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988946675

HESP 187 D
10/8/14

Overview
Teacher: Chris Ngo
Session Date: 10/06/14
Grade level: 4
th
grade
Number of students: 22 students
Lesson length: 30 minutes
Unit: Chasing, Fleeing, and Dodging
Lesson focus: Chasing, Fleeing, and Dodging Cooperation

Previously learned skills: Spatial Awareness, personal space, general space,
high-med-low levels, variation in speed, teamwork
Lesson number: 1 of 2
Facilitates: Blacktop
Equipment: 10 Cones
5 Hula Hoops
9 Gator Balls
5 Pennies (jerseys) 4 of 1 color, 1 of another



Systematic Observation 1: Teacher Feedbak/Questining
Today, Chris did Space tag and Super it tag activities. There were 9 total
feedback/questioning. All 8 feedbacks targeted for class, and 1 feedback for individual. There
were 3 feedbacks to check students for understanding, 2 for behavior, and 4 for skill
developments. Chris did nice job giving skill development feedback to his students. Skill
development feedbacks, such as You all going over to chasing, fleeing, and dodging. Fleeing is you
running away from someone. Dodging is someone almost getting to you, and you dodge them. Chasing
988946675
HESP 187 D
10/8/14

is when you are going to tag them. or When you chasing, fleeing, of dodging; personal space is
important because that way you are not running into each other helps other students to fix their
activity and make them engage to do more activity. It gives them a chance to learn about activity (and
involve physical activity).
Keeping up or increase the number of skill development will help students to participate
Chriss activity. Picking a certain student (who raised their hand or just pick one) and
demonstrate with he/she might be a good strategy (like what he did today). Make sure Chris
giving them a positive reinforcement might be a good strategy as well.
Systematic Observation 2: Time Analysis
Total number of intervals: 135
Total number of A intervals: 19, equating to 285 seconds dedicated to activity.
Total number of I intervals: 37, equating to 555 seconds dedicated to instruction.
Total number of M intervals: 79, equating to 1,185 seconds of management time.

In todays lesson Chris largely increase his I interval and dropped A interval and majority
of intervals for this lesson day were toward to management. That means majority of students
needed to hear a long lesson instruction, which all students may not understand the instruction
of activity in one instruction. This may happened because the activity is not simple as last one.
Limit the way of activity and make it simple may help to decrease I interval. Also, faster
manage an non-behavior students will help to decrease I intervals.
Systematic Observation 3: Teachers Movement
Instant Activity Movement Chart:

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HESP 187 D
10/8/14













Feedback: Chris didnt move that much for instant activity unless he had to take care of small group
or individual students. Most of his movement based on following and observing his students.

Activity #1 Movement Chart:













Feedback: Like instant activity, Chris didnt have that much move. However, he moved in section 3
area for many individual behaviors, 2 areas for small group, and 1 large group. He didnt move around
the area because he had to freeze (pause) his students couple times to control them.

Closure:
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HESP 187 D
10/8/14













Feedback:
Chris moved when he asked questions to students in closure. When he explained the task, he didnt
move. He move to engaged students to close their lesson.

Teacher movement generally decreased from previous lesson because the teacher didnt involve as
much as last lesson. Generally, teacher moved when he manage his students. Having a teacher Involve
activity with students will help to improve teachers movement. Also, teacher demonstrating next to the
student who might not doing the activity right will help.






988946675
HESP 187 D
10/8/14


Overview
Teacher: Chris Ngo
Session Date: 10/08/14
Grade level: 4
th
grade
Number of students: 22 students
Unit: Chasing, Fleeing, and Dodging
Lesson length: 30 minutes
Lesson focus: Chasing, Fleeing, and Dodging Cooperation
Previously learned skills: Spatial awareness, personal space, general space,
high-medium-low levels, following directions
Lesson number: 2 of 2
Facilitates: Blacktop
Equipment: 5 Pennies (jerseys) of different color


Systematic Observation 1: Teacher Feedbak/Questining
Chris did two activates called Simon says, and Batman and Robbin. Chris gave 9
feedbacks and questions to student. However, all feedbacks/questioning were from Batman
and Robbin activity; there was no feedback on Simon says.
There were 6 feedbacks/questions toward to class and 3 for individual. From class
feedbacks, 3 of them for checking students understanding, 1 for other, 1 for behavior, and 1
for skill development. For individual feedbacks, 2 of them for checking students understanding,
and 1 for other. Chris might need more skill development feedbacks or questions to improve
teaching skills.
988946675
HESP 187 D
10/8/14

Chris may demonstrate the task more often with students who is willing to answer
question. Also, giving them a positive reinforcement will encourage other students to develop
their skills.


Systematic Observation 2: Time Analysis
Total number of intervals: 108
Total number of A intervals: 26, equating to 390 seconds dedicated to activity.
Total number of I intervals: 18, equating to 270 seconds dedicated to instruction.
Total number of M intervals: 64, equating to 960 seconds of management time.

Compare from previous data, A intervals increased and I & M interval decreased. One
reason was this lesson was shorter than other lesson. In todays Chriss lesson, many students
got interest on their activity than other day.
To maintain or improve intervals, Chris might prepare some interest activities when he
will be creating his own lesson plan. Also, how to deal non-behavior kids will be the key to
improve time analysis.