ADDIE: Phase One: Analysis and Design Components and Beginning of Evaluation Component This week you will begin designing your instructional unit using ADDIE as the instructional design model. Through

ADDIE Instructional Unit Template

Physical Education Unit – Basketball Offensive Skills Training

This unit is designed for students in fourth grade. The unit is planned using the 2013/2014 Mississippi Physical Education Framework. In this unit, students will learn valuable basic skills for the game of basketball such as dribbling, passing, and shooting.

ANALYSIS PHASE (TO BE COMPLETED FOR PHASE ONE)

1. Instructional Needs: Indicate the specific instructional goals and objectives of the unit and provide a thorough analysis of the instructional goals and objectives by analyzing the academic standards and breaking them into learning goals.

• What must I teach to fulfill state, district, and/or local standards?

• This unit will be taught using the Mississippi Physical Education Framework that is provided to allow physical educators a foundation to build a quality physical education program.

• What type of knowledge does the content represent (factual, procedural, conceptual, metacognitive)?

• This unit will utilize factual, procedural, and conceptual knowledge.

• Why am I teaching this content?

• This content is being taught because it falls under suggested learning objectives and developmentally appropriate sequencing for fourth graders in the Mississippi Physical Education Framework.

• What are the goals and objectives?

• Specific Goals

• The student will be able to use proper technique 80% of the time when dribbling a basketball

• The student will be able to use proper technique 80% of the time when passing a basketball

• The student will be able to use proper technique 80 % of the time when shooting a basketball

• How do the standards connect with previous or future learning?

• The teacher will first teach the unit on offensive basketball skills, followed by a unit on defensive basketball skills. The two units will provide students with an understanding of a full game of basketball.

• How can I differentiate the unit/content to address learner needs?

• For the dribbling skill, the teacher will allow beginning learners to dribble the basketball with two hands to gain a better understanding of the concept of dribbling. For advanced learners, the teacher will have them bounce the basketball switching from hand to hand.

• For the passing skill, the teacher will allow beginning learners to pass the ball from short distances to gain a better understanding of passing. For advanced learners, the teacher will have students spread to farther distances to complete passes with a partner.

• For basketball shooting, the teacher will allow beginning learners to shoot baskets on a shorter hoop to gain practice and understanding. For advanced shooters, the teacher will have students shoot baskets on a regulation basketball goal to challenge their accuracy.

2. Learner Needs: Provide an overview of current and desired learner needs and characteristics. What formative assessment/s were/will be used to determine individual student's strengths/weaknesses? (Include artifacts such as a sample of the assessment, data analysis, etc.)

• What are the students’ current knowledge, attitudes, skills, and habits?

• The students in fourth grade are primarily familiar with what basketball is, but have not received proper instruction about the game in an educational setting. The students involved in the physical education program are generally upbeat and eager to learn new things. The basketball ability of the students ranges from unexperienced to some knowledge of the game. Student engagement is very high during physical activity, but there are a few students in each class who tend to lose focus of the lesson being taught.

• What are the students’ desired knowledge, attitudes, skills, and habits?

• After completion of the unit, students should be able demonstrate basketball skills in the areas of dribbling, passing, and shooting. Students should be able to dribble a basketball with each hand, pass the basketball using various types of passes, and shoot the basketball using proper form and technique. This knowledge should allow learners to have a lifelong understanding of the basic offensive skills of the game of basketball.

• How will I know students have learned the content?

• The teacher will give the students a pre and post assessment on dribbling, passing, and shooting. After the assessments are complete, the teacher will compare and analyze the data from the pre and post assessments to check for growth and look for areas in need of remediation.

• What measures should I use for pre-assessment, formative assessment, and summative assessment?

• The dribbling assessment will consist of a basketball dribbling rubric using a 1-4 point scale. The passing assessment will consist of the teacher taping a square to the wall from a certain distance and see how many times that the student can hit the square for accuracy out of ten attempts. The shooting assessment will consist of a 4 item checklist for the teacher to utilize when observing students shooting the basketball. At the end of the unit, the teacher will give the students the same three assessments again. These assessments will be utilized before the beginning of the unit, during, and at the end.

• What are my students’ interests, needs, motivations, and learning styles?

• The fourth grade students are outgoing and love participating in playground and physical education activities. To motivate students to progress academically, behaviorally, and physically, the school promotes an incentive based program to help push students to excel in each area. The student body is very diverse in learning styles, which in turn lead to the use of several different modes of differentiation to teach certain skills in physical education. In the physical education setting, skills are taught mainly through demonstration and hands on; therefore students are intended to be visual, as well as kinesthetic learners.

• How does this lesson relate to the real world? (e.g., What skills are students learning that they will need later in life?)

