Teacher Work Sample

Marissa
Harris
94-778-7975
BYU Dance Education

Lehi High School
Teacher Work Sample
January-February 2015
Table of Contents
Pages 3-4
Pages 4-7
Pages 7-9
Contextual Factors
Learning Goals and Objectives
Design For Instruction
Pages 10-15
Instructional Decision Making
Page 10-11
Page 11-12
Pages 12-15
Jump Rope Incident

Time Assessment Incident
Report of Student Learning
Pages 16-20
Reflection Self Evaluation
Page 16-17
Page 17-18
Interpretation of Student Learning

Insights on Effective Instruction
and Assessment
Implications for Future Teaching
Implications for Personal Professional
Improvement
Page 18-19
Pages 19-20
Pages
Pages
Pages
Pages
Plan
Pages
20-36
21-23
23-25
25-27
Appendix
Field Experience Demographics
Pre-Assessment Lesson Plan
Observation Assessment Lesson
27-29
Performance Task Assessment
Lesson Plan
Pages 29-31
Game Assessment Lesson Plan
2
Pages 31-32
Pages 33-34
Page 35
Post-Assessment Lesson Plan

Post Assessment Motion Test
Post Assessment Time Test
1. Contextual Factors
Community, School,
Classroom Factors
White
90%
Hispanic
5%
Native
Hawaiianor
OtherPacific
Islander
2%
Asian/Pacific
Islander
1%
Asian
1%
African
American,non
Hispanic
0.6%
Native
Americanor
NativeAlaskan
0.4%
Multiracial
0.2%
Other factors to consider:

Attendance rate at school;
Studio factors such as
floor, lighting, sound,
temperature, mirrors; etc.
Also any rules, scheduling
and routines relevant to
the content being taught.
Student Characteristics
Specific characteristics and
Instructional Implications
In this section, identify how this information will
impact how you teach the course.
I feel that most of the population in my class will enjoy a
variety of music. I however am aware that some students
would like the Latin, Island, or music with hip hop beats.
This will put a new twist on music choice. It will also affect
word choice and how I refer to other countries and their
people. I will throw in a dance lesson here and there from
other countries; maybe even have those students teach
portions of class or two from their culture.
In this section, identify specific teaching strategies

that align with factors listed. For example:
Attendance rate is 92%. Reinforce school attendance
policy and offer extra points for 100% attendance. Studio
is large and spacious, so spacing is never an issue. Its a
gym floor and can get slick. Great sound system, lighting
and mirrors. It can get warm in there because they blast
the heat. No gum or shoes/socks in the studio. There are
ballet bares so think about how to use them for an activity.
In this section, identify strategies for including and
3
individual differences that

could influence student
success.
involving all learners.

-Autistic Learner: Maura has a regular student accompany
her to help in dance. She still needs encouragement and
help just as much as any other student. I have decided
For example:
something that helps her is demonstrating the dance
Special needs students
moves with me for the class. This helps to keep her on
Some dont remember
task. Constant attention.
sequence
-Those who dont remember the sequence it is best to
Non-English Speakers
simply do it with them until they get it. Otherwise theyll
Health conditions
keep doing it the wrong way. Pairing them up with your
quick learners also may help.
-2nd Language Learners: Knowing Spanish will help, but
make sure to not make them feel like an outsider or offend
them by always speaking Spanish to them. Privately
speaking Spanish to them is fine. Ensure that they
understand by employing several strategies including
involving trusted bi-lingual students to help translate or
check for understanding as needed; and as needed, have
written materials such as tests and instructions on the
board or a sheet of paper.
-Health Conditions/Injuries: Make sure the student with
Asthma has a classroom inhaler so there is always one
close by. Have moderations of activities designed for
those with health conditions or injuries as such. An
observation form can be key when students have to sit
out. This way they are still attentive and just as engaged
as a learner doing the movement.
Other characteristics to
In this section, identify strategies and adaptations
consider:
that align with factors listed.
Level of class overall; 16
Go quick enough to push the advanced students, but stay
true beginners versus more behind to help those who struggle, breaking down
advanced.
movement nice and slow. Have advanced students
Also: Student cliques;
demonstrate movement up front. For group work, make
specific personality types,
sure the 4 students with experience are group leaders and
not all in the same group. As for those who are shy I will
teach with enthusiasm and expectations that they will
come out of their shell. I want to gain their trust and build
relationships to positively draw movement out of them. I
will try approaching, correcting, and working with new
people each day. I want to learn their names so they feel
that sense of appreciation and desire for learning to what I
have prepared to teach. This will also help as far as
classroom management and keeping them in line. For
partner and group work it will be appropriate to have them
switch groups or find someone they dont know yet to
work with. It mixes all the social groups and creates a
unified energy in the classroom and dancing. If needed
pull students aside after class to discuss behavior. Not
cornering or threatening them, simply channeling their
energy elsewhere.
4
2. Learning Goals and Objectives (Learning Outcomes)

B. Learning Outcomes
1. Bytheendofthishourandahalf
lessononshapes,DanceIIstudents
willbeabletodemonstratethe5basic
locomotorstepsastheyexecute
differentsequencesandexplorenew
waystolocomoteingroups.They
willalsoexhibitwhatknowledgethey
dohaveonaxialandlocomotor
motionthroughapreassessment.
C. Alignment with
State Core Standards
(USOE)
DanceII:Motion:Axial&
Locomotor
Standard1
Studentswilldemonstrate
technicalproficiencyand
knowledgeofthebody.
Objective2
Developknowledgeandskills
ofaxialmovementsandbasic
locomotorsteps.
2. Bytheendofthishourandahalf
lesson,DanceIIstudentswillbeable
todemonstratethefollowing
locomotorstepsthroughan
intermediatesequence:walk,hop,
run,gallop,slide,skip,roll,turn,
jump,etc.
Locomotor
Standard1
knowledgeofthebody.
Objective2
locomotorsteps.
a. Perform more complex
axial sequences
demonstrating dynamic
alignment and dynamic
balance; articulation of the
spine, integration of the
spine with the periphery,
articulation of peripheral
body parts promoting
mobility and stability, the use
of breath to integrate
movements, movement
D. Type/Levels of
Objectives
(Blooms Taxonomy)
This lesson will focus on
developing the cognitive
and psychomotor skills.
They were first asked to
remember what they do
know about motion and
axial versus locomotor on
paper. They were simply
trying to understand and
apply the information as
they were introduced to
new concepts. I put them
in groups to create what
they understood to be
axial and locomotor
movement.
Students were required to
present the knowledge
they could remember
through sequences given
across the floor. They
applied what they
understood very well.
initiation from the center of

