Luke Stokowski

WGU – D182
Reflective Practitioner
Task #1

A. Summarize a lesson you recently taught

I am a physical education teacher for kindergarten through 5th grade. I have decided to
choose the lesson of the overhand throw for one of my 3rd grade classes.

• Content Standard

The national standards for physical education in the United States are set by
SHAPE America. These standards provide a framework for the physical education
curriculum across the country. The following is the standard for teaching the overhand
throw in 3rd grade:

Standard 1: The physically literate individual demonstrates competency in a

variety of motor skills and movement patterns.

Standard 4: The physically literate individual exhibits responsible personal and

social behavior that respects self and others.

• Grade Level
I am reflecting on a 3rd grade physical education lesson.

• Objectives

1. Students will be able to identify and explain the components of an effective

overhand throw.

2. Students will be able to demonstrate the correct form for an overhand throw
with a partner.

3. Students will be able to explain why an effective overhand throw is

important.

• Instructional Strategies
Every day we begin with exercises and stretches to get ourselves moving
and active. Today, students round around the gym and got into their assigned
pods. They then did jumping jacks and arm stretches. This followed up with
some leg stretches.
At the beginning of the lesson, there is a discussion about the importance
of an overhand throw. In the discussion, students shared how an effective throw
 can help a team to be successful, and why it is important to practice the skill.
Before modeling the overhand throw, I went over the important components
that are involved in an overhand throw. As a class, we talked about the grip,
stance, arm motion, and follow through. Students at this age most likely
understand which hand they will use to throw the ball. However, I did have
students raise the hand they plan to throw the ball. Next, I modeled each
component of a successful throw. As I modeled, I pointed out elbow bent and
pulled back, opposite shoulder should be toward the target, make sure you step
forward with the opposite foot when throwing. I had students stand up and
shadow practice overhand throw without a ball. I then reviewed with them the
2-hand catch. I modeled how you catch ball below waist with hands open with
thumbs out. Then I demonstrated catching ball above waist with hands open
with thumbs in or together to absorb the shock with a slight inward movement
of hands. I asked the students what we call the slight movement of hands, and
they remembered previous lesson and replied, “soft hands.” Students shadow
practiced proper 2 handed catches for above and below the waist. I then had
two students volunteer to demonstrate what was modeled with a foam ball.
Students were divided up into pairs to practice the overhand throw with
a partner. Each pair of students had a foam ball. The partners lined up facing
each other about 8 feet apart. Each partner practiced the overhand throw to
their partner. I walked around and gave the gym and provided corrective
feedback and praise to students. Once students had 10-15 minutes of practice;
we moved into a game where they could implement the skill. The game we
played was Clean Your Backyard. The class was divided into 2 teams. The teams
had to stay on their side of the court which was dived by the half black line. Each
player was given a foam ball. Every ball on the team’s side of the gym is a piece
of garbage. The students must throw the foam ball overhand to get the garbage
off their yard. At the end of 5 minutes, I blow my whistle and the game stops.
The team that had the cleanest backyard won that round.
At the end of the class, I brought everyone together and we reviewed the
important parts of an overhand throw. In addition, we talked about the
importance of being a good teammate and how the game helped us improve our
overhand throwing skill. The students will end the lesson by completing an exit
slip.

• Assessment
In this lesson, I used Summative Assessment and Formative Assessment.

Summative Assessment (Performance Assessment) - When students were

practicing the overhand throw, they were divided into pairs and given a foam
ball. I walked around and assisted students as needed. This provided me with an
opportunity to observe and assess each students grip, stance, arm motion, and
follow through. I was able to provide immediate feedback and guide students
towards improvement. In the game " Clean Your Backyard", the performance
 assessment continued. Each team had to throw the foam ball overhand to
remove the garbage from their side of the gym. I was able to observe and assess
each student's overhand throws during the game. This observation allowed me
to be able to observe and evaluate each student’s overhand throw in a game-like
situation. I had a rubric which I was able to use as I made these evaluations. This
rubric will be used throughout the unit.

