Final Exam

EPSE 302

Mickey Jutras

Kori Herner

11154398

November 7th, 2017

 Motivation is what drives you to succeed. “It is an internal state that arouses, directs, and

maintains behavior” (Woolfolk, 2016). Motivation involves emotions, and those emotions produce

energy that serves a purpose to act. Motivation includes two types; intrinsic and extrinsic, it has five

general theories, and models within those theories that describe how to achieve motivation.

Motivation plays a huge role in us as teachers and our students. To be a great and prosperous teacher

motivation will drive me to be the best of my abilities. Incorporating motivation into my teaching will

impact my students learning and their ambition to learn. The way I explain tasks, the types of

assessment I give, and how I interact with my students affects their motivation to learn. Motivation is

an internal state that serves an action or purpose that has importance, shapes my teacher identify, and

will be incorporated into my teaching.

Motivation is what drives an individual to do their best whether it is in school, sports, work, etc.

Motivation is based on emotions, a factor that can be controlled by the individual but affected by

others. Motivation is involved in the performance of all learned responses and is a behavior that will

only occur once it is triggered. Motivation is a psychological factor that initiates, guides, and maintains

our goal-oriented behavior. Motivation is they why a person does something, resulting in either

internal or extrinsic motivation.

There are two types of factors that influence motivation. Activities that are their reward, known

as intrinsic motivation, and by rewards and punishments, such as extrinsic motivation. Intrinsic

motivation is an energized behavior that comes from within an individual; we do something for the

sake of enjoyment. On the other hand, extrinsic motivation drives you to do things for the end reward;

there is an explanation to why you are doing it compared to just having fun.
 There are five general theories of motivation: behavioral, humanistic, cognitive, social

cognitive, and social-cultural. Each method involves critical factors describing different viewpoints on

motivation. Behavioral view emphasizes incentivizes, whereas humanistic emphases self-

determination theory and Maslow’s Hierarchy of needs. The need for personal growth, fulfillment, and

self-determination. A cognitive viewpoint is a motivation determined by our curiosity and thinking, and

social cognitive views are weighted expectations and value of behavior. Lastly, sociocultural aspects

stress that we engage in activities to maintain our identities and place within communities. Each of

these theories varies in their responses to motivation, but each contributes in a unique way towards a

comprehensive understanding.

Motivation will play a role in my teaching philosophy and identity. My views emphasize the

importance of physical well-being; to educate students about movement, strategies, teamwork,

problem-solving and health-related fitness. Motivation will impact how I teach my students, the

attitudes I possess, what I teach my students, and how I encourage my students. I plan to be organized

and patient with my students learning, provide challenges that my students can accomplish and

present tasks that are authentic. I want my students to have confidence in their abilities, and see the

importance of the task I offer them with so they want to learn. I want my students to feel as if they

belong and I want my students to stay focused. Motivating my students in these aspects will encourage

my students to participate and want to learn.

As a teacher, I will have set goals, mastery, and performance that the class as a whole and an

individual will strive to accomplish. I want my students to have the motivation to learn. “The tendency

to find academic activities meaningful and worthwhile and to try to benefit from them” (Woolfolk,

2016). As a teacher, I will target my student's interest, and cognitively engage my students in creating a
state of motivation to learn. Motivation will develop myself as a teacher. Motivation will enhance the

way I teach, the tasks and subjects I teach, and the attitude I carry when I teach.

I plan to teach where my students have a choice in what they want to learn, participate in

activities that interest them, use activates that promotes success, and incorporate self-directed

learning. Allowing my students to have an opinion on what activities we focus on in the class will

increase their motivation to participate. Teaching exciting activities that students will enjoy and

succeed will also increase my student’s motivation to learn. The self-determination theory helps

support the way I want to teach. Self-determination suggests that “we all need to feel competent and

capable, to have some choices and sense of control over our lives, and to be connected to others- to

belong to a social group” (Woolfolk, 2016). I want to have a classroom environment that supports my

student’s self-determination and autonomy to increase my student’s motivation to learn and

participate.

