Template for Assignment 1: Tiered Lesson

Name & Student Number: Bradley Maney 2138083

Curriculum (Learning) Area of Lesson: Physical Education
Specific Topic of Lesson: Volleyball
Year Level/s: 10

Lesson Context (1 paragraph)

This Volleyball lesson is the second lesson in an 8 single lesson/4 week unit. The lesson is following on
from the introductory lesson where students were introduced to Volleyball through a Game Practice
Game concept. The focuses of this lesson will be on the basic skills and developing an understanding of
the rules associated with the game of Volleyball. This lesson will help develop the goals of the broader
unit as it will continue to develop the students ability to think critically about Volleyball whilst
understanding the basic skills and concepts. It is crucial in the lesson and broader unit that students are
able to convert their prior learning from other net sports such as Tennis and Badminton and understand
spatial awareness that they would have gained from a range of sports including Touch Football
undertaken in previous years through Physical Education. This unit will focus heavily on communication,
improvement of skill application, decision-making and an understanding of Volleyball.

The class will consist of 24 students who are all at different stages of readiness, which will be determined
through pre and post assessment of each lesson. One of the students (Fred) has Autism Spectrum
Disorder (ASD) and will be accounted for with explicit planning and a clear social story/timeline to alleviate
the anxiety that is often associated with ASD. Social stories enable the student with ASD to further
understand the situation in which targeted behaviour occurs (Gray & Garand, 1993).

Learning Objectives

ACPMP103 Analyse the impact of effort, space, time, objects and people when composing and
performing movement sequences
ACPMP106 Transfer understanding from previous movement experiences to create solutions to
movement challenges

As a result of engaging with the lesson, students will:

understand that
- Students will understand the basic skills that are associated with Volleyball skill acquisition
- Students will understand the importance of communication in Volleyball
- Students will understand that time and space is accounted for when you understand the basic
skills and concepts of Volleyball
-

know
- Students will know communication is a
key factor in Volleyball
- Students will know that time and space
is accounted for when you understand
the basic skills and concepts of
be able to do
- Students will be able to demonstrate three
different skills (forearm pass, set, spike)
- Students will be able to create an offensive
movement sequence from a neutral shot
- Students will be able to communicate to their
 Volleyball teammates on or off court
- Students will know the rules of
Volleyball

Essential Questions

How can I offensively receive a serve?

How important is communication in a game of Volleyball?

Preassessment of Individual Student Readiness

This unit is conducted under one main learning objective:

Implementing the game skills whilst critically understanding the game of Volleyball

All lessons are conducted under that main learning objective with key questions/big ideas that guide the
learning. In this particular lesson students are focusing on the basic knowledge involved in skill acquisition
and communication. A variation of the Sport Education Model will be used to tier the students in their
levels of readiness, which was conducted under a checklist pro forma in the first lesson (see appendix 1).
A further pre-assessment will be conducted at the beginning of each lesson to reiterate the lesson
objectives of the previous lesson. This pre-assessment allows the teacher to see where each student is at
in their stage of readiness in regard to the Physical Education lesson and unit. Students will be able to
critically assess their own performance and assess where they have improved over the course of the unit.
Following these pre-assessment tasks students will be in 3 groups, which allows the teacher to
differentiate their teaching accordingly.

Lesson Plan
Lesson Sequence Explanatory notes

Number of players Introduction (5 minutes)

24 total 1 with ASD
Students will need to get changed into their appropriate
Facility Physical Education clothing at the beginning of the
Stadium/Two full Volleyball courts lesson. Teacher will clearly explain the lesson rundown
as displayed on the whiteboard. Clear learning
Resources objectives will be shown under the What headline.
10 Volleyballs Explicit teaching is a systematic method for presenting
2 Volleyball Nets material in small steps that allows you to check for
8 Hoops understanding whilst applying the successful
Whiteboard participation of students (Rosenthine, 1986).

