Quick and Easy Self-Assessment in Striking and Fielding
My goal in today's grade 5 striking and fielding lesson, was to have the students inquire into the reasons why striking and fielding skills are more difficult to put into action in games compared to when they simply practice the skills in class.
To make the purpose of today's lesson clear and explicit to them at the start of class, I specifically told them that we would be focusing on fielding skills and that they would be given the first ten minutes to practice fielding skills in whatever manner that they wish. I showed them the formative assessment task which you can see in the above picture. I told them that they would be self-assessing themselves in fielding skills after we complete our practice session and one more time once we finish playing in a modified striking game that I had planned for them.
I asked them to think of specific reasons how fielding in practice and fielding in games differs in nature and why this might be. I then set them off on their practice sessions. The initial talk lasted roughly 3-4 minutes.
Post Practice Session Self-Assessment Time
Not So Good
As more than one student could write their name down on the assessment poster quite easily, this task took no more than 2 minutes to complete and was a perfect time for them to take a drink as well. We talked about the fact that we were all learning together and that self-assessing yourself publicly was nothing to be afraid of.
In fact, I allowed them time to speak with an elbow buddy about the reasons why they placed themselves where they did on the assessment poster. To essentially justify why they were Super, Good, OK, or Not So Good. It was quick and easy and very effective in nature in terms of giving me some important feedback as to where they are at with their fielding skills. As well it was serving to get them inquiring into the difference between skills in practice and games.
Time to play the modified striking game
Once the hitter makes contact with the ball, the the first fielder must receive the ball then pass the ball to a teammate who then runs to put it atop a batter's tee in the fielding area. If they can get the ball atop the batter's tee before the runners make it to the opposite wall of the gym, the batter is up. Another batter then takes over and the batter who is out joins the runners. There are no strikes and each person gets a chance to hit. The hitter does not run. The maximum number of runs a hitter can earn for his/her team is 3. If they get 3 runs, they switch batters.
Once the game concluded, the students were required to self-assess their fielding skills in a game situation and compare the results when they had self-assessed their fielding skills in practice.
Important Discussion About Difference Between Practice and Games
The biggest victory, I thought, was some students discussing the fact that by practicing like they are playing in real games, they are putting more pressure on themselves, so when it comes to game time, they are more use to this pressure and may perform better. This came totally from them. I never expected it and they were able to discuss it with the class which was a critical learning moment for all of us.