Posted in assessment, education, kids, lesson plans, mastery based learning, physical education, standards-based grading, teaching, Uncategorized

Speedminton (badminton)/Pickleball unit plan

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Lesson 1/4: Speedminton/Pickleball- Forearm/Backhand hit

Lesson Components

Leaning Target: I can execute the forearm and backhand hit.

 This unit will allow the choice of playing speedminton or pickleball (same learning target to be achieved- personalized to student choice of meeting the learning target)

 ES- a continuous volley with a partner using the correct form

MS- showing the form during stationary activities

PS- need more practice

LP- not participating 

 

Standard 1-movement skills

Indicator 14- forearm/backhand hit using an implement 

 Character goal- I can give 5 feedbacks during class. 

 

Set the Lesson

• Backhand thumb grip 
Preparation: 

◦  thumb is placed straight up and down on top left-hand bevel, back hand facing net, lunge with dominant leg.

• Forehand – basic (“V”) grip 

◦ reach for shuttle with dominant hand and arm extended, palm facing net, lunge with dominant leg, follow through across body.

•  Review (show a badminton game on the ipad)- we just finished a volleyball unit, so ask the students what they predict will be the same and what predict what will be different (compare/contrast). Emphasis on court movement, serving, scoring, etc. 

Lesson Content

• forearm/backhand hits- getting comfortable with the grip on the racket and becoming comfortable hitting an object with the racket (hand-eye coordination)

• When do you use a forearm hit vs. a backhand hit? 

• Modeling- teacher will use the ipad to show the students what the different hits look like- teacher will model and students will model

Student Practice

Activity 1: Practice

Practice:  Students will practice hitting (birdie or wiffleball) against the wall

•  Practice: Students will practice with a partner (choice of birdie or wiffleball)

• Advanced students will progress to volleying continually

• middle students will practice stationary (Partner A tosses & partner B returns it- switch roles)

• progressing students will use a foam ball (bigger object) to practice eye-hand coordination 

Activity 2: Application

Student choice- move to application of the skill (ES/MS students)/PS students will still practice stationary

 Activity- 4 square with an implement

 Rules:

1. Set up a 4 square court(s)

2. 1 student in each square (4, 3, 2, 1)

3. The student in square 4 is the server and a rotation occurs when a student misses the ball or a student hits the ball into their own square. 

For example: If the student in square 3 misses the ball, they go to square 1, 1 goes to square 2, 2 goes to square 3 and 4 stays in 4. 

 Student Choice: Use a birdie with a speedmitton racket or a wiffle ball with a pickle ball racket. 

Closure

• Students will use their plicker to mark their progress

• Students will demonstrate some of their skills

• Students will discuss their learning

• Students will share some of the feedbacks they gave their partner.

• Teacher will ask review questions and revisit the learning target

• When do you use a forearm hit? When do you use a backhand hit?

Cornerstones of WLMS Instruction

Student discourse: Students critique each other with feedback on their form.

feedback to students: make sure this is on-going as students will need a lot of feedback on day 1. Teacher gives all students feedback on their LT/HOS papers (teacher makes notes during class about students to remember feedback as well)

student reflection: Students reflect on their LT/HOS papers at the end of class with their progress and set goals for the next class.

personalization (plan for specific students): Students will have the choice of meeting the learning target with a pickleball racket and wiffleball or a speedminton racket and birdie. 

Lesson 2/4: Speedminton/Pickleball- Serving

Lesson Components

Learning Target- I can execute the skill of serving.

ES- hitting targets (hula hoops) with their serves

MS- executing the skill of serving against the wall or stationary, getting the birdie over the net from the serving line

PS- need teacher assistance, need more practice

LP- does not participate

 Character target- I can give 5 feedbacks during class. 

 Standard 1- movement skills

indicator 12- serving 

Set the Lesson

• discuss why serving is so important

• relate it to volleyball serving (we just finished that unit)

 Lesson Content

Show examples of serving

• teacher model, ipad model, student model

 Student Practice

 Activity 1: Practice

• a. Students will practice an underhand serve into the wall. Students will practice at least 10 repetitions
      * Opposite foot forward, racket back, contact in front of body

  * Flick your wrist for the appropriate amount of power

•  b. Students will be ‘serving’ into a wall, but might be hitting the birdie too hard because they cannot foresee it going over net. Students should be reminded about amount of force needed to serve the birdie.