• After completion of this unit, students will be able to utilize the basic fundamentals of basketball that they can use during their life. Students will be able to learn about various movement skills, cognitive development, social skills, physical fitness, lifelong learning, and participation skills.

3. Contextual Factors: Describe contextual factors that might promote or hinder instruction. Why is this unit being taught? What are my students' needs (individually and collectively)? How much time will be allotted for this unit? What are the social dynamics of this class?

• Where will I teach this unit/lesson (e.g., face to face, inside/outside classroom/lab, online/hybrid, computer lab, and so on)?

• The unit will be taught in a full scale gymnasium. Students will receive group instruction, as well as individual attention.

• How much time (hours/days/weeks/months) should I plan to teach this unit/each lesson?

• The unit will be taught over a six week period, consisting of thirty total days. The school is made up of thirty classes in grades 3-5. Each fourth grade class will attend physical education once per week for one hour. Each class will practice each skill set for two days before moving to the next skill.

• What are the social dynamics of the class/group?

• The students for the most part are very social and work well together. Although, there are a few students who stay to themselves.

4. Resource Needs: Describe resources (these may be human resources, textbooks, technology, etc.) to be used throughout the unit. What resources will I need to purchase/borrow, etc.?

• What resources are available (e.g., interactive whiteboard, computers, books, list of websites, realia, people, and so on)?

• The gymnasium is very large and can accommodate 500 people. It is equipped with a full size court, as well as four basketball goals. The physical education program has access to a large amount of sports equipment. For this unit, the teacher will have thirty basketballs, thirty cones, and floor tape. This unit will be taught by one physical education certified adult.

• What resources will I need to purchase/locate/borrow?

• At this time, the physical education program has all of the resources needed to utilize the unit. If circumstances arise, the teacher will request a purchase requisition to buy needed supplies from the local sporting goods supplier.

• What other resources will I need?

• Parent letters that describe the current physical education activity and how this activity can be practiced at home.

• What skills/knowledge are needed to use these resources?

• Basic knowledge of the game of basketball

DESIGN PHASE (TO BE COMPLETED FOR PHASE ONE)

1. Utilize/apply information gained in the Analysis phase as you plan for the Design phase.

2. Provide a detailed overview/analysis of the types of knowledge addressed in learning goals.

3. Describe the sequence and pacing of the instructional unit and how this relates to the needs of the students.

4. Identify appropriate models of teaching to be used throughout the unit.

5. Considering the needs of your students, describe the instructional tools that will be utilized throughout the unit.

6. Provide a brief overview explaining the evaluation plan for the unit.

• What knowledge, attitudes, skills, and habits do I want students to develop by the end of instruction?

• After the completion of the unit, students should have a broad understanding of the basic offensive basketball concepts of dribbling, passing, and shooting.

• What are the standards, goals, and objectives I will use to design the unit/lesson?

• Students will be able to demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. (Content Strands: Gross Motor Skills Development and Fine Motor Skills Development)

• Students will be able to demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. (Content Strands: Cognitive Development, Lifelong learning/Participation, Gross Motor Skills Development, and Fine Motor Skills Development)

• Students will be able to participate regularly in physical activity. (Content Strands: Gross Motor Skills Development, Lifelong learning/Participation, Fitness, Cognitive Development, Social Skills)

• Students will be able to achieve and maintain a health-enhancing level of physical fitness. (Content Strands: Fitness, Lifelong Learning/Participation, and Cognitive Development)

• Students will be able to exhibit responsible personal and social behavior that respects self and others in physical activity settings. (Content Strands: Personal Skills, Social Skills, and Lifelong Learning/Participation)

• Students will be able to value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. (Content Strands: Social Skills, Cognitive Development, Fitness, Lifelong Learning/Participation, and Personal Skills)

• Specific Goals

• The student will be able to use proper technique 80% of the time when dribbling a basketball

• The student will be able to use proper technique 80% of the time when passing a basketball

• The student will be able to use proper technique 80 % of the time when shooting a basketball

• What instructional delivery method(s) or model of teaching (e.g., Concept Attainment model, Integrative model, and so on) will be most effective in meeting the standards, goals, and objectives?

• For this unit, the teacher will utilize the concept attainment model, for example the teacher can introduce the lesson by having students demonstrate what they think are examples of proper dribbling, passing, and shooting. Once each child has demonstrated, the teacher can then correct misconceptions and teach proper technique. The teacher will also utilize the critical thinking problem/project based design. This will be utilized by having the students show their ability to dribble, pass, and shoot the basketball the best that they can while performing drills.

• What specific measures will I use for pre-assessment, formative assessment, and summative assessment?

