Today my
partner and I presented a lesson in the unit of gymnastics that focused on a
cartwheel. Prior to this lesson, a pre-assessment of the cartwheel was given to
the students at St. Mary’s. The evaluation of the data results helped us
determine which students needed to improve on the cartwheel and which students
were successful with the option of being demonstrators, peer teachers or have
the ability to move on to another task. After discussing the results we decided
that we would split the class into two groups. 
Prior to splitting the class up the
lesson focusing on the cartwheel was presented to the entire class. A visual
aid was created and discussed in the beginning of the lecture. The visual aid
displayed pictures of a cartwheel broken down into individual movements with
labeled cues. Pinpointing was used by having a girl who was successful in the
pre-assessment demonstrate a proper cartwheel. The demonstration was done twice
once in slow motion and a second time with full speed. As the student
demonstrated the cartwheel Miss Fredrickson repeated the cues as they occurred.
At the end of the teaching instruction we established checking for
understanding with the students by asking questions of what the cues are and
ask the students what the safety rules were and why.
The students were then divided into
two groups with Miss Fredrickson continuing assistance with the group who
needed to improve on the cartwheel. I assisted and taught the advanced students
in different skills in gymnastics. The students who needed improvement were
given task progressions to help them perform a cartwheel. I had the students
travel from station to station so they could practice tasks that were
introduced in prior lessons but still needed to be worked on. These tasks
consisted of climbing the rope, different roll approaches and routines on the
balance beam. At each station I reviewed the skills to refresh their memories
and had them perform tasks.
At the end of the lesson a
post-assessment was given to all the students having them demonstrate another
cartwheel to see if progress was made. The results of the post-assessment in
comparison with the pre-assessment showed that two students that could not
perform a cartwheel in the pre-assessment were able to perform one in the
post-assessment after the lesson was instructed. Also the majority of the
students who could not perform the cartwheel did however improve on individual
critical elements. This expresses that with another day or two of practicing
tasks could have increased the number of students performing the cartwheel.
Although I feel I have improved as
an effective teacher moving forward there is always room for improvement. If
given the opportunity to teach differently I would have partnered up the
students that needed improvement with the students were successful during the
pre-assessment. This would allow for peer teaching to have taken place which
could help the development of all the students. The students that needed
improvement would have had practice time with a peer that could have expressed
encouragement. Students being peer teachers also help develop their cognitive
and affective domain through recognition and cooperation.
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