Jami Wiebe

Differentiated Instruction for Badminton Lesson

Part One: Unit Plan and Lesson Plan Description
1. Physical Education
2. Badminton Unit
3. 10/20/30 (Grade 10, 11, 12) High School Girls
4. Students are working on their badminton shot development, specifically to
overhead clears and drop shots. Students participate in a variety of different drills
and competitions in order to keep the lesson engaging and motivating. Activities
include students working with partner in drills to develop their shots and returns,
and specific activities and competitions that focus on students accuracy. Activity
outcomes are being highlighted, specific to developing and refining activityspecific skills in a variety of different games; specific to manipulative skills.
Part Two: Pre-assessment
A) Survey Based on Student Interest:
Pleases answer the following questions about your specific interests of Badminton:
1- I have no interest at all
2- I have little interest
3- Undecided
4- I am interested
5- I am very interested.
I have a strong interest to learn about different shots in
badminton.
I have a desire to develop my serving skills in badminton.
I hope to learn about many different tournament styles for the
sport of badminton.
I want to develop more strategies and tactics for badminton
game play.
I enjoy playing and participating in badminton.

1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5

I chose to do a survey to pre-asses the students interest for a number of reasons. Of

course students have to develop the skills that are indicated in the curriculum however,
doing a pre-assessment of their interest helps me as the teacher to develop my lessons
around things that they are interested in doing. When students are interested in the
activities there is increased motivation, better performance, and an overall positive
learning environment. I chose to evaluate their interest level with a survey because it
includes a nice 1-5 scale that can accurately depict how interest a student is in a number
of different areas. I like having a survey that is recorded on paper, so I can take it home
and evaluate the numbers and correspond my lessons accordingly. Having the survey in a

Jami Wiebe
physical document permits me as the teacher to refer back to it through out the lesson
planning process and ensures students interest are being accommodated.
B) Team Brainstorming Session Based on Students Readiness.
A team brainstorming session would be beneficial for the students because it allows
them to bounce ideas off one another. Sometimes students might know the information
but just need a probe or cue to get their neurons firing. Using guided questions from the
teacher, students will answer questions about their prior knowledge of badminton as the
teacher writes their responses on the white board. This gives the teacher a greater
understanding of what the students knowledge about badminton, and is also an effective
refresher or review for the students. The teacher needs to be cautious that all students
are contributing and answering questions, to avoid on student who may have an advanced
understanding about badminton skewing the assessment process. For this specific lesson I
have planned for the 10/20/30 high school girls, I think this is still an effective process
because there are only eight students in the class. I am confident in my abilities to get
responses from all students ensuring all students have equal opportunities to answer. At
the end of the brainstorming process the teacher will take a picture of the board to refer to
at the end of the unit. At the end of the unit students will be shown the picture of their
previous knowledge, asked the same questions and will hopefully see visible growth in
their knowledge. Assessing for readiness will help guide the teacher in the lesson
planning and unit planning process, because it will guide what needs to be taught to
further students knowledge and skills. Teacher should also be making anecdotal notes on
the individual students knowledge and involvement.
Pre-Assessment of Readiness Questions
1. What are the different types of badminton serves? How are they done?
2. What are the different kinds of badminton shots? How are they done?
3. What are the basic rules of singles badminton?
4. What are the basic rules of doubles badminton?
5. What are some strategies a doubles team can utilize?
6. Anything else you know about badminton?
Part Three: Differentiating the Lesson
Pre-assessment:
Pre-assessment of students readiness will be used for this lesson. I chose to do this
because students will be able to perform a task that is challenging enough for their
readiness level, but not too challenging that they will not be successful at it. This sets
students up for success and is also engaging and motivating for the participant. Students
will still be meeting the outcomes in the curriculum but in a way that is differentiated by
their readiness to attempt different levels of skill.
Differentiate by Process:
Based on the pre-assessment I will differentiate by process because the strategy allows
students to learn and develop skills through the instruction and activity. The activity

