TIGERP.R.I.D.

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REFLECTIONJOURNALS

ThorenBradley
Weekof442016
Overview
ThisweekoflessonsdeliveredatClevelandElementaryprovidedmy3 rdgradeclasswith
anintroductorylessontothefootballthrowandcatch.Weutilizedthegreenspacethat
borderstheasphaltspaceinordertotryandstayclosetothedrinkingfountains.There
are18childrenintheclass,allwhichneedavaryingdegreeofimprovementsinthese
footballskills.Thelessonsprovidedaresomewhatlightinrequiredequipmentaswell.

18 Flag Belts, 25 Cones, 5 Footballs and 4 Polyspots

StudentLearningOutcomes
Psychomotor (P): The student will be able to throw a football using the proper cues of
the skill 80% of the time.
Cognitive (C): The student will be able to accurately explain the differences in hand
positioning when the ball is high and when the ball is low 100% of the time.
H-R Fitness (H): The student will be able to maintain MVPA for 50% of the lesson.

I rarely use the same objectives for 2 different lessons, but because of the high
amount of inexperienced and low-skilled football capabilities in the class, it was
clear there would be a high need for the same objectives to be addressed. After
watching the footage of my delivery, It was clear the students not only became
capable of the cognitive SLO but they also began thinking critically about when
and how to apply these football skills in game play. The psychomotor portion of
the lesson was absolutely successful, for about of the class. About 3 or 4 of my
students understood the how, but didnt have the strength/coordination to execute
the skills properly. My MVPA control has steadily increased throughout my
semester. By MVPA control, I mean my teaching has reached a point where the
time my students spend in MVPA is controlled by how long I ask them to
participate. Therefore management or instruction with this class does not
negatively affect my MVPA anymore. If I could change anything about my lesson,
I would find an activity that allows me to address the struggling individuals whilst
the other students continue to engage in the given activities. More 1 on 1
instruction would be my major change.
CreatingaQualityLearningEnvironment
1.
2.

Students were given the high number of repetitions needed to improve motor skills
and movement patterns, and I noticed an incredible improvement in all of the above
by the end of my last lesson of the week.
The lesson was quite simple and adjustable for all of my students skill levels.
However, there was one student who just couldnt grasp the skills. I was not able to
adjust some of the activities until later on in the lesson for this lower skilled individual.

3.
4.

Students were given a tremendous amount of time to work on skill acquisition. Lots of
reps lots of improvement.
Students improved their psychomotor skills, they learned the CUES for cognitive and
each team based activity forced them to work on their affective/behavioral skills in
relation to sports. There were a number of small team based activities this week.

Although there was not a Time Management observation filled out on my

lessons,IstillhavebothvideosofmydeliveriesatCleveland.MVPAbordered
around50%,Managementwasprobablyaround30or40%andmyinstruction
wasdefinitelywaytolow.TheonlyinstructionIreallydeliveredwasatthe
beginningofeachactivity.Thereshouldhavebeenabitmoretimespenton
instructionDURINGtheactivities.Allofthestudentswereabletocompeteand
practice on the same playing field/higher level. This is because I provided
activitiesthatwereadjustabletoeachindividual.Forexample,thethrowand
catchrelayrequiredallstudentstocompeteinthesameactivitywhilestillbeing
abletoadjustthedifficultytotheircomfortlevel.Teachingbyinvitation.IfI
noticedastudentwasthrowingfromalocationthatwastooeasyIwouldalways
recommendtheyscootbackandchallengethemselves.Somestudentschoosethe
easywaytoavoidembarrassment,soyouhavetogivethemalittlepushby
boostingtheirconfidencefirst.
Strengths&WeaknessesinPedagogicalskillset

Although my movement was quite effective during this lesson, I did indeed
spendalotoftimeinthemiddleorcoreoftheactivityinsteadofaroundthe
perimeter.IthinkIwasintendingtogivestudentsmorefeedbackonthecots
from a location that they could actually see. But in terms of safety and
managementIshouldhavedefinitelyspentmoretimeintheperimeter.Oneof
mystrengththispastweekwasgivingclearCOTSandinstillingthemrepeatedly
throughouttheweek.Bytheendofeachlesson,therewerenoproblemswithmy
studentsbeingabletoverbalizethecuesforeachskillinpractice.Allinstructions
weregivenwithstudentattentionandwiththemdirectlyinfrontofme.Idid
makethemistakehoweverofspeedingthroughtheinstructionstoavoidboring
the class. I do think there couldve been some value to slowing down the
instructionsabit.Myfeedbackwasdeliveredconciseandoften.Unfortunately,I
dofeelthat1ofmystudentsinparticularcouldveusedalotmorefeedback.He
neededsomemore1on1timeandIfailedtospendenoughtimeseeingtoitthat
hecouldseesomesuccessintherepetitions.Mydemonstrationsweredelivered
inhighvariety.Somedemonstrationswerebefore,someduring,somestudent
andsometeacher.Ifailedhowevertodelivermyfavoritetypeofdemonstration
and that is the summative one. I like asking for a CFU demonstration that
students can correct properly performed or improperly performed COTS.
Studentshavegottenveryeffectiveatcollectingtheequipmentquicklyandina
timely manner. They have even made a competition out of it. I remained
enthusiasticlikealways,andstudentswhoactedoutwherealwaysresponsive
afterawarning.

StrengthsinPedagogicalSkills

Weaknesses

Enthusiasm

1on1feedback

Skillrepetition
CognitiveAbsorption

NosummativeDemonstrations
Notenoughtimeininstruction.

Recommendationsfornextsession
NextweekIplantotakemytimealittlemoreintheinstructionportionsofmy
demonstrations.Likewise,Iplantofindawaytoworkwithastrugglingstudent
atleastforabout1minute.Thiswaythestudentwillactuallyimproveinsteadof
avoidtheskillinquestion.
NextweekmySLOwilldifferincontent,asIwillbeginanewunit.However,thePsychomotor
andCognitiveobjectiveswillremainsimilarintermsofthecriteriarequired.80%isafairgoal
forpsychomotorperformance,andcognitiveshouldremainat100%forCOTSunderstanding
becausethestudentsshouldalwaysfeeltheyhavethetoolstoimproveontheirown.
Psychomotor (P): The student will be able to throw a Frisbee backhand with proper form
80% of the time.
Cognitive (C): The student will be able to accurately explain the COTS for the Frisbee
backhand throw 100% of the time.