988946675

HESP 187 D
11/03/14
11/05/14

SO Report: Week 6

Overview
Teacher:
Session Date:
Grade level:
Number of students:
Unit:
Lesson length:
Lesson focus:
Previously learned skills:

Lesson number:
Facilitates:
Equipment:

Chris Ngo
11/03/14
4th grade
22 students
Volleying
30 minutes
Two-hand passing (set) and bump
Overhand throw, underhand throw, softball pitch,
high and low catching techniques, spatial
awareness, personal space, general space, highmedium-low levels
1 of 2
Blacktop
Volleyballs for each students (in todays lesson, he used

dodge balls)

Systematic Observation 1: Teachers movements

Instant Activity Movement Chart:

SO Report: Week 6

988946675
HESP 187 D
11/03/14
11/05/14

Chris did Simon Says and Individual practice into partners activities this week. In his
instant activity (Simon Says), most of his movements from teaching, rather than demonstrating
and participating like last week. He fairly participated the instant activity with students, but
more likely to give feedbacks towards to his students. Since all students joined and did Simon
says, he gave most feedbacks towards to large group of students (class).
Activity #1 Movement Chart:

Activity #1 Continues (this time, with partners) Movement Chart:

SO Report: Week 6

988946675
HESP 187 D
11/03/14
11/05/14

His movement constantly spread out to correct or give students feedbacks individually
for most. Because students cues of skills were off for most, he had to fix those cues
individually a lot. He moved constantly wild because he had to fix students cues of skills
often. He spread his movement because the group activity required more space.

Closure:

His movement stopped for most part. He focused more to give students some closing feedbacks
at the end, rather to move much.
Most of the teachers movement were from the actual activity. Additionally, those
movements were from giving a correction to students who demonstrate the incorrect cues of
skills. Chris did a fair job to have a decent amount of movement from the instant activity
through the actual activity. Now, the actual feedbacks might have to be balanced. He gave

SO Report: Week 6

988946675
HESP 187 D
11/03/14
11/05/14

more individual related movement to feedback individuals, rather than large or small groups.
Balancing feedbacks towards large, small, and individual may conflict the movement for future.
Also, decreasing the time spending for each students and balance into group of students will
balance a teacher to move constantly.

Systematic Observation 2: Teacher Feedback/Questioning

Chris had 13 feedbacks and questionings. He had 5 class feedbacks/questionings; 2 skill
developments, 1 behavior, and 2 checking for understandings. He had 8 individual
feedbacks/questionings; 2 behaviors, 4 skill developments, and 2 others. Most of his skill
developments feedback/questionings were from individuals. For example, his skill
developments for individual was re-teaching the cues of the skill (e.g. feedback like, You dont
want to swing your arms up. You want to shrug your shoulder and arms.) This technique works well
for only individuals, which too much feedbacks/questionings might increase the management
time. Keeping this technique as good source, however, balance feedbacks/questionings might
improve to control between activity and management time. Group skill development also might
save his time to manage students (instead of individually give them the skill development
feedbacks, group them up).

Systematic Observation 3: Time Analysis

Total number of intervals: 121

Total number of A intervals: 37, equating to 555 seconds dedicated to activity.
Total number of I intervals: 14, equating to 210 seconds dedicated to instruction.
Total number of M intervals: 70, equating to 1,050 seconds of management time.
Chris decreased his activity time only by 45 seconds, comparing from last week. His
instruction also deceased and management time increased. For this week, he gave more
individual feedbacks and that technique had pros and cons. The good thing about this
technique was to engage inactive students to be active; the part this technique has to
improve was that it took too much time management through his lesson and it others

988946675
HESP 187 D
11/03/14
11/05/14

SO Report: Week 6

who were active became enactive. He can definitely continue to use this technique,
however, balance this technique (dont use it to all individual student; instead, group
those students) and try to not spent too much time would improve him to increase the
activity and decrease the management time.

Overview
Teacher:
Session Date:
Grade level:
Number of students:
Unit:
Lesson length:
Lesson focus:
Previously learned skills:

Lesson number:
Facilitates:
Equipment:

Chris Ngo
11/06/14
4th grade
22 students
Volleying
30 minutes
Two-hand passing (set)
Volleyball bump, overhand throw, underhand
throw, softball pitch, spatial awareness, personal
space, general space, high-medium-low levels
1 of 2
Blacktop
Volleyballs for each students

Systematic Observation 1: Teacher Feedback/Questioning

Chris had 7 feedbacks and questionings. He had 2 class feedbacks/questionings; 1
behavior and 1 other. He had 5 individual feedbacks/questionings; 3 behaviors and 2 skill
developments. Most of his skill developments feedback/questionings were from individuals. I
thought giving many individual feedbacks/questionings was negatively effect on lesson, but
actually this effect more positively because not only students themselves learn cues of skills but
also others who were there listening to those feedbacks/questionings learn cognitively from
that individual feedback. His individual skill development feedbacks/questionings were from

SO Report: Week 6

988946675
HESP 187 D
11/03/14
11/05/14

reteach the skills and correction. He may target group skill development will even help him
better to teach this lesson.
Systematic Observation 3: Time Analysis

Total number of intervals: 105

Total number of A intervals: 18, equating to 270 seconds dedicated to activity.
Total number of I intervals: 17, equating to 255 seconds dedicated to instruction.
Total number of M intervals: 70, equating to 1050 seconds of management time.

On Wednesday, Chris spent 4.5 minutes for activity, 4.25 minutes for instruction, and
17.5 minutes for management. He lost most of the activity from activity 1. Most of the time
from activity 1, more than half of students were not actually doing their task; they were hitting
and bouncing the ball on the air really high without correct cues of the skill. However, he spent
fair amount of time to explain and demonstrate about the cues of the skill. Individual feedbacks
and questioning also helped to decrease the management time. He can keep continue to give
individual feedbacks to increase the activity. Also, if Chris balance the between individual and
group feedbacks, this might help to decrease the management time.