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Task 2: Modified Instruction Commentary

Evaluated using rubrics 6-10
1) The lesson you are using for this assignment is 3rd grade basketball dribbling lesson with the concept of
force.
2) Promoting a Positive Learning Environment
Refer to scenes in the video clip(s) using time markers where the teacher provided a safe, respectful, and
organized learning environment.
a) Describe how the teacher provided a positive, low-risk emotionally and physically safe environment.
(Think about what we have been discussing in class about creating a positive learning environment).
[ The teacher has the students separated and all students have a ball in their hand. The teacher gives good
demonstrations and controls the class well. He also has them looking forward at his demonstrations in the front
of the classroom. All in all, the students and the teachers’ positioning in the class enables the class to have a
physically safe environment. At (8:40) he uses feedback for students to use their dominant hand as they follow
their partner while dribbling. Throughout the tasks he has the students engaged and spread out within the
classroom. It’s a positive environment because throughout the lesson he addresses the students, creates a sense
of order, never judged any of the kids and would grant the students success after every task. Throughout the
video there was not one activity that was high risk, the teacher had low risk activities which kept a physically
safe environment. These are ways the teacher provided a positive, low risk emotionally and physically safe
environment throughout the video/lesson.]
b) Explain how the rules, routines, and transitions maximized students’ engagement in the lesson.
[ The students were constantly engaged throughout the video. He had the students do various activities that
pertained to dribbling. He had them pair up at times to follow their partner while dribbling at (7:24).
Throughout the video he had students use their dominant and non dominant hand when dribbling. He kept them
always moving and the students were always seemed to be having fun throughout class.When he puts them into
groups he involves some math in there by saying “12 divided 3”, the students then broke into groups of four.
(13:44). He separates the kids into their number groups and has them spread out. He had them move to different
stations based off different ball size. The teacher did a great way with signaling the students to rotate and follow
the routine for the lesson. To sum up everything that has been stated so far this is how the teacher kept his
students engaged and did a great job with the transitions and routines.]
3) Engaging Students in Learning
Refer to examples from the video clip(s) using time markers in your response to the prompt.
a) Explain how the teacher actively engaged students in learning tasks aligned with the objectives of the
lesson in the psychomotor domain and at least one other learning domain (cognitive, affective).
[ The teacher asks questions to students for the check for understanding. At (5:30) he has his students have their
eyes up and screaming out the number the teacher is showing on his fingers. This is a great way for students to
keep eyes up when dribbling. He has the students doing fundamental motor skills that pertain to the
psychomotor domain. For example, dribbling and skipping are two examples of the psychomotor domain. At
(9:47) he uses a checklist for students to mark off if their partner is doing things based on dribbling. This is a
good way to use the cognitive and affective domain. Students are able to use checklist based off of dribbling
and students are able to work well with one another. After the students were done with the checklist he had
them skip and while he would be filling out information on his clipboard. He then has them meet with their
partners to discuss what they saw when they were dribbling. Another affective domain that he uses in this
lesson. He had the students engaged in group using different kinds of force(15:55). If I had to grade this teacher
based off of activity engagement I would give him an A and did a great job with aligning the lesson with the
domains. ]
4) Strengthening Student Competencies
Refer to examples from the video clip(s) using time markers in your explanations.
a) Explain how the teacher actively monitored students’ actions during the learning task(s) and asked
questions or provided corrective feedback to improve student competencies.
[He walks through the classroom constantly monitoring his students.The teacher gives corrective feedback to a
student at (3:32). As he goes around the room he helps students by dribbling with them to show them the proper
technique and form when dribbling. He would go around the room while the students were doing their
checklists to make sure they knew what they were doing. At (13:10) while students are discussing he listens to
what they are saying to address the class. At (16:40) he goes around and asks how much force they are dribbling
with and if they enjoy it. Towards the end of the video his closing goes very well and goes through his check for
understanding. He goes over certain cues and what they went over in class that day. At (19:01) he goes over
force with different in different kinds of sports. Overall the teacher did a fantastic job with asking questions and
providing feedback to help improve the students dribbling skills.]
b) Explain how the teacher used instructional cues/prompts, explorations/demonstrations, and or student
analysis of their own and/or others’ psychomotor skills to develop student competencies in the
psychomotor and at least one other learning domain (cognitive, affective).
[The teacher went over the cues/prompts at the beginning of class and at the end of class. He had the students
remember the cues and prompts for the check for understanding at the end of the lesson. At (1:27) he
demonstrates the proper way of dribbling to all students on one knee. As he monitors the students he looks to
see if anyone is having trouble, he would go next to them and dribble with them. At (2:19) he helps a girl and
demonstrates in front of her. He uses a checklist for partners to grade each other based on dribbling. This is an
example of a cognitive domain he uses. Throughout the lesson students are follow the psychomotor domain
with dribbling and he throws a little bit of skipping in there as well. His goal of the lesson seemed to help his
students understand the aspects of dribbling with the cues and proper form of dribbling.To sum up everything
that has been stated so far this is how the teacher uses great instructional cues, good demonstrations and great
student analysis throughout his lesson.]
5) Analyzing Teaching
Refer to examples from the video clip(s) using time markers in your responses to the prompts.
a) What changes would you suggest the teacher make to their instruction- for the whole class and/or for
students who need greater support or challenge- to better support student learning of the central focus
(e.g., missed opportunities)?
[I don’t think there are much changes I would make with this teachers lesson. I think he did a great job with
dribbling. All students were engaged, he went around the room and gave great feedback, monitored students
well, had a positive learning environment, and use all domains in his lesson. All students followed instruction
and didn’t appear that any students were struggling with understanding the tasks. The teacher made sure that his
students weren’t falling behind because he was constantly monitoring them and would give them general
feedback. It shows at the end of the lesson because the students were able to answer the questions with ease.
The only thing I would recommend is giving the students a bit of pause between tasks or having the students
had the equipment as he goes through the lesson. What I mean by this is instead of the students constantly
putting equipment down, have them hold it and listen to further instruction. I think it would just help the class
flow better. Personally I don’t believe this teacher needs to change anything with instruction or supporting
student learning. ]
_____________________________________________________________________________
Consider the variety of learners in your class who may require different strategies/support (e.g., students
with IEPs or 504 plans, English language learners, students with higher/lower proficiency levels,
underperforming students or those gaps in content knowledge, or students needing greater support or
challenge).
b) Why do you think these changes would improve student learning? Support your explanation with
evidence of students learning And principles from theory and/or research.
[ The one change that I said would improve student learning was to help the students lesson flow better. It’s
nothing big at all, I just feel like having the kids constantly putting the equipment down and picking it back up
slows the classroom down. The teacher does a great job throughout the whole video. He incorporates all
domains throughout his lesson and has them do various tasks that increase affective behavior. He had them
partner up and get into groups, this helps with building relationships and making new friends. This help with
affective behavior. He used different standards for the appropriate age group and had the students practice
dribbling with age appropriate tasks. Watching these videos help me learn how to be a great physical educator. I
liked most of the things this teacher did and would use it in my own PE classroom in the future. I like his
teaching style and his students were engaged the whole time.]