Thoren Bradley

Tiger Pride: Delivery Team

Week #2 Teaching Reflection

1. Overview
For Week #2 at Cleveland Elementary my lesson was directed at about
18 students. We worked on our second and final week of Basketball
fundamentals. It was assumed that the students all completed the
previous week of Basketball exposure with me. Although not
complicated, the week before served as a step and exposure to the
necessary academic language. The entirety of the weeks lessons was
performed on a blacktop space using 4 cones, 10 Medium Basketballs,
20 Polyspots. None of which needed to be color specific.
2. Student Learning Outcomes
a) Psychomotor (P): Students will be able to perform a successful
jump stop before passing a basketball 100% of the time.
Cognitive (C): Student will be able to accurately recite the Cues of a
basketball jump stop 80% of the time.
H-R Fitness (H): The student will be able to maintain 50% MVPA for
the lesson.
b) I thoroughly believe that I reached the Psychomotor and Cognitive
objectives. I am able to assume this based on video of performances
and proper check for understandings after my lesson was completed to
see what was retained from the lesson on a cognitive level.
c) In order to improve my lesson, I would have improved on my
grouping strategies and management techniques in order to maximize
MVPA as my percentage on MVPA fell short of the 50% criteria of an
adequately active delivery.
3. Creating a Quality Learning Environment
a) Students got a lot of practice repetitions in with equally dispersed
repetitions of opportunity. All of the activities demanded equal
participation from all that is no students were favored in time under
exposure. Lessons were planned with easy extensions and
contingencies that allowed fitting the activity into the ZPD of all my
students. This allows for maximum opportunity for skill acquisition.
b) 38% of the lesson was in the form of activity, Approximately 26%
was spent with instruction and 36% was spent in management.
Although low, my MVPA didnt reflect the effectiveness of my content
delivery. At the end of the lesson all my students retained a great
amount of the delivered material. Next time I would like to reduce

management by improving transition periods so kids are standing

around waiting.
c) All of the students were given opportunities for challenging
themselves. Not by comparing them to the skills of their peers, but
simply attempting them all to reach a bit outside of their comfort zone.
Students were allowed to dribble with an opposite hand, or even
attempt to complete the entirety of an activity without using their
dominant hands. Students who couldnt quite master the dribble were
allowed the luxury of using a double dribble, as long as they knew it
was against traditional rules.
d) In Order to improve my students development, I could allow them to
perform movements with a light-moderate pressure of a defensive
player to get the idea of what it is like to play with a modified model of
game play. Another method for developmental improvement would be
to add in the complication of chaining together separate movements in
game play replication.
4. Strengths & Weaknesses in Pedagogical skill set
During my lesson I did a great job moving around and maintaining view
of the class. Although I did not achieve the impressive amount of steps
from the previous week, I was still able to walk about 200 steps in each
of my lesson deliveries. Instructions during the lesson were effective in
delivery, but the length of them might have been a bit longer than
necessary. I am however, happy with my decision to extend the
instructional periods throughout the lesson period. Throughout the
lesson, I was able to provide feedback to students in the execution of
the task and also the rules of whatever game we were participating in.
I focused mainly on providing feedback to those who were a little less
comfortable with the basketball handling skills. My feedback was
mostly directed to a larger group or even reiteration to the entire class
at once. I utilized the whole-and part method for my demonstrations,
slow motion and also normal speed execution. The students received
these demonstrations before beginning the activity using another one
of the students to assist me. I did however; attempt to utilize some
corrective demonstrations if it felt as if a large amount of the students
were struggling with the skill. Students were always able to imitate and
attempt to mirror the demonstrations I gave. Verbal complimentary
feedback helped the others to adhere to the cues that were given for
the skill. Spending more time demonstrating the skills of dribbling
would have been very helpful. I should work on demonstrating skills
thoroughly BEFORE asking a student demonstrator to volunteer. Kind of
improve upon expectation clarity. Setting up equipment in time is
tough to begin with; time is definitely not on our side this semester for
equipment preparation. However, I have advised my class to begin
helping with clean up and it has made my job infinitely better. The key

is to set up lightly before another activity fully finishes. Although

excited and energetic, a few of my students did indeed test my
enthusiasm. A lack of attention from students can often derail that
enthusiasm early on in your day/ lesson. Luckily as I get to make closer
report with my students, the nature of that respect has indeed
improved. As always, disrupted students are given 1 informal warning
until being asked to leave for the day.
Did Well
Enthusiasm
Structure
Content retention

Needs
Improvement
MVPA needs
improvement
Shorten Instruction
Equipment Set-Up
Transition

5. Recommendations for next session

a) I would like to employ some student centered learning to minimize
the tediousness of the lesson. Likewise, I could shorten my transition
periods to improve MVPA by improving upon my grouping strategies
and equipment ball handout.
b) Psychomotor (P): The Student will be able to perform a successful
soccer pass with the inside of the foot 75% of the time.
Cognitive (C): Student will be able to accurately recite the Cues of a
soccer pass 100% of the time.
H-R Fitness (H): The student will be able to maintain 55% MVPA for
the lesson.
I will be able to achieve the improved MVPA by decreasing time spent
in management from a weakness in my organization. Although hard to
pinpoint, I struggle with redirection and focus every time I change from
one station to the next.
Source:
http://www.pelinks4u.org/articles/phillipsAmber11_2012.htm