Formative Assessment – I chose to use an exit slip for this lesson so that I could
gather immediate feedback on students’ understanding and progress. As
students left my class, they handed me the exit slip.

Overhand Throw Rubric:

Exit Ticket
Name: ____________________________________________________________________

Class: _____________________

Directions: Please answer the questions.

1. What are the important parts of doing an overhand throw?

 a) Holding the ball correctly, standing in the right position, moving your arm correctly,
and following through

b) Doing jumping jacks, stretching your arms, and stretching your legs

c) Running, jumping, and catching

d) Dribbling, shooting, and passing

2. Why do we practice doing an overhand throw?

a) To improve how we work together as a team

b) To win the game "Clean Your Backyard"

c) To have fun and stay active

d) To get better at throwing the ball accurately

3. How am I feeling about this skill?

a.) I am not sure I understand it yet.

b.) I almost understand it, but I need practice.
c.) I understand it.
d.) I understand it, and I could teach others.

B. Create a reflection log entry focusing on the planning of the lesson in Part A

• Prerequisite Knowledge

Students had already had lesson in underhand throwing and catching before this
lesson was introduced. Therefore, they had some basic knowledge of skills
associated with throwing and catching. Even though the students came in with
different skill levels, I felt confident that each student would be able to grasp the
proper form for the overhand throw. Students also have been taught about
safety in the gym. It is important that students make sure that their partner is
looking before they throw to them. They have been taught to make eye contact
and communicate with their partner during throwing activities. Another
procedure that has been taught since the beginning of the year is the “Two
Whistle Blow”. When the whistle is blown two times in a row, they are to stop
what they are doing and sit down where the are so that I can give them
directions.
• Two Characteristics of Students

I am a teacher at an elementary school that serves students ranging from

kindergarten to 5th grade, and it is in an urban setting. An imperative
characteristic that I must consider in all my lessons is the diverse student
population under my instruction. In each of my classes, I encounter students
from various ethnic, racial, and socioeconomic backgrounds. Recognizing this
diversity is very important when planning lessons because students enter the
classroom with distinct sets of prior experiences and knowledge. I always
consider this factor and incorporate visual aids, demonstration, and amply
opportunities for practice to effectively engage every learner.

Another characteristic that I always consider is the individual needs of the

learners in my classroom. I have students with special educational requirements
who need accommodations to have a successful learning experience in my
classroom. It is imperative that I familiarize myself with each student so that I
can provide the necessary support for them to have a successful experience in
the activity that we are doing each class.

These two characteristics, the diverse student’s population, and individual

learner needs, play a significant role in guiding my instructional approach and
determining the structure of my lessons.

• Two Learning Needs

In this instructional session, I must address two specific learning needs to ensure
effective learning outcomes. The first concern pertains to students who are
facing challenges with the overhand throw activity. As an instructor, I will
carefully observe the overhand throw, if necessary, have students move closer
together to reduce the required throwing distance of 8 feet. Additionally, I
intend to provide these learners with lighter weight balls to assist their chances
of success in executing the overhand throw.

On the other end of the spectrum, I must also be prepared for learners who
excel at the activity and may become disinterested due to a lack of challenge. To
keep them engaged and motivated, I have devised various challenges. For
instance, I may have them count the number of successful catches they can
make within a 15-second time frame. Alternatively, I could introduce a challenge
wherein partners step back after every 2 successful catches, encouraging higher
levels of proficiency. In case of a dropped ball, partners will be required to take a
step forward. Finally, I may prompt them to count the number of consecutive
throws and catches they can achieve.
 To facilitate a positive learning environment, it is imperative that I anticipate the
varying skill levels present in the class. By doing so, I can ensure that appropriate
activities are readily available to nurture and enhance their individual abilities,
ultimately leading to successful learning outcomes for all students.

