1. Physical Education 2. Badminton Unit 3. 10/20/30 (Grade 10, 11, 12) High School Girls 4. Students are working on their badminton shot development, specifically to overhead clears and drop shots. Students participate in a variety of different drills and competitions in order to keep the lesson engaging and motivating. Activities include students working with partner in drills to develop their shots and returns, and specific activities and competitions that focus on students accuracy. Activity outcomes are being highlighted, specific to developing and refining activity- specific skills in a variety of different games; specific to manipulative skills.
Part Two: Pre-assessment A) Survey Based on Student Interest:
I chose to do a survey to pre-asses the students interest for a number of reasons. Of course students have to develop the skills that are indicated in the curriculum however, doing a pre-assessment of their interest helps me as the teacher to develop my lessons around things that they are interested in doing. When students are interested in the activities there is increased motivation, better performance, and an overall positive learning environment. I chose to evaluate their interest level with a survey because it includes a nice 1-5 scale that can accurately depict how interest a student is in a number of different areas. I like having a survey that is recorded on paper, so I can take it home and evaluate the numbers and correspond my lessons accordingly. Having the survey in a Pleases answer the following questions about your specific interests of Badminton: 1- I have no interest at all 2- I have little interest 3- Undecided 4- I am interested 5- I am very interested. I have a strong interest to learn about different shots in badminton. 1 2 3 4 5 I have a desire to develop my serving skills in badminton. 1 2 3 4 5 I hope to learn about many different tournament styles for the sport of badminton. 1 2 3 4 5 I want to develop more strategies and tactics for badminton game play. 1 2 3 4 5 I enjoy playing and participating in badminton. 1 2 3 4 5 Jami Wiebe physical document permits me as the teacher to refer back to it through out the lesson planning process and ensures students interest are being accommodated.
B) Team Brainstorming Session Based on Students Readiness.
A team brainstorming session would be beneficial for the students because it allows them to bounce ideas off one another. Sometimes students might know the information but just need a probe or cue to get their neurons firing. Using guided questions from the teacher, students will answer questions about their prior knowledge of badminton as the teacher writes their responses on the white board. This gives the teacher a greater understanding of what the students knowledge about badminton, and is also an effective refresher or review for the students. The teacher needs to be cautious that all students are contributing and answering questions, to avoid on student who may have an advanced understanding about badminton skewing the assessment process. For this specific lesson I have planned for the 10/20/30 high school girls, I think this is still an effective process because there are only eight students in the class. I am confident in my abilities to get responses from all students ensuring all students have equal opportunities to answer. At the end of the brainstorming process the teacher will take a picture of the board to refer to at the end of the unit. At the end of the unit students will be shown the picture of their previous knowledge, asked the same questions and will hopefully see visible growth in their knowledge. Assessing for readiness will help guide the teacher in the lesson planning and unit planning process, because it will guide what needs to be taught to further students knowledge and skills. Teacher should also be making anecdotal notes on the individual students knowledge and involvement.
Part Three: Differentiating the Lesson
Pre-assessment: Pre-assessment of students readiness will be used for this lesson. I chose to do this because students will be able to perform a task that is challenging enough for their readiness level, but not too challenging that they will not be successful at it. This sets students up for success and is also engaging and motivating for the participant. Students will still be meeting the outcomes in the curriculum but in a way that is differentiated by their readiness to attempt different levels of skill.
Differentiate by Process: Based on the pre-assessment I will differentiate by process because the strategy allows students to learn and develop skills through the instruction and activity. The activity Pre-Assessment of Readiness Questions 1. What are the different types of badminton serves? How are they done? 2. What are the different kinds of badminton shots? How are they done? 3. What are the basic rules of singles badminton? 4. What are the basic rules of doubles badminton? 5. What are some strategies a doubles team can utilize? 6. Anything else you know about badminton? Jami Wiebe encourages self-directed learning and divergent thinkers. Students are still working on the same skills but do so with different levels of challenge and complexity. The pre- assessment strategy helps to differentiate the process activities, and to enable the teacher to make them challenging for all levels of learners. Similar to differentiating based on blooms taxonomy, students will be given the opportunity to participate in an activity that is customized to their skill and readiness level.
DI Strategy:
Cubing: For the skill improvement activity students will be given the chance to choose between three different sets of dice. One being the less advanced dice with basic skills, the second being moderately advanced with basic and complex skills, and the third being the most advanced and high skilled dice. Students will self- assess which dice they believe will be the most appropriate challenge for them to complete based on the learning activities. Students will then role the die and perform the task that correlates with the corresponding number. Once they complete the task the will role again, until the time limit is up. If students role the same number twice they must role again, to ensure they participating in a variety of activities. Students may also change the level of die they are rolling at anytime if they feel the task is too challenging or not challenging enough. With that said students will be encouraged to perform the tasks that are challenging and will optimize their learning. Switching between different dies allows for differentiation between tasks. For example, perhaps a student is ready to perform the most advanced activity for serving but wouldnt be able to succeed in the activity of drop shots or the cardio component. Since all the numbers of the die relate to one another, if they role a 4 on the first die but feel they can do it at a higher level they can easily transfer over to number 4 on the most advanced die.
