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  • Week 3 Reflection

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    Sheldon Simas is teaching a class of third graders how to throw overhand. In a 27 minute lesson, Time Analysis breaks down management, instruction, and activity into fifteen second intervals. One issue here was that the activity level was only 43% of the lesson, when MVPA (moderatevigorous physical activity) should be at least 50%.

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    Sheldon Simas is teaching a class of third graders how to throw overhand. In a 27 minute lesson, Time Analysis breaks down management, instruction, and activity into fifteen second intervals. One issue here was that the activity level was only 43% of the lesson, when MVPA (moderatevigorous physical activity) should be at least 50%.

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    29 visualizzazioni2 pagine

    Week 3 Reflection

    Caricato da

    api-296857102
    Sheldon Simas is teaching a class of third graders how to throw overhand. In a 27 minute lesson, Time Analysis breaks down management, instruction, and activity into fifteen second intervals. One issue here was that the activity level was only 43% of the lesson, when MVPA (moderatevigorous physical activity) should be at least 50%.

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    di 2

    989093684

    WeekThree:SystematicObservationReflection
    Wednesday,October7,2015,wastheonlydateofteachingforSheldonSimasofweek
    threewithsystematicobservations.Sheldonisteachingtwentystudents,allina3rdclass.For
    thisclass,theprimaryfocuswastodevelopthebasicskillofthrowingoverhand.However,
    beforestudentsdeveloptheskillofoverhandthrowing,theywereaskedtostartwithunderhand
    throwing.Equipmentutilizedforthislessonwasthelargegrassfield,twentysoftballs,twenty
    cones,aswellastenhulahoops.Studentsweretothrowtheball(underhand)toapartner,then
    progresstooverhand.Theclasswastofinishbythrowingintotargets(hulahoops),inteams
    markedoffbySheldon.Safetyconsiderationsincludedspace,andmakingsurethatstudentsare
    spreadoutfarenough,preventingbodycontactandcontactfromtheequipmentbeingthrown
    acrossthefield.
    ThefirstsystematicobservationwasTimeAnalysis,whichbreaksdownmanagement,
    instruction,andactivityintofifteensecondintervals.Inanidealsituation,aninstructorwould
    likethereTimeAnalysiswouldbeconsistedofmostlyactivity,andlessinstructionand
    management.Outofa27minutetimeframe,twelveminuteswereactivity,sixminuteswere
    instructions,andabouttenminutesweremanagement.Oneissueherewasthattheactivitylevel
    wasonly43%ofthelesson,whenMVPA(moderatevigorousphysicalactivity)shouldbeat
    least50%.Thoughhisinstructionwasminimal(whichforthirdgraders,itsbetterwithshorter
    attentionspans),themanagementwasfairlyhighat35%.Managementisconsistedofstudents
    transitioningintoanewactivity,walkingfromstationtostation,orputtingaway/grabbing
    equipment.Awaytodecreasemanagementandtoincreaseactivitywouldbetohaveallthe

    equipmentsetupandreadytogo,opposedtohavingstudentswaitwhileitisneededtobe
    grabbedbySheldon.Asecondwaytoenhanceactivitywouldbetosimplyextendtheactivity
    period,whetheritbeimplementinganothersteptotheactivityphase,ortoaddanextraminute
    ortwoofthespecificactivity.
    ThesecondsystematicobservationforthislessonwasTeacherMovement.Aftereach
    minuteofthelesson,itismyjobtotraceSheldonsfootstepsandtomarkwhetherhemakes
    remarksoreisdirectingbehaviortowardstheclassasawhole,asmallgroup,orindividual.For
    theinstantactivity,Sheldondidagoodjobutilizingthewholespaceduringactivity,andwas
    goodincommunicatingtonotonlytheclass,buttoindividualsaswell.Duringthemainactivity,
    Sheldondidanevenbetterjobcommunicatingoneonone.However,Sheldonspentmostofhis
    timeontheoutsideofthespaceprovided,anddidntmoveintotheactivityspaceoften.Oneon
    onesconsistedofhimcommentingfromafurtherdistance,ratherthanhimphysicallygoingup
    tothestudentandexplainingwhattheycandodifferently.
    Inthesecondpartofmainactivity,therewaslessfeedbackandmovement.Sheldons
    rangeofmovementdecreased,onlyutilizinghalfofthespaceindurationofactivity.Feedback
    wasgeneralizedtoonespecificarea,wherehemadeacommenttotheclasstwoorthreetimes.
    Unfortunately,therewasnotaclosuretohaveTeacherMovementdistinguished.
    Iftherewasneedforanyimprovement,IwouldsaySheldoncouldworkonusingthe
    wholespaceinthelessonsentirety,andnotonlyusingthespaceforonepartofthe
    lessonconsistencyiskey.Thisway,studentscanexpecttoseeSheldoncomearoundfor
    questions,orsimplytoshowSheldontheskillthattheycando.

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