Richard

Bergstrom
Tiger PRIDE Week 1 Reflection

1) Overview
The lesson I planned for 2/12/2015 was for 20 4th grade students. The main content
was cooperative learning and team building. The setting used for this instructional
period was the outside blacktop basketball court. The required equipment for this
lesson are the following: 10 cones, 20 pennies, 25 bean bags, 4 hand balls, 3 wands,
2 tennis balls, and 2 nerf footballs.

2) Student Learning Outcomes
My SLOs for this lesson are the following:
Psychomotor (P): SWBAT perform locomotor skills such as running, jogging, fleeing,
chasing, and dodging with/from other students to achieve a main objective for the
respective game.
Cognitive (C): SWBAT gain knowledge of cooperative learning strategies to achieve a
goal.
Affective (A): SWBAT demonstrate teamwork, sportsmanship, and encouraging
behavior towards others during the lesson.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.

The students were physically able to perform different locomotor movements like
hopping, jumping, dodging, fleeing, chasing, etc. Even though the kids are having fun
and enjoy playing team games, I dont think all of them demonstrated positive
behaviors of cooperative learning. Few students didnt meet the affective goals
according to my criteria: didnt participate, showed lack of enthusiasm, didnt follow
rules, used equipment as weapons, didnt cooperate with teammates, tagged other
students inappropriately, disrespecting others personal space, and impeding the
game flow.
According to SOFIT, the students were in MVPA for 510 seconds (8.5 minutes) out of
30 minutes (28%). This was far off the goal of 50% MVPA.
I wouldnt change the activities. I would change my management strategies that
involve rules and procedures when handling equipment. This is because once
students had equipment in their hands, they would start playing with them and it
caused chaos.

3) Creating a Quality Learning Environment
4 criteria of a learning experience:
1. Improve motor skill performance Difficult to measure motor skill
performance in this lesson since there was no practice time to work on motor
skills. The purpose of the lesson was to build cooperative strategies and
learning (affective goals). Many of them cooperated with one another and
worked as a team. However, few disobeyed the rules and policies during
certain games and I had to sit them out.

2. Being appropriate for the experiential level of all students Cooperative

learning is required in any sport or recreation activity. Students of young age
must demonstrate this to be an effective and cooperative teammate.
3. Providing maximum practice time for all students Brief instructions means
more activity time. Students practiced affective goals by playing tag based
games that involve teamwork.
4. Integrating all 3 learning domains when possible Psychomotor: Chasing,
fleeing, dodging, or any locomotor skill. Cognitive: Understanding of
cooperative learning and what constitutes it. Affective: Ability to cooperative
with others, show positive behavior, follow rules, and demonstrate
sportsmanship.


The students were involved in activity, instructional, and management time for 7
min. (23%), 7.5 min. (25%), and 15.5 min. (51.5%) respectively. Management could
be better handled by clearly showing who is in charge. This means raising my voice
if I have to, be more stern about rules and policies, and punish students who are
negatively affecting the learning environment (utilizing the 2 strike rule).

Everyone had an opportunity to practice at a high level. Because this lesson
emphasized the concept of teamwork and affective skills, it was difficult to tell if the
students had an optimal amount of opportunities to improve team-building
strategies. What I can say is that there were few students who disobeyed the rules,
therefore impeded the game flow and made it less fun for other students who were
enjoying the game.

Since the goal of this lesson was team-based learning, I had the students participate
in team games like wizards and goblins tag and capture the flag where the students
on each team must communicate together to devise a strategy to meet an end goal.
Many already knew how to cooperate within their teams and against the opposition.
With practice, they learned to develop better team strategies to achieve a goal. To
further improve their affective skill development, I could teach team strategies like
creating a diversion or sacrifice for the better of the team. Another way to improve
their skills is for them to high five each other to show support for one another.

4) Strengths & Weaknesses in Pedagogical skill set
According to the teacher movement SO, I moved around a lot when the students
were in activity so I could check up on everyone and provide feedback. When the
students were on homebase listening for instructions, I moved around the area of
the students.
COTS were not applicable to this lesson.
I gave instructions with all students in front of me but the instructions were not as
quick and clear as Id like it to be. There were many factors like nervousness, time
spent managing (therefore, repeating the instructions), and complexity of the
activity.
No data provided for feedback.

No data provided for demonstrations.

Because of the different activities, I had to modify and move the equipment during
the lesson. This did disrupt the lesson and made my transitions slow.
I sat students out if they werent following the rules or disrupting the class in any
way or form.
My teaching showed some enthusiasm. I participated with the students for the
demonstrations so they see how to perform the next activity.

Three teaching strategies I did well:
1) Demonstrations to the students. I demonstrated and I had a student demonstrate.
2) Lesson plans are prepared and thought out.
3) I move around a lot so Im not just standing in one area. I walk around to check
how students are doing during the lesson.

Three things to work on for next week:
1) Provide more feedback
2) Rules for equipment use before, during, and after activity, and when I am talking.
3) Be more strict when students are misbehaving sit them out or hand out strikes.


5) Recommendations for next session
Goals to improve weaknesses: Be more consistent with sitting students out or
handing out strikes; be brief but stern about rules for each activity/game;
equipment use before/after activity
Content for next week is football unit. Throwing/catching for day 1, punting for day
2, and football routes for day 3. SLOs for next week is to teach the fundamental skills
of football, offensive strategies, and defensive strategies. To achieve these goals, I
will briefly explain the content of the day, do a few demonstrations involving
students, and practice so students get maximum repetition to achieve at least 70%
success rate for each skill.