the body, and movement
connectivity.
b. Perform the five basic
3. Bytheendofthis90minutelesson, DanceII:Motion:Axial&
DanceIIstudentswillbeableto
Locomotor
Standard1
performandimprovisethedifferent
waystomoveinanaxialmanner:walk, Studentswilldemonstrate
hop,run,gallop,slide,skip,roll,turn,
jump,etc.
knowledgeofthebody.
Objective2
locomotorsteps.
4. Bytheendofthis90minutebody
lesson,DanceIIstudentswillbeableto
demonstratetheirunderstandingof
axialmotionthroughcreatinga30
secondmovementsequencedescribing
theirpersonalityandperformingthem.
c. Perform the five basic

locomotor steps with
increased articulation and
rhythmical acuity.
Locomotor
Standard1
knowledgeofthebody.
Objective2
locomotorsteps.
d. Perform basic locomotor
combinations.
5.Bytheendofthis90minutelesson, DanceII:Motion:Axial&
DanceIIstudentswillbeableto
Locomotor
demonstrateknowledgeoftheconcepts Standard1
axialandlocomotormovementby
takingaformativeassessmentand
performingtheirpersonalitylocomotor knowledgeofthebody.
sequence.
Objective2

Students had to show me
they understood axial
through their movement. I
also had them applying
locomotor steps, but in an
axial fashion. In order to
remember those axial
steps I had them recall
upon their memory from
the sequences the day
before.
This lesson will focus on all

3 levels developing the
cognitive, affective and
psychomotor skills.
Drawing upon the skills
taught earlier this week,
they will create an
affective movement
sequence that is personal
to them. We will create
then analyze.
This lesson will focus on all

3 levels developing the
cognitive, affective and
psychomotor skills. They
will be adding onto the
sequence they already
know with their creative
solos. We will evaluate
what they have learned up
to this point with a
6
locomotorsteps.
e. Perform interesting
combinations of various
locomotor steps,
incorporating upper body
axial movements with them.
formative and
observational assessment.
This will apply to
everything learned thus
far in this unit.
3. Unit Assessment Plan

A. Pre-Assessment (pass/fail) The pre-assessment is designed to test
students knowledge of motion and what they have previously understood it to
be. This will help me to know where to take the lesson and what material to
specifically cover. This is simply based on student participation. I will have
them pull out a sheet of paper to define axial and locomotor as well as give
me one example of each.
B. Observation (+/-) I will observe students to know their needs and confirm
that they are putting forth effort to learn the material. + mark will be
considered passing. This is something I am constantly doing every class,
except this time my checklist includes: pointed toes, straight legs, knows
sequence, keeps the timing, performs the material, dancing all the way
across the floor. I used this for their locomotor across the floor phrase.
C. Performance Task (pass/fail) I will give them a task to create axial and
locomotor movement. This puts knowledge into action. This is simply based
on student participation. I had them create personality dances using axial
motions, then they were put into groups to combine movement. After they
combined their axial phrases into one I had them add onto the ending using
8-16 counts of locomotor movement.
D. Game (pass/fail) This shows me that they can apply the movement and
information taught without thinking about it. This is simply based on student
participation. The game was to incorporate new ways to use to jump rope.
7
They explored in their groups from the previous day new ways to dance and
move with the jump rope. It was fun for them and many new original ideas
were formed.
E. Post-Assessment (A, B, C, D, F) The post-assessment will allow me to see
students progression as I test their knowledge on paper. 16/20, C and above
will be considered passing. I started with the test and had 20 questions
asking them to match certain movement/actions with the word axial or
locomotor. It was challenging yet simple enough for intermediate dancers.
*See appendix
4. Design for Instruction

A. Objective(s)
B. Instructional
C. Use D. Adaptations for
(Learning
Strategies
of
Learners
Outcomes)
Technolog
Addressed by
y
Lesson
Lesson 1:
Assemble needed
Computer On the board, write
Bytheendofthishourand songs and equipment music,
instructions for prebeforehand: other
Kaossilator. assessment quiz. Have
ahalflessononshapes,
students repeat
DanceIIstudentswillbe materials to set up an
environment
to
teach
choreography given.
abletodemonstratethe5
Consider walking
basiclocomotorstepsas the element of
motion;
around helping
theyexecutedifferent
students who struggle
sequencesandexplorenew Meet students at
door;
ensure
success
with the sequence or
waystolocomoteingroups.
simply do it with them
Theywillalsoexhibitwhat by checking for gum,
socks;
have
music
until they get it. Talk
knowledgetheydohaveon
about how we identify
axialandlocomotormotion playing in
background;
After
roll
axial and locomotor.
throughapreassessment.
and dressing out have
Put more advanced
(See Appendix)
them take prestudents as the group
assessment. Test
leader or simply split
knowledge of what
up the different levels
they already know in
of dancers so that each
groups. Learn new
group has one with
sequences.
more experience.
Have class repeat back
instructions.
Lesson 2:
Assemble needed
Computer - Write Locomotor steps
Bytheendofthishourand songs and equipment music
on the board.
beforehand:
other
Demonstrate locomotor
ahalflesson,DanceII
materials to set up an
sequence first, then
studentswillbeableto
environment
to
teach
break it down nice and
demonstratethefollowing
slow and mark it
locomotorstepsthroughan the element of
motion;
altogether once. Give
intermediatesequence:
individual feedback.
walk,hop,run,gallop,slide, Meet students at
door;
ensure
success
Offer modifications to
skip,roll,turn,jump,etc.
by checking for gum,
those who cannot
(See Appendix)
socks; have music
maybe skip or roll.
playing in
Walk around the room
background; After roll
on sequences while
talk about locomotor
students are reviewing
steps on the board.
to see who struggles
Bring drum and other
and needs extra help.
hand instruments.
Warm-up and
technique will focus
on locomotor steps.
Across the floor will
tell me how much
they know and
understand the
locomotor steps.
Discuss, cool down.
Lesson 3:
Assemble needed
Computer Write Axial instructions
Bytheendofthis90
songs and equipment music,
on the board.
kaossilator Demonstrate axial
minutelesson,DanceII beforehand: other
sequence first, then
studentswillbeableto materials to set up an
break it down nice and
performandimprovisethe environment to teach
slow and mark it
differentwaystomovein the element of
motion;
altogether once. Give
anaxialmanner:walk,
Meet
students
at
individual feedback.
hop,run,gallop,slide,
Offer modifications to
skip,roll,turn,jump,etc. door; ensure success
by
checking
for
gum,
those who cannot
(See Appendix)
socks; have music
maybe skip or roll.
playing in
Walk around the room
background; After roll
on sequences while
talk about axial
students are reviewing
movement on the
to see who struggles
board. Bring drum
and needs extra help.
and other hand
instruments. Warmup and technique will
focus on axiallocomotor steps.
Center floor will tell
me how much they
know and understand
9
Lesson 4:
Bytheendofthis90
minutebodylesson,Dance
IIstudentswillbeableto
demonstratetheir
understandingofaxial
motionthroughcreatinga
30secondmovement
sequencedescribingtheir
personalityandperforming
them. (See Appendix)
Lesson 5:
Bytheendofthis90
minutelesson,DanceII
studentswillbeableto
demonstrateknowledgeof
theconceptsaxialand
locomotormovementby
takingaformative
assessmentandperforming
theirpersonalitylocomotor
sequence.
the axial steps. They

