In EPHE 452, we have the opportunity to complete a mini 3-lesson practicum in a middle school. This is a great chance to apply the learning we do in class. We are tasked with planning 3 game lessons; in my case, I am teaching volleyball with a classmate. We are using TGfU & Sport Education models to teach a middle school class the what, how, and why of volleyball.

In the Teacher Education Program, one of the Big Ideas is "Collaboration and Community Engagement". This experience fits this big idea for multiple reasons. Peer teaching allows us to work together towards a common goal. It also allows us the opportunity to observe our peer and provide feedback and support. By entering a local middle school, we are engaging with the local community. We get to meet teachers an students, and offer a unique P.E. experience in the school. 

The artifacts I have posted include a lesson plan, a Google Slides presentation of the lesson, a peer teaching reflection, a video from the peer teaching experience, as well as a Task Progression Analysis from Tim Hopper. 

The lesson plan includes learning intents in the form of CAPS, and an outline of the lesson. In this lesson , we start with a target game, then move into 2 skill development games, and end with the same target game. The games are illustrated and explained in the Google Slides Presentation. We were able to trial this lesson with our peers, and received feedback. The feedback was in reference to the following categories:

• Organization, use of space, and groupings
• Task Progression
• Refinements
• Teacher Presence and Positioning
• Pace, time on task, and other thoughts
• How were my learning domains challenged?

The artifact named "Peer Teaching Reflection" is a response to the constructive feedback we were given. This was a great opportunity to reflect upon the lesson we taught. The task progression artifact shows the framework used to create a lesson that builds on itself. It helps to address the rules, the tactical problems, off-the-ball movements, on-the-ball skills, and questions. In our lesson, we wanted the students to recognize the importance of a strong base position, spacing, and using names to make tactical decisions. Our lesson plan exhibits a task progression that encourages these learning goals. The video is an interesting look into teaching behaviours and planning. It offers another chance to reflect on my teaching, and affirms the habits that are positive.

Assessment

The artifacts I have posted show that I have been showing competence in this area. I have not had many opportunities in UVic courses to apply the lessons I have made, so this experience in a middle school is new. I am excited to learn by doing, and being able to make mistakes that I can adapt for next time. I have had a decent amount of experience outside of UVic courses communicating in a professional way, and have been able to make connections with different groups of people. I am also experienced with working collaboratively, and providing and taking feedback. 

Evidence

The artifacts are evidence that I have been working to develop lesson plans, and reflect on feedback. I have been able to draw upon course concepts, experiences, and the literature to build these resources. They also show that I am thinking creatively about how volleyball can be taught in a TGfU model. The video shows me numbering students for groups. This allowed people to play with partners that they wouldn't normally pair with. This links to the Social learning domain as students "get kids comfortable playing with other people - a huge active lifestyle component" (Dr. Tim Hopper, personal communication). Also in the video, I learned that I should explain what the students are doing before they get equipment.

Personal Growth

These artifacts show me that there are many ways I can improve my planning and teaching. My reflection of the feedback shows that I am taking steps to develop better teaching behaviours for future practice. There are aspects of the lesson that I am encouraged by as well, and I believe I have gotten more proficient in this Big Idea area throughout this term.

Goal

Based on these artifacts, I now would like to modify the lesson plan for the middle school. We were able to iron out wrinkles in the plan, and come up with ways of teaching that would be better for middle school students. As an example, we will keep groups smaller (2-3 instead of 5-6) to keep everyone active and participating.