Jami Wiebe
encourages self-directed learning and divergent thinkers. Students are still working on the
same skills but do so with different levels of challenge and complexity. The preassessment strategy helps to differentiate the process activities, and to enable the
teacher to make them challenging for all levels of learners. Similar to differentiating
based on blooms taxonomy, students will be given the opportunity to participate in an
activity that is customized to their skill and readiness level.
DI Strategy:
Cubing:
For the skill improvement activity students will be given the chance to
choose between three different sets of dice. One being the less advanced dice with
basic skills, the second being moderately advanced with basic and complex skills,
and the third being the most advanced and high skilled dice. Students will selfassess which dice they believe will be the most appropriate challenge for them to
complete based on the learning activities. Students will then role the die and
perform the task that correlates with the corresponding number. Once they
complete the task the will role again, until the time limit is up. If students role the
same number twice they must role again, to ensure they participating in a variety
of activities. Students may also change the level of die they are rolling at anytime
if they feel the task is too challenging or not challenging enough. With that said
students will be encouraged to perform the tasks that are challenging and will
optimize their learning. Switching between different dies allows for
differentiation between tasks. For example, perhaps a student is ready to perform
the most advanced activity for serving but wouldnt be able to succeed in the
activity of drop shots or the cardio component. Since all the numbers of the die
relate to one another, if they role a 4 on the first die but feel they can do it at a
higher level they can easily transfer over to number 4 on the most advanced die.

Number

Die One

Die Two

Die Three

1
Cardio

10 burpees, 10 high knees,

30 jumping jacks.

2
Forehand
Serve

Using a forehand serve,

serve the birdie onto the
opposite side of the court
twice in a row.

15 burpees, 15 high
knees, 40 jumping
jacks
Using a forehand
serve, serve the birdie
into the hula-hoop on
the opposite side of the
court twice in a row.

3
Backhand
Serve

Using a backhand serve,

serve the birdie onto the
opposite side of the court
twice in a row.

20 burpees, 20 high
knees, 50 jumping
jacks
Using a forehand
serve, serve the
birdie into the hulahoop on the opposite
side of the court 10
times.
Using a backhand
serve, serve the
birdie into the hulahoop on the opposite
side of the court 10
times.

Using a backhand
serve, serve the birdie
into the hula-hoop on
the opposite side of the
court twice in a row.

Jami Wiebe
4
Clear Shot

Hit the birdie in the air to

yourself and clear the
birdie to the other side of
the net successfully 5
times.

Hit the birdie in the air

to yourself and clear
the birdie to the very
back section of the
court successfully 5
times.

5
Drop Shot

Hit the birdie in the air to

yourself and place the
birdie before the serve line
on the other side of the net
successfully 5 times.

Hit the birdie in the air

to yourself and place
the birdie before the
serve line on the other
side of the net
successfully 7 times.

6
Rules and
Strategies

Answer the following

question in your journal:

Answer the following

question in your
journal:

Describe the lines in a

singles playing court?

What portions of the

body provide the most
power in badminton
shots?

Hit the birdie in the

air to yourself and
clear the birdie to the
very back section of
the court
successfully 10
times.
Hit the birdie in the
air to yourself and
place the birdie
before the serve line
on the other side of
the net successfully
10 times.
Answer the
following question in
your journal:
What shot would you
use if your opposing
player used a clear
shot and is now and
the back of the court
and you are in the
center of your court?
Why?

