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Differentiation For Diverse Learners - Assignment 1 - Tiered Lesson - Volley Ball
Differentiation For Diverse Learners - Assignment 1 - Tiered Lesson - Volley Ball
Learning Objectives
Clear learning objectives are important in developing a lesson that caters to the students learning requirements.
Wiggin's and McTighe (2011) emphasise the importance of a ‘big idea as the basis for unified and effective
understanding.' When developing curriculum documents it is vital that teachers consider what they wish students
to come away with as a result of participating in the activity, lesson, and unit (Tomlinson, 2014). Drawing upon
connections understanding to the content of a particular topic, by the emphasis of a ‘big picture' learning
objective will, in turn, assist students in developing an overarching understanding that can be applied across
different learning areas (Tomlinson, 2014).
Learning Objectives have been adapted from the Australian Curriculum Assessment and Reporting Authority
(ACARA, 2018) year level nine to ten achievement standards. The focus area to be addressed is based on Games
and Sports and will aim for students to develop, implement and evaluate movement concepts and strategies
in selected movement scenarios to allow for successful outcomes (ACPMP101). Elaboration focus on
students ability to review, evaluate and implement alternative responses to movement situations based on the
outcome of previous performances (ACARA, 2018). Through participation in the sport of Volleyball, students will
further analyze the impact of effort, space, time, objects and people when composing and performing
movement sequences (ACPMP103).
As a result of engaging in this lesson, students will: Understand that:
Skilled performance is determined by technical and tactical components
Anticipation enables skilled decision-making, timing, and use of space to dynamically respond to the
performance context
A player must be able to ‘Read the Play’ in order to effectively anticipate and perform movement
skills/patterns efficiently
Know Be able to
Technical Components e.g. Skill Progression & Demonstrate specific plays in attack and defence
Body Positioning Apply specific skills to attack and defence
Tactical Components e.g. Use of space to attack Communicate deliberately to inform
and defend, read play to identify movement performance and execute appropriate plays
sequences
The importance of Communication
Essential Questions
What strategies can be applied to anticipate movement?
How can we create space to enhance anticipation?
Lesson Plan
Lesson Sequence Explanatory notes
Lesson Resources:
6 x volleyball half courts set up (with padding)
Bag of volleyballs (approx. 15)
Whistle
Whiteboard/Marker
Markers (15)
Warm Up Activity:
Students will commence lesson with a 3v3 Half Court
Students are provided with the chance to revise the
Volleyball
content taught in the previous lesson.
This activity will allow students to practice
Helps reinforce fundamental skills in a game situation
fundamental movement patterns
Students will have the opportunity to play the warm- Stimulates guiding questions, aiming for students to
up game with students are all skill abilities before inquire about ways of anticipating movement patterns
separating into tiered groupings. and use space to attack and defend
Draw on the whiteboard (Appendix 3) ‘Setting up Visual and verbal instruction cues will be provided to
for Attack' students to provide for each students learning
With the help of a student, this movement sequence preferences
will be demonstrated on the court, with the teacher
acting as the feeder and student moving to the The whiteboard will be used to explain the game sense
positions required before receiving the pass. activity with a physical demonstration of the drill
Instruction will focus how to approach the ball and providing a visual understanding.
where should your attention be when making contact
with the ball.
Students will then move into there tiered grouping,
whereby this movement sequence will be performed Connection to previous learning will draw emphasis on
by each group, however with varying complexity. performing movement skills in a game setting.
Learning activities have been designed to cater for
Tiered Activity
students’ readiness levels. Pre-assessment provided
Within each Tiered Group, students will perform information of students’ current skill acquisition. The
the same movement pattern sequence, however, assessment focused on students skill set when
the constraints when delivering spike over the net performing in a game setting. Groupings have been
will have differing complexity dependent upon tier created to allow each student the chance for success
level. dependent upon on their required learning needs.
Tier One focus on students whose readiness levels are at
Tier One Constraint a lower level of acquisition. Student’s knowledge,
Students will have to return the ball to the feeder in a understanding and skills are emerging and require
series of movements requiring them to perform technical development in a closed environment to
multiple dig passes, before performing their final enhance skill acquisition.
pass over the net to any area of the court using a
spike.
