part in them picking up the rules in such a short amount of time.

Objective 2: Just like Volleyball, the game of Hefleyball begins with a legal serve. I was pleased with the proficiency of
the serves from the students. There were rarely occasions of students being able to serve the ball legally.
Serving The times that serves were illegal; the whole class knew it was illegal so that showed me that they had a
understanding of what I had taught them. Dedicating the whole first day to this skill is a major reason for
the success. Me emphasizing the importance of a good serve helped motivate them to become good at
serving as well.

Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.
One thing that could be done differently to extend these successes would be to integrate technology to the classroom. In this particular class, that
option was not available to me. In my future classroom, I will make it a priority to have technology as a part of the lesson in order to relate to the
students better and to give them another viewpoint to learn. A video of some sort would be very beneficial in teaching some of the skills that I was
implementing. Another thing to consider is assigning an out of class assignment that requires the students to go to an event related to the lesson to
gain additional knowledge. For instance, having the students go to the high school volleyball game would help them see the skills and rules that they
have learned being used in real life situations.

B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.

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Objective 1: I was so focused on practicing and teaching the skills of the game that I did not leave as much time as I
possibly could have for actual game time. While the students were able to learn quite a bit from the games
More Game Time and the drills, there is no question that they would learn more actually playing in live game action. Not only
that, but it could have made the lesson even that much more enjoyable and entertaining for them and
myself.

Objective 2: Overall, the class did what I wanted them to do as far as setting/bumping. However, what I was teaching
them was a way less technical and probably illegal way in a normal game of volleyball. It would be
Setting/ Bumping successful for this specific game, but if they were to get into volleyball competitively, they could have
picked up some bad habits from the skills taught in this game.

Discuss at least TWO things to do differently in the future to improve students’ performance.
I think two things that could have been done to improve students’ performance would be incorporating more technology into the classroom to make it
more relatable and give the students a different perspective of learning. There are several videos and things like that, that are designed to enhance
learning in a way different to standard teaching methods. I also would spend more time actually playing the game rather than just practicing and
doing drills the majority of time. In my future classrooms, I will make it a focus to incorporate these things into my teaching.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Cassie Rheums Allowed my class to use the
3/5 (Varsity Head Face to face Borrowed the school’s volleyballs volleyballs for the duration of the N/A
Volleyball Coach) unit
Paul Colton Let me know which gyms would be
3/9 (High School Athletic Face to face Gym Schedule available to use for each Hefleyball N/A
Director) lesson.

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C. Narrative Reflection on Impact of Communications (limited to 1 page)

Having been an athlete, and actively participated in Physical Education my whole life, I thought running a classroom would be an easy task. The impacts from
communicating with peers are very important in making sure things run smoothly. I was able to get a sense of what else was going on in school that would affect
them in P.E such as tests in other class, or out of school activities. I also was able to get a better sense of where equipment or other important items were and how
to go about getting them. I also was able to learn more about procedures and rules from my fellow teachers.

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1:
I did not get a chance to work with a student that had severe enough
Having a plan for students with special needs. special needs that would cause me to create adaptations for the activities,
but if I did, I am not sure I would have been completely prepared. For the
future, working with the special education department to work on a plan
for adapted Physical Education.
Aspect 2:
There was not much of a source of technology for me to use at this
Integrating technology into the classroom. school with my students. In my future classes, I will look to find videos
online or apps that help demonstrate and make the lesson I am teaching
understandable for my students.

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 REFERENCES

www.kshealthykids.org/HKS_Docs/Standards/PEStandards.pdf

https://msu.edu/~bakers12/Volleyball%20Unit%20Plan.html

https://www.shapeamerica.org/standards/pe/

https://www.gophersport.com/.../7-essential-tips-for-effective-classroom-management/

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APPENDIX A

White
Black
Hispanic White
Other Black
Hispanic
Other

Frontenac Junior High Race/Ethnicity Frontenac School District Race/Ethnicity

White: 90.5% White: 91.7%
Black: 0% Black: 0%
Hispanic: 2.4% Hispanic: 2.7%
Other: 7.6% Other: 5.7%

Male
Female Male
Female

Frontenac Junior High Gender Frontenac School District Gender

Male: 48% Male: 50%
Female: 52% Female: 50%

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 Eco. Eco.
Disadvantaged Disadvantaged
Non- Eco Non Eco.
Disadvantged Disadvantaged

Frontenac Junior High Econ. Advantage Frontenac School District Econ. Disadvantage
Econ. Disadvantaged: 43% Econ. Disadvantaged: 48%
Non Econ. Disadvantaged: 57% Non Econ. Disadvantaged 52%

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APPENDIX B

Junior High Lesson Plan

Demetrius Bernard

March 13, 2018

Hefleyball Tournament

Attendance/Lunch at 8:13 (2 minutes)

Release Students to New Gym.