• Instructional Strategies

I used a combination of whole-class discussions, modeling, and practice sessions

in this lesson. The lesson began with warm-up exercises and stretches to prepare
students physically for the activity. Next, I facilitated a discussion on the
importance of the overhand throw, encouraging students to share their thoughts
and insights. Through modeling, I demonstrated each component of a successful
throw, while also highlighting key points such as the grip, stance, arm motion,
and follow-through. The use of visual aids and guided practice activities allowed
students to grasp the techniques effectively. I incorporated partner work and
shadow practice to promote active engagement and peer learning. Moreover, I
integrated a game, "Clean Your Backyard," to provide students with an
opportunity to apply the skill in a fun and competitive setting, promoting
motivation and teamwork.

Considering the characteristics of my students, I recognized the diverse

backgrounds and needs of the learners in my classroom. To accommodate these
differences, visual aids and demonstrations were used to cater to various
learning styles. Additionally, I prioritized individual support for students with
special educational requirements, adapting the activities and providing
necessary accommodations to promote their success and inclusion.

• Assessment

I used both summative and formative methods. The summative assessment

involved ongoing observation of students' overhand throw skills during practice
and the game. This allowed me to provide immediate feedback, correct any
errors, and assess their progress. A rubric was used to guide my evaluation of
each student's performance. Also, I implemented a formative assessment in the
form of an exit slip. This quick assessment at the end of the class provided
valuable insights into students' understanding of the lesson objectives and their
self-perception of their skill level.

C. Reflection Log Entry focusing on the outcomes of the lesson summarized in Part A

• Observation

During the practicing component of the lesson, students demonstrated

cooperation and communication by singing up and facing each other at about 8
 feet apart. They began to take turns throwing and catching the foam. I had one
student who intentionally began to throw the ball off target, and it began to
disrupt the activity. I walked over to the pair and stressed the importance of
working together as a team. In my observation, I noticed that these two students
were very strong in the overhand throwing skill. They were the first pair of
students that I introduced a challenge to. They had to count and see how many
consecutive throws and catches they could make in a row. Once they got
focused on the challenge, the disruptive behavior stopped.

Also, in this class there were a couple of students who lacked the necessary
power to throw the distance of 8 feet. I had the two students pair up, and I
worked with them on the mechanics of the throw. Then I had them move to
about 6 feet from each other. After working with them, the demonstrated better
coordination and strength to make a more accurate throw. However, they were
going to need more practice.

• Assessment Reflection

When analyzing the results of the exit ticket after the lesson, I gathered that out
of the 22 students, 19 responded accurately to the main questions of the lesson.
As part of the instructional plan for the next lesson, various activities were
strategically arranged throughout the gymnasium for the students. To provide
additional support, the three students who answered the exit slip questions
incorrectly received personalized guidance and instruction within a designated
center in the gymnasium.

The student self-reflection question included in the exit slip proved to be a

valuable tool for gathering information as well. Among the responses received,
one student expressed uncertainty by stating, "I am not sure I understand it yet,"
while five students acknowledged that they had almost grasped the concept but
required further practice. Eight students confidently indicated their
understanding of the topic, while an encouraging 14 students reported that they
not only understood the concept but also felt capable of teaching it to others.
This valuable feedback from the students helped inform the planning of the
subsequent lesson, ensuring the inclusion of challenging activities to engage the
more proficient learners.

• Successful Lesson Elements

The most successful elements of the lesson the instructional strategies. I

implemented a variety of instructional strategies to reach all my learners.
Whole-class discussions, modeling, guided practice, partner work, and a game
were all used to reach the different learning styles. In addition, I anticipated the
diverse needs of the student in the class, and I provided a differentiation to the
 activity based on the needs of the students. For example, I had lighter weight
balls for students who were facing challenges with the overhand throw. I also
was ready for students who would excel in the activity. I had some challenges
ready for the more advanced students so they would stay engaged and
motivated. I would say that these were two of the most successful elements of
the lesson.

• Lesson Elements to Improve

One element in this lesson that I think I could improve on is the introduction. I
think I could have included a real-life scenario to help get students more
engaged in lesson. I could have some of the students share some of their favorite
players that use the overhand throw. I could incorporate a video of a famous
player demonstrating the overhand throw.

