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Tyson Currie - 2131221

EDUC4729 - Peer Teaching Part B: Lesson Evaluation

Post teaching, analyse the video of your lesson and evaluate your teaching performance to
provide a written report of the positives, missing and ideas for improvement using relevant
literature to support the ideas presented.

Introduction and Scope

This 30-minute volleyball lesson aims to develops students proficiency in successfully

transitioning from receiving to attack. Students engage with and learn the importance of off
the ball movements - supporting, reading/anticipating and transitioning, to ultimately create
opportunities to score (Mitchell, Oslin & Griffin, 2013). Students formatively display their
understanding and skill development through game-like scenarios using interpersonal skills
and teamwork. This lesson was developed using the understanding by design framework
identifying desired results, determining assessment evidence and then planning learning
experiences and instruction (Wiggins & McTighe, 2011). This framework focuses on long
term achievement, by developing and deepening students understanding of concepts, through
the application and transfer of learning in meaningful contexts (Wiggins & McTighe, 2011).
This framework will be used to guide the analysis and evaluation of my teaching
performance, with reference to the lesson plan and recording which is available at the link
below.

Tyson Currie, Peer Volleyball Lesson 21.03.17

https://www.youtube.com/watch?v=1YNWwQnxnj0

Stage 1 - Identifying Desired Results

What is the learning goal? How will students achieve this? What essential questions/cues will
they consider?

First, I must consider whether the introduction to the key ideas were appropriate, and whether
they were clearly established at the beginning of the lesson. At 20 seconds, you can observe
that three, key criteria are written on the whiteboard and explained to the students;
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As receiver, successfully transition to hitter spike with height and velocity

Effective off the ball movements give your team a better opportunity to execute
skills/score
Using three touches is imperative

Primarily, this was effective. Students appeared to understand and be enthusiastic about what
was expected of them, in terms of key ideas and how this will help them achieve the learning
goal. This explicit style of instruction is used in the aims of guiding students through the
learning process, using clear statements to describe what they are going to achieve and how
they are going to achieve it (Archer & Hughes, 2010). One criticism I have of how I
approached this is the lack how, or as Launder (1989) describes it, the presentation of perfect
pedagogy. In the instructional/discussion time (0:20-3:30), students are presented with all
this information on what they need to achieve, but no clear, explicit, visual representation of
how they can actively achieve it. Here I would recommend either reducing the amount of key
ideas, or presenting them individually with a demonstration, before each relevant modified
game/practice task, as to not overload them with information. Popenici and Millar (2015)
believe that too many learning objectives can confuse students and reduce the capacity to
achieve the most important, specific outcomes. A positive moment was the prompting of
students to recall what they had learnt in previous lessons pertaining to the correct movement
pattern and technique when spiking, using various cues hurdle step, jumping off two feet
etc. (1:10).

Next, I consider the effectiveness of my essential questions or learning cues. Launder (2001)
states that when attempting to teach skills, any explanation of phenomena should include cue
words and ideas, to give students a specific focus when they practice. The cues and essential
questions I used were delivered in appropriate sequence and proximity to the task or modified
game they were applicable to. For example, at 15:45 and 26:52, questions/cues are used to
prompt students to consider their off the ball movements before and after performing a skill:
How can I best support my team while Im not about to receive the ball?
Once I perform the skill, where do I go next?

The use of both convergent and divergent questions here allowed students to not only recall
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prior knowledge, but engage higher order thinking and prompt analysis and evaluation of
concepts (Tofade, Elsner & Haines, 2013).

Stage 2 Determining (Using) Acceptable Evidence

How were students expected to display their learning? Was this effective?

When understanding is the purpose of instruction, assessment is more than evaluation; it is a

substantive contribution to learning (Blythe & Associates, 1998, as cited in Mitchell et al,
2013, p. 43). This thought provoking, powerful quote makes me reconsider the learning value
my lesson had. Albeit a 30-minute lesson, the only indicator of student learning were my own
observations during practice activities and modified games. This was not completely fruitless;
at 30:30, students can be observed beginning to grasp the idea of off the ball skills such as
anticipation and transitioning. However, the concept of using three touches to allow the
receiver to transition into attack appeared to diminish. The problem with using this type of
assessment, is that it relies heavily on the educators perception of visual performance;
personally, what appeared to be improvement in anticipation and transitioning might have
simply been group acclimatisation to the activity. To gain a more holistic assessment of
learning in the short time frame, some form of peer assessment or individual checklist might
have been more appropriate.

