G.O.+Journal+3

**Student Learning and Development** I taught Ms. Hinz's 9th grade P.E. class during their team handball unit. I realized right away that 9th graders needed a lot more instruction then I had anticipated. Unless they are given direct instruction prior to starting an activity, it is very difficult to get everyone's attention after the activity has started. To get all the students involved in team handball (since some students are timid or don't put forth effort during games), I used a basketball drill called the 3-man weave that directly relates to the skills used in team handball as well as requires the students to work as a team. I had all the students line up on the red line alongside the court and asked for a few volunteers to help demonstrate the drill before we started. After I walked through the drill I asked if anyone had any questions or if anyone did not understand. To try to relate the 3-man weave drill to something else the students would know I first asked if anyone in the class played on the basketball team or played basketball at all. Once they answered I went on to explain how the 3-man weave drill is used for basketball but can relate to all sports because it incorporates passing, moving without the ball, and a lot of teamwork. After the students successfully completed the drill twice we split up into their preassigned teams and played handball for the remainder of the period with both Ms. Hinz and I watching and reminding students to use what was practiced in the drill as they played.
 * Journal 3 - Lesson taught on 11/7**

**Teaching Strategies** I used direct instruction for most of the period and it seemed to work pretty well for the most part. I first talked about the drill, then walked through it with Ms. Hinz and another student, then had a set of students walk through it before having everyone go through the entire drill twice. Ms. Hinz and I also used one teach, one assist co-teaching strategy. As I explained the drill drill Ms. Hinz walked through it with me showing the proper way to run it. As I got the students into 3 rows, she passes out the team handballs. As I asked if anyone had questions or did not understand Ms. Hinz looked through all the students to see their reactions and if they needed help she would point it out to me or suggest we go over something one more time.

**Assessment** I used formative assessment before, during, and after the drill. In the future I will have to make sure to reword my question 2-3 times to make sure that everyone answers by raising their hand and actually understands what was said in the instruction. I asked if everyone understood the drill before we started and took shaking their head up and down as a yes. This was not a good assessment because clearly many did not understand. In the future I will have everyone raise their hands if they do understand and then again if they don't understand. Since many students just raise their hands with the other students even if they do not understand I will have to look for any kind of hesitation and if I see a student that may be confused I can do another demonstration or give individual attention.

**Classroom Management** For classroom management I began the class by having all the students gather and sit in a corner of the gym. Ms. Hinz and I went over the announcements, teams for the day, repeated the rules, and then I explained the new drill for the day. During the drills I had to yell fairly loud to get attention of the 30+ students in the gym. In the future, I will have a whistle or horn to get the attention of the students. At the end of class the students were told when the middle curtain goes up that means they need to put the practice jerseys in the basket, as well as the team handballs, and head to the locker room.