Aside from the self-determination theory, Maslow’s Hierarchy of needs is a model I will use in

my teaching. I will plan to motivate my students by targeting their needs; achievement, power, and

affiliation. I want my students to realize their potential they have to succeed, their self-fulfillment, but

to get there; I have to make sure my student's basic needs and psychological needs are met first. I will

make sure my students have the proper resources, participating in a safe environment and have our

class feel like a community, so everyone belongs. Once my students have acquired these needs, they

can achieve their full potential. I will motivate my students to get to this point by providing them with

their needs they require to be successful.

Overall, motivation is an essential tool that I plan on using to develop my teaching, but also

help my students learn. I want to teach to the best of my abilities, and with motivation It is possible. I
want my students to want to learn; I want them to want to come to my class, this can be accomplished

with motivation. I want my students to be motivated to learn. When I teach, I want to be present; I will

bring effort that determines my outcomes and learn the information before I try to explain it to my

students. I want to teach with pride and passion; I want to create a learning environment where my

students are motivated to learn. I want to be a teacher my students enjoy being around, builds positive

relationships, connect with my students and motivate my students to learn.

Question 2: Modified Extensive Lesson Plan Title:
Please complete the following lesson plan template for a class of your choosing. Please fill in the
template with regular font for the lesson plan contents and bold text for the metacognitive aspects of
your decisions. Therefore, there should be regular and bold text contained within your response to
each section.

Class composition (who are the learners in your hypothetical class):

- The learners in this class are made up a 30 grade 9 female girls. These girls range in skill levels from
very athletic to not enjoying physical education class. Majority of the students have played spikeball
before, but the proper technique of skill lacks. There is a group of girls in the class (Kiya, Taylor. L, Mika,
and Tori) who will not take part in the activity. Instead, they stand around and talk. T here is a group of
girls who fully participate in activities (Jessica, Taylor. S, Jenna, Elizabeth, Breanne, Riley, Kaitlin,
Breanna, Yodit) whereas the rest slack off and tend to stop when you are not watching them. Yodit is
from the ESL room that joins our class for physical education. She does not speak English very well, but
she is the hardest most determined student. She loves to participate and challenge herself and enjoys
being around other students. There are two girls in the class Jessica and Breanna who include Yodit in
groups and work well with her.

Subject: Spikeball
Grade: 9
Topic: Serving & Hitting
Essential Question: How do you serve and hit a spikeball?

Materials:
 Spikeballs (15)
 Hula-hoops (15)
 Spikeball net (15)

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
- Students will develop an understanding of the complex movements and skills used in spikeball to
serve and hit the ball at a target. Students will not only improve their hand-eye coordination,
footwork but gain an understanding of its importance. Students will understand the proper
mechanics needed to hit and serve a spike ball. Students will be able to serve and hit a spikeball at a
target successfully properly.

Broad Areas of Learning:

1. Building Lifelong Learners:
  building skills of short distance movements, full body movement patterns that can be used in
other activities
 building skills of manipulation of an object, aiming at a target
 discussing strategy and roles

2. Building a Sense of Self and Community:

 game can be played socially with friends, peers, and family

3. Building Engaged Citizens:

 can be played in a variety of environments which can build on wide range of skills (outdoor vs
indoor)

Cross-Curricular Competencies:
1. Developing Thinking:
 promoted by discussing and building on strategic skills

2. Developing Identify and Interdependence:

 understanding roles (hitter, passer) and responsibilities, strengths and areas of improvement
 promote physical activity and modifications needed to create inclusive game

3. Developing Literacy:
 promoting similar activities that can build skills (volleyball, athletic position)

4. Developing Social Responsibility:

 promote responsibility of set up and clean up, rules and fair play, sportsmanship

Outcome(s):
PE9.5

Build skills towards proficiency in four self-selected complex movement skills: Target and net/wall
games

a. Apply principles of practice (e.g., whole-part-whole, part-whole) to a self-created or pre-

designed plan to improve performance in self-selected complex skills.

b. Implement visual and oral strategies (e.g., sketch movement patterns, verbalize performance
of skill while performing it) to support skill development for each of the four self-selected
complex movement skills.
 c. Identify complex skills that are at a level of automation (i.e., can perform with control,
smoothly and without hesitation) and demonstrate the ability to perform these skills while
participating in game situations.

d. View and provide meaningful feedback on skill performance, of self and others, that could be
a focus for improvement.

e. Create and implement plans to improve performance.

