Professional Documents
Culture Documents
Final Summary
Final Summary
Bergstrom
Tiger
Pride
Final
Summary
1)
Overview
Over
the
8-week
period
of
instruction,
us
delivery
team
instructors
have
gone
over
a
numerous
of
sports
and
skills
that
are
essential
in
recreational
activities.
We
have
gone
over
the
following
activities:
cooperative
learning
games,
football,
frisbee,
basketball,
and
badminton.
The
grade
that
was
taught
was
4th
grade.
There
were
about
20
students
in
this
afterschool
program.
Most
of
the
students
were
low
to
moderately
skilled
overall.
There
were
one
or
two
students
who
were
active
in
organized
sports.
2)
Student
Learning
a)
Im
confident
I
successfully
produced
student
learning
during
the
semester.
They
all
improved
their
motor
and
cognitive
skills
for
each
skill
and
sport.
The
area
I
felt
students
progressed
with
the
most
was
the
football
unit.
I
think
its
because
we
spent
2
weeks
on
this
unit
and
there
was
a
lot
of
room
for
skill
development.
During
this
unit,
students
learned
critical
skills
like
throwing,
catching,
punting,
and
placekicking.
While
learning
these
manipulative
skills,
they
also
learned
offensive
strategies
like
4
basic
routes
hook,
curl,
slant,
and
fly.
Students
also
learned
defensive
strategies
such
as
man
to
man.
As
one
can
see,
the
students
learned
so
much
in
this
unit.
At
the
end
of
the
unit,
there
was
a
modified
game
that
allowed
students
to
play
like
real
football
players.
Students
didnt
understand
the
rules
until
I
told
them
during
the
game.
They
learned
fast
and
were
all
competent
athletes.
b)
Prior
to
this
semesters
Tiger
Pride,
I
had
no
prior
teaching
experience
in
the
physical
education
field
with
4th
grade
students.
It
was
a
challenge
in
some
areas.
I
would
definitely
change
certain
things
to
better
produce
student
learning.
For
example,
I
would
demonstrate
skills
as
whole-part-whole
method
so
students
know
what
the
whole
skill
looks
like
and
then
break
it
down.
I
normally
teach
just
the
parts
so
students
dont
know
how
it
should
look
when
all
the
pieces
are
put
together.
I
would
also
be
prepared
for
adaptations
for
activities
in
case
if
an
activity
was
too
difficult/easy.
There
have
been
a
few
times
where
I
had
this
problem
because
I
overestimated
the
students
abilities.
The
badminton
forehand
and
backhand
swing
was
one
of
those
skills
I
had
to
break
down
in
order
for
the
students
to
understand.
I
didnt
realize
the
students
hand-eye
coordination
was
at
a
low
level
so
I
had
to
progress
from
no
racquet
to
with
a
racquet,
and
then
to
with
a
racquet
and
a
birdie.
I
also
had
to
break
down
the
cues
of
the
skill
so
students
demonstrate
a
quality
and
mature
pattern.
I
gave
them
plenty
of
practice
opportunities.
Some
improved
but
still
a
complex
skill
to
master.
3)
Created
a
Quality
Learning
Environment
a)
4
criteria
of
a
learning
experience:
1. Improve
motor
skill
performance
I
saw
a
lot
of
improvement
from
students.
This
comparison
comes
from
when
I
first
saw
them
in
the
first
semester
of
Tiger
Pride
(8/2014-12/2014).
Many
students
improved
their
manipulative
motor
skills.
I
saw
a
higher
success
rate
in
those
students.
Locomotor
and
non-locomotor
skills
were
more
difficult
to
see
improvements
as
I
only
had
a
few
lessons
based
on
locomotor
movements.
However,
I
did
see
students
chase,
flee,
and
dodge
better
than
previously.
They
learned
to
hesitate,
stop,
and
switch
directions
more
quickly.
They
didnt
have
to
think
a
lot
to
reach
their
goal.
2. Being
appropriate
for
the
experiential
level
of
all
students
I
believe
most
of
the
skills
and
concepts
were
all
appropriate
for
these
students.
Some
topics
were
a
bit
challenging
to
some
students
but
with
enough
time
and
practice,
everyone
understood
the
activity
by
the
end
of
the
lesson.
