Richard

Bergstrom
Tiger PRIDE Week 5 Reflection

1) Overview
This week of 3/17 and 3/19, the content was basketball. The lesson was provided to
an audience of twenty 4th grade students. This week the students learned offensive
skills like dribbling, passing, and shooting. I taught the passing portion of the lesson,
in which students learned to pass 3 different ways: bounce pass, chest pass, and
overhead pass. Previously, the students learned how to throw a frisbee so basketball
is a totally different skill in comparison. The setting of this lesson took place on the
basketball court outside. Equipment for this lesson required 10 basketballs, 10
polyspots, and 5 cones.

2) Student Learning Outcomes
a) 3/17 SLO:
Psychomotor (P): SWBAT perform three types of basketball passes bounce pass,
chest pass, overhead pass accurately to a peer at least 7 out of 10 times.
Cognitive (C): SWBAT differentiate the three types of basketball passes and recite the
cues for each one.
Affective (A): SWBAT participate with another peer and cooperate during the lesson
100% of the time.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.


3/19 SLO:
Psychomotor (P): SWBAT combine shooting, dribbling, and passing in a fluent
motion in an application setting.
Cognitive (C): SWBAT recall the cues for dribbling, passing, and shooting and relate
them to basketball as a whole.
Affective (A): SWBAT demonstrate teamwork in a group activity and show
sportsmanship towards teammates and opponents.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.

b) I didnt meet all my objectives but I did see improvement in all of the students.
Most were competent enough to perform all of the skills dribbling, passing, and
shooting and perform them correctly like I told them using the cues. Students
demonstrated teamwork in the activities I provided. I noticed many exhibited
sportsmanship as well when it came to team competitions. I fell short to meeting my
H-R fitness objective, only getting 13 minutes and 50 seconds of MVPA.

c) Yes I would. At the end of the 2nd basketball lesson, I had them do a routine that
requires a mixture of all skills dribbling, shooting, passing. It was a little
complicated for them. I would change it so that another student rebounds the ball
and passes it to the next person in line. That way more students are involved.

3) Creating a Quality Learning Environment

a) 4 criteria of a learning experience:
1. Improve motor skill performance Students improved the accuracy of the
basketball pass whether it was bounce pass, chest pass, or overhead pass.
2. Being appropriate for the experiential level of all students Basketball
wasnt a complex sport for these students. Some already have experience
playing recreationally. They were all capable of performing the task I asked
them to practice (passing). I just helped them refine their skills to improve
their accuracy.
3. Providing maximum practice time for all students I was able to get a lot of
activity time for both teaching days. On 3/17 I achieved almost 14 minutes of
MVPA. On 3/19 I achieved 13 minutes of MVPA.
4. Integrating all 3 learning domains when possible It takes practice and time
for students to really master a skill. I noticed the biggest improvements with
the basketball passes. The students were passing the ball more accurately
and not rushing into it. One task I had students practice dribbling while
moving and switching hands at every court. This is not an easy task but
many of them were able to do it. The last task on day 2 required students to
dribble, pass, and shoot. This integration allowed students to perform all 3
tasks at once. This task was also a team competition to see which team can
score the most buckets. All students were very positive and supportive to
each other. At the end I had all students give each other a high-five to show
their sportsmanship. The cognitive dimension is difficult. At the beginning
and end of the lesson I ask the cues of the skills, the same few students
always answer. When I do call on a different student, theyre almost always
speechless. I dont have a lot of time to review the cues over and over so I try
to have them pay attention the first time and if theyre not getting it, perhaps
I need to change the wording of my cues.

b) On 3/17, the ratio of the lesson in activity, instructional, and management time
were 13 minutes and 50 seconds, 9 minutes and 15 seconds, and 7 minutes and 15
seconds, respectively. On 3/19, the ratio of the lesson in activity, instructional, and
management time were 13 minutes and 15 seconds, 8 minutes and 30 seconds, and
8 minutes and 15 seconds, respectively. Improvement to the ratio of time spent in
each is the same strategy almost every week this far. The students are talking and it
takes me a while to get their attention. I need to have attention grabbers such as an
interesting fact about the activity or a challenge for them to do. Anything could work
as long as it interests the students.

c) All students had maximum opportunity to practice at a high level. On 3/17, the
main objective was to practice passing. Most of them knew the general passing in
basketball but what they didnt know was that theres different types of passes for
different situations in a game-like setting. Theres reason for these passes. Students
spent a good portion of the lesson practicing bounce pass, chest pass, and overhead
pass to a partner. To provide more variety, I could have had 3 stations. Each station
would consist of either bounce pass, chest pass, or overhead pass.


d) Because the students already knew how to pass, I just had to refine their ability to
be more efficient. To progress and develop their ability, I had them perform the skill
step by step so they are using the correct form. I then had the students stand a
certain distance. They practiced passing the basketball to each other. After some
time, I allowed students to take a step back for each successful pass. But if the pass
wasnt accurate or didnt reach its target, then the student had to take a step
forward.

