Culminating Games
Artifact 5 A&B Explanation
During our first lesson our sponsor teacher took notes while overlooking the class, she gave us feedback on what we did well and things we could work on. We split our class up into two groups (one for each court) Christine took the one court and I had the other, my group was far better than Christine's. We could keep rallies going with the beach ball before we even broke it down into the progressions of passing. Critiques she had for us included: switching up the teams half way through the class to make more equal one's as the class gets very competitive when it comes to games, having the students put the equipment away is faster and less stressful on us, label the students in their pairs as partners A & B and given them different tasks to speed the class up and getting the students involved. Rotate the different types of volleyballs within the groups no matter their skill level to keep there interest. Be on top of behavior students because if they can get a laugh out of doing something not on task they will continuously keep doing it.
All of these are great critiques that would have made our lesson go smoother and we will look at implementing them in our lessons to come.
Volleyball Progression game
Volleyball Lesson Plan/Artifact 6
Artifact 6 Explanation
Our lesson on friday had self assessment implemented in it, the students started off using beach balls and the progressions were to go from that to a soft volleyball and then to a real one by the end of the unit. We planned that not all students would make it past the beach ball on lesson one. However we have one student that surpassed the progressions of the balls and was using a real one to play a game of pepper with one of the teachers participating in class with the odd number of students we had. This student however did not flaunt it to her classmates that she was better than everyone else she actively tried to help during the games. In the lesson we break off into two courts and play a game of chaos volleyball where the ball can touch any surface once between being hit by another member of your team. The one group was getting tired of a volleyball and wanted to progress and see how they would do with a soft ball. After a little while the weaker students couldn’t return the ball very often, the experienced student asked to go back to the beach ball because “it was not fun anymore” because they couldn't get a rally going and she could see that her classmates were getting frustrated with struggling to get one going like they could with the beach ball. This not only showed us where our classes skill level is at but also the type of students we have in our class.
Original Line game we modified for Volleyball
Original Line game modified for lesson
Reflection
Assessment: To what level of competency do you feel you are performing the learning implied in this big idea?
Evidence: How does the evidence show your developing competencies in relation to this big idea?
Personal growth: What can you now do based on this evidence?
Goal: What is something you want to work on or improve on in relation to this big idea?
Reflection Prompts
Assessment: I believe I am developing with the TGFU model. I am developing the skills required to engage students in the understandings of games and sport education.
Evidence: The positive feedback from Ms. Mortlock on my teachings is a good indication of how I can perform in the class room, Our lesson plan shows that my partner and I have a good grasp of the topic we are teaching and understanding of how to progress it.
Personal growth: I can use this evidence to further myself into having proficient competence in my teaching games for understanding and sport education.
Goal: I will do a better job on linking readings on learning processes with course content to enhance my teachings and further my understandings