Unit Plan Unpacked
Unit Plan Unpacked
This is a six week volleyball unit designed for a Stage 1
(Year 11) Physical Education Class. This unit is focused around a tactical
games approach to volleyball, whereby the students gain a highly developed
understanding of the game of volleyball through playing games. There will also
be a theoretical component to the unit which focuses on the biomechanical
principles that are specific to the game of volleyball. Furthermore,
discussions and teaching about the origins and growth of the sport – as well as
its tactical development – will be discussed throughout the class time.
The unit format will be as follows:
Monday: Double lesson (90 minutes) of practical in the gym
Tuesday: Single lesson (45 minutes) of theory in the class
room
Wednesday: Single lesson (45 minutes) of practical in the
gym
Thursday: Single Lesson (45 minutes) of theory in the class
room
The practical element will be a tactical approach to the
game of volleyball in the Teaching Games for Understanding format (TGFU). The
theoretical component will be a biomechanical approach to volleyball.
Curriculum Standards:
Curriculum Standards
|
Teacher Objectives
|
Evidence of Achievement
|
SACE Capabilities
Communication
Citizenship
Personal Development
Work
Learning
Literacy and Numeracy
KU2 Knowledge and
understanding of appropriate terminology.
PSA1 Proficiency in
practical skills and techniques in different physical activities.
PSA2 Interpretation and
effective application of skills, specific concepts, ideas, strategies, and techniques.
IC1 Initiative
and leadership in areas of physical activity, such as coaching, management,
training, and officiating.
IC2 Collaboration
with others in team activities.
AR1 Analysis of, and reflection on, practical
techniques and performance.
|
Teacher will promote Communication
through teaching the importance of communicating with team mates during a
point. Citizenship will be
encouraged through explaining the ‘about’ of volleyball and teaching the
civic values of team sport. Personal Development,
Work, and Learning will be encouraged through general game play in
lessons and academic endeavour. Critical numeracy skills will be developed
through game tactics, eg. Court spacing and positions, biomechanical
principles etc. Critical Literacy skills will be developed through
interpreting skills testing instruction, and completing the final test.
Distribute a glossary of key volleyball terms to the students and
define them and ensure the terminology is used throughout lesson time
Deliver
a structured, scaffolded, tactical and developmental unit of work that will
increase the students holistic understanding and performance in volleyball.
Use
modified games and drills as a means of explicitly teaching technique and
strategy.
Explicitly teach the rules of the game so that students are
equipped to referee their own games.
Encourage the team aspect of the sport and the need to get
into position to assist teammates.
Involve formative
peer assessment throughout the unit and involve technology so that students
can review footage of practical performance
|
·
Ability to communicate
during a point
·
Demonstrated knowledge
of the rules, origins, and progressions of the game
·
An increase in
performance throughout the entire unit.
·
Demonstrated
understanding of court positioning and movement
·
Demonstrated
understanding of the ‘In, Through, and About of Volleyball’ through practical
and theoretical summative assessment
·
Demonstrated knowledge of
terminology through communication in peer assessment and summative practical
assessment
·
Pre-assessments, formative, and
summative assessment of skills and performance throughout the unit
·
Demonstrated understanding of
strategy and concepts in the theoretical assessment, and formative/summative
practical assessment
·
Students all experience
refereeing throughout the course.
·
Demonstrated tactical
awareness of team attack and team defence.
·
Analysis and reflection will be considered through
formative peer assessment and class video analysis
|
Weekly Outline:
The following table is a weekly outline
of the unit, equipped with details of both the theoretical and practical
components of volleyball.
Learning
IN will be highlighted in Yellow
Learning
THROUGH will be highlighted in Blue
Learning
ABOUT will be highlighted in Green
|
Focus
|
Tactical/Technical
|
Learning Activities
|
Theory
|
Appendices
|
Assessment
|
Week 1
|
-Attacking as team
-Winning the point
-Origins of volleyball and key terms.
-Skills test
|
-Attacking
as a team
-Serving
and passing to position
-Setting
-Ball
placement when spiking
|
>6v6
game emphasising long rallies using W formation. Groups will be encouraged to use initiative and
collaborate tactically as a team to set up an effective attack.
>Practice
Task: backboard set.
Ball
is tossed to a setter who tries to set the ball up and through a basketball
net using appropriate technique.
