Adapted Aquatics Teaching Reflection Lesson #1

Answer the following questions after teaching your first lesson and submit into Lesson 1 dropbox in D2L. All questions must be answered insightfully and use appropriate academic language. Name: Jeni reiburger Date of teaching: 2!2"!#$

#% &xplain how you acti'ely engaged students in learning tas(s aligned with the ob)ecti'es of the lesson in psychomotor* cogniti'e* and+or affecti'e domains.

, acti'ely engaged the student by ha'ing many different acti'ities throughout the lesson. , implemented brea(s in between each acti'ity for the student to ta(e a brea( as she will get tired fast. -hroughout the lesson the student engaged in many different acti'ities to impro'e on her cardio'ascular endurance. -hroughout the lesson the student will float with the help of assistance and a (ic(board using the proper s(ills of floating. , (ept telling the student to mo'e her arms and feet and to not drin( the water or eat the (ic(board. , also (ept as(ing is she was ha'ing fun and she would reply with a smile.

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.i'ing specific examples from your lesson* explain how rules* routines* and transitions within your lesson maximi/ed students0 engagement.

1hile the student was ta(ing a brea( from front floating , would tell her what , would want her to wor( on the next time we go to the end of the pool. During the acti'ity if she was not performing what , as(ed , would simply start mo'ing her arms or legs and then she would start (ic(ing or mo'ing her arms by herself. -he student would put the water in her mouth and drin( it so , would tell her not to drin( the water and then she would ta(e her face out of the water and spit out the water if she had any in her mouth. , had to (eep repeating the statement to remind her that she is not supposed to drin( the water.

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3ow did you demonstrate mutual respect for* rapport with* and responsi'eness to students with 'aried learning needs and bac(grounds* and challenge students to engage in learning4

, demonstrated mutual respect with the student by first introducing my!self to the student. , told her the different acti'ities we would engage in for the class period. , also introduced her to Damian because he was my helper for the day. , stated that Damian would be helping me for the day and would hold onto her while she was in the pool. -hroughout the lesson , would ma(e eye contact with the student and would gi'e her positi'e reinforcement. , would tell the student that she was doing a great )ob. , also helped the student for example if , as(ed her to (ic( her legs , would assist her and help her mo'e her legs and then she would mo'e her legs by herself. During the lesson , also used a ball to (eep the student engaged as she seemed to be getting tired and bored of the front float. , ga'e her a ball to throw and grab that way she stayed more acti'ely engaged.

$% &xplain how you structured your lesson and teaching to create a learning en'ironment to be both emotionally and physically safe for all students. 5ro'ide examples as needed.

, structured my lesson to ha'e an assisted aid with the student at all times and for the student to wear a life )ac(et throughout the whole lesson. , also implemented a (ic(board for the student to use for the front float and the bac( float. -hroughout my lesson , implemented brea(s for the student so she could relax and get ready for the next acti'ity. , also made certain cues throughout my lesson for the student that she would be able to understand and , repeated different instructions for the student. 6% 1hat was one specific thing you learned from this lesson that will be changed for the next lesson4 3ow will you (now that the change will be successful4 7e specific. 8ne thing that , would ma(e from this lesson is modify the acti'ities. or example if , want my student to go under the water , could show her a toy and then ha'e it sin( in the water and as( her if she can go get it. , belie'e this will be successful because it gi'es her an incenti'e to go under the water. -he student will need to go under the water in order to get the toy that she wants. , will also do less acti'ities as she got tired 'ery fast. -his will be successful , belie'e because that way we can focus on a few acti'ities rather than trying to rush and get through all the acti'ities. 9% &xplain how you acti'ely monitored students0 performances during the lesson tas(:s% to strengthen student competencies.

, monitored the students0 progress through obser'ation. ,f the student was not engaging in what , as(ed her to do , would go o'er and assist her in what , wanted her to do and then she would start to engage in the acti'ity by herself. , would also as( the student

questions throughout the lesson and , could tell if she understood me by ma(ing eye contact with her and by obser'ing her facial expressions.

"% Describe how your planned formal and informal assesments throughout the lesson will pro'ide direct e'idence of students0 de'elopment of competencies in the psychomotor* cogniti'e* and+or affecti'e domains related to ! ! ! ;o'ement patterns 5erformance concepts and+or 3ealth!enhancing fitness

-he informal assessment , used throughout this lesson was obser'ations. , would obser'e the student to see if she was (ic(ing or mo'ing her arms during the front float or bac( float. , also would obser'e the students0 facial expressions on if she was en)oying the acti'ity or not. A formal assessment , used throughout this lesson was questions. , would as( the students yes or no questions throughout the lesson as the student cannot spea(. At the end of the lesson , as(ed we wor(ed on (ic(ing our feet and mo'ing our arms and the student got a smile on her face expressing to me that she understood that she did (ic( her feet and mo'ed her arms throughout this class period.