Week 6 Reflection Badminton

Overview

Iamteachingthe4thand5thgradegroupofstudentsatClevelandElementary.Therewere
18ofthe20studentspresentinTigerPridepresentonMondayandonly12onMonday.
Thecontentareawasspecifictophysicaleducationandwefocusedonthebadminton
serveandbadmintongameplay(2on2).LastsemesterwhenIwasanETforLatoyait
wasalsoforthe4thand5thgraderssoIknowover75%ofthestudents.Somepreviously
learnedskillsforthosekidswouldbehowtoserve,teambuildingskills,movement
concepts,andcommunicationskills.Forthenewkidstherearenonotedpreviously
learnedskillspertainingtobadmintonbuttherestoftheskillslistedapplytothese
studentsaswell.Theequipmentthatwasusedconsistedof20rackets,80birdies,10
hulahoops,&20polyspots.
2)StudentLearningOutcomes
WED:
Psychomotor (P): Students will be able to serve a birdie with the correct COTS 8 out of
10 times to their partner
Cognitive (C): Students will be able to verbally express the COTS with 100% accuracy.
H-R Fitness (H): Students will be engaged in MVPA for 65% of the whole lesson
MON:
Psychomotor (P): SWBAT to properly execute badminton serve in the area of play with
90% accuracy.
Cognitive (C): SWBAT recite the COTS of the badminton serve when asked to with 100%
accuracy.
H-R Fitness (H): SWBAT to remain actively engaged in MVPA for 65% of the entire
lesson.

IwouldsaythatforthepsychomotorlearningoutcomethatIdidsuccessfullyachieve
havingthestudentsproperlyexecutethebadmintonserve8outof10timeswitha
partner.Theyhadalittletoughertimewithkeepingtheserveintheareaofplay90%of
thetime.Forcognitivethestudentsdidagreatjobofunderstandingandbeingableto
repeatthecotsofthebadmintonserve.Multipleoppuruntiiesforthemtopracticewere
present.FortheHealthrelatedfitnessTheMVPAfellshortofthe65%goalbutwasat

60%.Yes,Iwouldaltermylessonstolendalittlebitmorecognitivetimetogooverand
havethestudentsrecitethecots.AlsoIcouldgivethemahandouttostudyathomeso
theycouldcometoclassmoreprepared.
3)Creatingaqualitylearningenvironment
A. Isuccessfullyaddressedthe4criteriaofalearningexperienceduringmylesson.I
activatedthecognitiveaspectbyteachingandshowingmystudentsthecotsboth
verballyandphysicallyjustincasetherearedifferenttypesoflearnersinmy
class.IalsousedstudentsinmydemonstrationsaswellasmyETs,Jordan&
Nathan.Thisalsoallowedthemampleopportunitytogetpracticewith
demonstratingandrecitingthecots.
B. Ihadnovideoforeitherofthelessons.Mondayslessonwasadesigneddayfor
novideoandonWedmyvideowasneverturnedon.Reflectingbackonmy
lessonsIwouldsaythatmybreakdownwas60%activity,20%management,and
20%instruction.IwanttohavemoreactivityformystudentssoIneedtotake
awayfrommanagementtimeandinstructiontime.Ineedtodimdownmy
instructionandmakeitconcise,quick,andclear.
C. Allstudentshadanopportunitytopracticeatahighlevel.Iusedstrategieslike
pairingstudentsupin2insteadofbiggergroupssotheyhadachancetohave
morereps.Ialsoallowedthestudentstomakeitmorechallengingbyhaving
themmovetheirtargetswhenservingaswellasmovingbacktoservefrom
longergamelikedistances.Manyrepswerehadbyallstudentsandthatgave
themmanyoppurtunitiestopracticeathighlevels.
D. YesIdidofferachanceforstudentstoprogress/developtheirservingskills.I
allowedstudentstogetamplerepetitionsandalsotheyhadachancetomakethe
coretasksharderbysteppingbackandmakingtheservesmoredifficult.Students
gotexposureto2on2gameplaywhichhelpsthemdeveloptheirgameplayskill.
4)StrengthsandWeaknessesinPedagogicalSkillsets
A. Duringmyteachingepisode,whichwasonthebasketballcourt,Imovedaround
alotandgottojustabouteverywherewherethekidswereexecutingtheir
activities.Ireached2,100stepsonMonand2,000onWed,whichsuggestsIdida
goodjobofwalkingaroundandbeingapresentinstructor.Iobservedfromallthe
areaspossibletoensureIsaweverythingtherewastosee.Imovedaroundand
allocatedmytimemostlytostudentswhoneededmoreassistanceonCOTSand
execution.
B. IdidprovideCOTSmultipletimesduringthelessonandusedteacherand
studentsdemonstratetoassistlearningofthecots.Theywerereinforcedduring
thewholelesson.Kidswererandomlypickedtodemonstrateandshareoutthe
cotsduringdifferentpartsofthelessonandespeciallyduringtheconclusionwhen
wewrappedthelessonup.
C. Myinstructionsweregivenclearandconcisewhenallthestudentsweresittingon
thegroundfacingme.TherewasonceortwicewasIhadtostopsomeside