They
were
all
doable.
The
times
when
students
had
difficulty
understanding
was
modified
football
gameplay,
basketball
outlet
activity,
ultimate
frisbee,
and
the
badminton
forehand/backhand
swings.
For
each
of
these
activities,
I
stopped
the
lesson
to
explain
and
break
down
the
parts
to
simpler
terms
for
the
students
benefit.
I
provided
a
demonstration
and
used
students
in
my
demonstrations
as
well.
Badminton
is
an
exception.
I
thought
this
sport
might
have
been
too
advanced.
It
only
wouldve
been
appropriate
if
I
had
modified
the
equipment
like
using
a
larger
racquet
or
a
larger
object.
3. Providing
maximum
practice
time
for
all
students
The
lowest
MVPA
time
this
semester
was
6
minutes,
and
the
highest
MVPA
time
this
semester
was
18
minutes.
I
think
if
I
were
to
average
all
the
MVPA
times,
it
would
range
between
11
minutes
and
14
minutes.
This
amount
of
activity
in
a
30-minute
period
is
not
terrible
in
my
opinion.
It
obviously
could
be
better.
The
one
thing
that
prevented
me
from
gaining
more
activity
time
was
management
of
student
behaviors.
4. Integrating
all
3
learning
domains
when
possible
All
my
lessons
had
psychomotor,
cognitive,
and
affective
objectives.
In
every
lesson,
I
had
goals
for
each
one.
Psychomotor
goals
arent
as
easy
as
they
look.
Students
must
show
progress
and
competency
to
meet
the
goal.
I
have
a
criterion
and
students
must
meet
that
criteria
or
else
I
have
failed
the
students
and
myself.
When
I
ask
students
at
the
end
of
the
period
what
the
cues
of
the
skills
are,
I
am
asking
if
they
have
retained
the
cognitive
part
of
the
skill.
After,
I
usually
ask
for
a
demonstration
so
a
student
can
show
me
the
psychomotor
part
of
the
skill.
I
try
to
call
on
different
students
to
get
a
variety
of
skill
levels.
My
affective
objectives
are
met
when
I
have
team
competitions
or
group
activities.
I
normally
have
one
or
the
other
in
my
lessons.
It
is
measured
by
whether
a
student
cooperates
with
others,
exhibits
sportsmanship,
and
is
responsible
for
his/her
actions.
Theres
only
a
select
few
who
dont
meet
my
affective
objective
each
week
and
that
is
handled
by
the
2-strike
rule
where
students
sit
out
or
are
sent
inside.
b)
The
biggest
challenge
for
me
about
trying
to
have
50%
MVPA
from
my
students
is
managing
student
behaviors.
Each
week,
my
management
was
more
than
7
minutes,
which
is
at
least
of
the
lesson.
Certain
students
misbehaved
and
disrupted
the
lesson,
causing
me
to
lose
focus
and
it
slows
down
the
lesson.
It
reduces
activity
time
for
the
students
who
do
behave
well.
To
cope
with
this,
we
established
a
new
2-
strike
policy.
The
first
misbehavior
will
result
in
the
student
sitting
out.
The
second
time
it
happens,
the
student
will
be
sent
inside.
Students
are
aware
of
the
rules
the
first
thing
they
come
into
Tiger
Pride
and
its
not
tolerated
if
misbehaving
occurs.
c)
All
students
had
an
opportunity
to
practice
at
a
high
level.
To
ensure
this,
I
had
a
few
strategies
going
about
this.
Grouping
strategies
is
something
to
think
about.
I
tried
different
strategies:
telling
students
to
find
a
partner
or
group,
numbering
students
off,
handing
out
colored
jerseys,
and
sorting
students
by
their
favorite
color.
What
worked
best
for
me
was
handing
out
colored
jerseys
so
students
are
forced
to
be
in
the
same
colored
group
without
complaining.
This
allowed
more
time
for
students
to
practice.
Another
method
that
worked
for
me
was
when
students
choose
their
own
partners.
This
made
them
happy
that
they
can
participate
with
a
person
they
know
and
practice
a
skill
with
them.
This
grouping
strategy
worked
the
best
when
learning
a
new
skill
or
practicing
an
old
skill.
