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Jami Wiebe
physical document permits me as the teacher to refer back to it through out the lesson
planning process and ensures students interest are being accommodated.
B) Team Brainstorming Session Based on Students Readiness.
A team brainstorming session would be beneficial for the students because it allows
them to bounce ideas off one another. Sometimes students might know the information
but just need a probe or cue to get their neurons firing. Using guided questions from the
teacher, students will answer questions about their prior knowledge of badminton as the
teacher writes their responses on the white board. This gives the teacher a greater
understanding of what the students knowledge about badminton, and is also an effective
refresher or review for the students. The teacher needs to be cautious that all students
are contributing and answering questions, to avoid on student who may have an advanced
understanding about badminton skewing the assessment process. For this specific lesson I
have planned for the 10/20/30 high school girls, I think this is still an effective process
because there are only eight students in the class. I am confident in my abilities to get
responses from all students ensuring all students have equal opportunities to answer. At
the end of the brainstorming process the teacher will take a picture of the board to refer to
at the end of the unit. At the end of the unit students will be shown the picture of their
previous knowledge, asked the same questions and will hopefully see visible growth in
their knowledge. Assessing for readiness will help guide the teacher in the lesson
planning and unit planning process, because it will guide what needs to be taught to
further students knowledge and skills. Teacher should also be making anecdotal notes on
the individual students knowledge and involvement.
Pre-Assessment of Readiness Questions
1. What are the different types of badminton serves? How are they done?
2. What are the different kinds of badminton shots? How are they done?
3. What are the basic rules of singles badminton?
4. What are the basic rules of doubles badminton?
5. What are some strategies a doubles team can utilize?
6. Anything else you know about badminton?
Part Three: Differentiating the Lesson
Pre-assessment:
Pre-assessment of students readiness will be used for this lesson. I chose to do this
because students will be able to perform a task that is challenging enough for their
readiness level, but not too challenging that they will not be successful at it. This sets
students up for success and is also engaging and motivating for the participant. Students
will still be meeting the outcomes in the curriculum but in a way that is differentiated by
their readiness to attempt different levels of skill.
Differentiate by Process:
Based on the pre-assessment I will differentiate by process because the strategy allows
students to learn and develop skills through the instruction and activity. The activity
Jami Wiebe
encourages self-directed learning and divergent thinkers. Students are still working on the
same skills but do so with different levels of challenge and complexity. The preassessment strategy helps to differentiate the process activities, and to enable the
teacher to make them challenging for all levels of learners. Similar to differentiating
based on blooms taxonomy, students will be given the opportunity to participate in an
activity that is customized to their skill and readiness level.
DI Strategy:
Cubing:
For the skill improvement activity students will be given the chance to
choose between three different sets of dice. One being the less advanced dice with
basic skills, the second being moderately advanced with basic and complex skills,
and the third being the most advanced and high skilled dice. Students will selfassess which dice they believe will be the most appropriate challenge for them to
complete based on the learning activities. Students will then role the die and
perform the task that correlates with the corresponding number. Once they
complete the task the will role again, until the time limit is up. If students role the
same number twice they must role again, to ensure they participating in a variety
of activities. Students may also change the level of die they are rolling at anytime
if they feel the task is too challenging or not challenging enough. With that said
students will be encouraged to perform the tasks that are challenging and will
optimize their learning. Switching between different dies allows for
differentiation between tasks. For example, perhaps a student is ready to perform
the most advanced activity for serving but wouldnt be able to succeed in the
activity of drop shots or the cardio component. Since all the numbers of the die
relate to one another, if they role a 4 on the first die but feel they can do it at a
higher level they can easily transfer over to number 4 on the most advanced die.
Number
Die One
Die Two
Die Three
1
Cardio
2
Forehand
Serve
15 burpees, 15 high
knees, 40 jumping
jacks
Using a forehand
serve, serve the birdie
into the hula-hoop on
the opposite side of the
court twice in a row.
3
Backhand
Serve
20 burpees, 20 high
knees, 50 jumping
jacks
Using a forehand
serve, serve the
birdie into the hulahoop on the opposite
side of the court 10
times.
Using a backhand
serve, serve the
birdie into the hulahoop on the opposite
side of the court 10
times.
Using a backhand
serve, serve the birdie
into the hula-hoop on
the opposite side of the
court twice in a row.
Jami Wiebe
4
Clear Shot
5
Drop Shot
6
Rules and
Strategies
Jami Wiebe
knowledge and think critically about the topics at hand. It is also efficient because the
amount of reflection and journaling is absolutely endless and continues through out the
entire school year. This anchor activity is suited for this specific lesson because it
encourages students to self-assess their own performance of the cooperation outcome of
the curriculum, allows them to express their personal interests and also allows them to
think critically on how performing badminton shots correctly will positively affect their
performance and achievement.
Shot Analysis:
In the event that a student finishes all the activities before class is done they will
be expected to do a shot analysis on another classmate. This assesses their knowledge of
the proper mechanics of a specific skill and assesses their readiness to move on to more
complex skills. Students are required to demonstrate a higher level of understanding by
analyzing another persons mechanics and shot development. It is suited to this lesson
because it enhances the students knowledge on different badminton shots and also
includes peer assessment. Being high school students this is definitely an activity that
they can be successful at and will be beneficial for everyone involved. The student who is
performing their shot will be able to receive constructive feedback and the student doing
the analysis will be practicing a higher level of thinking.
Example:
Jami Wiebe
Addressing Professional
Knowledge, Skills and Attributes
(KSAs)
Professional Semester Two
Knowledge, Skills and Attributes for Alberta Teachers
1-
Teachers make reasoned decisions about teaching and learning based on their
ongoing analysis of contextual variables.
Teachers understand the legislated, moral and ethical framework within which
they work.
Teachers use the programs of study to inform and direct planning instruction and
assessment.
4-
5-
6-
7-
8-
9-
10 -
11 -
Teachers gather and use information about students learning needs and progress
and assess the range of learning objectives.
Teachers engage parents, purposefully and meaningfully, in all aspects of teaching
and learning.
23-
12 -
Jami Wiebe
13 -
14 -
15 -
16 -