PEDAGOGY AS A PROCESS 7

SECTION B - Unit and Lesson Planning (Alternative 1)

Sample Unit of Instruction

UNIT PLAN

NAME: CLASS:
Naresh Koonoo Form Two (2)

UNIT TITLE / TOPIC: TIME FRAME:

Volleyball Five lessons covering a three weeks duration.

NATIONAL PHILOSOPHY CURRICULUM GOALS

1. The Education system of Trinidad and
Tobago must endeavor to develop a spiritually,
morally, physically, intellectually and
emotional sound individual.
2. That students vary in natural ability and
schools therefore should provide, for all
students, programs which are adapted to
varying abilities, and which provide
opportunity to develop differing personal and
socially useful talents.
1.Develop physically, intellectually,
emotionally, morally, spiritually, and socially.
2.Develop basic life skills, including critical
thinking, problem solving, and decision-
making.
3.Value and enjoy engaging in regular and
structured physical activity for the promotion
of healthy lifestyles.

3. That every child has an inherent right to

an education that will enhance the development
of maximum capability regardless of gender,
ethnic, economic, social or religious
background.
BIG IDEA
Volleyball is a team sport in which two teams of six players, separated by a net, try to reach the
initial twenty-one points first. Each team tries to utilize the maximum of three touches to score
 PEDAGOGY AS A PROCESS 8

points by initially grounding a ball on the other team's area of play. Volleyball is governed by a
specific set of organized rules and is played at all levels.

FORMAL BACKGROUND AIMS

KNOWLEDGE/ EXPERIENCES
Students are aware of : At the end of this unit students will be able:
1. The game of Volleyball as an indoor and outdoor 1. Understand the history of the sport and
sport having seen it being played on television or how it has developed.
other media forms. 2. Develop proficiency in the game of
2. The game as some students have played volleyball.
volleyball before. 3. Develop knowledge, skills and values that
3. Volleyball being played by both males and will enhance performance in a wide range
females. of movements and sport experiences.
4. Value and enjoy engaging in regular and
structured Physical Activity for healthy
lifestyles.
5. Appreciate the game of volleyball and its
motor movement experiences.
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CONCEPT MAP
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MISCONCEPTIONS ALTERNATIVE (EVERYDAY) IDEAS

1. Volleyball is a ‘girl’ sport.
2. Only tall people can play volleyball.
3. Teams are the same for both beach and
indoor volleyball.
4. Volleyball is not a popular sport.
1. Hitting the ball hard means that you are a
good player.
2. `Volleyball is not a complicated sport.
3. You have to be able to jump high to play
volleyball

GENERAL OBJECTIVES
At the end of this unit students will be able to:

1. Explore the history of the game of volleyball.

2. Develop and understanding of the rules of volleyball from a game situation.

3. Develop the skill in Volleyball (underarm serve, over arm serve, bump pass and set pass).

4. Develop tactics and strategies of competitive play in the game of Volleyball and adapt
these to the strengths and limitations of other players.

5. Understand the need for regular and appropriate practice in an effort to improve technique.

6. Develop leadership qualities and cooperative behaviours through activities.

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Lesson LIST OF LESSONS LESSON DESIGN / STRATEGIES

No. Unit: Volleyball MODEL(S)
An Introduction (History, Flipped Classroom, Information Group work,
1 Basic Rules, How the sport Processing, Group Investigation. Presentation of
is played at various levels) information gathered.
The Forearm/ Bump Pass Direct Instruction, Social Multimedia
Interaction Model: Group enhancement,
2 Investigation. Demonstration,
Instructional
Scaffolding.
The Set/ Overhead Pass Concept Attainment Model, Group discovery, Peer
Group investigation, evaluation, Self-
3 evaluation.