D.

E.

F.

G.
H.

conversationsfromstudents.Iusedthe2warningmethod.Ididnoticethatthe
instructionscouldhavebeengivenalittlequickerthantheywere.SometimesI
catchmyselfspendingmoretimegivinginstructionstoensurethereareno
hiccupslaterinthelesson.Ineedtoworkonmakingtheinstructionlessofa
portionofmylesson.
Iwalkedaroundduringtheactivitiesandgavefeedbacktothekidswhowerenot
properlyusingthecotsthatwerepresentedtothem.Alltypesoffeedbackwas
used,1on1,2on1,andmegivingfeedbacktothewholeclasswhereI
demonstratedtherightCOTSvisuallytothestudents.Therewasonlyoncewhere
Ihadtostopeveryoneandprovidegroupfeedbackandthatwasgettingdownthe
conceptofmakingcontactwiththebirdieathiplevelinsteadofattheeyelevel.I
providedveryqualityfeedbackandmadesuretheyshowedmetheyunderstood.
Iprovidednumerousdemonstrationsbothwithstudentsandonmyownwhenall
studentswerewatchingandpayingattention.IalsousedNathanintwoofmy
demonstrations.Thestudentsweretoldnottohavesideconversationsandtopay
attention.Iwasstandingwhereeveryonehadaclearsightofmeandall
instructionsthatweregivenwereclearandconcisetoensureunderstanding.
IsetuptheenvironmentbeforethekidsarrivedwiththehelpofNathan.Ihadthe
kidshelpmeputtheequipmentawayattheendoftheconclusionandtherewere
noproblemswiththisprocessbesidestheequipmentnotbeingfullyinthebagbut
thatwastoldtothestudentsanditwasfixed.Takingturnsgrabbingequipment
andputtingitawaycouldbeimplementedtomakeasmootherprocess.
NobigdisruptionsoccurredduringmylessonminusthefewkidstalkingwhenI
was.Ihandledthatbygivingthemtheirwarningsandtellingthemthe
consequencesifithappenedagain.Thebehaviorsubsidedandthelessonwenton.
Myteachingshowedalotofenthusiasmandenergy,whichrubbedoffonthe
students;theyhadagreattimeandwerefullofsmiles.Iusedastrong,loudvoice
toshowmyenthusiasmaswell.IshowedthatIwasconcernedwiththeirlearning
processandenjoymentwiththeactivities.

5)Recommendationsfornextsession
A. Ineedtolessenthetimespenttalkingtothestudents.IfIlessenedthattimethe
studentscouldhavemoretimespentinMVPA.Ineedtonotrambleandget
straighttothepointwhentalkingintheintroandsetinduction.Ialsoneedtodoa
betterjobofgettingtoClevelandearliersoIhaveampletimetosetupandfeel
prepared.
B. Theyshouldbeallincreasedby5%toensureweareprogressingandgettingthe
hangoftheclassroomroutines.Pushupsandjumpingjackswillbeenforcedfor
latestudents.