Richard

Bergstrom
Tiger PRIDE Week 8 Reflection

1) Overview
The last week of Tiger Pride consisted of a cumulative review of some of the
important skills we learned throughout the entire semester.

2) Student Learning Outcomes
a) 4/16 SLO:
Psychomotor (P): SWBAT perform the activities at each station and show a mature
pattern of the movements required at each station.
Cognitive (C): SWBAT show an understanding of the skills without having to think
about the cues.
Affective (A): SWBAT respect other students personal space and play fairly with
other students.
H-R Fitness (H): SWBAT participate in MVPA at least 50% of the lesson time.


b) This lesson went well. I had at least 50% MVPA and all students met my
psychomotor, cognitive, and affective objectives. Even though it was difficult to keep
an eye on everyone at each station, all the students performed each activity well.
Many students showed a mature pattern of movement in 3 of the 4 stations. The 4th
station was the badminton and very few students were successful. I saw them
perform with the correct technique, which is good, but few were able to strike the
birdie into the hula-hoop. Students didnt have to think before they performed the
skill. It was all quality work. Students respected each others personal space and
showed sportsmanship and cooperation throughout the lesson.

c) No, I wouldnt change anything about my teaching episode. I just wish I had more
time so students had plenty of time to practice at each station. It felt rushed for a 30-
minute period.

3) Creating a Quality Learning Environment
a) 4 criteria of a learning experience:
1. Improve motor skill performance This lesson wasnt designed to improve
the performance of the students skills. It was designed to review the skills
we learned to see if they retained the information and the ability to perform
each skill competently.
2. Being appropriate for the experiential level of all students All the stations
were set up so that each student had a high success rate. Each stations
activity has been practiced by students before. This lesson is just a review to
make sure students havent lost the psychomotor ability and cognition to
know what to do.

3. Providing maximum practice time for all students There were 4 stations so
each station had a chance of 5-7 minutes per station. Each station allowed at
least half of the students to be in activity.
4. Integrating all 3 learning domains when possible Most students met my
psychomotor domain objective. Every student exhibited a mature pattern of
movement for football placekicking, basketball dribbling/passing/shooting,
and frisbee throwing/catching. As for badminton, only some students
showed a mature pattern. Cognitively, no student needed my assistance
(besides some for badminton) to perform any skill. No student hesitated or
lacked the technique to perform a skill. All stations required the cooperation
of each student to work together efficiently.


b) On 4/16, the ratio of the lesson in activity, instructional, and management time
were 14 minutes and 30 seconds, 5 minutes and 30 seconds, and 10 minutes,
respectively. To further improve this ratio, I can decrease the transition time
(management) between activities by communicating with each group to move to a
certain direction after a station. That I didnt do so I had to let each group know in
between transitions.

c) All students had had an opportunity to practice at a high level. They all had the
necessary equipment and time to practice. To improve the lesson, I couldve had one
more station, say a football station, so more students are engaged in the activity.

d) I offered a chance for students to develop their skills. Each station consisted of a
skill that was taught during the semester. Students had the opportunity to refine or
review those skills so they can be successful. At the badminton station, I told
students to back up if they strike the birdie into the hula-hoop at least 2/3 times. At
the basketball station, students can shoot further if they made it the previous time.
To further improve the skill development, I couldve had the other basket set up so
theres less waiting time. Also, the football placekicking station could have targets to
land on so students know where to aim.

4) Strengths & Weaknesses in Pedagogical skill set
a) According to the teacher movement SO, I moved around the perimeter and within
the activity area to provide feedback and observe students perform the skills.

b) Because of time constraints, I didnt provide any COTS for this lesson. It was a
summary of the skills we learned throughout the semester so students are expected
to know them. However, it never hurts to review.

c) Students were in front of me as I gave instruction in the beginning and ending of
class. I asked students to follow me through the stations as I explained what is to be
done at each station.

d) I provided feedback to students when they were really having trouble. Most of
them had a mature movement pattern. I just had to guide them or reiterate what to
do at the station.

e) I provided a demonstration for each station as students followed me. This is to
assure students know what to do when they rotate from station to station and to
allow maximum time for activity.

f) I was able to disperse equipment before the lesson started. I set equipment up
before the lesson started because it saves a lot of time. I numbered students off from
1-4 and I dispersed them according to their number.

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 because they were misbehaving and swinging the
racquet irresponsibly.

h) My demonstrations showed some enthusiasm. A variety of activities allowed
students to practice and refine various skills they learned during the semester. I
allowed them to challenge themselves, for example moving further away from the
target

3 teaching skills I did well
- Demonstrations with cues
- Adapting to students skill level
- Providing feedback to students

3 teaching skills to work on
- Communication to students on where to go and what to do next
- Transitions
- Ways to grab students attention

5) Recommendations for Next Session
a) To improve the lesson quality, I should communicate to students which station to
rotate after. I lost activity time due to this miscommunication. Another way to
improve the lesson is to have another basket available so more students have an
opportunity to perform instead of waiting in line for their turn.