• c.  Students will pair up with a partner. Students will practice serving with a partner. Partner one will serve 5 times to a partner who will just catch the birdie and toss it back. Students will switch roles.      

** If this is too easy, have students practice from the serving line and try to get the birdie into a target (hula hoop) on the other side of the net.

 Activity 2: Badminton Golf

Badminton Golf- Students will be paired up in transition and will start at a cone (hole) on the course. Students will use an underhand serving motion to get the birdie to the hole, which is a hoola hoop in as few shots as possible. Holes will vary in length and angles to make some more challenging and others less challenging. Partner one will start with their first shot, followed by partner two. On the second shot whoever is further away from the hole will go first. The birdie must stay inside the hoop for the shot to count. Students will then record on their card how many shots they took to get the birdie into the hoop. Students will then find a hole that they have not filled out on their card yet to go to next. Students will continue moving around the course until it is time for the closure.

 Closure

• Students will use their plicker to mark their progress

• Students will demonstrate some of their skills

• Students will discuss their learning

• Students will share some of the feedbacks they gave their partner.

• Teacher will ask review questions and revisit the learning target

• Why is it important that you master the skill of serving?

• What are the rules of serving

 Cornerstones of WLMS Instruction

Student discourse: Students critique each other with feedback on their form.

feedback to students: make sure this is on-going as students will need a lot of feedback on day 1. Teacher gives all students feedback on their LT/HOS papers (teacher makes notes during class about students to remember feedback as well)

student reflection: Students reflect on their LT/HOS papers at the end of class with their progress and set goals for the next class.

personalization (plan for specific students): Students will have the choice of meeting the learning target with a pickleball racket and wiffleball or a speedminton racket and birdie.
Students can practice this task with a birdie or wiffleball. If a student needs more time with cues and practicing motion they can begin there.
Challenge – Students with an advanced skill set may try to challenge themselves by directionally serving toward the wall to a particular point.

• Students can continue working at the wall to become successful with technique before moving on.

•  Students can volley back and forth under the birdie hits the ground or is out of play

Set up of “badminton golf”

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Set up for serving into targets

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Lesson 3/4: Speedminton/Pickleball- Game Play- rotation and rules

Lesson Component

Learning Target: I can execute the drop and smash hits during a badminton game.

ES- critiquing a partner’s form

MS- performing a drop or smash during a game

PS- need more pracitce

Standard 2- concepts and strategies

Indicator 8- shot selection

Set the Lesson

  • Drop (Front)

    • Trajectory: Low
    • Target: Front Court

    Smash (Back)

    • Trajectory: Steep
    • Target: Mid-Court Sideline

    Tactical

    • Use Deception
    • Move Opponent • Always Go Home • Win the Point

    Choose a racquet type that will maximize your success.

 Lesson Content

  • Doubles formation game play

    1. Doubles front-to-back formation. From a serve, players will hit the birdie back and fourth and play a game, in hopes of forming a rally.
    2. When a team hits the birdie out of bounds or the birdie drops on their court, it becomes the others team’s serve and they rotate servers.
    3. Teams can choose if they want to be in a front/back formation or a side/side formation. Players must call ‘Mine’ prior to hitting a shot. Play to 21 points. Rotate serves once a team loses the serve (aka, they don’t get a point)

     

    Student Practice

  • Students will use their plicker to mark their progress
  • Students will demonstrate some of their skills
  • Students will discuss their learning
  • Students will share some of the feedbacks they gave their partner.
  • Teacher will ask review questions and revisit the learning target
    • What was the result when you used a smash vs a regular backhand hit.
    • What are the pros/cons of each formation?
    • Closure
  • Which shot did you find to be most successful against each doubles formation?
  • Which doubles formation do you prefer? Why?