You can have two teams with
a goal to get 10 baskets first.
>Practice
Task: Basic 3 hit attack drill across 6 half courts. 1 feeder and one
retriever on serving side of net (See appendix 1B)
>Practice
Task: Ball is fed into court where team aims to bass to setter, and spike/tip
past blockers (See appendix 1C)
>Skills
Test (See appendix 1C)
|
>Go
through origins and progression of game. Use: http://www.livestrong.com/article/354054-volleyballs-origins/
>Discuss
key events timeline of volleyball using information available at:
>Discuss
highlights of 2012 Olympic Final available at: http://www.youtube.com/watch?v=ovujPi4vUQ4
>Distribute
glossary of key volleyball terms. Revise and discuss as class (See Appendix
1C)
|
Appendix 1(a,b,c,d)
|
Skills
Test (Pre/Formative)
|
Week 2
|
-Defending against an attack
-Revising key rules
- Introducing biomechanical concepts
|
-Blocking
-Service Receive.
|
>Practice task: In pairs, spike ball into opponents
block using appropriate technique
>Practice task: In pairs, dig the ball to each other
and try and play the longest rally
>Play 4v4 on a narrower court. Use two blockers at
the net, 2 points for a successful block
>Practice Task:
Feeder feeds ball to setter, who hits to a spiker in
positions 2 and 4. Blockers try and kill the opposition set. Players rotate.
>Play 3v3 wash ball on half courts. Rainbow serve to
a dig/pass in the rear court
|
>Students
work in pairs to complete the Key rules and Concepts task (see appendix 2a).
Students hand up as exit card, teacher then goes through answers with class
>Introduction
of biomechanical principles:
-Introduce
Anatomical terms of motion in relation to spiking and digging. Students list
all anatomical terms relating to spiking and digging using appendix 2b.
|
Appendix 2a,b
|
Key
rules and Concepts task (formative)
|
Week 3
|
-Setting up an attack
-Attacking as a Team
|
-Serve receive
-Transition into attack
-Back court setting
|
>6v6
regulation game focus an extra 3 points awarded for a pass, set, spike/tip to
win a point. Strong emphasis made on
communication and using momentum
>Practice
Task: Play sets
-Ball
is tossed to a setter who approaches from the back court who sets to position
2, 4, or red. Players must communicate to setter
so that they know if they need to prepare to spike.
>Practice
Task: Using two courts, a feeder tosses the ball to the attack. They play the
ball, using position 1 as the back court setter. The aim is to get the ball
through three blockers on the defensive side with and effective back court
set and spike/tip/roll
>Regulation
game 6v6. Two points awarded for a back court set and effective spike from
positions 2 and red (see appendix 3a)
|
>Biomechanical
principles
-Students
are explicitly taught Newton’s Three Laws of Motion
>Students
in groups relate Newtons laws of motion to serving, setting, spiking, and
digging
|
Appendix 3a, b
|
Newtons
Law Exit Card (formative)
|
Week 4
|
-Defending as a team against a team
attack.
-Centre of Gravity/Base of support
and Summation of Force
|
-Floor Defense
-Defending against 3 front court
hitters
-Positioning on the court for a whole
team defense
-Reaction Time
|
>Play
a regulation game of 6v6 with a no ace serve.
An extra point is earned whenever there is a dig – set – hit or block.
>Practice
Task: Attack Defense. A ball is fed to a back court setter and passed to one
of 3 hitters (2, 4, red). Defense needs to set up in position and use three
hits to return ball over the net.
Each team gets 5 attempts
per cycle with a goal to return 3 balls. (See ‘Detailed Lesson Plan’ for more
info)
>Practice
Task: Two Ball Spike, Block, Dig
-In
teams of 8 – 2 spikers with balls stand on one side of the court and the
remaining six set up for a front court spike. Offensive players jump and
spike ball intermittently and defenders aim to return ball.
>
Practice Task: Dig in the Dark
-Cover
the net with a large sheet and engage in normal game play between 2 teams.