will have an intro to
improvisation.
Discuss, cool down.
Assemble needed
Computer Give extra attention
songs and equipment music;
and help for less
beforehand: other
coordinated learners;
materials to set up an
pair slower learners
environment to teach
with accelerated
the element of
learners for some peer
motion;
coaching on their
Meet students at
individual phrases.
door; ensure success
socks; have music
playing in
background. After roll
review axial
sequences. Give
them time to create
individual sequences
and in groups of 2
give side-coaching.
Perform in groups of
4.
Assemble needed
Computer Give extra time for
songs and equipment music;
those who need the
beforehand: other
video
extra time. Help those
materials to set up an camera to who struggle adding
environment to teach capture
their solos on the end
the element of
each
of the locomotor
motion;
groups
sequence. Give extra
Meet students at
dance,
time on postdoor; ensure success chalk.
assessment for those
who might need it. Put
socks; have music
instructions on board
playing in
and quiz. If nervous
background; Have
they can come in
them take preduring flex to show me
assessment. Test
their personality
knowledge of what
locomotor sequences.
they already know in
groups. Learn new
sequences. Bring
drum and other hand
instruments. After
roll, have them take
closing formative
assessment. After
they do both the
10
locomotor and axial

sequences I will give
them time to add
their solo onto the
end of the locomotor
sequence.
5. Instructional Decision-Making
A. Jump Rope Incident
For several weeks weve been warming up in a very similar manner. Walking, then
jogging around the room, dance moves here and there, conditioning with sit ups and pushups. I
was beginning to bore myself just as much as they were bored. I decided I needed to think of
something new to motivate them. Time after time students complained about the warm-up
asking when wed do something fun or do anything put running around. One day after class I
opened up the wrong cabinet, put came across cheers jump ropes. Right then the idea clicked!
Jump roping is an activity most might enjoy and have enjoyed since elementary school.
This warm-up I wanted to use jump ropes as apart of making locomotor motion unit
more fun. I was told the day before we could use all the jump ropes from Cheer team and the
PE department. The next day the Cheer coach forgot to leave the jump ropes out for me. I was
without a key to the cabinet of jump ropes. Luckily the PE department had enough for every 23 girls. I simply had the students get into groups of 2-3 and switch off with the jump rope.
Those who werent using a jump rope would still do axial jumps back and forth as if they still
had a jump rope. The rest jumped with their rope around us in circles.
In my opinion it worked out better with switching in and out because the jump ropers
got tired fast! This way they could take a breather by doing simple jumps in the middle. It
also meant that no one was merely sitting out. I also had to modify the across the floor.
Instead of trying different individual jumps, we had 2-3 going at a time playing something I
call helicopter. One is the spinner of the jump rope and they all have to jump over as it comes
11
their way. They then switched jump rope holders half way across the floor. You could tell
they really liked it and especially relished spending time with their friends. The modification
improved student progress because not only warmed them up; they now have a new way to
exercise at home if they dont like to run. I still got the result I planned on getting. They were
sweating and challenged physically to do a locomotor they were not used to.
B. Time Assessment Incident

During the time unit, I was helping Dance one students study for the note value quiz. I
quizzed them on the values of the quarter, half, whole note and how beats they get per
measure. I decided to throw in eighth and sixteenth notes on the spot because it seemed too
easy for them with just the quarter, half, and whole note. I simply asked how many beats per
measure you get. One of my students, named Vidi, brought up a good point. She asked,
Why are we putting that eighth notes equal 8 and that a sixteenth notes equal 16 when really
an eighth note equals and a sixteenth note equals 1/8? She caught me off guard. I hadnt
asked them how much each note value was worth, but knew it would be better if I did.
Its always good to get feedback from students because our ways as teachers are not
always the best way. I should have thought of adding in the note values before hand. I was
able to add in note value plus beats per measure for the quiz. On top of that for extra credit I
asked how much eighth and sixteenth notes are worth because some students were still
confused. It worked out better in the end because they were challenged, but to a degree. We
didnt focus too much on eighth and sixteenth notes, which is why I added in those note
values as extra credit. My student Vidi made me realize they were ready for the challenge.
The modification improved student progress because they were better able to
understand music and moving to the beat. They all scored high on the test and got the extra
credit questions correct. This alone tells me my students do understand the rhythm of songs
and note values. It confirms that they were ready for the challenge and that I made a good
12
judgment call as their teacher. I did get the result I anticipated from making the modification
of adding in note values with beats per measure as well as the extra credit on eighth and
sixteenth notes. I was afraid there would still be confusion going into the test, but the results
proved me wrong and I knew I did my job.
13
6. Report of Student Learning

