Year 10 GCSE Theory 30 students
Friday period 6 (graveyard shift)
WHAT ARE WE LEARNING – developing our knowledge of the different methods of training.
WHY ARE WE LEARNING – to improve your knowledge and understanding of the topic in preparation for PEP and GCSE exam
HOW ARE WE LEARNING – Teamworkers, independent enquiries
How can I deliver the topic methods of training in an innovative, exiting, independent way?
The lesson started with the students sitting in their mixed ability groups of 6 on 5 different tables in the classroom. As the students entered the room in a staggered manner due to the location of their previous lessons, I wanted students to be active straight away so I created a poll everywhere (titled “tell me what you know about Methods of Training”) that was displayed on the board for the students that entered earlier than the others, the responses to the poll everywhere provided me with a brief insight into the students current knowledge in the topic area. It was clear from the responses that some students had a better understanding than others but this was predictable. This task helped to stimulate debate amongst pupils and myself whilst all the students arrived and settled.
The lesson was then introduced and explained to the students. On each table i placed a folder containign numerous resources that would help them to learn indepentently throughouht the lesson. the first task was to complete as a group the initial solo assessment task using the MOT rubrics, students wrote their name in the level of learning they deemed themselves to be at currently. No student had wrote their name in the relational learning level and only 6 of the 30 thought they were at Multi -Structual. Most students identified their knowledge to be at either the pre structural or unistructural level.
This initial self assessment would provide the platform for students to build on throughout the lesson and once again created a sense of competition against their peers as it was very visual for each student to not only see there own current attainment but also that of their peers.
The next stage in the lesson had a literacy focus embedded within it, I want to get my students use to reading text quickly to ensure when there exam comes around they have more time to answer the questions. The task required students to work in small groups, I explained that they were about to see a slide of information for 10 seconds, on the slide would be 6 pieces of information (See Below). You will have 3 minutes after seeing the slide to replicate the information and complete the BLANK on 1 piece of paper.
• __________________is a form of training that uses progressive resistance either weights or reps against a muscle group.
• __________________This training involves periods of work followed by periods of rest.
• __________________Involves training at steady but regular pace.
• __________________Using different training methods to enhance fitness levels
• __________________is a series of exercises completed one after another.
• __________________It is a combination of fast and slow running, varying distances and terrain.
Students were then asked to re-evaluate their knowledge and add to their SOLO sheet to highlight any progress made. Every student had within the first 10 minutes of the lesson moved to at least the unistructual level of understanding with the majority in the multistructual.
Next came the main learning episode of the lesson and it required the students to work independently within a groups situation to complete a group PowerPoint on the different methods of training. The students were provided with various resources that would aid each group member to complete their task, the HELP resource sheet can be seen here.
The criteria for the group task:
• Find out the 6 different Methods of Training (MOT). (Name of MOT, What do you do?)
• Research what improvements each MOT has on the body, i.e. What does Interval training aim to improve? What does weight training aim to improve? (answer in full sentences).
• Research what sports are best suited to each MOT. Can you go as far as identifying specific positions?
• Come up with one example for each MOT. (How or what you what do, design your own version of that MOT)
• Explain how specific MOT improve Specific components of fitness and the effects they have on the body.
• Research an Olympic Athlete, 1) Name them, 2) Introduce their event, 3) Say what fitness components are important for their event, 4) State what MOT best suits them and why?
Students then went away and begin planning their task; the final PowerPoint was to be completed for homework and uploaded to Edmodo.
To conclude the lesson the students revisited their A4L SOLO sheet, and every student had now moved into the multistructual level of understanding at least, 12 students thought they were at the Relational stage and 2 students were at the extended abstract stage. The progress within a 50 minute lesson was clear to see and the work produced for homework was phenomenal. One of the students PowerPoint’s can be found here;