Tyler Bates

10-24-14
Tiger Pride
DT: Systematic Observation
In this weeks lesson of Tiger Pride we wanted to on throwing and catching. It was nice
to be on the same page as Brittni so that we progressed throughout the week in different types of
throwing such as underhand and over hand, and eventually became more sport specific with
Frisbee and Football. The students for this lesson are to be able to use the proper COTS and be
able to throw and catch the specified ways they were taught in the lesson. I am teaching 3 rd
grade and I still have roughly 30 students in the class, though some of them may not always
show up. The skills that were previously learned before this weeks lesson plan were chasing
fleeing and dodging. The area space that was used was the blacktop, and the equipment that was
used in my lessons was hula hoops, beanbags, yarn balls, foam balls, Frisbees and cones fro
boundaries.
On Monday the student learning outcomes for psychomotor were that SWBAT
demonstrate the proper way to throw underhand (tic, step, toc), and catching (pinkies togetherbelow chest, thumbs together- higher than chest) a whiffle ball. For the cognitive objective it was
that SWBAT identify all COTS and recite them as they perform the action of throwing or
catching throw underhand (tic, step, toc), and catching (pinkies together-below chest, thumbs
together- higher than chest). For the affective objective SWBAT perform underhand throwing
and catching with confidence while encouraging their classmates and helping them recite the
COTS. Finally, for H-R Fitness the students will go through an instant activity to warm up their
muscles and increase their heart rate. On Monday I think that I was able to get through all of my
objectives because my students were able to not only get through all the activities that I had

planned for them to do, they were very proficient by utilizing the COTS and the correct form to
throwing underhand and catching the ball. I would say that part of the reason the lesson was so
good is because Casey was able to help me in my lesson that day which made the lesson more
efficient. Even though for Monday there were no SOs, I could tell by far that this was my best
lesson, and I had the students in activity the most it has been all semester for me. I still feel that I
am not really great when transitioning into the next part of my lesson and it could be way more
effective if I tried to figure out a better transition. I think that another strategy I should try to
implement is being more spatially aware of where everyone is because it has been hard for me
focus on the whole class and I would not notice where certain students were at later in my lesson.
On Wednesday my SLOs for psychomotor were that SWBAT properly throw a Frisbee
(curl, shoulder to target, step with same foot as throwing arm, extend arm and snap) and catching
a Frisbee (arms extended out, clap hands up down motion) alligator or pancake grab. For the
cognitive objective it was that SWBAT recite and identify the COTS for throwing (curl, shoulder
to target, step with same foot as throwing arm, extend arm and snap) and catching (arms
extended out, clap hands up down motion) alligator or pancake grab. The affective objective
was that SWBAT perform throwing and catching a Frisbee with confidence while encouraging
their classmates and helping one another recite the COTS, and the health related fitness objective
was that students will go through an instant activity to warm up their muscles and increase their
heart rate. Once again I felt like these objectives were met during this lesson plan. The students
were engaged throughout the lesson, even though it was hard to get them to start each activity.
Looking at the observations that Casey had done, I found that for the SOFIT the student he
observed was in activity for about 8 min and 30 sec. Even though this is data that represents my
lesson, it is not specified to which student or why the student was in activity was or was not

participating. I think it would be really important for me to know those students so that I could
make sure I can focus on getting them in to activity more efficiently. If I could change a couple
of things in my lesson one would be that the Frisbees were made of foam so there would be
prone to less injury, and that the students would be more spaced out in the lesson so that they
have more room in the activity space.
For both Monday and Wednesday, I think that I had about 3 of the 4 criteria for learning
experiences that were meet throughout the week. I was able to provide more practice trials to my
students to improve their motor skill performance, it was an appropriate lesson for all students in
level of performance, and I integrated all three learning domains when it was possible. The
hardest one to incorporate was the maximum practice time for all students, and though I did very
well on Monday with that, it was still very difficult for me to achieve that because of the extra
management time it took to get the students into activity. What I can keep doing to improve time
spent in activity is somehow getting their attention more quickly and also having better transition
times to help smoothly go into the next part of the lesson. All of the students were able to
practice throwing and catching at a higher level, because I extended the tasks to students whether
they were high skilled or refined the task for lower skilled students. To ensure this, I was
assessing the students as they were performing the skills in the task that I asked them to do. A
way to improve their successful practice opportunities would be to address the whole class if I
see multiple students not using the correct COTS when in activity and actually refining the task
to improve their practice trials.

As I said before I was extending the tasks for students and even

provided application tasks to help change their motivation for going through each activity. A
way to improve the skill development with the students would be to make application tasks that
pertain more to the quality of the task instead of the quantity of the task.

In the teaching episodes for this week I did my best to make sure that I moved around all
the areas of the teaching space. In some cases however, I did go around the perimeter to see how
the students were doing so I could help them with the COTS in their performance. In some
instances I would cross through the activity space when appropriate to assess other students and
see how they were throwing and catching in the activities. In both lessons, I provided COTS
before the task began and explained how they were to be executed. When giving the instructions
they were clear and as quick as I could make them, but since the transitions took a while, I did
not get them into activity as quick as I would have liked it to have been. I was very persistent
and aware of the feedback that I was giving; I tried to give feedback as often as I could and tried
to make it as specific as I could throughout the lesson. When doing my demonstrations I always
made sure that I had a student to help me demonstrate the activity so that the students thought the
task was more attainable. I can improve the way I demonstrate by trying to keep the COTS more
simple so that the students can grasp the concepts more quickly.

When distributing the

equipment I felt like the learning environment was disrupted because the transitions were not as
smooth as they could have been. I felt that I was more enthusiastic on Monday than on
Wednesday but a part of that was because the students were better behaved on Monday.
One strategy that I feel that I could use to improve my weakness in my pedagogical skill
set would still be working on smoother transitions throughout my lessons. I think it is important
to have smooth transitions because without them, students are more likely to become off task the
longer it takes to get into the next activity. Another strategy would be to make sure to get all of
my students attention when I am instructing because I find that some of the students do not listen
and have to ask me what they are doing in activity. The content in this next week will be more
sport specific and be geared towards manipulating objects with the lower extremities (soccer). In

these next lessons, Brittni and I will cover passing, trapping, ball control and possibly shooting.
I will use strategies such as demonstrations, corrective demonstrations, provide specific
feedback, and be more enthusiastic and positive throughout the lesson.