QUESTION
Clarity and accuracy of Learning Objectives and Outcomes – Did they reflect the lesson taught and the learning exhibited by the pupils? Would these change next time? If so how?
SOLUTION
The Learning Objectives and Outcomes were very well defined. The objectives perfectly articulated what was going to be learnt in the class, and the students did very much enjoy their exposure to a modified game.
The Outcomes were a bit more of a challenge. My expectation was that while all students would be able to show key movements of passing the ball, only a few would be able to support and pass successfully. I was pleasantly surprised to note that most students picked up this skill. Despite that, I would opt not to change the Learning Outcome, and would like to check if this is observed over a large sample size before making any changes.
2. Learning Activities – Were they successful? How well did they progress? Did you change them or would you change them next time?
The Activities were by and large successful. I noticed that while the students adapted to the bounce pass with consummate ease, the chest pass proved to be a little more of a challenge. To compensate for this in the future, I will increase the time allotted for this skill from 7 to 9 minutes, adjusting time from the bean bag activity.
I might also consider changing the order of whether to teach the bounce pass first or the chest pass first, because the former seemed to come more naturally to the pupils.
3. Level of challenge for all learning activities for High, Middle, Low ability learners – Was the level appropriate? How do you know? Did you adjust the level of challenge for specific pupils or groups of pupils?
While some students picked up the skills a little quicker than others, the level was made appropriate for each. Cross pairing students first with those whose ability to grasp the skill at the same pace ensured that enough of my time was available to provide a helping hand to those who needed it.
At the same time I was able to ensure that those with a slightly higher level of skill were kept enthused by introducing progression into their learning by increasing the distance between the passers.
4. How do you know the pupils progressed in their learning?
Progression was an integral part of my lesson plan. It was introduced in the following ways for the two skills that were taught:
a) Chest Pass – By modifying the distance between the two passers, the learners exhibited not just the effective methodology of making the pass, but also learnt how much force they need to impart to cover a particular distance. Reducing the distance was just as crucial as increasing it, as if they threw the ball too hard over a short distance, it became difficult for their partner to catch it. The crucial learning outcome here also included that a pass is not just about keeping up one end of the bargain, and is not complete unless the other player catches the ball.
b) Bounce Pass – Progression was introduced by changing the pace at which the bounce pass was attempted. The pupils learnt how it becomes more difficult to achieve the same level of accuracy when the speed at which you are throwing the ball changes. Landing the ball at the target became harder, and the readiness to receive passes was put to the test.
5. Pupil Evidence/Comments – do not include broad comments like ‘enjoyment’ – What did they think was expected of them? What did they think they learnt? If they were to do the lesson again what would they change?
The pupils found the bounce pass the easier skill to pick-up and as a result enjoyed doing it a lot more. There were fewer variables involved in a successful bounce pass, and most students seem to have developed an excellent understanding of this skill.
The chest pass was marginally more difficult, and as expected, not all students achieved a mastery over the combination of grip, force and direction needed to execute it successfully. Those who were not able to master the task in the available time were anxious to keep trying it instead of moving on to the next assignment.
The most important thing the pupils learnt was that while playing basketball, it is important to play as a team to be a success. A crucial element of teamwork is passing the ball, and hence all of them want to be great passers!
Evaluation Form: Lesson Plan – Overhead Pass
1. Clarity and accuracy of Learning Objectives and Outcomes – Did they reflect the lesson taught and the learning exhibited by the pupils? Would these change next time? If so how?
The Learning Objectives were easily met with the pupils learning both the technique and the value of the overhead pass to a game of basketball. The only real change I would make is to explain to the students the value of the overhead pass at the start of the game rather than letting them come to their own conclusion at the end of it. This could potentially inculcate a greater appreciation for this lesson.
The Learning Outcomes were spot on, and as expected, only a few students were as yet able to successfully complete an overhead pass in a pressurised game environment.
2. Learning Activities – Were they successful? How well did they progress? Did you change them or would you change them next time?
The Learning Activities were a real success, working like clockwork as per their design. The throwing the ball onto the wall was a real hit, and was a wonderful take away for the pupils, something that they can practice on their own without a partner at home.
The final triangle passing drill got a little rushed, and I had to make minor adjustments to ensure that it was both fun and a good learning experience. I believe that this would make an excellent consolidation exercise for the students in the future, and can be done over an elongated time period.
3. Level of challenge for all learning activities for High, Middle, Low ability learners – Was the level appropriate? How do you know? Did you adjust the level of challenge for specific pupils or groups of pupils?
Those with natural athletic ability picked up the overhead pass with consummate ease, but those pupils who had yet to master the two passing skills taught in the previous lesson struggled a bit in the ‘all three passes at once drill’ and consequently in the ‘triangle passing drill’. The trouble area specifically was with the shift that the pupils needed to make with the way they held the ball to make a pass. I needed to make minor adjustments to ensure that such students continued to enjoy the group activity despite not being very good at it as yet.
4. How do you know the pupils progressed in their learning?
The pupils who had mastery over the skill were paired together and the distance between their throws was increased to help them gain more competence of the activity. By grouping students appropriately, I got sufficient time to work with smaller groups who needed more individual attention and guidance through additional demonstrations, and some hand holding to develop the passing skill. By the end of the lesson though most groups had learnt the fundamental elements of how to hold the ball, the relevant footwork and the amount of force necessary to complete a pass over a short distance.
5. Pupil Evidence/Comments – do not include broad comments like ‘enjoyment’ – What did they think was expected of them? What did they think they learnt? If they were to do the lesson again what would they change?
All the students have learnt the technical elements of the three passes. In the recap session at the end, even those who were not able to exhibit physical mastery over the skills showed that they had clarity about the steps involved, and need to now only convert that into action.
The switch from playing with a particular partner to a larger group raised the enthusiasm level of the group. As one would expect, the students were interested in knowing when they can add shooting to their repertoire!
K020
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