Innovative Differentiation Strategies - Teaching Soccer in PE using a…
Innovative Differentiation Strategies - Teaching Soccer in PE using a Models Based Approach)
Students who answered most, including the most difficult, of the pre-assessment questions correctly
- Students will play live games (mostly small sided, 2v2, 3v3) where decisions are vital and constraints can be added by the teacher to make the task more challenging.(Example: A goal must be scored out of the air, not a direct kick.) Students could be put in homogeneous groups to challenge them more and they could also be switched into heterogeneous groups so they can work with less skills students.
- Students are grouped with other higher skilled students and they are asked to work on their skills in a high paced environment focusing on skill mastery. Decisions and defenders are added to challenge the students.
- Students choose a soccer skill and teach it to the class. Create homogeneous jigsaw home groups so the five skilled students will be split up into each focus group. They are encouraged in taking a leadership role in creating a lesson. They are also active participant in other groups lesson plans.
Students are given coaching roles where it is their goal to help develop struggling students. They are put into situations where they must think through experiences that may come naturally to them.
Students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
-Students work through repetitive training to master the basics while incorporating some decision based training.
- In expert groups they are helping develop their lesson plan in their home groups they are best suited to be a presenter of their lesson so they can work through the analytical process of a specific skill. They are also active participant in other groups lesson plans.
- Students will play advantage/disadvantage games. For example, to work on passing and shooting skills students will play 2v1 or 3v2 games where they have to make decisions but have a distinct advantage.
- Similarly to the students who are struggling these students are encouraged to take roles as players, to improve their skills or to work in an observing role to help develop analytical and tactical skills.
Students who appear to have limited knowledge about the topic
Student work in partners to use repetitive skills mastery. Blocked training to master dribbling, passing and shooting.
When split into their expert groups these students are helping design game structure. When they present their lesson it is helpful for them to be a demonstrator so they can physically work through the activity and develop skills. They are also active participant in other groups lesson plans.
- Students work in groups where half of the time the skill is done by drill repetition following by live action game. For example, group of three passing the ball moving up the court followed by live 2v1 coming back.
- Students are given roles as players so they are free to work on their skills. At their disposal they have the help of coaches who have strong mastery of soccer skills. They are also given the options of scorekeeper or statistician, which will help them learn rules and observe the game being played by highly skilled players.
- Quick "Do Now" activities where students can demonstrate skill/knowledge acquisition.
-Five to ten question survey testing if students are understanding the rules of the game as they develop their skills.
Group Mind Map-
Which skills do I need to improve most? How do I work most effectively to improve this skill?
- Students watch a portion of a soccer match and decipher which infractions were called and why.
2 Minute Stations
-Students are given one minute and a variety of stations to test their skills and knowledge and record their results.