Warmup: Students stretch themselves, then run laps for 8 minutes. (15-20 minutes total)

Introduction: Students will align on the North baseline as I give instructions on the game.

Go over Key Rules of Hefley Ball (Volleyball without the net): (5-8 minutes)
• There may be unlimited people per team as long as the teams are evenly distributed.
• The server must lineup behind the silver line closest to half court and serve the ball underhanded, and
above head level.
• Everyone else on the court can align and move freely on their side of the court which is divided by half
court.
• Once the ball is served, the receiving team MUST return the serve back to the serving team in bounds
without allowing the ball to bounce, and hitting the ball no more than 3 times.
• Following the return of the opening serve, each team may allow the ball to bounce one time on their
side and has 3 times to hit the ball before returning it to the other team.
• If the ball hits the black line surrounding the court it is considered out.
• The games can be played to anywhere from 10-15 points depending on time.
• You must win by 2 or more points… becomes sudden death at 19-19
• Opening possession will be determined by a jumpball at half court.
• Spiking is allowed.
• Illegal serves (crossing the serving line on serve, hitting too low, hitting out of bounds, overhand serve)
all result in points for the other team.
• Kicking is not allowed
• If the ball hits the ceiling/hoop on your side of the court it can be played as long as it lands on your side
and in bounds.
• Must hit the ball without grabbing or throwing it.

Materials Needed:
• Volleyball
• Whistle

After breakdown of rules split class into 4 teams using captains. After about 5 or 6 picks for each captain, finish
off the teams by randomly placing kids on teams until everyone is selected and teams are even. (5 minutes
max).

The two teams that are off the court may be on the side out of the way shooting on the two hoops on the side.

Rotation: 35-45 minutes.

Game 1- Team A vs Team B
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Game 2- Team C vs Team D
Game 3- Two Losers Play each other
4- Two Winners Play each other
5- Whoever the winning team has yet to play
6- Two teams off of the court play.

Release back to locker room at 9:15- 9:20.

Showers are optional.

Junior High Lesson Plan

Demetrius Bernard

March 5, 2018

Hefleyball (Serving)

Attendance/Lunch at 8:13 (2 minutes)

Release Students to New Gym.

Warmup: Students stretch themselves, then run laps for 8 minutes. (15-20 minutes total)

Introduction: Students will align on the North baseline as I give instructions on the game.

Go over Key Rules of Hefley Ball (Volleyball without the net): (5-8 minutes)
• There may be unlimited people per team as long as the teams are evenly distributed.
• The server must lineup behind the silver line closest to half court and serve the ball underhanded, and
above head level.
• Everyone else on the court can align and move freely on their side of the court which is divided by half
court.
• Once the ball is served, the receiving team MUST return the serve back to the serving team in bounds
without allowing the ball to bounce, and hitting the ball no more than 3 times.
• Following the return of the opening serve, each team may allow the ball to bounce one time on their
side and has 3 times to hit the ball before returning it to the other team.
• If the ball hits the black line surrounding the court it is considered out.
• The games can be played to anywhere from 10-15 points depending on time.
• You must win by 2 or more points… becomes sudden death at 19-19
• Opening possession will be determined by a jumpball at half court.
• Spiking is allowed.
• Illegal serves (crossing the serving line on serve, hitting too low, hitting out of bounds, overhand serve)
all result in points for the other team.
• Kicking is not allowed
• If the ball hits the ceiling/hoop on your side of the court it can be played as long as it lands on your side
and in bounds.
• Must hit the ball without grabbing or throwing it.

Materials Needed:
• Volleyball
• Whistle

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After going over rules of Hefleyball, split students into groups of 5-6 at the most.
Have groups spread out around gym giving themselves space to operate.
*One student will be the server. All but one member will line up behind the server in a single file line.
*The student who is not in the serving line will be located about 25 feet away and will be the receiver.
*The server will legally serve the ball to the receiver and the receiver will must catch the ball, run it back to the
server line, and go to the end.
*After the serve, the server becomes the receiver.
*This rotation will happen 3 or 4 times.
*Mix up groups after everyone has 3 or 4 turns.

