Lesson Four

Observations: Ashley Newell

Tuesday the 28th of October 2014

Personal Reflection
Students worked well this lesson as they now understood the
format of the lesson from last lesson
Groups were streamed to so that I would be able to help the
girls who needed extra instruction with out disrupting the
progress of other students.
Many students responded well to the extra challenge of
incorporating the quarter and half turn into the dismount.
The students listened carefully to the outlined objectives at the
start of the lesson which lead to increased engagement and
intrinsic motivation
Feedback
Great spacing for safety. Good layout and variety of activities.
Was really good how you went through each activity with the
students:
- discussing each key component of the skill
- getting a student to demonstrate
- having the cue cards with 3 key points to perform the skill
at each activity
Great explanations, very simple
Like your discipline approach with Violet
Excellent to hear you give feedback to girls - positive or
constructive
Nice question about why we wait for the person to be off the
equipment before we have our turn better than just telling them
why
Only one difficult activity and you were stationed on it

 Stopped activity when they got silly, calmed them down and
then resumed
Good group set up with girls who can misbehave in separate
groups
Great introduction and conclusion of lesson
Discussion/Actions Arising
Todays lesson was an extended version of last weeks, adding onto
and extending each skill for rotations, beam walking and springs and
landings. This session ran very smoothly as Ash and I believe I
outlined each activity explicitly as well as my expectations.
We outlined that having a time to discuss each activity explicitly
through explanation, demonstration and with cue card reminders not
only helped girls stay on task but also allowed all students to be able
participate to the best of there ability.
We also discussed the way in which I separated the students into
groups. For this lesson I tried to stream the girls into groups through
ability. Ash and I believe this worked fantastically as each group was
working at their own ability without feeling pressured or
uncomfortable when confronted with a new skill. It also allowed the
higher end girls to challenge each other as well generated discussion
on proper technique and execution of particular skills.
Ash and I believe that today I addressed my inquiry question really
well. The students seemed to be engaged and worked through each
activity very well. Students who present as timid and shy in my class
were actively engaging with other students throughout the activities
and were not reluctant to give each activity a go. I felt that all students
were given the opportunity to feel accomplished as well as

challenged.