Tier One requires to focus primarily on performing the
skills in a closed environment, students do not have any
Tier Two
additional game like stimulus to control and focus
Students will have to return the ball to the feeder in a simply on performing the correct movement pattern to
series of movements requiring them to perform return the ball over the net.
multiple dig passes, before performing their final
pass over the net using a spike. On another side of the
Tier Two differs from Tier One, with additional
net, four cones will be set with the pass having to be
complexity added to enhance student active processing.
targeted at one of the particular cones. Students are
Student work to aim hit a target on the defensive side of
encouraged to change their aim upon each shot.
the net. Having the ability to hit to different areas assists
in defensive gameplay.
Tier Three
Student's will play same game sense drill, however
Tier three poses enhanced complexity to challenge the
- Students will be divided into groups of four, with
readier students in a more uncontrollable game-like
two players on either side of the court.
setting. Students will critically analyse and implement
- Each student will wear a different colour bib. On
effective anticipation strategies for enhanced defensive
the attacking side of the net player, 1 will be the
play. Students further experiment with body positioning
setter and player 2 will perform the spike over.
to perform movement skills in a sequential manner.
- On each pass, the setter will indicate which player
the pass must direct to, by shouting the colour of
there bib.
- Students in defense wearing tags must be moving
around the court at all times to simulate a game
situation
- This will be performed back and forth with player 1
and player 2 swapping positions after both sides
have performed three rounds each.
Concluding Activity – Anticipation Game
Students will be divided into equal teams, playing full
court.
Students will work together in their team to play a
game of volleyball.
This game has a focus on anticipation of both the
defense and attack. Students will work to identify the
appropriate movement patterns required for each
sequence of gameplay.
Game Constraint:
The person delivering the final pass over the net
must indicate where the spike or dig is going to be
directed
Students will be brought back into the classroom, where the key idea of ‘Anticipation’ will be summarised in
relation to attacking and defending play in relation to game situations. Students will discuss methods for
effective play and how they communicate within teams to score against the oppositions. The discussion will
allow for students to critical and creatively analysis their skill performance.
Students will then be given an exit card whereby the following question will be asked: They will need to bring
this exit card to the following lesson, as a means to review tactical and technical understanding.
What did you do during practice and game situations to anticipate an opponents movement patterns
effectively? How do you believe this helped your success in the game?
Possible Responses
Reading the Play – Recognising opponents and team members movement patterns
Watch the ball to helped move into the position to best receive the ball early
Special awareness to work out where the other players are on the court
Scan the opposing court for space just prior to hitting the ball
Explanation
Physical Education practices place significant emphasis on student engagement and understanding, with a deep
focus on catering to each student's varied needs and capabilities. Effective learning requires teachers to first
gain an understanding of ‘where the students are and where they are meant to be,’ in order for effective
progress to be made (Hattie, 2012). This lesson has been designed to focus on each student’s current Readiness
levels (Tomlinson, 2014). Pre-assessment processes have been incorporated in order to create differentiated
Tiered learning activities that present with a clear common set of learning objectives for each individual student
(Tomlinson, 2014). Based on the specific concept of Anticipation, Tiered learning activities have been further
structured accordingly to create inclusive opportunities for each student to achieve increased knowledge, skills,
and understandings.
This lesson aims to provide students with authentic learning opportunities. Mosston and Ashworth's (2002)
learning concept of Guided Discovery emphasizes the importance of active exploration of motor skills to help
transfer practice from a ‘closed’ repetition drill scenarios to uncontrolled game situations. The theory suggests
that shaping movement patterns through the exploration of modified game sense and game situations provide
students with the opportunity to develop greater technical and tactical skill performance (Mosston and
Ashworth, 2002). It can be established that a player must be able to ‘Read the Play’ to effectively perform a
movement in a game situation (Pill, 2016). Decision making, timing and use of space are vital to anticipation; by
having the skills to dynamically respond to the performance situation will provide students will skill to respond
to varying forms of play. Pill (2016) further suggests that ‘learners should practice in variable and random
situations when possible, to encourage enhanced exploration of movement opportunities.’ It is recognised that
randomised non-linear practice forces learners to actively and continuously process information, thus
enhancing coordination dynamics to effectively perform movements’ sequences with both technical and tactical
precision (Schmidt and Bjork, 1992).