 Cornerstones of WLMS Instruction

  • Student discourse: Students critique each other with feedback on their form.
  • feedback to students: make sure this is on-going as students will need a lot of feedback on day 1. Teacher gives all students feedback on their LT/HOS papers (teacher makes notes during class about students to remember feedback as well)
  • student reflection: Students reflect on their LT/HOS papers at the end of class with their progress and set goals for the next class.
  • personalization (plan for specific students): Students will have the choice of meeting the learning target with a pickleball racket and wiffleball or a speedminton racket and birdie.

    Students can practice this task with a birdie or wiffleball. 

  • If a student feels more comfortable practicing skills, they may do so and join a match when ready. 

 

Lesson 4/4: Speedminton/Pickleball- Game Play- shot selection

Lesson Components

Learning Target: I can select a shot that puts my opponent at a disadvantage.

ES- Continuously winning games

MS- Earning points by placing the birdie/ball in a good position.

PS- struggling with shot selection

Character goal- I can provide 5 feedbacks during the class.

Standard 2- Strategies and concepts

Indicator 8- Shot Selection

 Set the Lesson

  • Discuss how this was achieved during volleyball and compare/contrast the two (selecting a shot to put the opponent at a disadvantage)
  • Why is shot selection so important?
  • What can you do as a defensive player to prevent being at a disadvantage?

 Lesson Content

  • Offensive players select shots that will put their defensive players at a disadvantage
  • Defensive players will react in a way that prevents the offense from receiving a point
  • Discuss strategies with the kids

 Student Practice

  • 2 players are on each side of the court and work together as a team. 

    The object is to score a point by returning the ball/shuttle in a way and to a spot that disadvantages their opponent.

    Once a player receives and returns the birdie (or ball), the front player moves to the back and becomes the new server, and the back player rotates to the front (only when they other team loses their serve)

    Personalization: speedminton or pickball

     Teach the following concepts:

    Student recognizes where the opponent is and recognizes their options of where to return the ball/shuttle.

    The student responds by moving to a position that puts them in the best possible spot to receive the ball/shuttle.

    The student reacts when the return shot is made by moving and intercepting the ball/shuttle and returning it in a way that disadvantages the opponent.

    Closure

  • a) Explain the ready position. How does this allow you to execute effective returns to your partner?b) What factors determined where you placed the shot?

    c) Apply the 4 R’s (Read, React, Respond, Recover) to one of the games played today.

 Cornerstones of WLMS Instruction

  • -Feedback is ongoing during class by both the students (with each other) and the teacher. The students reflect and set a goal on their HOS/LT trackers at the end of class and the teacher also writes feedback on these papers.
  • Personalization for this lesson is allowing the choice of badminton or pickleball for the students to meet the learning target.

Interested in making extra cash? Check out VIPkids. I just started working with them and absolutely love the online teaching.

https://t.vipkid.com.cn/activity/popup?refereeId=11527710&refersourceid=a01

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Posted in assessment, education, kids, lesson plans, mastery based learning, physical education, standards-based grading, teaching, Uncategorized

Personalization in PE

Personalization is a big component of mastery-based learning. In order for students to move at their own pace and be successful at mastering each concept, personalization needs to occur. When a student doesn’t understand a concept, it doesn’t make sense to move them on and when a student masters a skill, it is important to move them on to the next level. Below you will learn a little bit about personalization and then I will break it down to show how it works in physical education. 

Personalized learning will:

  • Create conditions to make teachers more efficient and effective.
  • Use technology to enhance instruction and support student learning.
  • Provide students with the support when they need it.

Why personalized learning?

EVERY LEARNER IS UNIQUE!!!