The Underarm Serve Direct Instructions, Problem Discovery Learning,

based learning, cooperative Peer evaluation
4 learning, and independent Skill checklist
practice.
The Overarm Serve Direct Instructions, Problem Demonstration, guided
Based Learning Model: Guided discovery, self-
5 practice, whole to part model. evaluation.
 PEDAGOGY AS A PROCESS
Lesson RESOURCES TO BE USED
no.
1 Multimedia equipment, internet devices,
internet supply, worksheets, educational
software platform.
2 Volleyballs, cones, disc markers,
Multimedia equipment (projector, laptop,
video resources)
3 Volleyballs, net, cones, disc markers.
4 Volleyballs, cones, disc markers, erected
volleyball net, marked court.
5 Volleyballs, cones, disc markers, erected
volleyball net, marked court.
12
TYPES OF STUDENT
EXPERIENCES/ACTIVITIES TO BE
PROVIDED
Materials provided and Information
Processing explored through fulfilling various
tasks. Flipped classroom approach involves
topic materials reiterated through interactive
exploration. Through collaborative
engagement, pupils will dissect the material to
pose responses to various tasks.
Visual presentation of the skill in various
levels of difficulty.
Engage problem based learning through
guided discovery and collaborative learning.
Observation and peer interaction would allow
for development of practical competencies and
development.
Observation and guided cues developed into
engaged group/pair practice.
Peer Feedback (Collective Correction
Strategy) employed to deconstruct the skill
and develop using gradual learning cues.
Self/ peer/ group evaluation to provide
feedback and develop skill.
Discovery learning setting.
Engaging checklist to relay concept formation
in a practical setting.
Guided practice assessment.
Peer evaluation (pairs/groups) to afford
introspection.
Observation through multimedia medium.
Dissemination of skill through guided practice
using Whole-to-Part method.
Guided discovery and self-evaluation through
learning cues.
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SKILLS TO BE DEVELOPED
● Demonstration
● Observation
● Teamwork
● Communications
● Critical thinking
● Concept formation
● Problem solving
● Cooperation
● Skill attainment
● Inquiry
ASSESSMENT STRATEGIES
FORMATIVE SUMMATIVE
 Worksheets  Demonstration
 Oral presentations (descriptive)  Assessment of skill (End of Unit/Term)
 Skill presentation  Written exam (End of Term/ Unit)
 Demonstration  Presentation
 Oral questioning  Peer evaluation
 Discussion and explanations  Self-evaluation (Reflections)
 Peer assessment  Exit tickets
 Game Setting involving skill applications.  Game Setting involving skill applications.
PEDAGOGY AS A PROCESS 14

TABLE OF SPECIFICATIONS (COGNITIVE)

Understanding
Remembering

Evaluating
Analyzing
Applying

Creating
Lesson #

Lesson Title

Total

%
Volleyball

An Introduction (History,
1 Basic Rules, How the 1 2 3 37
sport is played)
The Forearm/bump pass
2 1 1 13
The Set/overhead pass
3 1 1 13
The Underarm serve
4 1 1 2 25
The Overarm serve
5 1 1 13

Total 1 2 `1 1 2 1 8 100
Total
13 25 12 12 25 13 100
%
Actual
38 24 38
%
Range
30-40% 25-30% 30-40%
%
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TABLE OF SPECIFICATIONS (PSYCOMOTOR)

Naturalization
Manipulation

Articulation
Imitation

Precision
Lesson #

Total
Lesson Title

%
An Introduction (History,
1 Basic Rules, How the Sport 1 1 11
is played)
The Forearm/ Bump Pass
2 1 1 2 22
The Set/Overhead Pass
3 1 1 2 22
The Underarm serve
4 1 1 2 22
The Overarm Serve
5 1 1 2 22

Total 3 4 2 0 0 9 100

TEACHER REFLECTION
In preparing this unit and conforming to the philosophies, pedagogical fulfilments and
curricular underpinnings it indeed created a new cognition in the importance of proper
planning and effective organisational competencies.
It indeed made me reflect on the quality of work that I previously deemed to be a good
standard now vailed by the new realisation brought forth by my new learnings. I do however
will take the initiative in elevating the quality of future documentation of this nature.

LECTURER’S COMMENTS