PE9.6

Design and implement, collaboratively, plans to use effective tactics and strategies (while
considering rules and skills when participating in a variety of movement activity situations) to
enhance performance and enjoyment of self and others: Target and net/wall games

a. Participate, at moderate to vigorous levels, in a variety of game situations to practice the

application of tactics, strategies, rules, and skills of play.

b. Consider tactical and strategic options, made alone and with others, as well as appropriate
application of the rules and skills of the games, both full and lead-up (e.g., three-on-three
soccer, half-court basketball, king’s court volleyball)

c. Demonstrate a personal understanding of effective tactical and strategic decisions to be used

in given game situations

f. Work towards a level of automation (i.e., can perform with control, smoothly and without
hesitation) in the application of some self-specified, team-specified, and/or teacher-specified
tactical decisions while participating in game situations.

g. Propose, and apply modifications to, rules of games to enhance the enjoyment and fitness
benefits for all (e.g., two ‘spies’ allowed in prisoner’s base, one bounce allowed between
contact in volleyball)

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.

- Do the students know how to play spikeball?

- Have any of the students every played spikeball or herd of it?
- Are the students able to properly server a ball? Can they hit the target?
- Are the students able to properly hit the ball? Can they hit the target?
- Are they able to perform the skills with control and confidence?
- Are the students enjoying themselves?
- Can students perform the skills successfully?
Formative, purpose of improving learning
Provide descriptive feedback when observing students’ skills and techniques
Occurs before or during instruction to aid in planning (Woolfolk, 2016)

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.

- Did all students participate?

- Were students able to perform the skills properly?
- Were students able to serve a ball at a target with proper technique?
- Were the students able to hit a ball at the target with proper technique?
- Were the students successful with these skills?
Summative, purpose of making judgment, improve learning, and improve teaching
Follows instruction and assesses achievement (Woolfolk,2016)

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (~7mins)

- I will ask my students if they have every played or heard of spikeball before
- Show students a video of spikeball being played. This will show them how intense and competitive
the game can be.
- Tell the students that there are tournaments all around the world
- Explain how this is a game that can be played in several locations (park, beach, school, grass) and
they can play with friends and family.
Motivation to learn – tendency to find academic activities meaningful and worthwhile and to try
to benefit from them.
Motivate the students before introducing the activities so students want to learn and participate

Main Procedures/Strategies: Engaging the student, how are you going to reach your outcome?

Instructional strategies: Direct instruction used to explain basic skills and knowledge of spikeball.
As well, providing demonstrations, several drills to improve student’s skills and understandings
and lots of practice.
Adaptive teaching: Provides all students with challenging instruction and uses supports when
needed, but removes theses support as student became able to handle more on their own
(Woolfolk, 2016).
- After explaining to my students about spikeball, I would explain to them how our focus today is on
hitting and serving. First I would explain and demonstrate to my students how to adequately serve
the ball. I would show them how far you are supposed to be the target, how to hold the ball in the
none hitting hand and different serves you can do (hard or light serve). When serving, the ball has to
hit the net and bounce to your partner, if not it is considered a reserve. With your teammate you can
have up to three hits then you have to spike it at the net. For the sake of this class, we will be playing
1v.1 to get more repetitions and a better feel for the ball.
- Serving drill #1(~7-10mins): Have one hula-hoop for each group of two. Have partners stand on
either side of the hula hoop the proper distance to serve from and let students practice serving back
and forth. The goal is for the students to serve the ball into the hula-hoop and bounce to their
partner.

