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17818298

Designing Teaching and Learning


Assessment #2

Carissa Cook

Four Focused Areas within my lesson plan


1. Know students and how they learn
1.1.1 Demonstrate knowledge and understanding of physical,
social and intellectual development and characteristics of
students and how these may affect learning
Physical and social are focused within by allowing participation in movement
by completing the activity game of improving the skill of passing into space.
Socially through being in teams and having to communicate to stop the other
team successfully completing ten passes and also when they are in smaller
groups by collaborating ideas and decision making on safety, and
modifications to their particular chosen skill or tactic. This lesson has limited
time in one spot, students are viewing a 2min game on Notebook to then being
physically activity in a participating in the game, to then planning and
developing both their own modified game by physically completing the game,
social interaction within the group with feedback and discussions and to then
film the activity. By allowing multiple resources being explored it shows that
this lesson incorporates the intention to cater for all learning needs and
students development stages to accommodate all needs.
2. Know the content and how to teach it
2.6.1 Implement teaching strategies for using ICT to expand
curriculum-learning opportunities for students.
This particular lesson uses technology at the beginning of the lesson from a
teachers instruction to allow students visually view the activity that they will be
shorty be participating in. Visually being able to identify how the game works
through a video allows students needs to be met and also gain an interactive
understanding of the game. When students create their own modified activity, it
has to be filmed and recorded onto a class smart notebook file. Their peers then
view the game visually before physical participation with constructive feedback
given to their peers on how to improve. The use of technology to address the main
objectives of the lesson allows opportunities for students to develop their own
knowledge and understanding and then explore their ideas of the game with their

17818298

Designing Teaching and Learning


Assessment #2

Carissa Cook

peers in the allocated groups. As technology develops in society, so does the


teachers applications for delivery effective lessons.

3. Plan for and implement effective teaching and learning


3.3.1: Include a range of teaching strategies in teaching
The teaching strategy of questions and answers will require students to think
critically. Starting off with low-level question of how did you make ten
successful passes? to higher level thinking of what strategies did you put in
place as a team? was evident in the lesson. A game centered approach (GCA) is
a concept based on student-centered learning. There are syllabus links in the
lesson plan by getting the students to design and perform a modified game to
increase skill development and promote safe participation. A game-centered
approach is demonstrated by the teacher first with practicing the skill of passing
into space to them be completed similar by the students in groups. This caters for
students learning as it allows discovery and exploration with their peers and
decision-making.
4. Create and Maintain supportive and safe learning
environments
4.1.1. Identify strategies to support inclusive student
participation and engagement in the classroom activities.
An inclusive activity, by splitting the class up into two even teams, increases
social skills and teamwork skills. Scaffolding the lesson by beginning with a
visual of the activity being played on a digital device, to then giving the
skill/game a try by also coming up with there own modifications to the game.
Engaging all students to learn with constructive feedback throughout the
activities will also increase intrinsic motivation to keep trying and continue to be
involved in the activity. Allowing students to make their own decisions can
increase their involvement and engagement in the content. Even though this
lesson may focus on one skill, students can use previous knowledge of
movements to assist their participation levels and inclusion within the game.

17818298

Designing Teaching and Learning


Assessment #2

Carissa Cook

(Example; focus is on passing in space, but students can still develop their
running, catching, throwing and teamwork skills).
PART B
1. Catering for students learning needs through the previous selected standards
and focus areas.
Implementing various teaching strategies allows challenging and potential goals
for all students in providing multiple ways of achievement (Barraket, 2005). This
is capable through successfully participating in all activities, and excelling in one
particular activity that demonstrates strengths for the individual A teaching
strategy that can challenge students is having higher complex thinking by asking
questions from a basic level of thinking to an anlaysing question, this is used
within the lesson, particularly in activity two. A facilitator teaching approach
allows higher engagement from students and opportunities to grow their
development within themselves and their peers. Providing constructive feedback
increases their attitude and mindset to continue to participate and be involved
within the activities. Encouraging students to move and participate through a
game-center approach has been found effective, with also modifying the game to
cater for students needs (Bert, 2013). This is met within the lesson, by making the
outcomes and syllabus links to design and participate in modified games in an safe
environment. This relates back to the graduate standard and focus area of using a
variety of teaching strategies that would optimally accommodate for all students
needs. The multiple resources including, technology, physical activity, groupwork, teamwork environment shows a wide implantation of allowing students to
develop their understanding and make several connections by one lesson
scaffolding to another lesson. This allows students to use previous knowledge
from task just completed to then explore the main concepts in their own
individualized ways.
To ensure your lesson is meeting the standards of quality teaching, providing a
lesson that supports all students participation is vital. Inclusivity especially in
PDHPE activities is important to allow students to participate to their full capacity

17818298

Designing Teaching and Learning


Assessment #2

Carissa Cook

in creating new knowledge and develop learning. Can interpret a skill from their
cultural background that can be taught and modified to their peers to widen
cultural acceptance and knowledge. Students literacy needs are used within
participating in this lesson by providing new stimulation skills and a variety of
information tools including; technology, moving, recording and interpreting their
game to the class.
Even though this lesson is focusing on one skill within their whole class game,
students are given the opportunities to develop and increase their strengths of
other skills that includes; space awareness, catching and throwing. This lesson
allows engagement from all students by allowing individual improvement in
problem solving and decision making in how and when to throw the ball into
space but also in a team environment to reduce student exclusion. Allowing
students to come up with the modifications in the game activity provides
individuals to express their ideas and see if they work in practical scenarios.
Incorporating group activities promotes participation involvement and reduces
students sitting out of the game. With the students having to then demonstrate and
provide feedback to peers, builds a rapport within their class and can increase
individuals confidence.