Safety Before commencing their warm up game students will

Correct footwear and clothing for participating be given two minutes to discuss in partners the
on an indoor wooden surface following guiding question that focuses on their prior
Padding on all posts learning from the previous lesson.
 Removal of all Jewellery
Equipment is in good shape to use throughout What was the main objective of the last lesson?
the ensuing activities, this to be checked
throughout the lesson as well By establishing the main objective of the last lesson I
Ensure no student has a prior or existing am reinforcing the learning objectives of the unit.
medical condition that would inhibit their Engaging with prior learning is integral in transferring
participation in the lesson understanding from previous movement experiences to
create solutions to movement challenges (ACARA,
Considerations for Fred 2016). By discussing prior learning it gives the chance
Lesson detailed clearly on whiteboard that will to engage the students in the theoretical learning
alleviate his anxiety on the timeline (see below) aspect of Physical Education during an active lesson.
This form of pre-assessment is verbal but enables the
What teacher to see where the group is at in terms of the
- Communication theory.
- Skill Acquisition
Why
- Set up offense to score
How/Timeline
- Introduction (5 minutes)
- 3 v 3 Modified Game (10 Minutes)
- Practice Task (tiered) (10 minutes)
- Groups Task 10 minutes
- Progression of Task (10 minutes)
- Conclusion (5 minutes)
Keys to remember
- Offensive mindset
- Skill acquisition
- Communication

Warm up game (10 minutes)

Students will be placed into groups of 3 for the
warm up task. The flexible grouping of students
is decided by a simple 1, 2, 3, 4, 5, 6 directed
by the teacher.

Play a 3 v 3 modified game of Volleyball

emphasising two hits on a side every time a
team receives the ball.
Conditions
- Half Court (Narrow)
- Teams earn 1 point by making two hits
on a side providing the ball lands in the Students are deliberately not grouped due to readiness
in the warm up game, as it is important to enable
other teams half (offensive)
flexible grouping throughout a differentiated lesson
- Each team alternately begins a point (Tomlinson, 2014). The flexible grouping of students is
with a free ball decided by a simple 1, 2, 3, 4, 5, 6 directed by the
- Team members rotate positions after teacher.
each free ball receive (Passer, Hitter,
Setter) The warm up game reiterates skill acquisition that was
- Players may use up to three hits per developed in the prior lesson. Students are able to see
their level of improvement in skill acquisition through
side
active modified game play.
- The setter is in a ready position
- Communicate to their setter
Following the warm up game students will once
again gather around the whiteboard and
answer guiding questions (see explanatory
notes).
Practice Task (see appendix 2)
Setup 6 players in a half court (2 groups of 3)
Goal Practice receiving a ball and offensively
passing to the setter
Conditions 3 players in court x 2
- Forearm passer to be directly facing
the setter
- Setter tries to land the ball in the hoop
(can be moved at the start of each set
communicating their movements)
Volleyroos
Students will be working on their
communication throughout this practice task.
Students will be giving instructions to the setter
such as 1m, close, higher, lower throughout
this task. The hoop will be moved at the
conclusion of each practice set.
Beach Bandits
Students will be encouraged to use
communication where they see fit. Towards the
end of the task they are encouraged to move
the hoop to allow for a higher degree of
complexity.
Hardwood Heroes
Students will be focusing on getting both the
forearm pass and set correct. Setters are
focusing on the height of their set to enable
offense in game like situations.
Following the practice task students will once
again gather at the whiteboard. The teacher
will read out two learning objectives (see
explanatory notes) and students must
individually assess where they are at by
standing at 1 of the signs or in between 2 that
are displayed on the gym floor. Each sign will
read:
Wow --- Got it --- Getting there --- Not yet
Group Task 1 (10 minutes) see appendix 3
Setup Five players play a game whilst
receiving communication cues from a
teammate (communication officer) on the
What communication can teams provide to their setter
that encourages offensive attacks?
What role does the serve receiver play in creating an
offensive attack? And how do you do this as a team?
Both of the guiding questions above continue to relate
to the learning objectives of the lesson; communication
and skill acquisition.
Groups are split into their teams, which were decided at
the conclusion of the last lesson.
Volleyroos Showed a clear understanding of
Volleyball skill acquisition. These students have played
or experienced Volleyball before and are able to think
critically about the in game tactics, decision-making and
controlling the ball under pressure. These students will
be crucial towards the end of the unit for their
leadership and guidance.
Beach Bandits Developing a clear understanding of
Volleyball Skill Acquisition. Have experienced Volleyball
before and are focusing on their skill acquisition before
moving onto tactical awareness.
Hardwood Heroes Havent experienced or have very
little experience with the game of Volleyball. Working on
the basics of skill acquisition and developing an
understanding of the rules.
Clearly understand the importance of the set in an
offensive movement sequence
Clearly understand the importance of communication in
Volleyball
Moving into the group task the teacher will randomly
sidelines select the groups. The normal teams will no longer be
Conditions Full Court used, as the emphasis is placed more upon inclusion
- All 3 teams participate and alternate amongst all levels of skill acquisition. Student inclusion
- Emphasis placed on communication provides an opportunity for children to interact and be a
not on winning or receiving points part of their age groups rather than co-existing in
Goals Use the forearm pass as first different educational settings (Ozmun & Terre Haute,
contact/hit 1994).
- Listen to communication
At the conclusion of this first group task each
team will answer the following questions (see
explanatory notes).
Progression of Group task 1 (10 minutes)
Setup 6 players per team (new grouping)
Conditions Full court
- No communication officer/progressed
to everybody now communicating How did that activity encourage communication?
What are the main benefits of each teammate
communicating efficiently?