Ashlee Welch
Jasmine Tinoco
MarLee Swain
Kaden Smith
Sydney Sibert
Natalie Shimp
Karla Rendon
Jessica Redmond
Lexie Rasmussen
Rylie Randall
Breana Quintana
Emily Peterson
Karley Peck
Natalee Parry
Emily Nelson
Alexis Leavitt
Sadie Kleinman
Hope Kelly
Maggie Kargis
Lizbeth Juan
Maya Grover
Sydney Green
Mckenna Gilbert
Megan Durrant
Ali Dever
Tierra Delimont
Teiler Deitlaf
Karina Cruz Olvera
Kaylynn Crowther
Kasia Colunga
Emily Christiansen
Madelyn Christensen
Melinda Chance
Brooklyn Bennion
Samantha Arrington
Cortney Armstrong
Addison Allen
Pre-Assessment
Post-Assessment
20
40
60
80
100
120
Whole class The data shows that most students did not know what axial and locomotor movement was at first, but with
time all test scores improved. It shows students were attentative during the unit and if they scored low its because they
were absent or did not make-up what they missed. All except 3 students scored above average, meeting the objective.
The students who did not meet the objective, are usually not in class most days.
14
1stObjective:Bytheendofthis90minutelessononshapes,DanceIIstudentswilltakea2minutepreassessmentto
demonstratetheirknowledgeofthebasiclocomotorandaxialmovement.Theywillalsobeableexecutethe5basic
locomotorstepsingroups.
EndingObjective:Bytheendofthis90minutelesson,DanceIIstudentswillbeabletodemonstrateknowledgeofthe
conceptsaxialandlocomotormovementbytakingaformativeassessmentandperformingforoneanotherthesequences
taught.
*Test was out of 100 not 120
Natalie Shimp
Lexie Rasmussen
Rylie Randall
Natalee Parry
Emily Nelson
Maggie Kargis
Maya Grover
Megan Durrant
Pre-Assessment
Ali Dever
Post-Assessment
Tierra Delimont
Kaylynn Crowther
Emily Christiansen
Madelyn Christensen
Melinda Chance
Samantha Arrington
Addison Allen
88
90
92
94
96
98
100
102
15
SubgroupThe characteristic of this subgroup was my students who are always going above and beyond. Their
performance as students always exceeds the others. They are always participating giving 110%. They are the best
behaved and show the most effort overall. The results of the data go to show that these students can take on any challenge
given to them. Both the pre-assessment and the formative assessment were worth 100.
Objective:Bytheendofthis90minutelesson,DanceIIstudentswillbeabletodemonstrateknowledgeoftheconcepts
axialandlocomotormovementbytakingapreassessmentonthemovementandaformativeassessment.Theywillthen
aswellasperformforoneanotherthesequencestaught.
16
Natalie Shimp
Pre-Assessment
Post-Assessment
Cortney Armstrong
20
40
60
80
100
120
Two IndividualsI selected Natalie and Cortney because they are complete opposites in the class. It shows how
different their levels are just by the results on paper. Natalie is by far my best student in the class. She does everything
asked, on time, and with 110% effort. You can see how much she has improved as far as dance technique too. She is a
leader and a joy to have in class. Cortney is a nice girl, she just lacks the commitment and motivation to school. She
rarely comes to class and when she does, there is minimal effort. It goes to show above that Cortney did not show for the
test, nor have I seen her in over a week to have her make it up.
Objective:Bytheendofthis90minutelesson,DanceIIstudentswillbeabletodemonstrateknowledgeoftheconcepts
axialandlocomotormovementbytakingapreassessmentonthemovementandaformativeassessment.Theywillthen
aswellasperformforoneanotherthesequencestaught.
17
7. Reflection and Self-Evaluation

