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Equipment:
15 basketballs
25 cones
6 poly spots
15 Plicker cards
Class Size: 12
Assessment
Plicker Q: How many times were you able to successfully dribble
through the obstacle course using at least 3 of the 4
cues?
Plicker Q: Which of the following is not a performance cue for
dribbling?
Plicker Q: How was safety emphasized throughout the lesson?
Assessment
Co-teacher monitors instruction time using a watch.
None of the students are injured during the activities.
Plicker Q: I received specific feedback today? (True/False)
Student Activities
Goal Orientation
Time
(min)
Standards
Performance
Cues
Objectives
&
Heads up
(S1.E20.5),
(S2.E5.5a),
(S4.E6.5)
(1.1.c), (1.2.f),
(4.1.d)
Organizational
Arrangement
(include Grouping &
SAFETY)
Describe or draw in
detail the layout of
students and equipment.
Include safety
reminders.
(5.1.4), (5.4.1)
Script
Student Activities
Goal Orientation
Time
(min)
10
Script
Each student will use the performance cues to go around the cones in
a curved pathway. Going forward the student will dribble with their
right hand weaving in and out of the cones and will go to the end of
the line across from their starting position. The students on the right
baseline will weave in and out of the cones using their left hand and
then pass the ball to the student at the front of the line and proceed to
the end of that line. The student the ball was passed to will then
dribble in and out of the cones using their right hand. There will be
four lines of cones with a total of eight groups; one group at each end
of the lines.
Standards
Performance
Cues
&
Objectives
Eyes up
Use your finger
pads not your
fingertips
Organizational
Arrangement
(S1.E20.5)
(S4.E6.5)
Student Activities
Goal Orientation
Time
(min)
Standards
Performance
Cues
&
Organizational
Arrangement
Objectives
PO, CO, AO
Standards
Organizational
Arrangement
Students will be given assigned Plicker cards and will be asked the
following questions:
o
Each answer will be associated with a letter and the student's will
have those exact letters on their card. When the students decide the
answer they feel is correct they will hold that letter up on their card as
they are being scanned by the teachers mobile device.
Eyes up
Use your finger
pads not your
fingertips
Keep ball at your
side for control
Dribble the ball at
no higher than
waist level
Script
Student Activities
Goal Orientation
Time
(min)
Closure
Students will hand in their plicker cards and will proceed to the
middle circle. Students will review on the current lesson and cues
learned. Students will also be informed on the next lesson.
Performance
Cues
Objectives
Eyes Up
Finger Pads
Ball at your Side
Waist Level
Script
&
Reflection
1. What technology did you choose to use and what purpose did it INTEND to serve in the lesson
(i.e., was it used for management, assessment, demonstration, delivery, etc.)?
The technology used in this lesson was Plickers and they served as an assessment tool. The
students answered four questions:
o How many times were you able to successfully dribble through the obstacle course
using at least 3 of the 4 cues?
o Which of the following is not a performance cue for dribbling?
o How was safety emphasized throughout the lesson?
o I received specific feedback today (True/False).
After each question was read, students turned their Plicker card so that their answer (A, B, C,
or D) showed at the top. After each student had their answer, they raised their card high for the
teach to scan the classs response.
2. How did you manage the technology (distribution, set-up, collection, etc.)?
The Plicker cards were assigned to each student prior to class as well as the creation of
questions. While students were participating in the activity, the cards were spread out faced
down in a safe space away from the activity, with their last names displaying on the back.
When the activity was finished, students were asked to find their name on the back of a card
and sit to let us know they were ready. After all the questions were answered, students were
then asked to pass their cards forward into a pile.
3. Did the implementation of the technology go as planned? Why or why not?
The implementation did go as planned because each when the lesson came to a close, each
student present was able to use their Plicker card to answer each question. Additionally, by
scanning each students card, it let us know who was absent and who answered each question
correctly or incorrectly.
4. Could you have taught the same content/completed the same task without the technology?
Explain your answer.
Yes, it would be possible to have administered the assessment without Plickers by using paper
and pencil. The differences would be creating the assessment layout and how we would have
administered the assessment. Without Plickers we would have had to create a handout, which
could take more time and use up more resources to print out enough of them for each student.
Then as effective teachers we must reflect on what we have taught. To do so we would have
to grade the handouts, compile the data ourselves, and maybe make a representation if needed
before reflecting. With Plickers it is all done for us so we can go straight into reflection of the
class.