Task 2: Modified Instruction Commentary

Evaluated using rubrics 6-10

1) Which lesson or lessons did you decide to show in the video clip(s)? Please identify the videos by (lab 5 or
lab 6). Please briefly describe the lesson(s) shown in the video clip(s).

[The lesson shown in the video clips was the jumping and landing lesson. This was the lab 5 lesson that was
taught. The lesson addressed how to perform a horizontal jump with helpful cues and academic language and
ultimately instructing students how to land properly as well. The students were started off with jumping in their
own respective space and then ropes in a ‘V’ shape were introduced to jump over using the teaching by
invitation technique. After the first jumping task, students were split into 4 station groups that consisted of ski
jumps, curl ups, line push ups, and jumping rope. Each time period at the stations were cued to music.]

2) Promoting a Positive Learning Environment

Refer to scenes in the video clip(s) using time markers where the teacher provided a safe, respectful, and
organized learning environment.
a) Describe how the teacher provided a positive, low-risk emotionally and physically safe environment.
(Think about what we have been discussing in class about creating a positive learning environment).

[From 00:15 to 4:06, the teacher provided a positive and safe learning environment by using safety statements
and language such as “Spread out along this green line and slide all the way down. If you need to, go behind the
green line as well. Make sure we are in a nice, safe space. Thank you.” (1:50). This gave the students enough
personal space to stay safe throughout the jumping and landing task. Making sure students have enough space
during a lesson such as this one not only helped the teacher keep the students safe, but also helped her observe
in a more efficient way.]

b) Explain how the rules, routines, and transitions maximized students’ engagement in the lesson.
[In the beginning of this lesson (00:15 to 4:06 & throughout entire lesson) the teacher provides cues, safety
statements, transition instructions, explanation of tasks, checking for understanding, and asks many questions to
maximize student engagement. In regards to transitioning from station to station, the teacher says at 10:32,
“When we rotate next time, hustle to the next station.” This makes sure students are focused on completing one
station task and moving to the next one with purpose and a sense of urgency so they can complete the next task.
After this verbal instruction about routine and transitions, students move faster during the next rotation which
shows that what the teacher said worked.]

3) Engaging Students in Learning

Refer to examples from the video clip(s) in your response to the prompt.
a) Explain how the teacher actively engaged students in learning tasks aligned with the objectives of the
lesson in the psychomotor domain and at least one other learning domain (cognitive, affective).

[The first two tasks, horizontal jumping from 4:06 to 4:45 and the fitness station work from 8:40 to 15:10,
aligned and addressed both the psychomotor and cognitive domain. Looking at the psychomotor domain first,
the teacher kept students actively engaged by giving them psychomotor tasks that challenged them. The
objectives of the lesson were to get the 1st grade students to learn how to properly jump and land effectively.
During the first two tasks, students had to jump horizontally and land softly which is a locomotor skill. During
the first set of stations (8:40 to 15:00) fitness was implemented. The students were put through curl up, push up,
jump rope, and jumping exercises which worked on psychomotor and fitness components. The second set of
stations was the main focus of the psychomotor tasks in this lesson. From 20:00 to 25:00, the students
performed different jumping stations that worked on jumping for distance. These station tasks outline the
learning tasks regarding the psychomotor domain. There were many examples of addressing the cognitive
domain in this lesson. From 00:15 to 4:06, the teacher introduces cues, explains the expectations of the lesson,
introduces tasks, checks for understanding, and asks questions pertaining to what kind of activities use jumping
as a skill. At 3:16, the teacher explains the cues and uses them during demonstration by breaking down the skill.
She shows and repeats “Swing, Spring, and “sssss” like a snake as the cues as she shows the skill at different
speeds. The students then repeat the cues as they perform the jumping skill multiple times. Another example of
how the teacher actively engages the students in learning tasks with the objectives of the lesson within the
cognitive domain is the corrective feedback given during both sets of station work (8:40 to 15:00 and 20:00 to
25:00. During the second set of stations, the teacher repeats the cues and asks students what they are. These are
ways the teacher engages the students in the learning objectives through both the psychomotor and cognitive
domains.]