A.Interpretation of Student Learning
I know students were successful in my class because of the assessment results, especially the
improvement from the pre-assessment to the post-assessment. More than half of the class got an A on
the post-assessment. The other half received a B, with the questionable 2 that never show up receiving
a 0. I noticed from the test results that my students who are always on task get the highest grades on
both the written and physical test. They are attentative, well behaved, and always participate. Those
who did not do as good talk, are gone a lot, and they simply dont commit to their movement enough. It
also makes a difference that many students are there to learn and grow as dancers, while others are
there for an easy A. I will say there are a lot of students in the class so at times it may be hard to see
whats going on.
Objectives were set in place to secure learning. Questions were asked to provoke thought and
assess understanding as well as progress. Instruction was given thoroughly and more than once. I write
all instructions and objectives on the board to reach out to learners. I give examples as well as physical
demonstrations. I try my best to give feedback but I do sometimes lack on giving good individual
feedback. This could impede some because they are not always aware of what they are doing wrong
individually if I dont spend time with each. The intent is there to help each individual, but I can only get
to so many a day because of the quantity of the class. My goal is to try and rotate through all
individuals so by the time the test comes they will all of had the feedback and encouragement they
need to do well.
The materials used to help students learn were the white board, the mirrors, the spacious room we
have, and the jump ropes we used. As far as the written assessment it was challenging, but not too hard
to the point that everyone got the same question wrong. I also believe those who have had dance II
before had an advantage. Im sure Cheryl has gone over it before because when I asked them what the
answers were after the Pre-assessment those who had dance with Cheryl before spoke up.
B.Insights on Effective Instruction and Assessment
There have been very effective lessons of mine and some not as effective. Overall I havent had a
lesson thats been a total flop. I of course have learned so much on how I can improve or add onto a
lesson. My coordinating teacher has given me so many new and innovating ideas that I took note of. I
always know whether or not my lesson was effective by the response I receive from students. They will tell
you the way it is simply by words or the expression on their faces. I dont even need to ask for feedback
although that also may be beneficial.
The most successful learning activity based on student performance was the locomotor jump rope
sequence I graphed above. They all picked up on the sequences fast and it was something new and
different that kept their attention. Not too often do you jump rope in dance class! It was new, but they
also were able to be innovative as they explored new ways of using the jump rope across the floor. Most
enjoyed jump roping as a kid so that helped with the enjoyment of the learning activity. It was successful
also because I took a lot of time to plan a thoughtful lesson. I found songs that talk about jump roping in
which the students are always excited to learn about new songs I find. The class flowed well and time
management was not a problem. Since we only had one jump rope for every 2-3 girls I was able to easily
give individual feedback to the girls not on the jump rope.
The least successful lesson was a day I combined space elements for dance I. It was a review day
mid-unit where I combined the first 3 elements we talked about. In my head it sounded good when
planning it, but in action with students it didnt accomplish the learning objective as well as I thought. I
had combined pathways, locomotor movement, shapes, levels, and positive/negative space. Going from X
to X they were to do a certain movement segment from each different lesson. The reason being that it
was not as successful was because the line got backed up behind the Xs and the leader would forget what
was next. It also was not as fun, but rather boring. Lets just say I will not be repeating that review
sequence. The students were simply ready to move on.
C.
Implications for Future Teaching
As a students teacher I am known as a taskmaster. I know what my purpose is and I know how to get the job done. I expect a
lot from my students, but I also know when to relax and have fun with them. I always come prepared and try to keep organized. Im
good at seeing all my students and reaching out to the ones in the back. I am good at relating to my students and I can tell they enjoy
coming to class each day. I have creative ideas that keep the students engaged and it helps that I know how to keep a well-balanced
lesson when it comes to time management. If something goes wrong or students have questions I am quick at changing the direction
of the lesson plan if needed. I accept all the diverse students in my class. I am good at giving attention to all in some form whether
its tactile feedback or simply making friendly eye contact. I have been accepting of other cultures by asking them about the culture
and making them feel included by teaching the class something from their culture.
Im definitely not perfect so there are a few things I can do differently to be a better teacher. The biggest issue I have is
working part to whole. I love working whole to part and its probably not the best way to teach. Its probably because Im a whole to
part learner, but I know its best to break it down first to achieve a long-term goal. I could even learn to keep things more basic at first
and work up to the more challenging concepts. For example adding something from the lesson into my warm ups or a simple
technique sequence as a building block for composition, improv, or a dance I am choreographing. Also musicality. I love syncopation
and pulling out the beats people dont always hear. I understand that it is best to really listen to a song and keep the counts simple so
my dancers can learn to count songs better. I am learning everyday how I can better these two things. I really feel like I am
improving now that its been pointed out to me. As I improve as a teacher, my students performance will improve as well.
D.
Implications for Personal Professional Improvement
Two areas for improvement that emerged during this unit was that I am not as flexible and strong as
I used to be. I do have a summer fitness plan I am working on to improve myself physically. Its something
I am super excited about. I am motivated to get in top condition starting now, so come Fall I will be fit for
my PE and dance classes I teach. Its a good example for the students when youre out there doing
everything you require of them too.
Another area that needs improvement is having creative musicality. I plan on taking workshops to
improve my creativity, but most of all I am signed up to take Violin lessons for fun this summer. This will
improve my musicality because its been a while since Ive had a music class. Im not only excited to learn
a new instrument, but excited to improve those musical skills so my students wont be limited by my
weaknesses. I do plan on taking some summer intensive dance courses just to simply get back into the
swing of things. You forget when you havent been practicing. I will always try and better myself. The
more we are engaged as teachers, the more our students stay engaged.
Appendix
Pages 21-23
Pages 23-25
Pages 25-27
Pages 27-29
Pages 29-31
Pages 31-32
Pages 33-34
Page 35
Field Experience Demographics

Pre-Assessment Lesson Plan
Observation Assessment Lesson Plan
Performance Task Assessment Lesson Plan
Game Assessment Lesson Plan
Post-Assessment Lesson Plan
Post Assessment Motion Test
Post Assessment Time Test
FIELD EXPERIENCE DEMOGRAPHICS FORM WORKSHEET
(12/03/09)
Use this worksheet to record data on the diversity of your school(s), cooperating teacher(s) and classroom(s) during your field
experiences each semester. If you are placed in only ONE school during this semester, leave the School 2 spaces blank. If you are
placed in MORE than two schools, report on the two schools that (1) match the level of school where you plan to teach after
graduation (e.g., elementary, Jr. High or High School), and (2) have the most diversity.
Use the USOE web siteWWW.USOE.ORG to help you complete this worksheet. Follow these steps:
1. 1) go to www.usoe.org/main/
1.
1.
1.
1.
1.
1.
1.
2) Under the Data & Statistics menu, click on Accountability

3) click on the Accountability Reports menu on the left-hand side of the page
4) select the School Year (i.e., 2007-2008), District/Charter (i.e., Alpine), and the School (i.e., Bonneville School, Orem)
5) click on the Generate Reports button
6) select the UPASS Report
7) The first report you will see is the schools CRT U-PASS report.
8) click on the Additional Information menu button at the top of the page to see the schools demographic information to
complete this worksheet.
Please note that the data available on this site will always be one school year behind.
SECTION 1: SCHOOL-WIDE DATA

School/District 1. Lehi High School / Alpine School District
Enrollment Breakdown
School 1
Total Students Enrolled
# African American Students
.
06
%
# American Indian Students
.
04
%
# Asian Students
1%
# Hispanic Students
5%
# Undeclared Students
.
2%
# Pacific Islander Students
2%
# White Students
90
%
# English Language Learners
5%
School 2
# Socio-Economic Status
Lunch)
Fre
e
# Students with Disabilities
(Free/Reduced
Student Summary Information

Average Daily Attendance
School 1
School 2
School 1
School 2
95
%
School Mobility Rate

School Information
Title I School
N
o
Brigham Young University
SECTION 2: YOUR INDIVIDUAL CLASSROOM DATA
Report the cooperating teacher and student demographics below for all class(es)/section(s) you worked with in the school during your field
experience. Record the number, not an approximation or a percent, of students in each category. If there are no students in a particular catego
the classes you worked in, leave the space blank. This information should be obtained unobtrusively by observation and interaction with studen
as accurate as you can while protecting the privacy of students and faculty and do not take their time asking questions or probing unnecessaril
School 1
Coop. Teacher #1 Name Cheryl Allgaier
Ethnicity Caucasion
Coop. Teacher #2 Name Angela Roberts
Ethnicity Caucasion
Please use the same ethnicity classifications as in the table below for your cooperating teachers ethnicity.
School 2
Coop. Teacher #1 Name __________________________
Ethnicity
_________________
Coop. Teacher #2 Name __________________________
Ethnicity
_________________
Please use the same ethnicity classifications as in the table below for your cooperating teachers ethnicity
School 1
Classroom(s) Breakdown
School 2
Total Number of Students in Your Class(es)

