Ryan Baldwin

Poca High School

Physical Education
Fall 2016
TASK 1: Contextual Factors
Types of Factors

Contextual Factors

Community, School, & Family Factors

A. Community (e.g., urban, suburban, or
rural: census data for the community
population, race/ethnicity, family
structure; socio-economic information;
communitys school support)
B. School (e.g., enrollment; percent of
students receiving free or reduced lunch;
AYP data; ethnicities; percent of students
with IEPs; percent of ELL students;
teacher-student ratio; schedule)
C. Family (e.g., percent of families with
college degrees; annual income; parental
involvement in classroom; support for
education; family configuration; socioeconomic profile)

A. Community
Rural
Population: 980
Race/Ethnicity: 98.7% White, .6% Hispanic, .5%
African-American, .2% Asian
SES Information: $57,244 median income, 1.2%
unemployment rate
B. Total enrollment: 545
Minority enrollment: 2%
Free and Reduced Lunch: 56%
1% of students are in a gifted program
Block Schedule: 3 90 minute classes each day. 1 90
minute planning period
C. Average Family Income: $57,244
Little parental involvement in the classroom.
The Class is held in a gymnasium. The teacher has a table
at the front of the gym where he and I sit. The students

Classroom Factors
(e.g., classroom arrangement; classroom rules
and routines; extent of parental involvement;

scheduling; availability of technology)

Content Specific Factors

(e.g., content area(s), materials, resources,
technology specific to your area)

Student Factors (in terms of the whole class

and individual students)
(e.g., grade level, age, gender; language
needs; special needs; race/diversity;
achievement/developmental levels; approaches
so learning; prior learning and experiences;
academic proficiencies; behavior differences;
areas of interest; learning styles; students skill
levels)

come into the gym and sit on the bleachers until we

release them to go get dressed for class. Upon doing so,
the students go to the locker room and dress and come
back and sit on the bleachers. I then call them to line up
on the baseline and take attendance and then class gets
started. If a student doesnt dress, they get a 0 for the
day. 2 non-dresses result in detention.
Most equipment is kept in a closet in the gymnasium.
There were only 5 basketballs adequate to use for my unit.
As a result, I had to implement group activities into my
lessons as opposed to individual or dual activities to
ensure all the students were constantly engaged. There
is no television or other forms of technology in the gym.
95% of students are 9th graders.
4% of students are 10th graders.
1% of students are 11th graders.
51% male
49% female
98% Caucasian
1% Hispanic
1% African American
4% of students are behavior disorder
19% of males are athletes
18% of females are athletes

TASK 2: UNIT FRAMEWORK TEMPLATE (Expand table as necessary)

A. BIG IDEA: The students will learn and perform the basic fundamentals of basketball, including dribbling,
passing, and shooting.
B. STANDARDS

1.PE.HS.2.03: Students
will identify and explain
specific motor skills
(e.g., dribbling, passing,
follow-through) and
incorporate into
personal practice.

C. STUDENT OBJECTIVES

D. TYPE/LEVEL OF
OBJECTIVES

E. ANTICIPATED STUDENT CHALLENGES

Students will dribble a

basketball using the
proper dribbling
technique.

Psychomoto
r

Lack of basic motor skills.

Students will understand

and perform the basic
fundamentals of
shooting a basketball.

Psychomoto
r

Lack of basic motor skills

Students will understand

and perform the three
basic basketball passes
(chest, bounce,
overhead.)

Psychomoto
r

Lack of basic motor skills

2. PE.HS.1.02:
Students will participate
in a variety of team
sports (volleyball,
basketball, etc.)

Students will cooperate

with teammates to
accomplish a goal.
Students will combine
their knowledge of
dribbling, passing, and
shooting to incorporate
them into competitive
basketball games.

Psychomoto
r
Affective

Conflicts between
students/Behavior Problems
Social anxiety while
cooperating with teammates.

TASK 3: ASSESSMENT PLAN TEMPLATE (Expand table as necessary)

STUDENT OBJECTIVE
(from Task 2C)

1. Students will

dribble a basketball.

2. Students will

understand and
perform the basic
fundamentals of
shooting a

ASSESSMENTS
(Methods matched to outcome types and
content area)
PreAssess
ment

Basketball dribbling baseline

to baseline.

Formativ
e
PostAssess
ment

Teacher observation and

assistance
Basketball dribbling baseline
to baseline

PreAssess
ment

10 foul shots (not recorded)

Formativ
e

Informal assessment:
Observation

LEVEL OF
MASTERY
(e.g., 75%, 9 out
of 10)

52%

96%

N/A

RATIONALE FOR ASSESSMENTS

This assessment allowed me to see

how smoothly and quickly students
could dribble a basketball. It also
provided some numerical data.
I watched the class to check for
understanding and corrected mistakes.
This assessment allowed me to see
how smoothly and quickly students
could dribble a basketball. It also
provided some numerical data.
The students could gage their own
success and practice working toward
improving their score.
The students could gage their own
success and practice working toward
improving their score.

basketball.

PostAssess
ment

10 foul shots (not recorded)

N/A

3. Students will

PreAssess
ment
Formativ
e
PostAssess
ment

Oral questioning in which

students raised hand.

About 80%

understand and
perform the three
basic basketball
passes (chest,
bounce, overhead.)

