Children engagement in a session
The children were able to meet some of the objectives. As for the first objective, the children performed the overarm throw skill with proper techniques during the demonstration section. However, some children did not follow the correct procedures during the practice; for example, some children did not swing their arm to their ear level, as they might focus too much on whether they were able to throw bean bags into hula hoops. As for the second objective, the children could not successfully throw bean bags into the first hula hoop during the practice. It was quite difficult for them to aim at a specific target and successfully throw bean bags into the goal. All children were able to achieve the third objective; each pair was able to add up all the numbers and tell the correct answers of how many scores they get in total.
The instructions were clear as the children were able to understand and follow these instructions. I also applied some useful strategies, including explicit teaching, short and clear verbal prompts, asking open-ended questions, and involving a storyline, a song and a game into the practice.
I conducted this lesson with explicit teaching. For example, I demonstrated how to overarm throw for both right-handed and left-handed children step by step in details, so that children can see how the skill is executed and process the movement in their minds before execution. I used footprints as the visual cue to remind the children to step their opposite foot to their throwing arm forward, and I also used clear, short verbal cues “step, swing, throw, point” to help children pay attention to how they should move. I checked each children’s performance so that I could provide timely feedback. I also invited a couple of children who were able to perform very well to demonstrate, so the children could learn from each other. In terms of differentiation, I placed the targeted hula hoops in a different distance, and the children were given a choice to choose the target they were comfortable and confident with. By doing so, I was able to cater the needs for both lower or higher ability children without letting them know, so their self-esteem would be protected. Throughout this lesson, I asked open-ended questions to ensure that the children have understood my explanations and instructions. When some children asked me questions, I was able to listen patiently, even though I could not answer them immediately in the middle of my instructions or explanations, I was able to answer all their questions once I finished my instructions or explanations. In order to make the practice more enjoyable, I planned this practice into a game form, I also included a storyline “Walking in a forest, looking for wild animals” and a song “A hunting we will go” to create an engagement learning experience.
Overall, the children were engaged in this lesson, as they were able to pay attention to the instructions, and correctly follow these instructions. They also actively answered teacher’s questions. In the meanwhile, some children took initiative in learning and ask questions. Moreover, the children sang the song loudly, and they showed their excitement when they threw bean bags into the hula hoops.
During the practice, I failed to demonstrate how to throw a bean bag into the furthest targeted hula hoop which shows that overarm throw with accuracy and power to hit the targets is not easy even for an adult, therefore, when I planned lesson’s objectives, I should think backwards if the objective is reasonable for the children. I could try out myself beforehand and take different perspectives into consideration, such as the average ability of these children, difficulties the children might face to achieve certain objectives.
During the transitions, when I packed away foot prints, set up the hula hoops, pick up bean bags, I should not do everything by myself. I could maximize the children’s participation by involving them into these transitions. I should seize every teachable moment, in this case, the children could learn they are responsible for cleaning up when they make a mess. When I plan each lesson next time, I could leave a bit more time for the transitions by giving the children the opportunities to do clean up and set up together with teacher, so they will learn and feel valued at the same time.
I did not think of the flow of some parts of this lesson carefully. For example, I should get the animal cards ready, so I would not spend time looking for them. I placed the animal cards before the last round of practice, because I planned to ask the children to take an animal card for each round of practice, then I realized that it took too much time, so I changed my original planning on the spot. Next time, I should think of my planning more deeply, for example, it would be a more suitable practice for the children if I could place the animal cards later. I also should think of time allocation carefully and manage my time wisely on the spot.
Before the last round of practice, I told the children that they only had one chance, but eventually, I gave those children without an animal card another chance. I should think carefully before delivering the messages next time. Moreover, I should pay attention to the children’s cue. For example, one child kept saying “Don’t worry, teacher will give another chance”. I should eliminate their concerns by giving timely response like “Yes, relaxed, you always have another chance”.
Throughout this lesson, teacher-talk took a lot of time, as a result, the children only had little time to practice the skill. I should work on the pacing of the lesson, improve on my instructions given, clear and concise. I could write down all the instructions beforehand, so I could have a clear guideline in mind what I want to say during this lesson. In this lesson, although I provided specific feedback to the children’s movements before the practice, I should make sure to provide regular feedback. Instead of keeping reminding the children to use proper techniques, I should say “Child A should raise your arm higher”, “Child B did a great job on your arm swing”, so the children would clearly know where did great, where went wrong and how to improve.
Cool-down activity was absent from the execution of the lesson. I should plan my time wisely, so I could have enough time for both cool-down activity and recap section.