#African American Students in Your Class(es)
#American Indian Students in Your Class(es)
#Asian Students in Your Class(es)
#Hispanic Students in Your Class(es)
# Undeclared Students in Your Class(es)
#Pacific Islander Students in Your Class(es)
#White Students in Your Class(es)
119
#English Language Learners in Your Class(es)
#Students with Disabilities in Your Class(es)
(Special Ed. students with active IEPs, Students with physical/mental/emotional
handicaps with 504 status)
#Students in Accelerated Programs in Your Class(es)
72
(Gifted and Talented, Honors, Advanced Placement)
_______________
At the conclusion of your field experiences for the semester, log on to LiveText and go to forms. Select FED for the current semester and cour
Complete the form before the end of the semester using the information youve recorded on this worksheet.
Daily Lesson Plan: Dance II
By: Marissa Harris

February 25, 2015
Learning Outcome: Bytheendofthis90minutelessononshapes,DanceIIstudentswilltakea2minutepreassessmenttodemonstratetheirknowledgeof
thebasiclocomotorandaxialmovement.Theywillalsobeableexecutethe5basiclocomotorstepsingroups.
Materials Needed: Music (Ipad), hook-up for speakers, class role.
Time
Activity and
Analysis
Safety
Factors/
Anatomical
Issues
Watch out for
your
neighbor
5
minutes
Preassessment
10
minutes
Warmup/Conditioni
ng
No socks or
gum. Have a
gum and
sock check
before class
starts. Be
aware of your
surroundings
as you move
today.
10
minutes
Technique
See above.
Special Needs/
Considerations
Teaching Cues
Music or
Accompanim
ent
Give them time to

think and move.
Even if it gets quiet
for a while.
On your paper write

locomotor, below that
write axial. Define
them, then give me an
example of each.
Jump rope doing axial
versus locomotor
movement. In place
then around the room,
in place backwards,
around the room, one
foot than the other.
None
Be aware of those
who like to talk,
encourage them to
keep moving and
really develop as
they move. Help
those who may be
struggling with the
sequence by helping
them individually. If
there is anyone
sitting out for the
day, be sure to give
him or her an
observation sheet.
Move around
helping individuals
with technical
issues.
Tondus and leg holds.

Slides changing
directions into leg
holds
Jump Rope.
-Blue
October
Sun goes
down.
Jasmine
Thompson
Class
Organizati
on/
Formation
Scattered
in a semicircle
around
the board
Scattered
about the
room
facing me
and the
back wall
Scattered
facing
mirror
Specific Objectives &

Evaluations
I want to test their
knowledge of axial and
locomotor. Some should
already know the
material.
This will help them to
connect what axial
versus locomotor
movement is. Students
heart-rate should be up
and breaking a sweat. It
will also help build the
core so they can gain
the stabilization they
need to move across the
floor.
This helps to produce

consistency in
movement while still
getting the muscles
warm. It will also help
with lines and
stabilization. 90% of the
class should be able to
pick up the sequence
15
minutes
Across the
Floor
See above.
Be sure to have
them go every 8
count so there is not
a bunch of waiting
on the sides.
-Hops 1, 2, 3, 4 hold
hold
-jump, hop, leap,
gallop away
20-25
minutes
Center Floor
Sequence
See above.
Change lines and

have them find new
area next to
someone else. This
will help separate
friends who like to
talk.
-group work 5 basic

locomotor steps
create 24 counts
worth.
-Add onto Firefly
dance.
10
minutes
Cool Down
See above.
Dont allow talking.
Start with a simple

stretch forward and
down. Rt, left, lunges.
Calves, thigh and
hamstring stretch.
Arms, head, neck.
Dont
Swallow the
Cap. Trouble Will
Find Me
Holiday. Contra
Baltimore
Fireflies.
-Woodkid
The Hungar
Games.
James
Newton
Howard
Lines of 4
with 8-9
Scattered
facing me
and the
wall
maybe
mirror
Scattered
facing me
and the
wall
fast and balance just fine

This will help them tie
the technique together
and how it becomes
effective in moving
across the floor.
They will be able to

incorporate and move
through all PTBCs in
this center floor
sequence. I will observe
to see how they are
doing on the technical
aspect.
This cool down will help
them increase flexibility
as they stretch a little bit
further. It will also bring
their heart rate back
down.
River By
Moonlight.
Ken
Locarnini

By: Marissa Harris
February 27, 2015
Learning Outcome: Bytheendofthishourandahalflesson,DanceIIstudentswillbeabletodemonstratethefollowinglocomotorstepsthroughanintermediatesequence:
skip,gallop,slide.Iwillbeobservingtoseehowwellstudentsexecutethesequences.

Time
Activity and
Safety
Special Needs/
Teaching Cues
Music or
Class
Analysis
Factors/
Anatomical
Issues
No socks or
gum. Have a
gum and
sock check
before class
starts. Be
aware of your
surroundings
as you move
today.
10
minutes
Warmup/Conditioni
ng
10
minutes
Technique
See above.
15
minutes
Across the
Floor
See above.
Considerations
Accompanim
ent
Be aware of those
who like to talk,
encourage them to
keep moving and
really develop as
they move. Help
those who may be
struggling with the
sequence by helping
there is anyone
sitting out for the
him or her an
observation sheet.
Move around
helping individuals
with technical
issues.
Jump rope doing axial

versus locomotor
movement. In place
then around the room,
in place backwards,
around the room, one
foot than the other.
Jump Rope.
-Blue
October
Organizati
on/
Formation
Scattered
about the
room
facing me
and the
back wall

Slides changing
directions into leg
holds. End with turns.
Flight of
Fancy.
-Blue Wave
Scattered
facing
mirror
Be sure to have
them go every 8
a bunch of waiting
on the sides.
-Hops 1, 2, 3, 4 hold
hold
-jump, hop, leap,
gallop away
Bang Bang.
-Jessie J
Lines of 4
with 8-9
Evaluations
connect what axial
versus locomotor
floor.