Observation
Oral questioning

100%

The students could gage their own

success and practice working toward
improving their score.
This gave me a quick assessment on
who understood the skills.
This gave me a quick assessment on
who understood the skills.
This gave me a quick assessment on
who understood the skills.

TASK 4: Focus Students Template

Identify two focus
students with diverse
learning needs. Provide
your reasoning for
choosing the 2
students.

Rationale for Focus Student 1: Student 1 is a behavioral disorder student. This student does not like listening to
authority and goes out of their way to do the opposite of what the teacher asks. Their participation level in
physical education is low and when they do participate their effort is below acceptable standards. They commonly
walk intentionally when they are supposed to be jogging in order to get a reaction from the teacher. I chose this
student because I wanted to motivate them so they would have a different attitude towards the unit and physical
education class in general.

Rationale for Focus Student 2: Student 2 is low-functioning in the motor-skills department due to a disability they
had when they were a baby. However, this student gives maximum effort every day in physical education class. I
chose this student because I see potential in improving their motor-skills that pertain to the basketball-related
motor skills that are addressed in this unit.

Describe what you will

do to differentiate
instruction for each
focus student.

Focus Student 1: I stressed to this student that if they just give an effort for one minute (the average amount of
time for the student to perform the pretests,) then they would get credit for participating. I also told them that there
was no pressure to be the best in the class, just the best that they can be. This strategy worked for this student.
They gave an effort and participated to their best ability during the unit.

Focus Student 2: For student 2, I gave them the option to attempt the pretest and posttest twice (in-case he
messed-up, struggled,) so they did not feel an extreme pressure to perform in a do-or-die situation. The student
did not need to take the tests a second time, as we were both satisfied with the scores. I stressed to the student
to do their best and they would be graded on effort and not their scores.

TASK 5: Daily Reflection Template

DAY

INSTRUCTIONAL
STRATEGY

FORMATIVE
ASSESSMENT

REFLECTION
(Did it work? Why or why not?)

MODIFICATIONS FOR NEXT DAYS

PLANS
(Where do I go from here?)

Individual Practice

Timed basketball
dribbling baseline
to baseline.

Timing the students dribbling from baseline to

baseline and counting their errors was an
effective way to assess the students on their
mastery of the lesson. By having the students
do the pretest and posttest to the side and not in
front of the other students, they felt more
comfortable and gave a better effort. In the
future, I would do this exactly like I did, because
the students were isolated when performing the
dribbling tasks, but the other students were also
active at the same time. I had no complaints
from the students when I used this strategy.

There were a wide variety of times

based on the dribbling pretest. So, for
tomorrows lesson I will make up relay
teams of even ability beforehand to
ensure competitiveness and that the
teams are similar in ability.

Group Practice

Teacher
Observation of
drills/relay races

As I stated in my narrative, I only had 5

basketballs to work with so I had to incorporate
group practice into my lesson in order to allow all
of the students to participate at all times. I feel
like having the students do the dribbling drills in
groups was successful given the situation in
terms of the materials I had available to me. If I
taught the lesson again I would attempt to gain
access to more basketballs in some ways so the
students would work in partners or individually.
The competition of the relay races added to the
student engagement. They were enjoying the
lesson and learning the skills without even
realizing it.

Tomorrow, I am going to move onto

basketball shooting because the
students have mastered the dribbling
portion of basketball to my liking. I
feel like they were interested and
have improved their dribbling skills. 3

Teacher guided
Practice

Foul-shot
competitions

While the students were doing their foul shooting

competitions, I was walking around the
gymnasium and correcting the students that
were not shooting properly. I feel like this was
an effective strategy because it allowed the

I dont feel like I could really do too

much differently on this lesson
considering the materials that I had
available. Tomorrow I will move onto
basketball passing,

students to practice while receiving feedback

and all students were engaged at all times.

Group Practice

Teacher
Observation

I feel like the students were standing around too

much in their groups but I only had 5 basketballs
to work with. I would like to have more
basketballs available in the future and will work
towards doing so.

I feel like the students understand the

skills enough to move onto
competitive games.

Cooperative
Learning

Scores of games

The games went well. The students could put

passing, shooting, and dribbling together and
apply them to in-game situations. The element
of competition added motivation for the students.

This is the end of the basketball unit.

Task 6: Impact on Student Learning

Students

PreAssessment
(seconds)

Post-Assessment
(seconds)

Gain
+ or -

OBJECTIVES MET?
#1
Y

#2

1.

17.13

10.81

- 6.32

2.

16.43

14.38

-2.05

3.

11.15

9.73

-1.42

4.

15.98

13.48

-2.50

5.

17.51

13.43

-4.03

6.

17.45

13.95

-3.5

7.

17.20

11.85

-5.35

8.

13.33

11.53

-1.8

9.

16.75

12.75

-4

10.

17.02

12.65

-4.37

11.

16.26

12.8

-3.46

12.

14.01

11.88

-2.13

13.

11.20

9.10

-2.1

14.

13.48

10.75

-2.73

15.

22.28

16.73

-5.55

Comments
(See A3)

#3
Y

#4
Y

Focus Student A

Focus Student B

Dribbling Times (Seconds)

18
16
14
12
10
8
6
4
2
0

Pretest

Posttest
Dribbling Times (Seconds)