The exit card provided would further help the teacher

deliberate about the students level of readiness. The
exit card provided is developed solely for this lesson
and not the entirety of the unit as it entails specific
criteria. Each of the three teams is developed under
flexible grouping and could change from lesson to
lesson.
Lesson Closure/ Check for Understanding

Conclusion
On the floor of the Gym there will be four signs
Wow Got It Getting There Not Yet
The teacher will read out two questions which relate to the learning outcomes of todays lesson and
students must stand where they think they are at
Learning Objectives
 - How do you now understand the importance of communication in Volleyball?
- How do you now understand the importance of successful offensive skill acquisition?
Students will also be given an exit card to fill in before they leave (see appendix 5). The exit card provided
would further help the teacher deliberate about the students level of readiness. The exit card provided is
developed solely for this lesson and not the entirety of the unit as it entails specific criteria. Each of the
three teams is developed under flexible grouping and could change from lesson to lesson based on the
formative feedback throughout lessons and the exit cards. Observations are also made throughout the
lesson as students participate in each task. The exit cards are an easy way for students to wind down
from a physically active lesson that in turn helps them prepare for their next lesson.

Explanation:

Differentiation amongst a Physical Education environment is integral to the development of each and
every student. It is impossible that each student will be at the same level of skill or understanding in any
sport that a teacher is delivering. Through this understanding as a teacher its important to establish
students different levels of readiness. Readiness is an individuals proximity to, or proficiency with, a
specific set of knowledge, understanding and skills, designated as essential to a particular segment of
study. (Sousa and Tomlinson, 2011, p. 85). As discussed previously it was important to differentiate the
students into different teams of readiness as this would promote their personal development in the two
learning objectives of skill acquisition and communication. The teams were introduced to develop the
learning objectives in each lessons practice task; this is an indirect way of tiering a task so each student is
participating at their level. It didnt seem appropriate in a game atmosphere to place the differentiated
teams against each other as this will affect the confidence of the lesser-tiered teams. As previously
spoken about it is important throughout this unit that flexible grouping is used and continuously re-
assessed to enable growth amongst the students. Jarvis, Pill and Noble (2015) discussed the notion that
by teachers intentionally using a variety of group configurations they are instilling effective differentiation.

Fred was introduced to highlight the level of differentiation needed in a Physical Education class.
Differentiation also extends to the different needs of each individual highlighted by the inclusion of Fred.
Social stories are an integral part in easing a student with ASD into an unfamiliar sport or atmosphere.
Houston-Wilson and Lieberman (2003) discuss that when a student with ASD enters a gymnasium it can
cause a sensory overload due to a new atmosphere. Social stories give a clear visual of what is going to
happen and be expected throughout the unit in the gymnasium and help to alleviate this uncertainty. The
use of visual cues rather than auditory cues allows the students to participate with minimal stress, which
results in more compliant behaviour (Houston-Wilson & Lieberman, 2003, p. 44). The Why/What/How is a
constant feature across the unit and enables Fred to clearly see the timeline for that lesson and enables a
level of predictability that alleviates anxiety with ASD. Throughout the lesson a certain level of leadership
will also be incorporated with questions directed at Fred like Fred how long are we doing this activity for?
or Fred could also be in charge of blowing the whistle when the time is up.