When developing skill-based game sense and game situation activities Tier One aims to focus on students that
will benefit from a more structured step-by-step type instruction, as students are still working to develop
fundamental movement patterns (Jarvis, 2010). Students working within Tiers Two and Three will follow are a
more dynamic approach that aims to enhance the complexity of drill-like scenarios to mirror a game like setting
(Stolz, et al, 2012). Assessing learning objectives within Physical Education requires attention to students’
physical competency, along with their ability to analyze and evaluate technical and tactical movement concepts,
strategies and scenarios. The lesson closure requires students to critical and creatively reflect upon the tactical
and technical movement concept of anticipation; students are to provide knowledge and understanding of game
situations and formulate a response that provides both practical and theoretical perspective.
References
Australian Curriculum Assessment and Reporting Authority. (2018). Health and Physical Education. From
Australian Curriculum: http://www.australiancurriculum.edu.au
Contemporary and Classic Readings in Education, 174.
Stolz, S., & Pill, S. (2012). Making sense of game
sense. Active & Healthy Magazine, 19(1), 5-8.
Den Duyn, N. (1997) Game Sense: Developing thinking players: A presenters guide and workbook. Belconnen,
ACT: Australian Sports Commission.
Hattie, John 2012, ‘Flow of the lesson: the place of feedback’, in Hattie, John, Visible Learning for teachers:
maximizing impact on learning, Routledge, London, pp. 115-137.
Jarvis, J. 2010. ‘Differentiation for the many, not the few’, SERUpdate, vol. 20, no. 2, pp. 3-6. McTighe, J., &
O'Connor, K. (2009). Seven practices for effective learning. Kaleidoscope:
Mitchel, S., Oslin, J., & Griffin, L. (2013). Teaching sports concepts and skills: A tactical games approach.
Champaign, Ill: Human Kinetics
Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive Physical Education: Teacher’s views of including
pupils with special educational needs and/or disabilities in physical education. European Physical
Education Review, 11(1), 84-107.
Mosston, M., Ashworth, S. (2002). Teaching Physical Education, 5th ed. New York, NY: Benjamin Cummings.
Pill, S. (2013) Play with Purpose (edn 3) ACHPER. Australia
Pill, S. (2016, January 02). Learning Through Sport: Play with Practice. From Blog Spot:
https://learningthroughsport.blogspot.com.au/2016/01/what-is-being-taught-in-senior-pe.html
Schmidt, R. & Bjork, R. (1992). New conceptualisations of practice: Common principles in three paradigms
suggest new concepts for training, Psychological Science, 3(4), 207- 217.
Siedentop, D., Hastie, P., & van der Mars, H. (2011). Complete guide to sports education. Human Kinetics
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.
Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high- quality units. ASCD
Appendix One: Pre-Assessment Rubric – Teacher Skills Check List
Student Can they get Can they Can they Can they Does the
Name the ball over perform a Dig perform a perform a set student
the net in a on another Spike over the to another effectively
serve? player or net? player? communicate
over the net? with team
members?
As a player identify tactical and technical areas you believe your greatest improvement in volleyball will
come from – By identifying the area you wish to improve it will assist in development of drills and games
that will benefit your skill acquisition.
The biggest Tactical improvement in my volleyball will come from:
- Setting up to attack
- Setting up in transition
- Setting up to defend
- On the ball decision making
The biggest Technical improvement in my volleyball will come from:
- The Forearm Pass (Dig)
- The finger Pass (Setting)
- The Serve
- The Spike
APPENDIX THREE – Tier Activity ‘Setting up for Attack’
Aim
To perform movement patterns before returning spike over the net
Positions:
Player 1: Blue
Player 2: Yellow
Player 1 will act as a setter for player 2.
Instructions
Game Sense Drill will be played on a half court
Player 1 places the ball in the back left of the court, player 2 will return the pass with a digging pass
back to player 1.
Player 1 will then place the ball in the back right of the court, with player 2 running from back left
corner to return a digging pass back to player 2.
Player 1 will then place a set pass up high to the front right of the court, with player 2 running forward
to perform a spike pass over the net.
Each player will perform three rounds each before swapping positions.
Game Constraints will change depending on Tiered group.