If
there
was
enough
equipment,
I
would
have
students
practice
on
their
own
before
they
practice
with
a
partner
or
group.
To
improve
practice
opportunities,
I
would
have
students
practice
on
their
own
first.
Then
I
would
have
the
student
practice
with
a
partner
so
the
students
are
comfortable
practicing
the
skill
with
one
other
person.
When
theyre
ready,
I
would
have
students
practice
in
a
small
group
setting
to
adapt
to
other
students
skill
levels.
d)
I
always
challenged
students
to
develop
their
skills.
For
football
unit,
I
allowed
students
to
take
a
step
back
for
each
successful
throw/catch.
However,
if
the
ball
wasnt
caught,
then
the
student
would
have
to
take
a
step
forward.
In
basketball,
I
challenged
students
to
crossover
during
a
stationary
drill
at
first.
I
then
progressed
them
to
moving
and
crossing
over
at
the
same
time.
In
frisbee,
I
had
students
throw
the
object
towards
a
moving
target
after
practicing
with
a
stationary
target.
Theres
so
many
ways
to
progress
and
develop
students
abilities.
Changing
the
pace,
environment,
defenders,
equipment,
etc.
are
all
ways
to
challenge
students
abilities.
I
could
also
provide
them
a
benchmark
to
reach.
For
example,
challenge
students
to
punt
a
football
more
than
50
feet
or
dribble
a
basketball
while
switching
hands
from
one
end
of
the
court
to
the
other
without
losing
control
of
the
basketball.
4)
Strengths
and
Weakness
in
Pedagogical
Skill
Set
a)
Providing
instructions
to
middle
elementary
students
(3rd-5th
grade)
is
different
than
lower
elementary
students
(K-2nd
grade).
Instructions
have
to
be
a
little
detailed
but
at
the
same
time
it
must
be
concise
so
students
know
the
what,
how,
why,
where,
who,
and
when).
Too
much
instruction
can
bore
or
lose
students
attention.
The
introduction
has
to
be
a
brief
attention
grabber
so
students
are
interested
and
motivated
to
learn.
Students
must
know
the
why
first
to
understand
the
purpose
of
the
activity.
Students
like
to
know
the
meaning
of
a
skill
or
activity.
This
increases
their
motivation
to
use
what
they
learned
outside
of
school.
Once
instruction
has
been
given,
ask
for
a
check
for
understanding
so
you
know
who
is
lost.
For
example,
have
students
give
thumbs
up
if
they
understand
or
thumbs
down
if
theyre
not
sure.
Check
for
understanding
is
crucial
so
instruction
isnt
repeated
during
the
lesson
and
students
arent
lost,
which
all
can
slow
down
the
lesson.
b)
Providing
feedback
is
important
to
a
students
mental
behavior.
It
can
determine
whether
they
give
up
or
they
give
it
their
all.
General
feedback
is
ok
if
its
addressed
to
a
group
of
students
who
are
all
performing
correctly.
Specific
feedback
should
be
addressed
whether
the
student
has
performed
the
skill
correctly
or
incorrectly.
it
should
be
specific
to
the
skill
or
activity.
The
feedback
should
address
which
part
of
the
skill
is
correct
or
incorrect
so
the
student
knows
which
part
of
the
skill
to
work
on.
For
example,
if
its
a
badminton
forehand
swing
and
student
isnt
striking
with
the
center
of
the
racquet,
thats
what
the
feedback
should
be
about.
I
actually
had
to
provide
that
type
of
feedback
during
the
badminton
unit
because
students
were
striking
the
birdie
with
the
outside
part
of
the
racquet.
This
positive
feedback
can
reinforce
students
to
performing
with
better
technique,
and
therefore
a
high
success
rate.
c)
Providing
demonstrations
was
probably
one
of
my
better
pedagogical
skill
sets.
To
provide
an
effective
demonstration,
one
must
first
be
in
view
at
a
good
angle
in
front
of
the
class.
Also,
close
enough
to
be
heard
but
far
enough
from
the
students
so
theyre
not
a
safety
risk.
A
teacher
demonstration
should
be
first
taught
without
the
equipment
and
then
with
equipment
using
whole-part-whole.
That
way,
students
know
what
the
skill
looks
like
in
full
motion
and
in
separate
parts.