Throughout this lesson different forms of assessment are undertaken. Students are engaging with their
prior learning through guided questions, engaging with the new material with guided questions throughout,
enabling the teacher to see where theyre at with the Wow/Got it/Getting there/Not yet signs and
concluding with an exit card developed specifically for that lesson. Assessment strategies that require
active involvement in learning assist students in viewing themselves as makers rather than receivers of
knowledge (Davies & Wavering, 1990, p. 40). By developing different assessment pieces students are
engaging with their learning throughout the lesson and becoming makers of their knowledge. This lesson
has been a great exercise to understand where Im at in terms of planning a differentiated lesson.
Differentiation takes a certain level of experience and a vast array of knowledge to implement, one that Im
looking forward to in the future.

References
Australian Curriculum, Assessment & Reporting Authority (ACARA), (2016) F-10 Curriculum: Health and
Physical Education (HPE), ACARA: Sydney. [Accessed online, 8/3/17;
http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1#level9-
10]

Davies, M. A., & Wavering, M. (1999). Alternative assessment: New directions in teaching and
learning. Contemporary Education, 71(1), 39.

Gray, C. A., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with
accurate social information. Focus on Autistic Behavior, 8(1), 1-10.

Houston-Wilson, C., & Lieberman, L. J. (2003). Strategies for teaching students with autism in physical
education. Journal of Physical Education, Recreation & Dance, 74(6), 40-44.

Jarvis, J.M., Pill, S. A., & Noble, A. G. (2015). Beyond busy, happy, good: Differentiated pedagogy to
enhance student learning in secondary Physical Education.

Ozmun, J. C., & Terre Haute, I. N. (1994, June). INCLUSION IN PHYSICAL EDUCATION. In Conference
(Bloomington, IN, June 23-25, 1994). PUB TYPE Collected Works-Conference Proceedings (O21) (Vol. 1,
No. 387, p. 125).

Rosenshine, B. V. (1986). Synthesis of research on explicit teaching. Educational leadership, 43(7), 60-
69.

Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the
learner-friendly classroom. Solution Tree Press.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.).
Alexandra, Virginia: ASCD.

Checklist of assignment components:

Completed lesson context explanation
Completed clear learning objectives and essential questions for the lesson
Complete, step-by-step lesson description, with brief notes explaining how the lesson represents
an example of a tiered lesson to address readiness
Explanatory 1-2 paragraphs clearly linking your lesson planning decisions to the topic content
 (and citing sources as appropriate)
Supplementary materials (e.g., copies of directions, handouts, etc. provided to students)
Copy and/or description of preassessment task used to assign individual students to appropriate
tiers
Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of student work)
EDUC4720/1 EDUC9406 2017. Tiering format adapted from Tomlinson (1999)

Appendix 1

Student Name
Skill Not Yet (1) Got It (2) Getting There Wow (4) Total
(3)

Set

Forearm Pass

Spike

Communicate

Grouping
Teachers will decide the groups after reviewing the pre-assessment

Team Name Volleyroos

Team Name Beach Bandits
Team Name Hardfloor Heroes

Appendix 2
 FBP

FP

FBP

FP

FBP Free Ball Passer decide which sort of free ball pass best suits an attacking forearm pass
(communicates to setter)
FP Forearm Passer attacking movement sequence to forearm pass to the setter
S Setter must try and listen to communication to land the set in the hoop

Appendix 3
 CO CO

T T

T T

T T

T T

T T

T Teammate play a full court version of volleyball listening to instructions from the communicating
officer
CO Communication Officer in charge of providing communication to all three teammates

Appendix 4

Student Name: 1 2 3 4 5

On a scale of 1-5 how did todays lesson help your skill

development?

On a scale of 1-5 how do you now feel about communicating in a

game of Volleyball?

On a scale of 1-5 how comfortable do you feel about todays

learning objectives?