consistency in
getting the muscles
with lines and
and how it becomes
effective in moving
across the floor.
20-25
minutes
Center Floor
Sequence
See above.
Change lines and

have them find new
area next to
someone else. This
will help separate
friends who like to
talk.
10
minutes
Cool Down
See above.
Dont allow talking.
-Add onto Firefly

dance. Stand up 3-4,
partner spin 3-4, help
5-6-7-8, partner on the
rt steps onto the left
side facing back, turns
overleft shoulder
under partners arm,
they lean hip to hip to
the rt (foot extended),
Partner reaches over
other ones eyes, turn
head quick to left then
spin out into a
reach/pull. Step
hands up, toe pointed.
Roll of the head.
Start with a simple
stretch forward and
Calves, thigh and
hamstring stretch.
Arms, head, neck.
Baltimore
Fireflies.
-Woodkid
Scattered
facing me
and the
wall
maybe
mirror

this center floor
to see how they are
aspect.
The Hungar
Games.
James
Newton
Howard
Scattered
facing me
and the
wall

down.
River By
Moonlight.
Ken
Locarnini

By: Marissa Harris
March 3, 2015
Learning Outcome: Bytheendofthis90minutelesson,DanceIIstudentswillbeabletoperformthedifferentwaystolocomoteanduseinanaxialmanner:walk,hop,run,
gallop,slide,skip,roll,turn,jump,etc.

Time
Activity and
Analysis
Safety
Factors/
Anatomical
Special Needs/
Considerations
Teaching Cues
Music or
Accompanime
nt
Class
Organiza
tion/

Evaluations
Issues
10
minutes
Warmup/Conditioni
ng
No socks or
gum. Have a
gum and
sock check
before class
starts. Be
aware of your
surroundings
as you move
today.
10
minutes
Technique
See above.
15
minutes
Across the
Floor
See above.
Be aware of those
who like to talk,
encourage them to
keep moving and
really develop as
they move. Help
those who may be
struggling with the
sequence by helping
there is anyone
sitting out for the
him or her an
observation sheet.
Move around
helping individuals
with technical
issues.
Be sure to have
them go every 8
a bunch of waiting
on the sides.
Locomote throughout
the space. Start with
a walk. Stop and
reach side to side
(8counts). Repeat.
Light jog. Stop and
dance(improv
8counts). Repeat.
Run, spoke reach jab.
Repeat.
BRING
DRUM!

Slides changing
directions into leg
holds. Add the artistic
touch with side
reaches.
-Esters axial
sequence
-End with turns.
(singles- axial
movement)
-Hops 1, 2, 3, 4 hold
hold
-jump, hop, leap,
gallop away
-
USE DRUM!
Esters French song
Formatio
n
Scattered
about the
room
facing
me and
the back
wall
Scattered
facing
mirror

consistency in
getting the muscles
with lines and
Lines of
4 with 89

and how it becomes
effective in moving
across the floor.
Turns: Laura
Bastille
Bang Bang.
-Jessie J

connect what axial
versus locomotor
floor.
20-25
minutes
Center Floor
Sequence
See above.
Change lines and

have them find new
area next to
someone else. This
will help separate
friends who like to
talk.
-Review Firefly dance.

Dancers will add on
their own group
locomotor/axial
sequences such as
walk, hop, run, gallop,
slide, skip, roll, turn,
jump, etc.
Baltimore
Fireflies.
-Woodkid
Once
facing
mirror,
then
head to
stage.

this center floor
to see how they are
aspect.
10
minutes
Cool Down
See above.
Dont allow talking.
Start with a simple

stretch forward and
Calves, thigh and
hamstring stretch.
Arms, head, neck.
The Hungar
Games.
James
Newton
Howard
Scattered
facing
me and
the wall

down.
River By
Moonlight.
Ken Locarnini
By: Marissa Harris
March 5, 2015
Learning Outcome: Bytheendofthis90minutelesson,DanceIIstudentswillbeabletodemonstratetheirknowledgeofaxialandlocomotormovement
duringafunreviewdaytopreparefortheirunitpostassessment.
Time
10
minutes
Activity and
Analysis
Warmup/Conditioni
ng
Safety
Factors/
Anatomical
Issues
No socks or
gum. Have a
gum and
Special Needs/
Considerations
Be aware of those
who like to talk,
encourage them to
Teaching Cues
Locomote throughout
a walk. Stop and
Music or
Accompanime
nt
BRING
DRUM!
Class
Organiza
tion/
Formatio
n
Scattered
about the
room

Evaluations

connect what axial
versus locomotor
sock check
before class
starts. Be
aware of your
surroundings
as you move
today.
10
minutes
Technique
See above.
keep moving and

really develop as
they move. Help
those who may be
struggling with the
sequence by helping
there is anyone
sitting out for the
him or her an
observation sheet.
Move around
helping individuals
with technical
issues.
15
minutes
Across the
Floor
See above.
20-25
minutes
Center Floor
Sequence
See above.
Be sure to have
them go every 8
a bunch of waiting
on the sides.
Change lines and
have them find new
area next to
someone else. This
will help separate
friends who like to
talk.
10
minutes
Cool Down
See above.
Dont allow talking.
reach side to side

(8counts). Repeat.
Light jog. Stop and
dance(improv
8counts). Repeat.
Repeat.
facing
me and
the back
wall

floor.
Scattered
facing
mirror

consistency in
getting the muscles
with lines and
Bang Bang.
-Jessie J
Lines of
4 with 89

and how it becomes
effective in moving
across the floor.
this center floor
to see how they are
aspect.