Cues
should
be
addressed
as
well
while
the
instructor
is
going
over
the
parts.
Students
are
encouraged
to
demonstrate
as
well.
Students
should
repeat
the
cues
as
the
he/she
demonstrates.
Student
should
perform
the
skill
or
activity
in
slow
motion
and
in
full
speed.
The
process
is
more
important
than
the
product.
During
my
lessons,
I
implemented
all
of
these
criterions
except
the
whole-part-whole
method
because
I
felt
rushed
to
get
into
the
activity
quickly
but
cautiously.
Integrating
the
whole-part-
whole
method
would
have
been
really
useful
in
the
badminton
unit
because
students
had
trouble
swinging
and
striking
the
birdies.
d)
I
learned
a
lot
about
dispersing
and
collecting
equipment.
I
dont
know
if
every
school
has
students
like
the
ones
I
had
at
Cleveland
elementary
but
it
never
hurts
to
be
proactive
and
cautious.
I
learned
to
setup
as
much
equipment
as
I
can
before
the
lesson
to
reduce
management
time.
I
learned
that
equipment
should
be
setup
away
from
the
students
homebase
area
so
equipment
is
not
touched
while
I
am
giving
instruction.
When
I
did
disperse
students
to
get
equipment
or
go
to
a
certain
area
that
has
equipment,
I
always
told
them
to
sit
down
next
to
their
equipment
without
touching
it
until
I
say
so.
If
anyone
did
touch
equipment,
I
would
call
them
out
and/or
sit
them
out
for
not
following
the
rules.
When
stopping
an
activity,
I
would
say
freeze
and
that
meant
students
are
to
stop
what
theyre
doing
and
to
place
equipment
on
the
ground.
When
I
needed
to,
I
asked
students
to
collect
equipment
and
the
faster
they
finish,
the
more
time
they
have
for
activity
time
for
another
task
or
questions
and
answers
at
the
end.
e)
In
the
first
4
weeks
of
Tiger
Pride,
Casey
and
I
had
a
2-strike
policy
where
strike
1
was
a
warning
and
possibly
sit
out
for
a
few
minutes
and
strike
2
was
an
immediate
offense
to
being
sent
inside.
After
week
4,
we
established
that
any
first
disruptive
behavior
will
result
in
a
student
to
sit
out
for
a
few
minutes.
The
second
time
a
student
misbehaves,
he/she
will
be
sent
inside.
We
learned
that
we
gave
students
too
much
room
for
misbehaviors
so
they
took
advantage
of
the
strike
policy.
f)
If
I
were
to
rate
myself
on
enthusiasm,
I
would
rate
it
8/10.
This
is
because
I
would
have
some
fun
lessons
where
I
would
demonstrate
or
have
students
mimic
what
I
am
doing,
and
other
lessons
where
I
had
repetitive
activities
(this
happened
twice)
and
students
got
bored.
Overall,
I
think
my
enthusiasm
encouraged
students
to
perform
as
well
as
I
did
during
the
demonstrations
and
that
increased
their
motivation
to
participate.
I
would
say
my
teaching
methods
showed
enthusiasm
consistently
but
a
few
of
my
activities
did
not.
g)
3
teaching
skills
I
did
well:
-
Demonstrations
with
cues
and
using
a
student
-
Feedback,
specific/positive/general/congruent
-
Adaptability
to
all
skill
levels
h)
3
teaching
skill
to
work
on:
-
Management
of
student
behaviors
-
Show
more
enthusiasm/humor
-
Provide
more
variety
of
activities
5)
Recommendations
for
next
Tiger
PRIDE
participants
-
When
a
student
sits
out,
they
should
write
down
what
they
did
wrong
and
how
they
can
correct
the
behavior.
That
way
a
student
will
have
no
excuse
exhibiting
that
behavior
again.
-
Be
extra
detailed
in
the
lesson
plans
so
DTs
are
overly
prepared
for
their
lesson.
-
Be
supportive
of
students
and
provide
feedback
to
them
no
matter
how
annoying
or
rude
they
are.
They
may
be
acting
because
of
issues
at
school
or
at
home
but
youre
there
for
30
minutes
to
provide
the
best
support
you
can
to
help
them
be
an
active
participant.