Christian Foss

Dr. Wyant
April 14, 2016
Week 7 Reflection Frisbee
Overview

Iamteaching4thand5thgradersatClevelandElementary.Therewere18ofthe20
studentspresentinTigerPridepresentonMondayandonly15onWednesday.The
contentareawasspecifictophysicaleducationandwefocusedontheforehandFrisbee
pass,backhandFrisbeepass,andutilizingbothpasseswhilethrowingtoamovingtarget.
Somepreviouslylearnedskillsformystudentswouldbeteambuildingskills,movement
concepts,andcommunicationskills.Theequipmentthatwasusedconsistedof20poly
spotsand10Frisbees.
2)StudentLearningOutcomes
MON:
Psychomotor (P): SWBAT to throw a Frisbee to a partner while demonstrating the
correct COTS 8 out of 10 times.
Cognitive (C): SWBAT to explain verbally the COTS of the backhand Frisbee throw
with 100% accuracy.
H-R Fitness (H): SWBAT maintain at least 65% MVPA during the duration of the
lesson.

WED:
Psychomotor (P): Students will be able to throw a Frisbee using either their forehand
or backhand with the correct COTS to a partner who is on the run 7/10 times.
Cognitive (C): Students will be able to recite the COTS of both the forehand and
backhand throw with 100% accuracy.
H-R Fitness (H): Students will maintain MVPA at a 65% rate during the whole lesson.

Isuccessfullyachievedthepsychomotorobjectives.Thestudentsdidagreatjobon
Mondayofcompletingatleast8outof10passesusingthecorrectCOTStotheirpartner.
TheyhadalittletoughertimeonWednesdaymakingthepassestotheirpartnerwhileon
therun.Ithinkthishadtodowiththefactthatsomestudentsweretryingtothrowwhere
thepartnerwasinitiallyinsteadofwheretheywererunningtoo.Forcognitivethe
studentsdidagreatjobofunderstandingandbeingabletorepeatthecotsofthetwo
differenttypesofthrows.AlthougheverysinglestudentcouldntrecitetheCOTSwith
100%accuracyIwouldgoouttosay90%+wereableto.FortheHealthrelatedfitness
theMVPAfellshortofthe65%goalbutwasat60%onMondaybutonWednesdayit
wasdefinitelyover65%.Yes,Iwouldaltermylessonstolendalittlebitmorecognitive
timetogooverandhavethestudentsrecitethecots.AlsoIcouldgivethemahandoutto
studyathomesotheycouldcometoclassmorepreparedaswellashaveatestto
administerattheendofthelessontofurtherencouragestudentstogetdowntheCOTS.
3)Creatingaqualitylearningenvironment
A. Isuccessfullyaddressedthe4criteriaofalearningexperienceduringmylesson.I
activatedthecognitiveaspectbyteachingandshowingmystudentsthecotsboth
verballyandphysicallyjustincasetherearedifferenttypesoflearnersinmy
class.Somestudentsreactbettertovisualsandsomereactbettertoexplanations.I
alsousedstudentsinmydemonstrationsaswellasmyETs,Jordan&Nathan.
Thisalsoallowedthemampleopportunitytogetpracticewithdemonstratingand
recitingthecots.
B. IhadnovideoformylessononMonday.Mondayslessonwasadesigneddayfor
no.ReflectingbackonmylessonsIwouldsaythatmybreakdownwas60%
activity,20%management,and20%instructiononMonday.OnWednesdaythe
activitywas65%,themanagementwas15%,andtheinstructionwas20%.Iwant
tohavemoreactivityformystudentssoIneedtotakeawayfrommanagement
timeandinstructiontime.Ineedtodimdownmyinstructionandmakeitconcise,
quick,andcleartoallowmoretimeforMVPA.
C. Allstudentshadanopportunitytopracticeatahighlevel.Iusedstrategieslike
pairingstudentsupin2insteadofbiggergroupssotheyhadachancetohave
morereps.Ialsoallowedthestudentstomakeitmorechallengingbyhaving
themmovetheirtargetsaswellasmovingbacktomakethethrowsharder.All
studentshadamplerepsandthatgavethemmanyopportunitiestopracticeathigh
levels.
D. YesIdidofferachanceforstudentstoprogress/developtheirservingskills.I
allowedstudentstogetamplerepetitionsandalsotheyhadachancetomakethe
coretasksharderbysteppingbackandmakingboththethrowandthecatchmore
difficult.
4)StrengthsandWeaknessesinPedagogicalSkillsets

