Assignment #5: Alternate Teaching

By: Brian Cavanaugh

EDU 724

Physical education is a class where many students may feel inferior to some of their classmates. It is a class where insecurities are often brought to the forefront. Through the use of co-teaching and co-teaching strategies, these insecurities can be minimalized so that each student feels just as capable as the next. The use of alternate teaching can further ensure the equality of the students abilities. Imagine the insecurities of a special education or special needs student who is mainstreamed for physical education class. How can a student with physical handicaps or poor coordination be expected to keep pace with a regular classroom student who excels within the realm of athletics? Station teaching can help to minimize the skill differential by placing students of similar abilities together. Once the skill has been taught, the co-teachers may decide to use alternative teaching for even more practice with a skill set. This can be done several ways. When using this method, One teacher manages the large group while the other takes a small group for a specific instructional purpose (Friend, 2008, p. 72). This can be done upon entrance when the rest of the class is participating in an instant activity or during warm-ups or closure. Friend identifies a glaring concern within this approach concerning the labeling of the students who participate in the small group instruction. When this occurs, Friend describes this as a violation of the concept of seamless education without stigma (Friend, 2008, p.74). It would become painfully obvious to the students if each week the same students are being pulled for extra work. One way that this can be avoided is to have the teachers place a few of the regular education students into the group that is receiving remediation. It would also be

wise to change the students each class. This would also offer the regular education students several chances to help their classmates master a skill set. The peer-teaching would also further enhance their understanding of the skill by having to describe what they are doing as they demonstrate the skill. Co-teaching is frequently offered as means of promoting inclusion of students with disabilities in with the general education curriculum (Lloyd and Weiss, 2003). This is a difficult task in a classroom as well as in a gym. It is not always easy for the inclusion students blend with the regular education students. There are often skill differentials and high levels of frustration due to an inability to master a skill set. By using alternative teaching, the physical education teachers may be able to make this blend a little easier and more comfortable for the inclusion students. The Lesson Continuing with a volleyball unit, the class would be participating in a review activity that is focusing on the following skills, the bump and the set. The students will be in groups of 5-6 students and standing in a circular formation. The goal of the activity is for the students to keep the ball in the air by using either the bump or the set. While the students complete this activity, the co-teacher will pull the students who need further practice with only the bump to their own circle for enrichment. The group that will be the focus of todays lesson will be a 6 th grade class. The class is on the higher end of the academic scale and on the medium side of the physical education scale. In addition to the regular classroom students, 5 special education students will be

participating in the lesson. Urell has some motor skill and coordination problems due to slight physical handicaps. Travonn has coordination problems and can lose interest very quickly if the activity is not of his liking. Mark, Marcus and Hassan do not have any physical or motor skill defiences, but each can be temperamental. Level: Grade 6 Unit: Volleyball Activity: Circle passing game Equipment: 1 volleyball per group of students Time: 45 minutes Location: School gymnasium Objectives: The students will be able demonstrate the ability to perform the following volleyball skills: bump and set The students will be able to demonstrate the ability to pass a volleyball to a partner/teammate. The students will be able to demonstrate the ability to effectively communicate with one another to achieve a common goal. Standards: The students will be able to apply learned skills to a game situation.

10.4 A o Physical activities that promote health and fitness.

10.4 B o Effects of regular participation

10.4 E o Physical activity and motor skill improvement.

10.4 F o Physical activity and group interaction.

10.5 A o Movement skills and concepts.

10.5 B o Motor skill development.

10.5 C o Practice strategies.

10.5 E o Scientific principles that affect movement.

Lesson Overview: Attendance (5 minutes) Warm-up (10 minutes) o Transition (2 minutes) Explanation/demonstration of activities (8 minutes)

o Transition (2 minutes) Activity ( 10 minutes) o Transition (2 minutes) Closure (5 minutes) Line-up/departure