This works on reaction time and stresses positioning on court. It also demands teams are communicating
|
>Biomechanical
Principles
-Students
are explicitly taught centre of gravity and base of support and force
summation
-Students
are given a diagram of an effective set in a mind map format and in groups,
students map the effective gravitational strategies and force summation
strategies pertinent to an effective set. Groups report to the class.
|
‘Detailed Lesson Plan’
|
Defending
against a team attack (formative) –Included
in detailed lesson plan
|
Week 5
|
-Attacking and Defending as a team
-Peer Assessment
-Introduction of Summative Theory
Task
|
-Team tactics and communication
-successfully implement team
communication
|
>Explicitly
go through team attack and team defence concepts on the whiteboard
>Split
class into two even teams. Those who are off the court complete peer
assessment and discuss with peer post game (see appendix 4)
>Film
a regulation 6v6 game using coaches eye and dissect it with the class during
the single lesson
|
>Introduce
Biomechanics Summative Assessment – Due at the conclusion of week 6 (See
appendix 5)
|
Appendix 4
Appendix 5
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Peer
Assesment of Practical Skills (formative)
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Week 6
|
-Effective Game Play
-Summative Practical Assessment
-Summative Theory Assessment
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-Performing consistently well
throughout games
|
-Throughout
the 3 practical lessons, students will be playing regulation 6v6 volleyball.
Teams will be allocated and will change based on the nature of the
student/students being assessed. (See assessment 6 for assessment rubric)
|
>Students
will be given class time to complete their Biomechanics summative assessment
which will be due at the conclusion of Thursday’s lesson
|
Appendix 6
|
Assessment
of Practical Skills (summative)
Assessment
of biomechanical principles of volleyball (summative)
|
Detailed Lesson Plan:
Professional
Experience Office
School of Education Telephone:
8201 7671
Fax: 8201
2568
|
PROFESSIONAL EXPERIENCE
LESSON PLAN
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Learning area:
Physical Education Unit Topic : Volleyball Year Level:
10
Curriculum Outcomes:
Students develop their physical skills and abilities to advanced
levels to enable life-long involvement in physical activity and critically
reflect on their ability to use them to form relationships in an increasing
involvement in the community. [Id] [In] [KC1
5.1 Participates in a range of physical activities while planning and
evaluating various roles they can take in the community to develop their
interests and assist others. [Id] [In] [KC1]
By learning in, through, and about
volleyball as a tactical sport, social activity, and physical activity,
students develop autonomous skills that will see them equipped to participate
in the sport at a competitive and community level.
|
Teaching Objectives:
·
Students will defend as a team against an
attack
·
Consolidate and guide learning from
previous lessons on attack and defense strategy and incorporate into floor
defense strategy.
·
Both back court and front court defenders
will understand their role in a defensive structure and be able to execute an
effective floor defense
·
Through using floor defense, students
will be able to negate an opposition attack and construct an effective counter
attack
|
Resources:
Mitchell, S., Oslin, Judith., Griffin, L.
(2006) Teaching Sport Concepts and
Skills – A Tactical Games Approach. Human Kinetics. p209, 258, 259
SACSA Framework: Health and Physical
Education: Senior Years: Physical Activity and Participation. Accessed at http://www.sacsa.sa.edu.au/index_fsrc.asp?t=LA
Zakrajsek, D.,
Carnes, L., Pettigre, F. (2003) Quality
Lesson Plans for Secondary Physical Education – Second Edition. Human
Kinetics p371, 393
|
Lesson Outline:
Introduction – 3 minutes.
Students will:
Consolidate their
learning through revisiting the following points in a group discussion
·
Winning a point by attack
·
Defending against an attack
·
Attacking against a team
·
Setting up an attack
·
Protecting the hitter
Students will also consider the role of the defense
through guiding questions and explicit teaching/demonstration
Teacher will:
Ask the following guiding
questions to reiterate key points from previous lessons, and put into context
the current lesson
·
What are the most effective ways we can attack with our last shot?
(Spike, tip, cross court, down the line)
·
What are the ways in which we can effectively attack as a team?
(A high and central serve receive, serve to advantage, clean hit)
The teacher will also contextualise the students’
understanding of the previous lessons and introduce the learning objectives of
the lesson.
Guiding questions:
·
With the knowledge
of how a team attacks, what are the basic things a team should do to defend
against an attack?
