Ren Doo

HESP 187D
Dr. Wyant
Evaluation Team
11/9/16
Systematic Observation Report
1. Overview
On November 9th I observed the lessons of Cassidy Gustafson and Nathan Rhea at
Cleveland Elementary School. The unit of focus was Health and Fitness in Cassidys
lesson and Foot Golf in Nathans lesson. Nathan taught his group of third grade students
and Cassidy taught her group of second grade students. Both Nathan and Cassidy had 16
students each. Nathans group needed to have prior knowledge of the COTS for passing a
soccer ball. Cassidys group needed to have prior knowledge of health and fitness stations
from a previous lesson. Nathans lesson required 8 large cones, 8 gates, 16 soccer balls,
16 poly spots, and 40-50 small cones. Cassidys lesson required 16 poly spots, 8 poly
squares, 2 foam dice, demonstration sheets, 4 purple cones, and 2 green cones.
2. Systematic Observation 1 Nathan
For Nathan I completed the Teacher Movement form to analyze the amount of movement
Nathan did per task and to record to how many students he was addressing each time he
gave feedback or instruction. Nathan began his lesson by having the students co-lead the
stretches and warm up exercises. This was a good idea to get the students involved and
paying attention. Nathan described the rules for the foot golf and then distributed soccer
balls and score sheets for the students to record their strokes with. The students were then
instructed to go to a particular foot golf hole and to begin play. These instructions helped
give the students structure and many of them went straight to their starting hole and
awaited the start signal from Nathan. A couple students however were already kicking
their soccer balls around and maybe Nathan can have the students just keep the soccer
balls on the ground and still until they are instructed to play. As the students continued
through the foot golf portion Nathan moved around the foot golf course and was able to
instruct the students who needed help in their small groups of two or three students each.
This is good because Nathan was able to be specific about the feedback and also provide
instruction on the move. There were moments when Nathan had his back to the other
students while he was giving instructions which may lead to students being less than
compliant because Nathan loses sight of them. If Nathan were to be more mindful of his
body positioning, then he could easily avoid this issue. Nathan brought the students back
together to do a cool down set of exercises and Nathan participated with the students in
order to keep the mutual energy level in the lesson up. After the cool down Nathan asked
the students if they liked foot gold. The response was mixed. Nathan can avoid this

slightly awkward moment by perhaps asking the students to share their scores and maybe
ask the students which holes were easier than others. Overall I think the lesson went over
well and seeing the students be successful with a task that demands quite a bit of structure
encourages me to plan on being ambitious in my future lesson plans.
3. Systematic Observation 2 Cassidy
For Cassidy I completed the Time Analysis form to see how much time Cassidy spent on
management, activity, and instruction during her lesson. From the twenty one minutes of
video tape I viewed Cassidy was able to deliver management 59% of the time, activity
35% of the time, and instruction 6% of the time of the lesson. Cassidy began her lesson
with a student-led stretching and exercise routine where students were chosen to roll
foam dice and perform a movement with repetitions that are indicated on the dice. The
students seemed to be engaged for the most part. This is a god idea to give the students a
bit of excitement and variability using the dice. The first task was yoga and the group of
students who were visible on the film seemed to be into the poses and engaged with the
activity. The students were able to switch stations and the transitions between stations
was very efficient. The transition took 30 seconds. That helps to keep the students
attention and to make sure that there were no distractions that could keep them from
engaging in activity immediately. Cassidy was able to walk between the stations and give
feedback to help and encourage the students. After a water break Cassidy began the
second task. However the students were not complying after about 45 seconds of the task.
Cassidy had to have a conversation with the students and I think that the students will be
better behaved next class because Cassidy has told them about the expectations she has
for future behavior. It appeared to work immediately because the students were compliant
and willing to help out with cleaning up the poly spots and gathering the other equipment
to round out the lesson. Overall, Cassidy was able to deliver an ambitious lesson that was
more student directed compared to previous lessons. The students will hopefully bring the
same enthusiasm as there was in the first task to the remaining class sessions.