Below is a video showing a peer taught volleyball lesson by myself (Brad Mcilvar) and Israel Amoy. I have edited the footage that was taken to include my own teaching that was performed. This lesson was taught at Flinders University to a group of 4th year Education students.
Lesson Review
There were teaching strategies used in this lesson that created an effective teaching environment that is encompassed in the Tfel. These standards can be viewed here http://www.learningtolearn.sa.edu.au/tfel/files/links/DECS_SA_TfEL_Framework_gu_3.pdf
In this lesson I used strategies such as questioning to guide the students learning. Rather than just providing the students with the answers to the questions asking guiding questions will help in scaffolding their learning. This allows them to think more deeply about the things they are doing. I used this in the video example where I was discussing defending formations. I asked guiding questions such as "Where would be the best position to defend the ball from a cross court spike?" and "What would player X do if the ball was set to this position?" I used a volunteer from the class to come and write on the whiteboard where they believed the correct positions were.
Another example of effective teaching portrayed in this lesson was the use of the Game Sense approach whereby students will learn the skills and tactics of the game through small sided games (Launder, 2001). There were particular rules and constraints put on the games so that the focus of the activity was controlled. The aim of this lesson about defending as a team and transitioning from defence to offence and the lesson objectives were achieved through the use of these small sided games.
The importance of safety and awareness were highlighted to the students at the beginning of the lesson. In order for the maximal learning to take place the students must be in an environment where they feel physicall and emotionally safe to do so.
References
- Launder, A. (2001). Play practice: the games approach to teaching and coaching sports. Champaign: IL. Human Kinetics.
In this lesson I used strategies such as questioning to guide the students learning. Rather than just providing the students with the answers to the questions asking guiding questions will help in scaffolding their learning. This allows them to think more deeply about the things they are doing. I used this in the video example where I was discussing defending formations. I asked guiding questions such as "Where would be the best position to defend the ball from a cross court spike?" and "What would player X do if the ball was set to this position?" I used a volunteer from the class to come and write on the whiteboard where they believed the correct positions were.
Another example of effective teaching portrayed in this lesson was the use of the Game Sense approach whereby students will learn the skills and tactics of the game through small sided games (Launder, 2001). There were particular rules and constraints put on the games so that the focus of the activity was controlled. The aim of this lesson about defending as a team and transitioning from defence to offence and the lesson objectives were achieved through the use of these small sided games.
The importance of safety and awareness were highlighted to the students at the beginning of the lesson. In order for the maximal learning to take place the students must be in an environment where they feel physicall and emotionally safe to do so.
References
- Launder, A. (2001). Play practice: the games approach to teaching and coaching sports. Champaign: IL. Human Kinetics.
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