Stage 3 Plan (Deliver) Learning Experiences and Instruction Accordingly

Where the activities appropriate/differentiated effectively? Was there transfer of learning
observed? Did I meet AITSL graduate standards?

AITSL (2016) lists the graduate standard for learning differentiation:

1. 5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities.

Effective differentiation is proactive and dependent on preparation (Doubet & Hockett,

2015). An interactive task which focuses on off the ball movements of elite volleyball players
was made available through a task sheet and i-Pads for students who were physically unable
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to participate in the lesson. Considering the shortness of the lesson, student readiness and the
challenge appropriateness of tasks was assessed through observation and group discussion at
the end of the class. Students would complete exit cards to further highlight personal learning
and readiness, which would be used to differentiate learning in subsequent lessons. I would
suggest I definitely met this standard.

Mosston and Ashworth (2002) discuss the importance of teaching the individual, particularly
in terms of appropriate feedback, such as value and corrective statements to both encourage
students and help them identify and amend any errors in technique. Throughout the lesson, I
can be observed giving feedback and instruction to groups, but very little individual
feedback. The Australian Institute for Teaching and School Leadership (2016) states that the
graduate standard for educators in this area is:

5.2 - Demonstrate an understanding of the purpose of providing timely and appropriate

feedback to students about their learning.

Although feedback is provided in group situations, I would advocate that I didnt meet this
standard; Satern (2011) highlights the need for the physical educator to be able to identify the
correct form they expect to see each student performing in their class. Considering this, its
conceivable that I was not confident enough in my understanding of the correct
biomechanical technique to attempt to provide appropriate individual feedback, particularly
on areas outside of my lesson focus. However, its clear that I had a sound understanding of
what transitioning into attack from receiver should look like and how to facilitate
achievement of the learning intention; at 15:25, effective informational constraints are
introduced to the small sided game to support and shape requisite movement responses
(Davids, Bennet & Button, 2007). In the last activity, forcing students to run under the net put
off the ball movements to the front of their mind anticipating and transitioning to position
early to effectively control the ball on the other side of the court. I deliberately didnt reiterate
the use and importance of transitioning into attack from receiver, in the hopes that students
would autonomously transfer learning from previous activities. Although admittedly slightly
optimistic, at 32:12 on the left court it was executed perfectly unfortunately outside of
recording.

Word Count: 1099

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References

AITSL (2015). Australian Professional Standards for Teaching. Australian Institute for
Teaching and School Leadership. Education Services Australia. Australian Government.
Accessed 25/05/2015 via URL: http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Archer, A., & Hughes, C. A. (2010). Explicit Instruction Effective and Efficient
Teaching (What Works for Special-Needs Learners). New York: Guilford Publications.

Davids, K., Button, C. & Bennett, S. (2007). Dynamics of Skill Acquisition: A Constraints-
Led Approach. Champaign, IL, USA: Human Kinetics.

Doubet, K., & Hockett, J. A. (2015). Differentiation in Middle and High School: Strategies to
Engage All Learners. Alexandria, Virginia: ASCD.

Launder, A. G. (1989). The Ps of perfect pedagogy. Sports Coach, 12, 21-23.

Launder, A. G. (2001). Play practice: The games approach to teaching and coaching sports.
Human Kinetics.

Mitchell, S., Oslin, J. L., & Griffin, L. L. (2013). Teaching sport concepts and skills: A
tactical games approach for ages 7 to 18 (Third ed.)

Mosston, M., & Ashworth, Sara. (2002). Teaching physical education (5th ed.). San
Francisco, CA: B. Cummings.

Popenici, S. & Millar, V. (2015). Writing Learning Outcomes. The University of Melbourne,
Melbourne Centre for the Study of Higher Education.

Satern, M. N. (2011). Defining the "Correct Form": Using Biomechanics to Develop Reliable
and Valid Assessment Instruments. Strategies: A Journal for Physical and Sport
Educators, 25(2), 32-34.
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Tofade, T., Elsner, J., & Haines, S. T. (2013). Best Practice Strategies for Effective Use of
Questions as a Teaching Tool. American Journal of Pharmaceutical Education, 77(7), 155.

Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-
quality units. ASCD.