• All three assessments will be measured using the same assessment tool. For the dribbling assessment the teacher will utilize a four point scale rubric to see if the student dribbles with hand on top of the ball, dribbles with head up, and uses his/her fingertips to dribble. For the passing assessment, the teacher will use a basketball passing wall test. The teacher will tape a four foot by four foot square on the wall and allow the student to pass the ball into the square 10 times from an eight foot distance to measure accuracy. The shooting assessment will measure proper form for shooting. There are four indicators to look for in proper shooting form. The teacher will give the student a check for each indicator that is done correctly. The teacher will compare and contrast data from each assessment to check for growth and remediate where needed.

• How will I ensure that students learn content at different levels of the revised Bloom’s taxonomy?

• In the basketball unit, the teacher will differentiate with students as they progress through each skill level in order to earn mastery in that skill. The teacher will move slower with lower level learners, but with mastery in mind.

• How will I differentiate content, process, and product?

• For the dribbling skill, the teacher will allow beginning learners to dribble the basketball with two hands to gain a better understanding of the concept of dribbling. For advanced learners, the teacher will have them bounce the basketball switching from hand to hand.

• For the passing skill, the teacher will allow beginning learners to pass the ball from short distances to gain a better understanding of passing. For advanced learners, the teacher will have students spread to farther distances to complete passes with a partner.

• For basketball shooting, the teacher will allow beginning learners to shoot baskets on a shorter hoop to gain practice and understanding. For advanced shooters, the teacher will have students shoot baskets on a regulation basketball goal to challenge their accuracy.

• How will I sequence and scaffold instructional activities?

• The teacher will use pre-assessment data to group students and teach according to skill level of student groups. After each assessment the teacher will revisit and re organize grouping. An example for dribbling would be for lower skilled learners to dribble using both hands, whereas the higher group can dribble with one hand and switching from hand to hand.

• How should I group students to teach the content?

• The teacher will use pre-assessment data to determine grouping to teach basketball skills. The teacher will also be able to have advanced learners provide assistance to lesser skilled learners in order to help remediate.

• Which specific resources will I use?

• Gymnasium, 30 basketballs, 30 cones, and floor tape

Evaluation Component

Basketball Dribbling Rubric – This rubric will allow the teacher to rate the student on a scale of 1-4 based on their dribbling skills. Four will be proficient, with a one being considered novice.

Passing assessment: This activity will allow the teacher to have a sheet of paper with student name and score out of ten passes to utilize accuracy data. The activity requires the teacher to set up a four by four square on the wall and have students pass the ball from eight feet attempting to contact the inside area of the square.

Shooting assessment: This assessment serves as a checklist for the teacher to check of each step of proper shooting technique and form utilized by students.

DEVELOP PHASE (TO BE COMPLETED FOR PHASE TWO)

1. Create lesson plans aligned with the information collected in the Analysis and Design phases. For the purposes of this course, specific models for instruction identified in the syllabus must be used to develop the lesson plans.

2. Lesson plans will be inserted into the overall ADDIE unit to fulfill the requirements of the Develop phase. See specific lesson plan expectations to ensure that expectations are met.

3. Include both formative and summative evaluation instruments used for the unit.

4. Include specific instructional materials developed for use throughout the unit.

IMPLEMENT PHASE (TO BE COMPLETED FOR PHASE THREE)

1. Teach the unit, implement use of instructional materials and evaluation plan.

2. Provide a reflection of teaching the unit. How well did the models of instruction work, etc.? Details are critical here.

3. Discuss the implementation of the evaluation plan.

EVALUATION PHASE (INITIATED IN PHASE ONE BUT COMPLETED FOR PHASE THREE)

The results of the evaluation plan that was implemented after the delivery of instruction are presented in this phase. In this phase, include the following components:

1. Accurate and organized data analysis

2. Provide a brief narrative explaining your observations about the data. Reflect on individual and group performance on growth, effort, and academic performance.

3. Provide a final reflection of the overall instructional plan &/or materials, & describe what changes may be needed in the instructional unit when teaching it in the future.

• Use APA style (6th edition) and formatting throughout.

• Include references to literature and data based evaluation (either your data or data from literature) to support your use of models, resources, lesson plans, and assessments.

• Use narrative, rich description, and explanations throughout your assignment. Write your instructional plan as if someone who does not understand your practice will need to read and understand your document. Don't leave me wondering about details you are able to explain.

• Make connections between your assessed needs, stated measurable goals/objectives, your implemented plan, and the measurements at evaluation.

• Check grammar and spelling using your electronic resource but also literally and in context. Use proper sentence structure and paragraph structure. Use appropriate transitions between paragraphs.