Unit and lesson plan analysis

 

What we usually do in our PE department, is placing the unit plans for the coming term, and create some basic lesson plans 

(showing the progression of the unit, and making sure we cover all the unit goals) . We only mention what we will be working

 

on during the three parts of the lesson, and put the equipment we are going to use in order to be well prepared as lessons

 

happen in different physical spaces every few weeks.

Our lesson plan has two main parts :

This is the first one where we find the subject/unit, learning objectives, success criteria, previous learning and ressources .

What's different from UDL, is the part where we mention the previous knowledge or learning. This can be based on our baseline

 

or last assessment, or based on our last lesson.

here's an example :

CLASS:	DATE:
WEEK: 2	SESSION : Dribbling in basketball
Learning objectives	Learning how to dribble basketballs
Lesson focus /  success criteria	Being able to dribble a basketball for 10m while keeping it in control as well as knowing the basic rules of dribbling.
Prior knowledge / Previous learning	-Week prior work was done with passing a basketball
Resources/equipement/links	Cones and basketballs.

here's an example of the second part

Lesson	Planned activities	Notes
Introduction	Full body stretches of all the major body parts Skipping, jogging and running for warm up
Main activities	Students split into 6 lines to minimize wait time Walking and dribbling around the cone and back Why cant we use two hands at the same time? Why is timing important when dribbling? Use the fingers, wrist and arm	Explaining double dribble Keeping control means keeping the ball close
End/Close/ Reflection/Summary

In this table, we find the 3 parts of the lesson : introduction, body and closure.

we can find some actions listed , but they are general and few. It would be way better if there were

teachers' actions, students' actions and the strategies separately !! I always come to my lesson prepared, but I can imagine how these detailed preparations can make

our life and lesson easier !

We don't mention any barriers,

however there are barriers very often. Sometimes, we do some lessons of the basketball unit outside

the gym as it's often used for exams, assemblies, or meetings. So the blue court outside does not have  the perfect flooring is not ideal for dribbling .

Finally, in our lesson plans, there are no grades.

Here's the final Enduring Understanding : 
 Eye-hand coordination is like a superpower that helps us control our hands with precision, making it easier

to catch, throw, and manipulate objects accurately in sports, games, and everyday tasks."

Learning goals :
Here are the learning goals of my current lesson plan:
-Being able to dribble a basketball for 10 m while keeping it in control as well as knowing the basic rules of dribbling.
-Being able to pass the ball in two or more ways successfully.
-Making shots to the hoops at distance of 2 m(...5…10) with the right technique
-Safely taking the ball from other players

Analyze :
In my current learning goals, there is no time-bound. 
They are performance standards but , they are general to all levels, not differentiated, and it's

not mentioned what the success-rate is, or what the percentage of improvement is. 
In addition, the goals could be more specific : should I mention what the passing techniques are? Finally, the first

goal should be divided into two specific ones . 

Revised learning goal :
change everything, too specific, marginalization!! where is the differentiation ??

I first wrote these SMART goals

-Over the next three weeks, the students will execute two different passing techniques aiming to improve

their skill by at least 70%.

-Within one month, students will prove understanding of the essential rules of basketball dribbling,

as demonstrated by successful completion of an oral test or application during practice sessions.

-Over the next week, students will improve their accuracy by 50% in making basketball passes in

two different ways : over-head and chess passing .

- By the end of the month, students will be able to make accurate basketball shots to the hoop from

distances of 2 to 10 meters while using the correct shooting technique, with an improvement of 50%.
After my conversation with Dr Cameron,and after bringing the idea of marginalization and the absence

of differentiation, he helped me think of a bigger image, see the fundamental skills that students need to

play basketball or to use in daily life activities.

And here's my revised enduring understanding :
"Eye-hand coordination is like a superpower that helps us control our hands with precision, making it

easier to catch, throw, and manipulate objects accurately in sports, games, and everyday tasks."
I will mention two learning goals related to this enduring understanding :

LO : By the end of this PE lesson, I'll be aware of my dominant hand, and will practise with better

control and coordination during physical activities.
LO : At the end of this lesson, I will demonstrate the ability to consistently track a moving ball with

precision , maintaining focus without distraction.

End of unit assessment
 
Our end of unit assessment is based on a general observation, and an assessment covering all the

specific goals of the unit.  our head of department created a document to use this year, it is not shared

with us yet, but that's how things used to happen last year.
During the last lesson of our unit, the kids will be divided into groups, each group on a station and we

(me, my colleague  and an assistant) have our sheets and ask the kids one by one to do the task.

And based on their performance AND BASELINE ASSESSMENT, we grade them using the following :

MA (Mastering), DE (developing) , SE and NE (Non evaluated). 
The observation helps us follow up on specific students if needed,write important notes,  and pick

students for different tournaments. 

Here's an example  of a revised end of unit assessment :
1- Catching and Throwing Station:
Criteria for Assessment:

Accuracy of throws and catches

Appropriate use of hand-eye coordination
Consistency in catching and throwing techniques

Assessment Methods:

Observation and Checklist

Video recording
Peer Assessment

2- Dribbling Station:
Criteria for Assessment:

Control of the ball while dribbling

Ability to navigate through the course
Use of proper dribbling techniques (e.g., fingertip control)

Assessment Methods:

Timed Dribble Course:
Dribbling Technique Evaluation

3- Shooting Station:
Criteria for Assessment:

Accuracy of shots

Distance from the hoop

Use of proper shooting form (e.g., stance, follow-through)

Assessment Methods:

Scoring System

Shooting Form Assessment:
shot Chart: Have students create a shot chart, marking the spots

4- Passing Station:
Criteria for Assessment:

Accuracy of passes

Use of chest passes and bounce passes appropriately

Communication and teamwork (if applicable)

Assessment Methods:

Accuracy Assessment:

Passing Variety:
Teamwork and Communication

Key elements of a good end of unit assessment .....

Alignment with learning objectives 

Clear instructions 

Assessment variety as discussed in the course : which will insure fairness and equity

Timely Feedback

Authenticity

Accessibility

Reflection
Scoring and Grading

barriers to learning and your differentiation strategies?
Barriers :

Standardised testing

Time resources

Space resources

One teacher has over 25 students . need more specialists during the lesson

Culture 
Specialisation : I am a PE teacher who can cover and teach all the units, but I am not a basketball

professional, which makes me sometimes out of ideas and challenges for the kids who are

exceptionally skilled in basketball


Differentiation strategies :

for advanced students : one of our PE interns is a great basketball player, I would ask for her

help and make sure she can be available on specific dates  +  Pear teaching !!

I will provide : visual aids(videos, pictures) to support kids with visual learning styles. 

I will work on differentiated assessment, based on students learning styles, preferences, and levels :

Observation ,Oral assessment, individualised goals.

A lesson for Station rotation : I can set up different skill stations around the court where kids can rotate and practise various basketball skills.

For example, one station could focus on dribbling, another on shooting, and another on passing. Kids

can choose stations that match their current skill level and interests.

I will provide continuous constructive feedback ! 

I will discuss with my head of department that we need more time for this unit
I will show flexibility and will be ready to adapt and change my lesson on the spot if needed