These questions really tied everything together and helped the students think about the important pieces of information so they would remember the next time they bowled. Repetition and question and answer were teaching techniques I witnessed Mr. Dunn use repeatedly throughout the day. Having students recall the information and piece it all together was an excellent way to finish up the class because they could carry the information with them throughout the day.
It was interesting watching the second graders. I could quickly tell which ones were the more outgoing class clowns, which were the more athletic type, and which were the quieter ones. One thing all the children seemed to have in common was the fact that they all wanted Mr. Dunn’s …show more content…
The order of events was the same for grades 2-5th. First came the warm up, then instruction was given to the classes. Bowling, which was the main activity for the days I observed, could only take place after those initial steps occurred. The instruction was a significantly less detailed overview than that of the younger grades. Whereas the instruction for the younger classes may have lasted 15 minutes, the instruction for the older grades lasted no longer than 5-7 minutes. These brief directions included a reminder of the proper form when bowling and how to keep score on an …show more content…
Dunn set up five stations to work on motor skills. The stations varied from teamwork to more individualized tasks. Each task given to the children was briefly discussed so there would be no confusion when Mr. Dunn sent the students off to their designated spots. At the first station, students had to hold a piece of a cut pipe each and arrange the pipes together so a little ball could roll along the tops of the cut pieces of pipe from one end of the room to a bucket on the other side of the room. The pieces of pipe were each about a foot long, so once a student had passed the ball off to a teammate, that student would have to run to the other end to get ready for the ball to be passed back to them again. The girls in this class seemed to enjoy the challenge the most. The boys I witnessed attempted this challenge without complaint, but were not as enthusiastic about it as the girls and seemed glad to move on to the next station when it was time. Teamwork must have been something the children had been working on because each group worked well together and acted like good teammates and friends. I heard the students across the room yelling out encouragement to each other then squealing whenever the ball almost fell. Mr. Dun told me that at the beginning of the year the students couldn’t complete the task at all because it was difficult for them, but now they had improved so much. Many of the groups were able to complete the task
It was interesting watching the second graders. I could quickly tell which ones were the more outgoing class clowns, which were the more athletic type, and which were the quieter ones. One thing all the children seemed to have in common was the fact that they all wanted Mr. Dunn’s …show more content…
The order of events was the same for grades 2-5th. First came the warm up, then instruction was given to the classes. Bowling, which was the main activity for the days I observed, could only take place after those initial steps occurred. The instruction was a significantly less detailed overview than that of the younger grades. Whereas the instruction for the younger classes may have lasted 15 minutes, the instruction for the older grades lasted no longer than 5-7 minutes. These brief directions included a reminder of the proper form when bowling and how to keep score on an …show more content…
Dunn set up five stations to work on motor skills. The stations varied from teamwork to more individualized tasks. Each task given to the children was briefly discussed so there would be no confusion when Mr. Dunn sent the students off to their designated spots. At the first station, students had to hold a piece of a cut pipe each and arrange the pipes together so a little ball could roll along the tops of the cut pieces of pipe from one end of the room to a bucket on the other side of the room. The pieces of pipe were each about a foot long, so once a student had passed the ball off to a teammate, that student would have to run to the other end to get ready for the ball to be passed back to them again. The girls in this class seemed to enjoy the challenge the most. The boys I witnessed attempted this challenge without complaint, but were not as enthusiastic about it as the girls and seemed glad to move on to the next station when it was time. Teamwork must have been something the children had been working on because each group worked well together and acted like good teammates and friends. I heard the students across the room yelling out encouragement to each other then squealing whenever the ball almost fell. Mr. Dun told me that at the beginning of the year the students couldn’t complete the task at all because it was difficult for them, but now they had improved so much. Many of the groups were able to complete the task