Knowing your students and how they learn is important to conduct an effective
lesson. With physical education, providing as much opportunities to get active and
learn new skills is important, however ensuring all needs are meet is also vital.
Even though Piagets theory suggests every child develops in static stages of their
development (Arnett, 2014), as teachers we need to ensure our learning outcomes
are universal and capable for all students learning. This lesson responds to this, by
providing differentiated activities to allow discovery and experience in a range of
resources. This can then inform the teacher of the students knowledge capacity in
that particular area, as some students can explore themselves by practically being
involved, while other students are able to explore the outcomes verbally and
analyzing the task differently. Knowing this information can ensure further
lessons accommodates for their individualized needs. As teachers we need to be

17818298

Designing Teaching and Learning


Assessment #2

Carissa Cook

aware and supportive of students bringing their own cultural values into
discussions and that culturally diverse students have a wealth of experiences to
contribute (Ryan & Cooper, 2008). It is a positive to implement class discussions,
feedback and decision making not only in groups but within a class environment
to increase their confidence as well as the acceptance and appreciation from their
fellow peers of everyone having different values. By using multiple resources
such as visual, verbal and kinesthetic activities allow students to learn effectively
as well as provide information to the teachers to conduct and identify successful
outcomes for all students in a diverse environment.
Technology in todays society is a teaching tool to expand the students learning
opportunities and to accommodate for all learning needs, whether thats individual
learning abilities or cultural and linguistic needs. Technology is used in this lesson
that is content relevant and meaningful by first allowing students to learn the skill
of the game by accessing the class software link, to then be used at then end in
groups when developing their own modified activity. The use of technology to
cater for differentiated individuals and learning needs is providing multiple
avenues to learn and give the students the power to create and discover an
interactive experience to the class while also providing feedback from both
teacher and peers (Clarke & Pittaway, 2014).
Integrating technology use gives students who have advanced skills in technology
an ability to understand and express themselves, particularly in a physical
education unit. Not all students enjoy being active, however the teacher needs to
accommodate and address that need to ensure all students are given the right
opportunity to learn new knowledge. This is explored in the lesson by allowing
students to film and record their modified activity, with also class interaction of
displaying their film. Addressing the factor of emerging technology in society into
the PDHPE curriculum will broaden the students understanding and relations, and
to identify, that physical education is not just playing games but also using other
teaching tools and resources that are now available. Technology in this lesson is
providing the theory content and then allowing students to model this information
in a whole class situation to then smaller group formations.

17818298

Designing Teaching and Learning


Assessment #2

Carissa Cook

Reflection on peer feedback


The feedback received correlates positively with the findings of the standards
within the provided lesson. The three peer members stated that the teaching
standards were evident within, and discussed how the resources were used to
accommodate for the students learning needs. This was evident though the variety
of materials used within the lesson. The four standards that were chosen proved
appropriate from the feedback given and related towards a graduate standard. The
given feedback for adjustments was to include ways the lesson caters for learning
needs and this is now evident on the lesson plan and in the annotations. Overall,
the feedback was positive and provided reassurance that this PDHPE lesson
activity catered for diverse needs in relation to specific teaching standards.
Ensuring you reflect on your own work from feedback is vital in not only preservice teaching but also for guidance and development throughout your career.

17818298

Designing Teaching and Learning


Assessment #2

Carissa Cook

References:
Arnett, J. J. (2014). Adolescence and emerging adulthood (5th ed.).
Pearson Education Limited
Barraket, J. (2005). Teaching research method using student-centered approach?
critical reflections on practice. Journal of Teaching and Learning Practice,
2(2), 63-74. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?
article=1025&context=jutlp
Bert, G. (2013). Teaching high school physical education according to national
standards; the 6 verbs of success- demonstrate, understand, participate,
achieve, exhibit and value. Journal for Physical and Sport Educators, 23(4),
28-31. doi: 10.1080/08924562.2010.10590883
Board of Studies Teaching and Educational Standards NSW.(2013). Australian
Professional Standards for Teachers. Retrieved from
http://www.nswteachers.nsw.edu.au/publications-policiesresources/publications/australian-professional-standards-for-teachers/
Clarke,M.,&Pittaway,S.(2014).Marsh'sbecomingateacher(6thed.).Frenchs
Forest,Australia:Pearson
Ryan, K., & Cooper, J.M. (2008). Those who can, teach (9th ed). Boston: Houghton
Mifflin.

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