29/2: What did they learn?

What did they learn?

29th Feb 2016

In today's class (11.PEDGc) I based the lesson around different variations of the game corner ball. The lesson started by the girls jumping into groups of 4 and then each member split off into red, blue, green or non-bands. The first game of corner ball was played in a small playing area (2/3 of a badminton court) and was elimination based (once the girls had been tagged with the ball from the other team they were to sit out). After each team had a go at eliminating the other team I got the girls to stop and increased their playing space (full badminton court). They then played again.

Further variations included:

• introduction of inclusive rules (once tagged player was to bob down - they could reenter the game after the other team had competed 3 consecutive passes)
• introduction of time limit (aim to make as many tags as possible within 30 seconds)
• change basketballs to touch balls

Debrief from today's lesson included getting the girls to identify these changes and identify which of the options they liked best.
*Note: debrief was limited time and only 3 girls shared their preferences and why with the class when I had planned for girls to jump into pairs and explain to each other and then come back to share

Feedback from Alex:

• Awesome lesson & good use of questioning but students might not have known what they were learning about & that I didn't relate any of my questions in the end debrief to the factors
• Don't tell the students about the change in the playing area, just make the change and they should adapt and start using the space without realising 
• What did they learn?
• students should know at the start of the lesson what they are learning about. They then find it easier to identify what they learnt within the lesson
• *I do this in a classroom so why not in a PE lesson?*

Goal:

• Make a more conscious effort to let students know what they are aiming to learn/achieve within the lesson (make the learning intention know - this can be verbally told and visually seen on the board)
• Link the debrief questions at the end of each lesson to the factors influencing participation 
• Ask students what they learnt within the lesson