Education 3601

February 14th, 2020

Emma Walker

Planning out our peer teach lesson helped a lot to come up with ideas of

how the lesson can go and what type of strategies we should have to assess the

students learning. It allowed us to have back up plans and be able to work out a few

streams of ideas in case we had more students, not enough equipment or had to

teach the whole class. We worked on general outcome A for this badminton lesson,

more specifically we focused on outcomes that narrowed in on receiving and

sending objects as well as non-locomotor skills such as bending and twisting.

I am confident that the students met the outcomes we intended to reach,

through observation and feedback we were able to assess the students

understanding of the content. In order to achieve the desired learning we chose to

teach the students through direct instruction the basic keys to badminton, carrying

on from this we moved into activities where they could directly practice these skills

learned. At the end of the lesson I verbally asked the class for feedback on how the

skills learned in the beginning of the lesson helped the activity at the end, students

all agreed there was a direct correlation.

I found the students were interested in the lesson; they seemed to enjoy

the activities especially when it got more competitive. I decided to modify the

activity to keep their activity level increasing; by the end I had them completing

jumping jacks while they were waiting. I believe this was pushing the limit for a few

of the lines so some enjoyment may have decreased because they were beginning to
get tired. Instead of adding the last progression I could have told them that the team

with the most rally points and cheering would win. This would have increased

engagement and excitement during the follow up activity.

I believe during the lesson the second progression went really well, the

teams went from keeping a rally to the opposite team then progressed into hitting

the birdie to the opposite team to keep a rally and then run to the opposite teams

line. This was a great progression where the students were able to engage in more

activity and be more engaged with peers in other lines. Three things I will be

working for next time or throughout my practicum will be providing more

individualized feedback to students, more motivation/competition, and projecting

my voice louder. These three areas will help to incorporate tools for a better lesson

that has the students engaged the entire time and helps them to grow in their

physical education.

From the peer feedback I understand that I need to use my voice more

effectively while there are other factors such as other classes or noise from

basketball dribbling. Feedback was another component I needed to work on,

providing students with more feedback throughout the lesson or incorporating peer

feedback would be beneficial. Additionally, the feedback was positive and I could see

where I excelled in my lesson.