(Organise a
defensive structure, play to position, be predictable)
Learning
Activities:
- WARM UP GAME PLAY – 8 MINUTES
Objective
- Students will defend as a team against an attack
Students will:
·
Play full court
6vs6 volleyball, rotating within their team
·
Commence points
with a rainbow toss/underarm serve from service position
·
Earn 1 point with
every rally won, and 1point with each dig-set-hit or block executed effectively
·
Try and organise
some sort of predictable defensive structure
Teacher will:
Use verbal cues do consolidate digging/passing
technique
- Dig the ball up
- Press and extend
- Use the flat pad
- Shrug the shoulders
- Follow through
- PRACTICE TASK – FLOOR DEFENSE – 15 MINUTES
Objective
·
Both back court and
front court defenders will understand their role in a defensive structure and
be able to execute an effective floor defense.
·
Consolidate and
guide learning from previous lessons on attack and defense strategy and
incorporate into floor defense strategy.
Students will: Engage in a practice task using the
following defensive structure:
·
See
Appendix 7
- Tosser will slap the ball to prompt setter
- Setter will deliver the ball to one either of 2,4, or Red
- Defense plays the ball within their position
- Teams rotate on and off court. Those off court use iPads to film teammates
- At the conclusion of the practice task, students will spend 5 minutes analysing the iPad footage
Teacher will:
Explicitly teach the
defensive set up using a diagram on the white board and a demonstration.
Furthermore, the teacher will contextualise the content from previous lessons
by relating the defensive structure to the different ways of attacking as a
team.
Teacher will reiterate
the following:
·
D5 and D1 cover the cross court and down the line spikes.
·
The front defensive line will use the blocking structure which we’ve
learnt, as well as come off the net of there is a free ball
·
Digger 6 will work up and down to cover the roll ball and tip
Teacher will use the
following guiding questions to prompt the students
- If you are in this position, where are you likely to defend?
- What position should you be in at the beginning of a point, or at settling a defense?
- Generally, what do we need to make sure we are doing as a team when we are defending?
- FULL GAME – 15 MINUTES
Objective
- Through using floor defense, students will be able to negate an opposition attack and construct an effective counter attack
Students will:
·
Play full court
6vs6 volleyball, rotating within their team
·
Commence points
with a rainbow toss/underarm serve from service position
·
Earn 1 point with
every rally won, and 1point with each dig-set-hit or block executed effectively
·
Enforce the floor
defense structure
Teacher will:
- Use verbal cues do consolidate digging/passing technique
- Encourage the use of the floor defense structure and offer constructive feedback at the conclusion of rallies.
Conclusion/Lesson
Closure
Reiterate key points and complete exit card – 5 minutes
Students will:
- Complete the exit card as a means of consolidating their learning (appendix1)
Teacher will…
Reiterate the following:
- Importance of an effective dig/pass and block technique
- Defensive role and position of each player
- The need for communication and predictability
Special Considerations or Contingencies
- The iPads may not work effectively, in which case the students will offer feedback within their team.
- -The iPads are fragile and those using them won’t have their eye on the play, therefore they will need to stand away from the court
- -Limit the number of balls on each court as a safety measure.
- -During the Practice task and games, discourage students from over-exerting on their spike.
Evidence of Student Progress toward Achievement of the Curriculum Outcomes
Evidence of student progress
will be detected through general play, whereby the rallies should last longer
and three hits should be used more often. The exit card will demonstrate
individual student progress. Each student should be able to list the role of at
least 4 of the defensive positions. Furthermore, each student should be able to
demonstrate critical thinking through their analysis of the iPad footage.
See Appendix 8
Assessment Methods:
Assessment Piece
|
In/Through/About
|
Type
|
Weighting
|
Skills Test
|
In
|
Formative/Summative (Contributes to
practical assessment as a means of having quantitative data of development
|
|
Key rules and concepts task
|
About
|
Formative
|
Participation and Endeavour 10%
|
Newtons Law Exit Card
|
About
|
Formative
|
|
Defending as team Exit Card
|
In/Through
|
Formative
|
|
Peer Assessment of Practical Skills
|
In/Through
|
Formative
|
|
Volleyball Practical/Mock Moderation
|
In/Through
|
Summative
|
50% Practical
assessment will also be ongoing, however this is designed to get students
used to a moderation situation
|
Biomechanical principles of volleyball
|
About
|
Summative
|
40%
|
Additional Online Resources:
General
rules of volleyball: http://www.youtube.com/watch?v=kVzojOj5_Zg
Sport Education/Tactical Approach variations: http://www.peai.org/documents/Resources/Net%20Games/Volleyball%20Sports%20Ed%20Pack.pdf?PHPSESSID=921b5fed9396562414fa68f3a729398f
Volleyball SA (community competitions, additional resources)
http://www.volleyballsa.com.au/
Blog- Literature review of biomechanics of volleyball: http://www.sportsbiomech.com/Books/Biomechanics%20of%20volleyball%20spikes.pdf
In depth analysis of elite volleyball tactics: http://repositorio-aberto.up.pt/bitstream/10216/13639/2/2321.pdf
Example of elite volleyball match of similar age group http://www.youtube.com/watch?v=0g85QW1usLE
Quality Teaching:
This unit of work not only adheres to SACE Stage 1 conditions and
standards, it prepares the students for the rigours of SACE Stage 2 Physical
Education, especially by way of moderation and preparedness for biomechanics.