4) Strengths & Weaknesses in Pedagogical skill set
a) I moved around the perimeter slowly, watching and guiding the students as they
performed the task. I did this with the other tasks as well. The offensive skills relay
race on 3/19, I stood near the basket and walked over towards the other basket for
the best view.

b) Yes, I provided COTS. I taught the basketball pass, specifically chest pass, bounce
pass, and overhead pass. The COTS for chest pass was the following: athletic stance,
fingers, chest, step, extend, follow through. The COTS for the bounce pass was the
following: athletic stance, fingers, chest, step, extend, follow through, aim 2/3. The
COTS for the overhead pass was the following: athletic stance, fingers, step,
overhead, extend, follow through. I explained them before the task and at the end of
the lesson.

c) Students were in front of me as I gave instruction in the beginning of class.
However, I had students lined up with their partners across from them. I stood at
the middle (as indicated in the drawing of my lesson plan).

d) During the passing task, I gave feedback whenever a student wasnt performing
the task correctly. Many students knew how to generally pass the ball but they
didnt use the correct technique. The bounce pass was the most troubling for them
because the students passing didnt bounce the ball 2/3 way toward his/her target.
During the relay race on 3/19, I had to correct some students shooting and dribbling
form. The reason for this was probably because it was a relay and the students felt
rushed. The more rushed they were, the poorer their form.

e) I lined up all the students with their partners across from them (as indicated by
the diagram on the lesson plan). I stood at the middle and demonstrated each pass
before the activity started. For example, I demonstrated the chest pass with a
student, and then had 2 students demonstrate to each other. After, students
practiced the chest pass to each other for a couple minutes before I moved on to the
next passing demonstration.

f) I was able to disperse equipment before the lesson started. I set equipment up
before the lesson starts because it saves a lot of time. Students only had to grab a
basketball when I told them to find a partner. For the relay race, I had a basketball
on top of a cone and students lined up behind the cone.


g) Before, our policy for disruptive students was the 2 strike rule. Now we have
higher expectations. As soon as a student disrupts or misbehaves, we sit the student
out for a few minutes. The second time that happens, they are sent inside. This
week, I sat a few students out but I didnt have to send them inside. They know the
expectations for this class.

h) My teaching showed some enthusiasm. I show it by physically demonstrating in
front of the students. I would consider myself to be high skilled in basketball so this
unit was easy for me to teach. I was comfortable in demonstrating the skills for
these lessons. I challenged some of the students to try to perform the skills better
than me and some of them took up that challenge.

3 teaching skills I did well
- Equipment ready for each task
- Provided demonstrations with cues and used students for demonstrations
- Provided feedback

3 teaching skills to work on
- managing behaviors
- separate students who dont get along or dont work well with each other
- transitions

5) Recommendations for Next Session
a) To improve my weaknesses, I should watch all students to see what is going on no
matter what happens. It seems that when I turn my back, some students like to
misbehave or fool around. I should actually focus my attention more on the students
who regularly misbehave because those students never stop fooling around. Also in
terms of equipment, I dont want to reiterate the rules for equipment handling every
time I come teach but it is necessary. To make my point clear, I think that as soon as
a student handles equipment when they shouldnt be I should sit him/her out for a
few minutes. This has been the same issue so thats why Casey and I changed the
strike policy.

b) Next weeks content will be a continuation of basketball. Defensive strategies will
be taught instead. Students skill levels will determine how the content will
progress.
Psychomotor (P): SWBAT to get in athletic stance, and defend the offensive player
using eyes and footwork.
Cognitive (C): SWBAT predict which way the offensive player is going and remember
to follow the cues to achieve a successful defensive pattern.
Affective (A): SWBAT participate with another peer and cooperate during the lesson
100% of the time.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.
To achieve these goals, I will introduce them to the skills. I will explain why its
important and how to perform them using simplified cues. I will demonstrate as I

say the cues and then ask a few students to demonstrate. I will have various
activities that will help them enhance their skills that meet my SLOs.