Another element that I could add to this lesson is on the rubric. I think I should
always include good sportsmanship. This is an area that many students struggle
with when we start to play games. Before we started the game, I needed to
reemphasize that they were going to be observed not only on their mechanics of
the overhand through, but also on their good sportsmanship. I could also include
a self-reflection question on the Exit Slip that would have them provide example
of how they demonstrated good sportsmanship.

• Next Instructional Step

After this lesson, I set up centers in the gym for various levels of the overhand
throwing skill. I was able to provide individualized support for students who
were struggling with the mechanics of the overhand throw. I was able to offer
additional practice opportunities and use lighter weight balls. For students who
excelled in this skill, I provided additional challenges at the centers to keep them
engaged and motivated. Everyone had more practice with the overhand throw
before we moved on to game situations.

Justify: By setting up centers, I was able to provide personalize attention and

support to students who were struggling with the mechanics of the overhand
throw. This allowed me to address each student’s specific need. Individualized
support is crucial for students so that they can develop the skill effectively. The
centers also allowed me to provide challenges for students who were excelling in
the skill. It was a way to reach my diverse population of learners.

Another change that I made and implemented in later lessons, is the good
sportsmanship section on my rubric and the Exit Slip. I think this helps to remind
students the importance of being a good teammate. Students now know that I
 don’t just evaluate them on the skill being taught, but I also am always looking at
their attitude when playing a game.

Justify: By adding the student’s attitude and sportsmanship to the rubric, I

demonstrated that I value both technical skills and sportsmanship. It sends a
clear message that being a good sport and showing positive attitudes are integral
parts of a physical education program. The Exit Slip provides a place for the
student to reflect on their behavior. It encourages self-awareness and helps
students become more conscious of their actions and how they impact others.

D. Two Insights

• One insight is the importance of knowing all your students and addressing their
diverse needs. By observing the performances during the practice time in the
lesson, it became evident that some students were struggling with the overhand
throw while other students were excelling. It is important to implement
differentiated strategies to reach all the learners. I used strategies like adjusting
the throwing distance for struggling students and introducing challenges for
advanced students. This insight emphasizes the need to anticipate varying skill
levels in each class that I teach.
• The second insight I gained in this reflection is the importance to stress good
sportsmanship in all activities. After observing some students that displayed
behaviors that did not show good sportsmanship, I decided I needed to be more
direct to students of how important this skill is for the class. Even though I did
stress teamwork, cooperation, and communication throughout the class, I felt
that I needed to have an evaluation tool that helped me assess attitude and
good sportsmanship. I created a rubric that could be easily implemented to each
skill that I teach that rates the attitude and sportsmanship skill of each student. I
feel that this will stress to students that good sportsmanship holds as much
value as being good at the physical skill being taught. In addition, I added a self-
reflective question on the Exit Slip so that students can write down how they are
doing in this area. I like it on the Exit Slip because it encourages self-awareness.

E. Method of Instruction

• As I read through the article, Reflective Teaching, I found two methods that I connected
with. Tricia Smith states in the article that a teacher expands their knowledge through
reflection and continue to develop stronger instructors. (Smith, 2021). I could not agree
more. As I read through the article, I identified two ways that I would incorporate
reflection in my teaching. One of the methods is taking time to journal or write down
the reflection. I think it is important to take some time to first reflect on how I felt
during the lesson. Did anything in the lesson concern me to a point that I know I need to
make some changes. As I go through this process, I would want to list the strengths and
weakness of the lessons so I could improve for my next teaching moment. Using this
information, I could create an action plan that would improve my instruction as I begin
to build the lesson for the next class.

Another method that I could see myself implementing is having a colleague come and
observe me. I feel that peer observations can be very valuable because it gives you a
different perspective than your own. I may give my colleague certain things to look for,
but I would encourage them to give me as much feedback as they can in the time they
observe me. I think this method is extremely valuable because of getting a different
viewpoint.
 References

National PE Standards-Highly Effective Physical Education

Smith, T. (2021). Reflective Teaching. Salem Press Encyclopedia