Given the ongoing assessment that occurs throughout the unit, and the
incorporation of pre assessment and learning consolidation, the teacher is able
to identify the growth of each individual student and can therefore
differentiate accordingly with quantitative and qualitative evidence to support
the differentiation. Furthermore, this unit is aligned to contemporary physical
education research with regard to teaching games for understanding. Learning
in, through, and about a sport is imperative to ensuring students have a
holistic understanding of physical education and values its importance in
personal and civic life. Moreover, this
unit represents a tactical games approach to physical education, which ensures
that students are not only able to play the game in regulation and modified
environments, but requires them to have an intrinsic understanding of the
tactics and strategies involved with the sport. Teaching for Effective Learning
is a non-negotiable in contemporary curriculum design in South Australia. The
teaching and learning in this particular unit of work adheres to multiple
domains specified in the framework.
Tomlinson (2006 p72) states it is imperative for teachers who intend
to support a learner needs a sense of a the learners’ starting points as a unit
begins. It is therefore important to have a preassessment at the beginning of
any piece of work without dependence on the subject. In this unit, the
students’ skills in serving, and passing – two key aspects of volleyball – are
determined prior to any significant teaching and learning. This is necessary
for two reasons. Firstly, it enables the
teacher to have a gauge of where students are at in terms of their ability so
that the curriculum delivery can be adjusted accordingly, secondly, it allows
the teacher at the conclusion of the unit to have a quantitative measurement of
a learner’s development of a skill. This is paramount for ensuring accurate
assessment of ability. Another key feature of this unit is that it allows all
students to be in their ‘Zone of Proximal Development, which is vital for
effective teaching and learning (Sousa, D. 2011 p89). For those students who
are ahead of the pack in terms of their readiness for the sport will be aiming
at the Stage 2 Performance Standards of volleyball throughout their practical
output. Whereas those students who are at an average readiness, or are down the
road a bit – their practical output will be assessed based on the stage 1
standards in relation to their growth from the pre-assessment. It is clear then
that this unit covers all bases in terms of student readiness and
differentiation.
A tactical games approach is a very effective way of teaching a sport
holistically and ensuring students learn in, through, and about a sport.
Launder (2001 p14) concedes that students learn best if they are given the
opportunity to make mistakes, and rectify those mistakes in a game situation.
This unit gives opportunity for students to hone in on their skills through
modified games involving all aspects of volleyball technique. Furthermore,
through every week of the six week module, there will be regulation 6 vs. 6
game, so students will have the opportunity to demonstrate their skills in
actual game play which is very important. Mitchell et al (2006 p.8) also
supports the notion of engaging in regular game play because it gives specific
skills context. If a learner is looking at drill only prior to consistent game
play – they are left considering the significance and context of the skill and
their arousal level drops. However, by engaging in game play from the outset,
both modified and regulation, students are able to apply a skill in the context
of game play pertinent to the sport which develops interest and excitement. The
tactical emphasis of this unit, as well as its focus on team work and team building
makes for a motivational climate. Boyce (2009 p. 49) explains that a task
involving environment, coupled with an ego-boosting environment leads to,
“...greater feelings of satisfaction, less boredom, higher perceived ability,
and increased intrinsic motivation and persistence.” A strong characteristic of
this unit is that contains a lot of modified game tasks with a purpose.
Furthermore, two major tactical characteristics of this unit is has a strong
emphasis on developing team attack strategies and developing team defense
strategies. It is therefore appropriate to concede that this unit has a strong
showing of both a task based, and ego-boosting environment.