Part Four: Anchor Activity (Sponge Activity)

Journal:
Using their own on-going journals students will asked to reflect on the class
regarding their overall cooperation, attitude, participation and effort. They are also
encouraged to reflect on their interests in the activities and what they are interested in
learning and participating in for the future. If students have completed the first part of the
journal they are invited to discuss the essential question of the class. In this particular
instance the essential question is:
How does using proper techniques of manipulative skills positively affect
personal performance?
Therefore, the journaling assignment is related to the students interest level as well as
their readiness. Journaling for this grade level is also effective because it encourages
divergent and critical thinking. 10/20/30 girls will have the ability to accurately assess
themselves and reflect on key concepts and ideas. Students are expected to reflect on
their cooperation, participation and interests while still having the ability to extend their

Jami Wiebe
knowledge and think critically about the topics at hand. It is also efficient because the
amount of reflection and journaling is absolutely endless and continues through out the
entire school year. This anchor activity is suited for this specific lesson because it
encourages students to self-assess their own performance of the cooperation outcome of
the curriculum, allows them to express their personal interests and also allows them to
think critically on how performing badminton shots correctly will positively affect their
performance and achievement.
Shot Analysis:
In the event that a student finishes all the activities before class is done they will
be expected to do a shot analysis on another classmate. This assesses their knowledge of
the proper mechanics of a specific skill and assesses their readiness to move on to more
complex skills. Students are required to demonstrate a higher level of understanding by
analyzing another persons mechanics and shot development. It is suited to this lesson
because it enhances the students knowledge on different badminton shots and also
includes peer assessment. Being high school students this is definitely an activity that
they can be successful at and will be beneficial for everyone involved. The student who is
performing their shot will be able to receive constructive feedback and the student doing
the analysis will be practicing a higher level of thinking.

Example:

Name of the Evaluator:

Name of Person Preforming the Shot:
Please write comments and assess the player based on the following components:
Follow Through
Balance
Footwork
Point of Contact

Jami Wiebe

Part Five: Relationship to Knowledge, Skills, and Aptitudes (KSAs)

KSA #5- Teachers identify and respond to learner differences:
Through the two pre-assessments as well as ongoing observation the teacher can
discover the students readiness and interest differences. From there the teacher responds
to the differences by creating an activity (cubing) that allows students to perform
activities that are tailored to their readiness in performing a variety of skills. The teacher
is therefore identifying differences and then responding to those differences by
differentiating the lesson to incorporate all students needs.
KSA #9: Teachers use a broad range of instructional strategies:
This lesson includes a variety of different instructional strategies to increase
student learning. There is a survey, brainstorming, pre-assessment, self-assessment,
cubing, and direct instruction. Students are able to perform different performance tasks as
well as think about rules and strategies logically and apply them to real situations.

Addressing Professional
Knowledge, Skills and Attributes
(KSAs)
Professional Semester Two
Knowledge, Skills and Attributes for Alberta Teachers
1-

The following chart

denotes the
alignment of the
Alberta KSAs
with instruction in
the PSII modules
Education
3602
Educational Psychology
of Exceptional
Learners

Teachers make reasoned decisions about teaching and learning based on their
ongoing analysis of contextual variables.
Teachers understand the legislated, moral and ethical framework within which
they work.
Teachers use the programs of study to inform and direct planning instruction and
assessment.

4-

Teachers demonstrate knowledge of the content they teach.

5-

Teachers identify and respond to learner differences.

6-

7-

Teachers plan for instruction, translating curriculum and outcomes into

meaningful learning activities.
Teachers create and maintain environments that are conducive to student learning
and understand student needs for physical, social, cultural and psychological
security.

8-

Teachers establish relationships with students that respect human dignity

9-

Teachers use a broad range of instructional strategies.

10 -

Teachers apply a variety of technologies to meet students learning needs.

11 -

Teachers gather and use information about students learning needs and progress
and assess the range of learning objectives.
Teachers engage parents, purposefully and meaningfully, in all aspects of teaching
and learning.

23-

12 -

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13 -

Teachers identify and use relevant learning resources.

14 -

Teachers contribute, independently and collegially, to the quality of their school.

15 -

Teachers engage in assessing the quality of their teaching.

16 -

Teachers are able to communicate a personal vision of their own teaching.