At the end of class, have an end of class review to discuss the skill just learned.

Release back to locker room at 9:15- 9:20.

Showers are optional.

APPENDIX C
1.

Hefleyball Rules Pre-test

Name:

1. How many times is the ball allowed to bounce on the receiving court on the serve?
A. 1
B. 3
C. 4
D. 0
2. What is considered a legal serve?
A. Kick Serve
B. Underhand Serve
C. Two Hand Serve
D. Overhand Serve
3. The game of Hefleyball is played to what score?
A. 15
B. 11
C. 21
D. 20
4. How many players are allowed on each team?
A. 8
B. Does not matter as long as teams are even

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 C. 6
D. 11

5. What are the three most common types of hits used in the game of Hefleyball?
A. Spike
B. Set
C. Bump
D. All of the above
6. What is NOT a rule of a legal serve?
A. It must bounce one time on the serve side before going to the receiving side.
B. It must be served with one hand
C. It has to be served at or above head level
D. It must be underhanded
7. True/False. A ball that hits on the sideline is considered IN?
A. True
B. False
8. If the score ends up tied, how many points do you need to win by?
A. 3
B. 0
C. 2
D. 1

9. Following the serve, how many bounces are allowed on each before a point is scored?
A. 1
B. 2
C. 3
D. 0
10. A serve that is not legal results in:
A. Point for the other team
B. Ace
C. Re-serve
D. None of the above
Test Key
1. D
2. B
3. A
4. B
5. D
6. A
7. A
8. C
9. A
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 10. C

Hefleyball Rules Post-Test

Name:

11. How many times is the ball allowed to bounce on the receiving court on the serve?
E. 1
F. 3
G. 4
H. 0
12. What is considered a legal serve?
E. Kick Serve
F. Underhand Serve
G. Two Hand Serve
H. Overhand Serve
13. The game of Hefleyball is played to what score?
E. 15
F. 11
G. 21
H. 20
14. How many players are allowed on each team?
E. 8
F. Does not matter as long as teams are even
G. 6
H. 11

15. What are the three most common types of hits used in the game of Hefley ball?
E. Spike
F. Set
G. Bump
H. All of the above
16. What is NOT a rule of a legal serve?
E. It must bounce one time on the serve side before going to the receiving side.
F. It must be served with one hand
G. It has to be served at or above head level
H. It must be underhanded
17. True/False. A ball that hits on the sideline is considered IN?
C. True
D. False
18. If the score ends up tied, how many points do you need to win by?

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 E. 3
F. 0
G. 2
H. 1

19. Following the serve, how many bounces are allowed on each before a point is scored?
E. 1
F. 2
G. 3
H. 0
20. A serve that is not legal results in:
E. Point for the other team
F. Ace
G. Re-serve
H. None of the above

Test Key
11. D
12. B
13. A
14. B
15. D
16. A
17. A
18. C
19. A
20. C

Student name Rules Pre-test Rules Post-test

Student 1 90% 100%

Student 2 30% 90%

Student 3 70% 100%

Student 4 80% 100%

Student 5 30% 100%

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Student 6 80% 90%

Student 7 70% 80%

Student 8 20% 90%

Student 9 80% 100%

Student 10 70% 100%

Student 11 80% 100%

Student 12 60% 100%

Student 13 40% 90%

Student 14 40% 70%

Student 15 50% 100%

Student 16 10% 90%

Student 17 70% 100%

Student 18 80% 100%

Student 19 70% 80%

Student 20 80% 100%

Student 21 90% 90%

Student 22 20% 100%

Student 23 80% 100%

Student 24 50% 100%

Student 25 50% 90%

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26 40% 90%

27 100% 100%

28 70% 100%

29 80% 90%

30 60% 100%

31 50% 80%

32 30% 100%

33 40% 100%

34 50% 100%

35 70% 100%

36 70% 100%

37 70% 100%

38 80% 90%

39 60% 90%

40 50% 80%

41 30% 100%

42 60% 90%

43 70% 100%

44 80% 100%

Key: Focus Student. Sub Group Rest of Class

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