Scott Coderre 10/1/13 Lesson 2/4 Badminton Smash and Drop Shot Jamie Podworski Agawam High School

l A. Teaching Behaviors: 1. Planning/ Preparation: During this lesson, there were things that went well, and things that are still in need of improvement. Going into the lesson, my goal was to go into more detail on why certain shots or strategies are used as opposed to simply telling the students how to perform it. I had planned well for this lesson, with several skill cues on the smash and the drop shot, as well as when/ why the two shots are used. This information was all included in my lesson plan, and I was preparing to carry out my goal. I did meet my goal of explaining the why, however I now need to work on slowing down my instruction to ensure student understanding. I used good questions to check for understanding, however needed to slow down the instruction. I used a note card to write down and review my skill cues and management for the lesson to help achieve my goal. 2. Lesson Content: Before actually writing the lesson, I did some research on the two types of shots to gain more knowledge. I may have known most of the skill cues, however it was good to reinforce and learn better ways of explaining. My lesson plan covered the entire lesson in an organized fashion, however I could have added a variation to the last activity. The last activity was doubles gameplay, and I could have awarded more points to any student that used the smash or drop shot during gameplay. 3. Transition/ Classroom Management: During my lesson, I thought I transition very well from instruction to activities. I felt good about the flow of the class because the activities built up to properly execute the skill, then implement it in gameplay. One thing that could have been better in the management aspect of the lesson was the rotation of doubles play in the last activity. I planned for both courts to rotate separately to the left. Students tend to

just play against their friends and the boys stuck with the boys as the girls rotated to play other girls. I let this go thinking that maybe the skill level and competition would be even. I then realized that I should reinforce my original plan and allow players to at least experience different levels of competition. If I were to make a bracket I could make a competitive and noncompetitive schedule, but in simple gameplay I could reinforce my original plan.

4. Content Delivery: After writing what I thought was a decent lesson, I feel that I still could have delivered it more effectively. However, I felt that I improved from my last lesson in the delivery simply because of a more concise explanation. I listed several questions to check for understanding in my lesson plan, and only used a few of them while demonstrating and closing. The students knew how to perform the skill, but were confused on the rotation of the activity. I checked for understanding on each skill and strategy, but not on the activity. I will work on this for the next lesson. I also need to reinforce safety more during my demonstration. I was happy having over 60 percent of activity time for the class.

5. Feedback to the Students: For this particular lesson, my feedback to the students was clear but not always corrective. I enforced the skills in the demonstration and encouraged them as I walked around the courts. However, I could have given more corrective feedback to students during their gameplay. My cooperating teacher, Jamie, pointed this out to me as we finished up the lesson. He enjoyed how I went around to each group and was positive, but felt I could have given more specific feedback with the drop shot.

6. Feedback from Cooperating Teacher: Jamie gave me a lot of good feedback after this lesson, some positive some points I need to work on. Overall, I was happy when he said that the lesson had no major flaws and ran smoothly, just a few things that need refining. A few of these things were more corrective feedback, more safety cues, and a slower demonstration or

instruction. He said that I touched on all of the skill cues and the why of the skills, but I seemed like I felt rushed as I was doing so. This will be improved in next lesson. B. Important Takeaways: The most important thing that I took from this lesson was that I had improved from the first, which I feel is crucial. I also learned that in order for a lesson to run smoothly, I need to continue to check for understanding as opposed to doing it twice throughout the lesson. I learned that not all classes are the same, some have students that always stay on task, and some have students that would rather be with their friends rather than follow directions. There were no problems with the students as they were all respectful, I just need to build a stronger relationship and enforce the activities that I have planned.