Number Die One Die Two Die Three 1 Cardio 10 burpees, 10 high knees, 30 jumping jacks. 15 burpees, 15 high knees, 40 jumping jacks 20 burpees, 20 high knees, 50 jumping jacks 2 Forehand Serve Using a forehand serve, serve the birdie onto the opposite side of the court twice in a row. Using a forehand serve, serve the birdie into the hula-hoop on the opposite side of the court twice in a row. Using a forehand serve, serve the birdie into the hula- hoop on the opposite side of the court 10 times. 3 Backhand Serve Using a backhand serve, serve the birdie onto the opposite side of the court twice in a row. Using a backhand serve, serve the birdie into the hula-hoop on the opposite side of the court twice in a row. Using a backhand serve, serve the birdie into the hula- hoop on the opposite side of the court 10 times. Jami Wiebe 4 Clear Shot Hit the birdie in the air to yourself and clear the birdie to the other side of the net successfully 5 times. Hit the birdie in the air to yourself and clear the birdie to the very back section of the court successfully 5 times. Hit the birdie in the air to yourself and clear the birdie to the very back section of the court successfully 10 times. 5 Drop Shot Hit the birdie in the air to yourself and place the birdie before the serve line on the other side of the net successfully 5 times. Hit the birdie in the air to yourself and place the birdie before the serve line on the other side of the net successfully 7 times. Hit the birdie in the air to yourself and place the birdie before the serve line on the other side of the net successfully 10 times. 6 Rules and Strategies Answer the following question in your journal:
Describe the lines in a singles playing court? Answer the following question in your journal:
What portions of the body provide the most power in badminton shots? Answer the following question in your journal:
What shot would you use if your opposing player used a clear shot and is now and the back of the court and you are in the center of your court? Why?
Part Four: Anchor Activity (Sponge Activity)
Journal: Using their own on-going journals students will asked to reflect on the class regarding their overall cooperation, attitude, participation and effort. They are also encouraged to reflect on their interests in the activities and what they are interested in learning and participating in for the future. If students have completed the first part of the journal they are invited to discuss the essential question of the class. In this particular instance the essential question is:
How does using proper techniques of manipulative skills positively affect personal performance?
Therefore, the journaling assignment is related to the students interest level as well as their readiness. Journaling for this grade level is also effective because it encourages divergent and critical thinking. 10/20/30 girls will have the ability to accurately assess themselves and reflect on key concepts and ideas. Students are expected to reflect on their cooperation, participation and interests while still having the ability to extend their Jami Wiebe knowledge and think critically about the topics at hand. It is also efficient because the amount of reflection and journaling is absolutely endless and continues through out the entire school year. This anchor activity is suited for this specific lesson because it encourages students to self-assess their own performance of the cooperation outcome of the curriculum, allows them to express their personal interests and also allows them to think critically on how performing badminton shots correctly will positively affect their performance and achievement.
Shot Analysis: In the event that a student finishes all the activities before class is done they will be expected to do a shot analysis on another classmate. This assesses their knowledge of the proper mechanics of a specific skill and assesses their readiness to move on to more complex skills. Students are required to demonstrate a higher level of understanding by analyzing another persons mechanics and shot development. It is suited to this lesson because it enhances the students knowledge on different badminton shots and also includes peer assessment. Being high school students this is definitely an activity that they can be successful at and will be beneficial for everyone involved. The student who is performing their shot will be able to receive constructive feedback and the student doing the analysis will be practicing a higher level of thinking.
Example:
Name of the Evaluator: Name of Person Preforming the Shot:
Please write comments and assess the player based on the following components: Follow Through Balance Footwork Point of Contact
Jami Wiebe
Part Five: Relationship to Knowledge, Skills, and Aptitudes (KSAs)
KSA #5- Teachers identify and respond to learner differences: Through the two pre-assessments as well as ongoing observation the teacher can discover the students readiness and interest differences. From there the teacher responds to the differences by creating an activity (cubing) that allows students to perform activities that are tailored to their readiness in performing a variety of skills. The teacher is therefore identifying differences and then responding to those differences by differentiating the lesson to incorporate all students needs.
KSA #9: Teachers use a broad range of instructional strategies: This lesson includes a variety of different instructional strategies to increase student learning. There is a survey, brainstorming, pre-assessment, self-assessment, cubing, and direct instruction. Students are able to perform different performance tasks as well as think about rules and strategies logically and apply them to real situations.
Addressing Professional Knowledge, Skills and Attributes (KSAs) Professional Semester Two The following chart denotes the alignment of the Alberta KSAs with instruction in the PSII modules
Knowledge, Skills and Attributes for Alberta Teachers Education 3602 Educational Psychology of Exceptional Learners 1 - Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables.
2 - Teachers understand the legislated, moral and ethical framework within which they work.
3 - Teachers use the programs of study to inform and direct planning instruction and assessment.
4 - Teachers demonstrate knowledge of the content they teach.
5 - Teachers identify and respond to learner differences.
6 - Teachers plan for instruction, translating curriculum and outcomes into meaningful learning activities.
7 - Teachers create and maintain environments that are conducive to student learning and understand student needs for physical, social, cultural and psychological security.
8 - Teachers establish relationships with students that respect human dignity 9 - Teachers use a broad range of instructional strategies.
10 - Teachers apply a variety of technologies to meet students learning needs. 11 - Teachers gather and use information about students learning needs and progress and assess the range of learning objectives.
12 - Teachers engage parents, purposefully and meaningfully, in all aspects of teaching and learning.
Jami Wiebe 13 - Teachers identify and use relevant learning resources. 14 - Teachers contribute, independently and collegially, to the quality of their school. 15 - Teachers engage in assessing the quality of their teaching. 16 - Teachers are able to communicate a personal vision of their own teaching.