TIGER P.R.I.D.

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REFLECTION JOURNALS

UNIT 7: SKILL THEME
OVERVIEW:
The content for this week was on skilled themes: hand-eye coordination and
fitness to a class of 23 third graders that took place indoors in the main gym and on the
blacktop and grass area. On Tuesday the lesson, was learning how juggle, which required
72 colorful scarves and 15 bean bag. On Thursday, the lesson was learning about fitness,
which required numbered flashcards 1-12, 6 hand shape poly spots, 6 beanbags, six small
gator balls, 4 soccer balls, and 30 dome cones.

STUDENT LEARNING OUTCOMES:

Psychomotor (P):
SWBAT juggle an object 7 out of 10 times with accuracy of release time, angle, and
capture. SWBAT perform the tasks presented on the flashcards by usage of prior COTS
and completion of task 8 out of 10 times.
Cognitive (C):
SWBAT verbally explain the biomechanics for an effective juggle with 75% accuracy.
SWBAT verbally explain the importance of health and fitness with 3 examples of
methods to obtain a healthy and physical fit lifestyle.
Affective (A):
SWBAT demonstrate teamwork and positive attitudes towards others by displaying
either: high fives, words of encouragement towards others, and encouraging a safe
learning environment.
H-R Fitness (H):
SWBAT recognize the physiological responses to exercise and will be engaged in MVPA
for at least 50% of the lesson.
CREATING A QUALITY LEARNING ENVIRONMENT:
A)
1. Improving motor skill performance:
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The lesson plans this week provided the students with the opportunity to
improve their skilled themes: hand-eye coordination and fitness. The
lesson plans gave the students the ability to practice both skills
individually and with a partner.
2. Being appropriate for the experiential level of all students:
The lesson plans for the week were appropriate to 3rd grade. The activities
were simple in their approach and the skilled themes: hand-eye
coordination and fitness were broken down t their bare essentials before
proceeding further.
3. Providing maximum practice time for all students:
The lesson plan provided the students with the opportunity to be in activity
for 50% of the lesson. On Tuesday, the students were required to learn
how to juggle. On Thursday, the students were required to learn about
Health and fitness.
4. Integrating learning domains:
Psychomotor: The students were effective in demonstrating their ability
to perform how to juggle and the physical aspects of fitness.
Cognitive: The students were able to understand the importance of hand
eye coordination and the benefits of Health that apply to fitness.
Affective: The students facial expressions were all positively different
and their words of encouragement towards their peers were good, which
lead me to believe they enjoyed themselves very much on both days.
B)
Systematic Observations (no data received)
C)
Creating opportunities to practice at higher levels were offered. The students had a
choice, based on their self reflection, whether or not they wanted to increase or decrease
the number of scarred they could juggle. As for the fitness section on Thursday, the
students have a choice to either challenge themselves in balancing or not. If the students
increased their number of scarves, they had to validate their abilities through the teachers
assessment. Students also were allowed to decrease the number of scarves they had if
they felt too challenged.
D)

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As perviously stated, only a few opportunities were offered to practice at higher

levels for the students on Thursday. Pre-planning should have been included before the
beginning of the lesson to allow the students more opportunities for success.
STRENGTHS AND WEAKNESSES IN PEDAGOGY SKILL SET:
My movement, as the teacher, began in front of the students on both days. The
perimeter I took was around the area the students were practicing their skills on both
days. On another note, there were no specific COTS that were given for this weeks
lesson on fitness but for juggling there were: [juggling] Throw up cross body , Catch with
opposite hand, Repeat to flow.
I believe the instructions, based on the students reactions, were clear the self
discover the rhythm to juggling. As for the fitness section on Thursday, the students had
to find the fitness tasks on their own.
All the instructions that were given to the students on Tuesday were in: a visible
area (white board), clear ability to hear, and with a quick student- teacher demonstration
while they all sat down on Home Base. For Thursday a brief demonstration and
instructions were given.
Feedback given to the students, was either for those who performed the task
correctly or incorrectly. Those who participated in the task and did the skills according to
the COTS were instructed, were praised with positive feedback. Those who were not
performing the skills according to the COTS were re-informed of the COTS and asked
questions of how they believed they could improve their juggling. On Thursday the tasks
were very simple.
At times, there were some students who were either doing the task correctly or
incorrectly who did slip my vision and missed my feedback.
The demonstrations on both days were provided with a visual aid and a visual/
verbal demonstration. To my amazement, the students understood the skills and excelled.
At the beginning of the lessons, the equipment was pre-arranged. At the end of the
lessons, the equipment was collected and placed back into their bags by the students and
the teacher.
Dealing with students who were disruptive came with a process: First warning
was verbal. Second warning was having the disruptive student sit out of the task for a
short period. The third warning was sending the disruptive student inside to the After
School Program. I managed to continue my enthusiasm after handling the disruptive
students to refocus the students attention back on the lesson rather than the student who
was being a distraction
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One of the teaching skills I believed to have done well were managing my class
and not allowing those disruptive students to take control over the entire class. Another
teaching skill I believe I did well was communicating with the students and providing
constructive feedback. And lastly I believe adding in a visual aid helped them understand
the skill. One aspect that could have been improved on was the pre-planning on
adaptations for students with higher skill levels.
RECOMMENDATIONS FOR NEXT SESSION:
Some strategies I plan to improve on and implement for the next week are my
instructions, my demonstrations, and adaptations to students of high and lower skill
levels. Going into next week the students will be learning about a skilled theme:
Accumulative skills.

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