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TIGERP.R.I.D.

E
REFLECTIONJOURNALS

ThorenBradley

Dr.JamesWyant
Week#8Reflection
Overview

FormylastofficialweekoflessonsatTigerPrideIwantedtorevisitsomethings
thatwentwellduringmysemesterwiththese203 rdgradestudentsatCleveland
Elementary. Like usual, I spent my lesson on the grass for both safety and
adaptabilityreasons.ThefocusesofthelessoncontentwereFrisbee,Underhand
throw and instant activities. The equipment used included 9 Frisbees, 25 Flat
Cones, 25 Small 6 Cones, 40 bean bags, 9 Pinnies and 20 Polyspots. None of
which were color specific.
StudentLearningOutcomes

Psychomotor (P): The student will be able to underhand throw a beanbag into a hulahoop 4/10 times.
Cognitive (C): The student will be able to accurately explain the importance teamwork,
and recite the cues of the underhand throw 100% of the time.
Psychomotor (P): The student will be able to throw a frisbee using the Flick throw
to a stationary target 75% of the time.
Cognitive (C): The student will be able to recite general cues of the frisbee backhand
and Flick 100% of the time.
H-R Fitness (H): The student will remain engaged in MVPA for 50% of the lesson.
H-R Fitness was finally achieved within this weeks unit. I was quite pleased with both
the level of MVPA and the participation level of my students. I was very impressed with
how great my students improved upon the flick and the underhand toss. However, in
retrospect I can see how lofty my SLOs really were. I would not have changed a thing
about either one of my lessons. I was incredibly proud of both myself and my students
after watching how much they have improved from the beginning of the semester, even
though they may have missed a few of the objectives.
CreatingaQualityLearningEnvironment

I. The3rd gradestudentsweregivenasignificantamountofrepetitionsto
masterandpracticethefrisbeethrow.However,theycouldveusedsome
moretimetoimprovetheunderhandtoss.
II. All of the students were given the freedom to adjust the distance and
degree of difficulty by use of teaching by invitation. Therefore, the
difficultywasalwaysageappropriate.
III. Managementandinstructionwaskepttoaminimumandthestudentswere
abletoengageinmorethanenoughMVPAforthelesson.
IV. Thestudentsworkedonthepsychomotorwithskillwork,thecognitive
withregularCFUsandtheaffectivebyhavingtoimplementpartnerand
teamworkactivities.
Onceagain,Idonothaveanalyticaldataonmylesson.However,Ihave
anincredibly clearresource(throughmyvideo)tocapturetheessenceofmy
lesson.Managementwaslowenoughtorivalanyoneofmybestlessonsand
activitywasquitehigh(around5560%).Unfortunately,althoughmyinstruction
wasaboutperfectintime,Ifeelthatthesubstanceoftheinstructionwaslacking.
Due to becoming comfortable with my classI think I forgot to remind my
studentsoftheREASONSfortheuseorpurposeoftheskills.Luckily,Ididoffer
waysforthemtoextendthedifficultyofthelessonbyusingopportunitiesfor
increased difficulty. For example, using the nondominant hand, increasing
distancetotargetorevolvingtheskillintoanopenskill.
Strengths&WeaknessesinPedagogicalskillset
Bothofmylessonsresultedinover2000steps.Allofwhichwerearoundthe
perimeterandthroughoutthestructureoftheclass.Alwayskeepingclosetoeach
studenthelpstoavoidtheneedforregularunnecessarymanagement.Likewise,it
helps to deliver COTS for each individual student while simultaneously
managing classroom participation. My instructions and demonstrations were
short, quick and clearallowing more time for inactivity feedback. The
flickisanincrediblydifficultskillandinordertoensurestudentsuccessit
requiredanincredibleamountof1on1feedback.Luckily,byabout5minutes
intothedrill,allofthestudentswereseeingsignificantsuccessintheactivity.I
used a quick wholeandpart teacher to student demonstration. I do however,
thinkitisimportanttominimizetimeinthevisualdemonstrationtocapitalizeon
inactivityfeedback.Likealways,mystudentshavecompetitionstoseewhocan
collectthemostequipmentattheend,andnoneofmystudentsneededmorethan
asimplelookorwarningtogetbackontrack.WhenIamexitedtobethere,
thestudentsdontwanttomissanyofthelessons.

NeedsImprovement

DidWell

SetInductionexplainingwhy

MinimalManagementtime

CatchierCOTS

HighamountofStructure

Moregoalorientedingameplay

Enthusiasm

Recommendationsfornextsession

Takingadequatetimetobrieflyexplainthereasoningforlearningtheskillscould
improvetheadherenceinstudentofftime.Iwouldhavelikedtotakethetimeto
askthestudentssomequestionsaboutreviewingthesemesterasawhole.This
wouldhaveprovidedmewithsomesubstantialinformationontheretentionofthe
differentskillstheylearnedovertheirspanoftimewithme.