4) Strengthening Student Competencies

Refer to examples from the video clip(s) in your explanations.
a) Explain how the teacher actively monitored students’ actions during the learning task(s) and asked
questions or provided corrective feedback to improve student competencies.
[The teacher actively monitored the students’ actions by using the back-to-the-wall observation method at
minute 4:40. This allowed the teacher to observe all of the students at the same time. There were multiple times
in the lesson that the teacher asked questions and provided corrective feedback. Questions were asked during
the beginning explanation from 00:15 to 4:06. Then, throughout the lesson from 4:50 to 8:40 and 20:00 to
25:00, corrective feedback was administered to the students as they executed the fitness and psychomotor tasks
in the lesson. Referring back to the video clip, after students have already begun to execute the jumping at each
station, at 22:28 the teacher says “And freeze. Eyes this way please. Alright 1st graders, when you’re jumping
and landing, I want you to really work on keeping your head up and eyes forward, and landing with those bent
knees.” This corrective feedback was used after the teacher observed how the class was performing the skills
and was able to correct the movements by breaking down the skill to remind them how to execute the jumps
properly.]

b) Explain the teacher used instructional cues/prompts, explorations/demonstrations, and or student

analysis of their own and/or others’ psychomotor skills to develop student competencies in the
psychomotor and at least one other learning domain (cognitive, affective).
[ The teacher uses specific cues (Swing, Spring, ssss) throughout the entire lesson. Along with the cues,
demonstration is present throughout the lesson as well. The cues and demonstrations are in sync with one
another to explain the skill as effective as possible. Showing the skill correctly as a demonstration, multiple
times gives the students a visual or cognitive idea of how they are supposed to look when they carry out the
skill. This is the teacher using their own psychomotor skills to develop student competencies in the
psychomotor domain (3:16). The cues illustrate the breakdown of the jumping skill which is an example of the
cognitive domain that the teacher utilizes. (3:16) The psychomotor and cognitive domain in this lesson are even
sometimes taught simultaneously to really illustrate how the skill is supposed to look at the proficient level
although 1st graders may not be there quite yet. They can see the finished product of how the skill will look
when they reach the proficient level as experience and practice progresses.]

5) Analyzing Teaching
Refer to examples from the video clip(s) in your responses to the prompts.
a) What changes would you suggest the teacher make to their instruction- for the whole class and/or for
students who need greater support or challenge- to better support student learning of the central focus
(e.g., missed opportunities)?

[I believe that the teacher had an effective lesson in many ways. The students, both high and low skilled, were
able to see demonstrations, explain cues, and provide corrective feedback throughout the lesson (3:16, 3:16,
8:40 to 15:00). However, I believe the teacher could have used more teaching by invitation methods throughout
certain parts of the lesson (20:00 to 25:00). If the station that consisted of jumping over the ‘V’ shape jumped
ropes was too easy for higher skilled learners, the shape could have been moved wider to make the jump more
difficult. Furthermore, there was definitely teaching by invitation present within this station because the
narrowness of the ‘V’ changes but if there was a really high skilled learner in this class that needed to be
challenged further, giving them that option of a more challenging jump could have been implemented. Other
than that minor change in one station of the lesson, I believe that the students benefited from throughout each
task and were engaged throughout as the central focus of the lesson was taught well.]
_____________________________________________________________________________
Consider the variety of learners in your class who may require different strategies/support (e.g., students
with IEPs or 504 plans, English language learners, students with higher/lower proficiency levels,
underperforming students or those gaps in content knowledge, or students needing greater support or
challenge).
b) Why do you think these changes would improve student learning? Support your explanation with
evidence of students learning And principles from theory and/or research.

[In a physical education class, there will definitely be a variety of learners who require different support and
instruction. These changes and support for the individuals in need can improve student learning in a number of
ways. In this particular video, an ELL example was present. A student required the instruction in Spanish and
the teacher was able to provide that. This was crucial for the student who needed the instruction in their
language because the communication of what was expected of them in the three domains was much more clear
and concise. If there was no language accommodations for this student, they would have to go on visual
observation alone and may struggle with the tasks and skills. The teacher uses Spanish in the beginning
instruction of the lesson (00:15 to 4:06) which helps the ELL student understand what the lesson is consisting of
and how to execute the skill properly. This is very important for improving student learning as a teacher. When
relating improving student learning for an ELL student to theory, the Humanistic Learning Theory can be
applied. Not only does teaching the lesson in English and in Spanish help the ELL student cognitively
understand better, it also provides a better sense of self-concept and motivation. What this means is that the
communication barrier that is broken down by the teacher and student by teaching the content in the student’s
first language can help the student feel more comfortable about the tasks they are asked to complete. Maslow,
Rogers, and Knowles contributed to this theory and it is critical for students in all domains, especially the
affective domain. When a teacher provides the specific language instruction needed for a student who requires
it, the student may feel more valued and will be more confident which ultimately can positively impact student
learning. Understanding the variety of learners in a class is critical to their learning and also becoming an
effective teacher.]