This unit of work adheres to all domains of the TfEL framework which
is an essential aspect of curriculum design and implementation. Strand 1.2 of
the TfEL framework requires teachers to develop their expertise within their
discipline and translate that theory into effective practice (DECD 2010 p. 18).
A significant portion of the learning activities and approaches to skill
acquisition within this unit have been adapted from two texts published by the
reputable physical education publisher, Human Kinetics. The underlying
philosohpy of these two texts is that a tactical games approach to physical education,
collated into quality unit plans, equates to highly effective teaching and
learning development. Subsequently, it is clear that this unit fulfills the
requirements of learning for effective teaching. The essence of Domain 2 of the
TfEL framework is that the teacher creates a culture where learning is inspired
and encouraged (DECD 2010 p32). It is fair to say that this may not come as
naturally to a subject like physical education because of its competitive
nature. However, this unit fosters a learning environment through its emphasis
of developing tactics as a team and working together to implement a game plan.
It encourages students to use initiative to direct players and positions on the
court and by ensuring every player has a contributing role. Furthermore, the
formative aspects of the theory component involve group collaboration and
analysis, which contributes to building a community of learners (DECD 2010
p58). This aspect of the unit also satisfied the domain of Developing expert
thinkers through promoting dialogue as means of learning. Interaction through
court communication, team tactic discussion, and critically analysing
biomechanical principles in groups contributes to the development of expert
learners. The final domain of the Tf EL framework requires the teacher to
personalise and connect learning through applying and assessing learning in
authentic contexts (DECD 2010 p. 72). An underlying philosophy of a tactical
games approach is that it not only approaches and teaches a sport for the benefit
of physical education as a subject, but it equips students with the knowledge,
understanding, and practical capability to play the game under regulation
rules. This unit provides students with the ability to play volleyball in the
community and understand how it contributes to a physically active population.
References:
Tomlinson, C. (2006) Integrating
differentiated instruction & understanding by design. Hawker Brownlow
Education, VIC. p. 72.
Sousa, D. (2011) Differentiation
and the brain: How neuroscience supports the learner-friendly classroom. Solution
tree Press USA. p. 89
Launder, A. (2001). Play
Practice: The Games Approach to Teaching and Coaching Sports. Human
Kinetics USA. p14
Mitchell,
S., Oslin, J., Griffin, L. (2006) Teaching
Sport Concepts and Skills: A Tactical Games Approach. Human Kinetics USA. p. 8
Boyce, A. (2009) Creating
Instructional Environments that Keep Students on TARGET: Journal of Physical
Education, Recreation & Dance; Jan 2009: 80: 1 p. 49.
SA. Govt. Department of Education and Training. (2010) Teaching for Effective Learning Framework.
pp18, 32, 58, 72
Bibliography:
Grehaigne, J.,
Richard, J., Griffin, L. (2005) Teaching
and Learning Sports and Games. Routledge USA.
SA. Govt.
Department of Education and Training. (2010) Teaching for Effective Learning Framework. pp18, 32, 58, 72
Grimshaw, P., Lees,
A., Fowler, N., Burden, A. (2006) Sport
and Exercise Biomechanics. Taylor and Francis USA p. 4, 5
Launder, A. (2001). Play Practice: The Games Approach to Teaching
and Coaching Sports. Human Kinetics USA. p14
Mitchell, S., Oslin, Judith., Griffin, L.
(2006) Teaching Sport Concepts and Skills
– A Tactical Games Approach. Human Kinetics. pp 8, 209, 258, 259
McGinnis, P. (1999) Biomechanics
of Sport and Exercise. Human Kinetics USA. pp44-46
SACSA Framework: Health and Physical
Education: Senior Years: Physical Activity and Participation. Accessed at http://www.sacsa.sa.edu.au/index_fsrc.asp?t=LA
Sousa, D. (2011) Differentiation
and the brain: How neuroscience supports the learner-friendly classroom. Solution
tree Press USA. p. 89
Tomlinson, C.
(2006) Integrating differentiated
instruction & understanding by design. Hawker Brownlow Education, VIC. p.
72.
Zakrajsek, D., Carnes, L., Pettigre, F.
(2003) Quality Lesson Plans for Secondary
Physical Education – Second Edition. Human Kinetics p371, 393