Warm Up: The students will complete the following exercises: o Jump rope for 1 minute. cardiovascular

o Pull fingers on extended arm back towards your body. Biceps, wrist

o Pull arms across your body. Deltoids

o Elbow behind head. Triceps

o Pull foot towards back of body Quadriceps

o Figure fours (seated) Hamstrings

o Butterflies Groin muscles

o Trunk twists Lower back Obliques

o The students will hold each exercise for a 10 count with the teacher counting out loud all odd numbers and the students calling out all even numbers. Activity: The Passing Game The students will be asked to form groups of 5 6 students each. Once groups have been determined, the groups are to find an unoccupied area of the gym and are to form a circle. Each group will be given a Volleyball. The students will attempt to hit the volleyball around the circle as many times as possible without letting the ball touch the floor. The students are to use the previously learned volleyball skills, the bump and the set. Each group is to keep track of how many hits their group has accomplished. If a ball should fall to the floor, they are to start over again with a score of zero while attempting to improve each time on the previous attempt. The students will be expected to use proper communication skills when calling for a ball during the game. The students will not be permitted to hit the ball consecutively as each hit must be a pass using either a bump or set to a teammate. Teacher A will lead this activity. Alternative Activity: Bump Circle Teacher B will select the students from the previous class session who were having difficulties mastering the bump. In addition, the teacher will select two students who

have mastered the skill to be included in the circle. After a quick review of the body movements used during a bump, the students will form a circle and will attempt to keep the volleyball air born by passing the ball around the circle while using only the bump. Bump Body Cues o Feet shoulder width apart. o Feet side by side or staggered front to back o Slight bend in knees o Arms straight and out in front of the body. o Wrists help together. o Grasp one hand in the other. o Flex legs prior to contact with the ball o Extend legs upon contact with the ball. o Shrug your shoulders to elevate your arms as you strike the ball. Never swing your arms.

o Contact the ball with the base of your wrists. At the conclusion of the activity, one group member will return the ball to the teacher while the remainder of the students will return to their spots. Closure: Can someone raise their hand and tell me the skills that we worked on in class today? (bump and set)

Can someone raise their hand and tell me 2 body cues that each skill has in common? (flex/extend legs, feet shoulder width apart)

How did we use communication during this activity? (by calling for the ball ) Why do you think communication is important for the success of this activity? (safety/injury prevention, allows each player to hit the ball)

Reflection I feel that this method would be a great addition to a physical education class. A student who is having trouble mastering a skill may feel nervous or embarrassed to ask for help or clarification on a skill. If the teacher is able to recognize students who would benefit from this form of instruction, these insecurities can easily be taken away and turned into a positive. A student is more likely to try again if they feel that they are given every chance to succeed. I feel that this lesson could be improved by having the enrichment group work together during the warm-up or immediately upon entrance into the gym. I think this would be beneficial to the students by also allowing them the chance to progress along with their classmates to the next activity or skill set. I feel that by having them practice during the activity would prevent them further practice on the set. The students would be receiving adequate practice on the bump, but they would also at the same time be losing additional time to practice their set.

I could also have the students work with another classmate during the warm-up as opposed to having them practice during the activity. This would allow for peer teaching which would benefit the student who already has a grasp on the skill set by having them describe what they are doing as they perform the skill. I would use this method of teaching in the future. I like how it gives the students who need the extra practice the extra practice time that they need. Without feeling like a burden to the rest of class. By having the students all working at the same time would lessen the chance of classmates watching which in turn could lead to insecurities in their ability. I like how this approach does not single individual students out from the rest of the class. I feel that by keeping the students together and mixing in a few students who already have a grasp on the skill, you are in a way keeping the playing field even so everyone feels equal and adequate. It is important in physical education not to highlight a weakness or deficiency because that will lessen the chance of someone trying harder. References: 1) Friend, M., (2008) Co Teach! A Handbook for Creating and Sustaining Effective Classroom Partnerships in Inclusive Schools, Greensboro, NC #335 2) Lloyd, J., & Weiss, M.P. (2003) Conditions for Co-Teaching :Lessons From a Case Study Teaching Education and Special Education, 26 (1), 27-41