A. Duringmyteachingepisode,whichwasonthebasketballcourt,Imovedaround
alotandgottojustabouteverywherewherethekidswereexecutingtheir
activities.Ireached2,100stepsonMonand2,200onWed,whichsuggestsIdida
goodjobofwalkingaroundandbeingapresentinstructor.Iobservedfromallthe
areaspossibletoensureIsaweverythingtherewastosee.Imovedaroundand
allocatedmytimemostlytostudentswhoneededmoreassistanceonCOTSand
execution.
B. IdidprovideCOTSmultipletimesduringthelessonandusedteacherand
studentsdemonstratetoassistlearningofthecots.Theywerereinforcedduring
thewholelesson.Kidswererandomlypickedtodemonstrateandshareoutthe
cotsduringdifferentpartsofthelessonandespeciallyduringtheconclusionwhen
wewrappedthelessonup.
C. Myinstructionsweregivenclearandconcisewhenallthestudentsweresittingon
thegroundfacingme.TherewasonceortwicewasIhadtostopsomeside
conversationsfromstudents.Iusedthe2warningmethod.Ididnoticethatthe
instructionscouldhavebeengivenalittlequickerthantheywere.SometimesI
catchmyselfspendingmoretimegivinginstructionstoensurethereareno
hiccupslaterinthelesson.Ineedtoworkonmakingtheinstructionlessofa
portionofmylesson.SomestudentsIhavefoundoutjustdonotmeshtogetherso
thisweekImadeitapointtokeepthemseparatetoavoidthemtakingawayfrom
mylesson.Thisworkedverywell.
D. Iwalkedaroundduringtheactivitiesandgavefeedbacktothekidswhowerenot
properlyusingthecotsthatwerepresentedtothem.Alltypesoffeedbackwas
used,1on1,2on1,andmegivingfeedbacktothewholeclasswhereI
demonstratedtherightCOTSvisuallytothestudents.Therewasonlyoncewhere
Ihadtostopeveryoneandprovidegroupfeedbackandthatwasgettingdownthe
conceptofmakingcontactwiththebirdieathiplevelinsteadofattheeyelevel.I
providedveryqualityfeedbackandmadesuretheyshowedmetheyunderstood.
ThebigCOTthattheyhadalittleissueexecutingwaswipingthetable.Ihadto
stoptheclassasawholetogoaddressthisCOTindetail.
E. Iprovidednumerousdemonstrationsbothwithstudentsandonmyownwhenall
studentswerewatchingandpayingattention.IalsousedNathanintwoofmy
demonstrations.Thestudentsweretoldnottohavesideconversationsandtopay
attention.Iwasstandingwhereeveryonehadaclearsightofmeandall
instructionsthatweregivenwereclearandconcisetoensureunderstanding.
F. IsetuptheenvironmentbeforethekidsarrivedwiththehelpofNathan.Ihadthe
kidshelpmeputtheequipmentawayattheendoftheconclusionandtherewere
noproblemswiththisprocessbesidestheequipmentnotbeingfullyinthebagbut
thatwastoldtothestudentsanditwasfixed.Iimplementedthisweekhavingthe
kidsmakealineattheequipmentbagtomaketheprocesslesshectic.This
workedverywellthisweek.
G. NobigdisruptionsoccurredduringmylessonminusthefewkidstalkingwhenI
was.Ihandledthatbygivingthemtheirwarningsandtellingthemthe
consequencesifithappenedagain.Thebehaviorsubsidedandthelessonwenton.

H. Myteachingshowedalotofenthusiasmandenergy,whichrubbedoffonthe
students;theyhadagreattimeandwerefullofsmiles.Iusedastrong,loudvoice
toshowmyenthusiasmaswell.IshowedthatIwasconcernedwiththeirlearning
processandenjoymentwiththeactivities.
5)Recommendationsfornextsession
A. Ineedtolessenthetimespenttalkingtothestudents.IfIlessenedthattimethe
studentscouldhavemoretimespentinMVPA.Ineedtonotrambleandget
straighttothepointwhentalkingintheintroandsetinduction.Ialsoneedtodoa
betterjobofgettingtoClevelandearliersoIhaveampletimetosetupandfeel
prepared.AlsoIcouldusebetterspacialawarenessespeciallyinFrisbee.Doing
thiscouldavoidpossibledangeroussituationsandkidshurtingthemselves.
B. Theyshouldbeallincreasedby5%toensureweareprogressingandgettingthe
hangoftheclassroomroutines.Pushupsandjumpingjackswillbeenforcedfor
latestudents.Havingspecificplacesforthekidstobeassignedwhendoingthe
coretaskcanbeimplementednextweek.