WGU D185 Reflective Practitioner Task 1 Example: Third Grade PE Unit on Throwing & Catchin, Assignments of Physical Education and Motor Learning

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D

The Reflective Practitioner

(Western Governors University)

TASK 1

A. Summarize a unit of instruction that you’ve taught, including the following:

• grade level(s): Third Grade
• content area: Physical Education
• two instructional strategies:

1. Peer Modeling and Guided Practice: I begin with a short demonstration of proper throwing and catching techniques using both overhand and underhand throws. Students then work in pairs to practice, using a simple checklist to give each other feedback and reinforce proper form.
2. Station Rotation: Students rotate through multiple skill-based stations, including target throwing, partner catching, and mini-games that enhance hand-eye coordination and teamwork. This variety promotes engagement and skill development through repetition and challenge.

• one assessment strategy: I used a structured formative assessment strategy consisting of a teacher-created throwing and catching skill checklist. This checklist includes specific criteria such as stepping with the opposite foot, releasing at the correct point, and following through with proper form. During station rotations, I actively assessed students using this checklist, checking off which criteria they demonstrated successfully. In addition, students participated in peer assessments, using simplified rubrics to give feedback on their partner's technique. These ongoing, low-pressure assessments provided real-time insights into student progress and areas for improvement.
• one learning objective aligned to the chosen assessment: Students will demonstrate correct form when throwing and catching a ball with a partner using both underhand and overhand techniques, aligning with California Grade 3 Physical Education Standard 1.9,

Another need is self-confidence. A few students tend to shy away from participating if they feel they’re not good at something, so I planned the lesson in a way that starts simple and builds up, giving everyone a chance to feel successful early on.

4. Explain why you chose the two instructional strategies you identified in Part A. Align your explanation with two of the students’ academic or nonacademic needs identified in parts B2 and B3. I chose peer modeling and guided practice because they support vocabulary development and listening comprehension. By watching a classmate demonstrate the skill step-by-step, students are more likely to connect with the language and understand the instructions clearly. As Schunk (1987) explains, “viewing a peer successfully perform a task may raise children's self-efficacy for performing well more than observing an adult,” especially when children feel the peer's actions are more attainable (p. 166). I also used station rotations to address nonacademic needs like teamwork and self- confidence. Rotating through activities in small groups gives students time to cooperate, support one another, and find success at their own pace. This structure helps students feel more capable, especially those who might not always feel confident in PE. 5. Explain why you chose the assessment strategy you identified in Part A. Align your explanation with one of your students’ academic or nonacademic needs identified in parts B2 and B3. I chose the formative checklist assessment because it aligns with both the academic need for vocabulary development and the nonacademic need for building confidence. By

observing students in action and checking specific movement components on the checklist, I could see if they understood key terms like “overhand,” “underhand,” and “follow- through.” This also supported students who lacked confidence, since the assessment was informal, visual, and feedback-based rather than written or competitive. This strategy gave every student a chance to show growth in a supportive setting. C. Reflect on the implementation of the unit summarized in Part A by doing the following:

1. Describe one observation of student engagement you made while teaching the unit that indicated whether the students were learning or not learning. I noticed students were highly focused during the partner catching drills. They gave each other tips, called out when they were ready, and even asked to move further apart to make it more challenging. This showed me they were engaged, understanding the skill, and actively trying to improve. 2. Explain what the results from the assessment from Part A showed about student performance based on the objective you identified in Part A. The formative assessment results showed that approximately 80% of students met the objective by demonstrating correct form in both overhand and underhand throws, according to the checklist. Most students consistently stepped with the opposite foot, released the ball at the right point, and followed through. For students who did not yet meet expectations, the checklist helped identify exactly where support was needed. These

correctly. When students know what the terms mean, they’re more confident and more likely to improve. D. Examine a personal bias that you might have by doing the following:

1. Explain how that bias might negatively impact student learning. One bias I’ve noticed in myself is assuming that more athletic students will always pick up the skills faster. This could negatively impact student learning because I might unintentionally give those students more attention or praise, while overlooking the effort and progress of others who may need more support to improve. 2. Discuss how addressing the bias in Part D1 promotes inclusivity within the classroom. Addressing the bias in D1 helps promote inclusivity by making sure all students get equal chances to grow, regardless of how skilled they seem at first. When I become more aware of how my expectations can influence who I focus on, I can be more intentional about supporting every student. As Brooks et al. (2020) explain, “a large body of work has documented psychological processes such as stereotype threat and belonging uncertainty that can cause students to disengage and perform below their potential” (p. 225). By actively encouraging all students and recognizing their efforts, I can create a more welcoming and supportive environment where everyone feels like they belong and are capable of improving. E. Explain how you could grow professionally as an educator to meet the needs of your students by doing the following:

1. Identify one area of professional growth that will help you address the academic needs of your students. a. Explain how growing professionally in the area identified in Part E1 would improve student outcomes. One area of professional growth I want to focus on is differentiating instruction to better meet the academic needs of all my students. In PE, students come in with different skill levels and learning styles, so finding ways to adjust how I teach a skill, such as using visuals, step by step breakdowns, or one on one support, can make a big difference. Improving in this area would help students feel more confident and capable, especially those who may not understand a skill right away. When instruction matches how they learn, they are more likely to stay engaged, understand the material, and make real progress. 2. Identify one area of professional growth that will help you address the nonacademic needs of your students. a. Explain how growing professionally in the area identified in Part E2 would improve student outcomes. One area of professional growth that will help me address the nonacademic needs of my students is learning more about social emotional learning. Many students in PE struggle with things like confidence, frustration, or working with others, so building my skills in this area would help me support their overall development.