Ren Doo

HESP 187D
Dr. Wyant
Evaluation Team
11/14/16
Systematic Observation Report
1. Overview
On November 14th I observed the lessons of Will Lydon and Nathan Rhea at Cleveland
Elementary School. The unit of focus was football in Wills lesson and dance in Nathans
lesson. Nathan taught his group of third grade students and Will taught his group of
fourth and fifth grade students. Both Nathan had 16 students and Will had 20 students.
Nathans group needed to have prior knowledge of balance, athletic stance and
coordination. Wills group needed to have prior knowledge of the skills of football
including throwing and catching. Nathans lesson required 16 basketballs, 16 poly spots,
8 cones, Music Player, Extension Cord, and Ipod. Wills lesson required 20 poly spots, 10
footballs, and 12 small cones.
2. Systematic Observation 1 Will
For Will I completed the SOFIT form to analyze the amount of MVPA that his lesson
achieved. From the twenty seven minutes of video tape I viewed Will was able to deliver
MVPA for 31.5% of the time of the lesson. At the beginning of the lesson Will got his
students into a relay race using footballs as props. For a span of four minutes during the
instant activity of the lesson the students participated in 72% MVPA. This is a good start
and helps to get the students warmed up for safety purposes and focused on the lesson.
The transition to the first task took a bit longer than Will probably wanted since it lasted
four minutes and fifty seconds. The first task went well with the students reaching 62.5%
MVPA over a span of eight minutes. Will was pressed for time near the end of the lesson,
so he decided to forgo the second task and move to the closure. Will helped to lead a
discussion of the COTS for throwing and catching a football while asking questions of
the students. Overall I think Will did a very good job with the task and the instant
activity. I think that Will could expedite transitions by having a certain student volunteer
help with equipment distribution or other types of set up during the transition.
3. Systematic Observation 2 Nathan
For Nathan I completed the Time Analysis form to see how much time Nathan spent on
management, activity, and instruction during his lesson. From the twenty seven minutes
of video tape I viewed Nathan was able to deliver management 48% of the time, activity
35% of the time, and instruction 17% of the time of the lesson. Nathan began his lesson
with a relay race that included animal-themed movements. The students seemed excited
to begin the races, but Nathan had to spend almost two minutes of the instant activity

making sure the students were in the proper lines and paying attention once the relay
started. I think that the instant activity did get the students warmed up for the lesson. The
first task was dancing and learning choreography. Nathan did a good job of introducing
the dance moves that were in the music number he had selected. He had the students all
practice the movements together so there was a good deal of continuity and inclusion.
When he started the music the students were able to easily follow the choreography and
they all were participating. During the second task Nathan asked the students to come up
with their own move for a particular section of the choreography which worked well. The
students were able to incorporate their own ideas smoothly and that kept their interest.
Nathan closed the lesson by asking the students why dancing is important and they
seemed to give good, honest feedback that helped to display their critical thinking skills.
Overall this lesson went very well and is arguably Nathans best lesson that he has taught
this semester. One way Nathan could look to improve this lesson is to maybe have a
different song for the second task, but I think that that idea could be split into two
separate dance lessons.