Slides changing
directions into leg
touch with side
reaches.
-Esters axial
sequence
-End with turns.
(singles- axial
movement)
-Hops 1, 2, 3, 4 hold
hold
-jump, hop, leap,
gallop away
Using jump ropes
students will create
new ways of using
them in an axial and
locomotor manner.
This could include
inventing a new game
with it.
USE DRUM!
Baltimore
Fireflies.
-Woodkid
Once
facing
mirror,
then
head to
stage.
Start with a simple

stretch forward and
Calves, thigh and
The Hungar
Games.
James
Newton
Scattered
facing
me and
the wall
Esters French song

Turns: Laura
Bastille

hamstring stretch.
Arms, head, neck.
Howard

down.
River By
Moonlight.
Ken Locarnini

By: Marissa Harris
March 10, 2015
Learning Outcome: Bytheendofthis90minutelesson,DanceIIstudentswillbeabletodemonstrateknowledgeoftheconceptsaxialandlocomotor
movementbytakingaformativeassessmentandperformingforoneanotherthesequencestaught.
Time
Activity and
Analysis
Safety
Factors/
Anatomical
Issues
Special Needs/
Considerations
Teaching Cues
Music or
Accompanime
nt
none
5
minutes
Quiz
Spit out gum.
Give them as much

time as they need
on the quiz. Have
instructions written
on board.
Spread out and away

from friends, no
talking. When your
done bring your tests
to the front.
10
minutes
Warmup/Conditioni
ng
No socks or
gum. Have a
gum and
sock check
before class
starts. Be
aware of your
surroundings
as you move
today.
Be aware of those
who like to talk,
encourage them to
keep moving and
really develop as
they move. Help
those who may be
struggling with the
sequence by helping
there is anyone
Locomote throughout
a walk. Stop and
reach side to side
(8counts). Repeat.
Light jog. Stop and
dance(improv
8counts). Repeat.
Repeat.
BRING
DRUM!
Class
Organiza
tion/
Formatio
n
Scattered
in a semi
circle
around
the
board.
Scattered
about the
room
facing
me and
the back
wall

Evaluations
This will tell me that they

understand on paper
what axial and locomotor
means.
connect what axial
versus locomotor
floor.
10
minutes
Technique
See above.
15
minutes
Across the
Floor
See above.
20-25
minutes
Center Floor
Sequence
See above.
10
minutes
Cool Down
See above.
sitting out for the

him or her an
observation sheet.
Move around
helping individuals
with technical
issues.

Slides changing
directions into leg
touch with side
reaches.
-Test Esters axial
sequence
-End with turns.
(singles- axial
movement)
USE DRUM!
Be sure to have
them go every 8
a bunch of waiting
on the sides.
Change lines and
have them find new
area next to
someone else. This
will help separate
friends who like to
talk.
Test the Hops 1, 2, 3,

4 hold hold
-jump, hop, leap,
gallop away
-Finish Firefly dance.
Bang Bang.
-Jessie J
Lines of
4 with 89
Baltimore
Fireflies.
-Woodkid
Once
facing
mirror,
then
head to
stage.
Dont allow talking.
Start with a simple

stretch forward and
Calves, thigh and
hamstring stretch.
Arms, head, neck.
Esters French song
Scattered
facing
mirror
Turns: Laura
Bastille
-ask Cheryl
when to come
back in after
the blackout
The Hungar
Games.
James
Newton
Howard
River By
Moonlight.
Ken Locarnini
Scattered
facing
me and
the wall

consistency in
getting the muscles
with lines and
fast and balance just
fine. This will show me
they understand how to
move through an axial
sequence.
This will show me they
can move through a
challenging locomotor
sequence while still
keeping the right timing.
this center floor
to see how they are
aspect.
down.
Name:
Date:
Dance II: Motion Post-Assessment
Match the action below with the Axial or Locomotor category:
1. Walking
2. Spinning in circles
3. Running to your house
Axial
4. Jump-roping around a tree

5. Eating
6. Leaping across the floor
7. Wiping the drivers window
8. Holding someones hand while you walk
9. Galloping like a horse
10.
Stretching forward to touch your toes
11.
Picking your nose
12.
Picking up a penny
13.
Smiling
Locomotor
14.
Riding your bike
15.
Watching a movie
16.
Carrying groceries in from the car
17.
Prancing like a reindeer
18.
Playing chess
19.
Tossing a basketball into the hoop
20.
Chaine turns
Name:
_____________=
______________=
______________=
__________________ =
__________________ =
*ExtraCredit:
1)Whatarethenotevaluesofaneighthandsixteenthnote?
Eighth:
Sixteenth:
2)Howmanyquarterandhalfnotesaretherepermeasure?
Quarter:
Half

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Marissa

BYU Dance Education

Instructional Decision Making

Jump Rope Incident

Reflection Self Evaluation

Interpretation of Student Learning

Post-Assessment Lesson Plan

Other factors to consider:

In this section, identify specific teaching strategies

individual differences that

involving all learners.

2. Learning Goals and Objectives (Learning Outcomes)

initiation from the center of

c. Perform the five basic

This lesson will focus on

This lesson will focus on all

This lesson will focus on all

3. Unit Assessment Plan

4. Design for Instruction

the axial steps. They

locomotor and axial

B. Time Assessment Incident

6. Report of Student Learning

7. Reflection and Self-Evaluation

Implications for Future Teaching

Implications for Personal Professional Improvement

Field Experience Demographics

FIELD EXPERIENCE DEMOGRAPHICS FORM WORKSHEET

2) Under the Data & Statistics menu, click on Accountability

SECTION 1: SCHOOL-WIDE DATA

Total Students Enrolled

# African American Students

# American Indian Students

# Pacific Islander Students

# English Language Learners

# Students with Disabilities

Student Summary Information

School Mobility Rate

Brigham Young University

SECTION 2: YOUR INDIVIDUAL CLASSROOM DATA

Coop. Teacher #2 Name Angela Roberts

Coop. Teacher #1 Name __________________________

Coop. Teacher #2 Name __________________________

Total Number of Students in Your Class(es)

#American Indian Students in Your Class(es)

#Asian Students in Your Class(es)

#Hispanic Students in Your Class(es)

# Undeclared Students in Your Class(es)

#Pacific Islander Students in Your Class(es)

#White Students in Your Class(es)

#English Language Learners in Your Class(es)

#Students with Disabilities in Your Class(es)

(Special Ed. students with active IEPs, Students with physical/mental/emotional

handicaps with 504 status)

#Students in Accelerated Programs in Your Class(es)

(Gifted and Talented, Honors, Advanced Placement)

Daily Lesson Plan: Dance II

By: Marissa Harris

Give them time to

On your paper write

Tondus and leg holds.

Specific Objectives &

This helps to produce

Change lines and