TIGER P.R.I.D.

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REFLECTION JOURNALS

UNIT 8: SKILL THEME
OVERVIEW:
The content for this week was on skilled themes: backhand an forehand swings
and overhand throwing with a football to a class of 23 third graders that took place on
the blacktop and grass area. On Tuesday the lesson, was releasing how to backhand and
forehand swing with a badminton racquet, which required 23 badminton racquets and a
box of birdies. On Thursday, the lesson was on overhand throwing with a football, which
required 11 footballs, 6 yarn balls, 30 dome cones, 2 dice, 2 sheets of paper with rules,
and a whistle.

STUDENT LEARNING OUTCOMES:

Psychomotor (P):
SWBAT overhand throw a football while performing the accurate COTS accurately 7 out
of 10 times. SWBAT: Students will perform/practice the cues of the skill for the forehand swing. Goal is to successfully hit the birdie 8 out of 10 times.
Cognitive (C):
SWBAT recite the COTS for overhand throwing a football with 90% accuracy including
the reasoning for the finger placement on a football. Explain why it is more affective to
release the birdie before hitting it rather then just swatting it out of the hand.
Affective (A):
SWBAT demonstrate teamwork and positive attitudes by displaying either: high fives,
encouragement to others, positive communication, 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)
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1. Improving motor skill performance:

The lesson plans this week provided the students with the opportunity to
improve their skilled themes: striking with along handed implement and
overhand throwing with a larger object. 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 were touching on prior knowledge that was
taught earlier this semester.
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 backhand
and forehand strike a birdie with a badminton racquet. On Thursday, the
students were required to overhand throw a football.
4. Integrating learning domains:
Psychomotor: The students were effective in demonstrating their ability
to perform how to strike with a long handed implement and overhand
throw with a larger object.
Cognitive: The students were able to understand COTS for backhand,
forehand and overhand throwing.
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 distance from their partner. If the students increased their distance, they had to
validate their abilities through the teachers assessment. As for badminton, this lesson
was taught and designed by ET, Mr. Sheldon Simas so I cannot vouch for his work.
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 Thursday. The
perimeter I took was around the area the students were practicing their skills. On another
note, there were specific COTS that were given for this weeks lesson on overhand
throwing a football: [overhand throw] Step Forward, Superman, Reach Back, Flick
Fingers*
I believe the instructions, based on the students reactions, were clearer on
Thursday. Many of the students didnt know how to properly overhand throw a football
until this day.
All the instructions were given to the students were in the same manner: visible
area (white board), clear ability to hear, and with a quick student- teacher demonstration
while they all sat down on Home Base.
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 overhand throwing.
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 Thursday was 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 lesson, the equipment was pre-arranged. At the end of the
lesson, 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 would have no more Tiger Pride.

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