• Adjusted pacing means all learners have the appropriate time they need

• Learning is driven by student interest, which means more engagement and achievement

• Learners are given more choice, which means more student ownership of learning

• Relevant content and skills means engaged learners

• Access to current technology means tailored instruction and learning supports

Addresses: Needs, skills and interest

  1. varied activities- multiple activities for the same concept allow students to master a standard in a way that makes sense to them.
  2. choice and voice- when students can choose their activity, they are more engaged.
  3. choice for demonstrating learning- students choose to show their evidence of learning in a way that makes sense to them. 
  4. flexible pacing- students move at their own pace, which allows for mastery when they are ready
  5. direct instruction option- when students need one-one-one instruction, the teacher or technology can provide that

Volleyball

When my coworker and I taught a volleyball unit together, we were able to give the students many choices in terms of how they wanted to perform the skills. We always gave them a choice first. Sometimes we would encourage them to join the beginner skill activities or encourage them to move up to the advanced skill activities, but for the most part, they chose their comfort level. We wanted the students to demonstrate serving, setting and bumping. For the unit, the exceeding standard would be if they can perform the skills during game play. If they were able to simply demonstrate the skills, it would be meeting the standards. My co-worker and I shared the duties, but one of us taught the advanced skill group, the other taught the beginning skill group and the students in the middle would work together (with teacher assistance as needed). By the end of the unit, there would be students playing a real game, students playing a modified game and then some students working on developing skills. This allows them to be comfortable with where they place themselves and allows for student success, by allowing a pacing schedule that fits their needs.

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Yard Games/Floor Hockey

Another type of personalization would be student choice of activity. My co-worker and I often times offer two activities to meet the same target. For example, students were giving a choice of yard games or floor hockey. The goal was to “apply skills to execute hitting a target”. This can be done many ways. One side of the gym was demonstrating this indicator through floor hockey, while the other side of the gym was demonstrating the same indicator through yard games.

The yard games unit was tailored even further to allow for personalization. All students had to meet the learning target of “applying skills to execute hitting a target”, but there were numerous ways to accomplish this. Students were taught how to play horseshoes and bocce. Within these guidelines, students had varied equipment (hula hoops, bowling pins, cones, solo cups) and different types of throwing objects (bean bags, bean bag animals, tennis ball, foam ball, random types of balls). This allowed the students to choose the way that made them feel the most comfortable to meet the target. It also allowed them to experiment with different pieces of equipment to set up their own bocce or horseshoes game. Students could also choose to work in pairs, groups or solo.

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How do you personalize learning in the gymnasium?

 

 

Posted in assessment, education, kids, lesson plans, mastery based learning, physical education, standards-based grading, teaching, Uncategorized

Standard-Based Assessment

How do you hold your students accountable to self-assessment and tracking of their progress? Do your students know what standards they have met and where their current progress is-daily? monthly? yearly?

My colleague and I have been trying many different forms to help simplify the standard tracking sheet, and to date, this seems to be the easiest way. These are the indicators that we will be able to meet this year and we have taped this sheet to the inside of their PE folders. When there is a new indicator on the board, they write the word “soccer” (or whatever the activity may be) on their folders, so they know the skill we are working on and then at the end of the unit, they rate themselves. As you can see, we focused on 4 indicators during soccer (S1.M5, S1.M8, S2.M3, S2.M5) and this was over 8 classes.

This student has “met standard” in some of the indicators and that is great (and I also agree). She has to show “MS” three times in that area for it to be considered a complete “MS” by 8th grade. The area where she got a “PS”, which is progressing toward the standard, is “defense”, she will have plenty more opportunities to attempt to meet the standard in this area. She is a 6th grader, so that can be a tough concept to master in the beginning. The great thing about standard-based assessment, is it is on-going. Students can always work on meeting the standard. There is never a final grade and they are done with that activity and move on. We may be done with soccer, but this student still has plenty of opportunities to master “defense”. She may not have the skills to master defense in soccer, but will have the skills to master defense in other activities.

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These are a few examples of the sheets they fill out when we work on these indicators. They know what they need to do to meet ES (exceed the standard/indicator), MS (meet), PS (progress). They are engaged in discourse with their peers in the very beginning to discuss what it may look like before we discuss it as a class, so they get to use hypothesizing skills. The most important part is they set a learning goal to help them push themselves during the unit. These papers are a stapled packet and stored in their PE folders, so they are always a resource for them to look back to in the beginning of class and remind themselves of their goals as we engage in conversation and to look at my feedback.

The “Habits of Scholarship” piece at the bottom is a school wide rubric and a report they get every 5 weeks. This is a self-reflection for them to complete and it helps them to stay on track with their HOS.

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