Adaptation/Modification: adjusting equipment to students needs, making it more difficult with

the net, or take away the net to make it less difficult.
- After observing students allow the net to be the target to serve at if students want to adapt. If
students move to the net serving and are not successful, they can switch back to the hula-hoop.
After I have observed my student's skill level of serving, I will call the class to the center of the gym
and explain and demonstrate hitting a spikeball. Demonstrate to the class with a student catching
and throwing the ball back and forth. You can have multiple contacts up to 3 or minimum of 1 (throw
the ball up to yourself 3x). We will start with this drill for students to get a feel for the ball, move
their feet and work on hand-eye coordination.
- Hitting Drill #1(~7-10mins): With your partner focus on catching and throwing the ball to your
partner. You can have up to three throws yourself then you must throw over to your partner. You
can have as minimal of one catch and can throw to your partner too. The goal is to get students
moving and engaged, focus on hand movements, feet movements, and hand-eye.

Adaptation/Modification: adjusting skills to students needs, making it more difficult with out the
bounce and less difficult allowing a bounce
- Once students have mastered the catching and throwing, call them back into the center have
another student demonstrate with you touches back and forth. Just like before it is still 1v1, but
instead of catching you have to hit the ball to your partner, and you can still have 1-3 touches to
yourself before passing to your partner. If students find it difficult to get to the ball before it hits the
ground, there can be a bounce in-between passing to their partner. Touches can be with either hand
open or closed palm or the top part of their hand. Any contact counts as a touch as long as hand
doesn’t catch the ball.
- Hitting Drill #2(~10-15mins): Touches back and forth with a partner. Standing a few steps away
from your partner (a distance of a net). Hit the ball back and forth with a partner having 1-3 touches
before passing. A bounce is allowed between pass to partner to make it easier or no bounce is
needed at all if students don’t need it. Just like catching focus is still on hand-eye coordination,
hitting the ball back and forth without catching the ball, and repetitions.

Feedback: descriptive- how students can improve/skills.

- After observing the class, providing feedback to the students, call them in one last time, grab the
net and a different student to demonstrate this next drill. This time, after 1-3 hits to yourself, on the
last hit spike it at the net (what we worked on previous class) and the student has to receive the hit
and spike it back to the student after 1-3 hits to themselves. Tell the students with this drill they will
want to stay low and be on their toes for quick movement.
-Hitting Drill #3(~15mins): Still in partners, with a net have a 1v1 scrimmage. Students will practice
their serving, receiving, and work on hitting and spiking. Students can still have up to 1-3 hits, but
instead of stopping the ball and catching it, play it out until the ball hits the ground. If some students
find this too hard, they can go back to catching and throwing making it a 1v1 scrimmage with the
net, or back to hitting with a partner. Adaptation/Modification: adjusting skills, equipment to
students needs, making it less difficult

Adaptations/Differentiation:
 Use different sized balls (volleyball)
 Have a bigger target
 Focus lesson just on serving drills or hitting drills
 Allow more bounces in between passes and hits
 Have videos for demonstrations
 Have written out explanation of drills with images

Adaptation – Adjustment to the environment. Adapt the way I teach to fit the needs of my
students

Differentiated instruction – takes into account students abilities, prior knowledge, and challenges
so that instruction matches not only the subject being taught but also students needs (Woolfolk,
2016). Giving students multiple ways to learn a skill to meet the needs of all the different learners
in the class. Differentiated in content, equipment, process and instruction.

Closing of lesson:(~5mins) How are you going to wrap it up?

- Review outcomes
- Ask the students if they were able to perform the drills successfully
- Ask the students what they found easy or hard
- Go over what they will focus on next class
- Dismiss students to go get changed
Engaging students in self reflection: share, reflect, connect
Cognitive activity that helps students focus on what was learned
References:

Woolfolk, A., Winne, P.H.., & Perry, N. (2016). Educational Psychology (6th Canadian ed.). Upper

Saddle River, NJ: Pearson.