Instructional techniques and assessment

Connection to Copentencie

For me, this Instructional Practices competency is about noticing what learners actually need and then designing and running lessons that meet them where they are, instead of just running generic drills. In this course, that connects directly to my goal of being able to teach net/wall games through game-based models like Play-Practice-Play, so students learn tactics and skills at the same time. My Play-Practice-Play artifact shows this: I designed an initial exaggeration game that forced us to use tight net rolls and well-timed lifts, then built a focused practice around key fundamentals like split step, chassé step, impact point, grip, and hitting zone, and finally returned to the game to see how those cues changed our decision-making in real rallies. I used task cards, visual breakdowns of preparation–set-up–execution–recovery, and tactical prompts (time, space, force, risk) so the session linked skill learning with game understanding, not just isolated technique. The reflection sections where Chelsea and I analyzed what worked, what changed, and what we needed next show my developing assessment skills, because I used specific performance evidence (impact point, recovery, shot placement) to give myself and my partner meaningful feedback and set next steps rather than just saying “play better.” 

Referring to the proficiency chart, I see myself as proficient in pedagogical and planning skills, because I can choose an appropriate model (Play-Practice-Play), design a progressive, meaningful sequence connected to core tactical concepts, and implement it in a way that personalizes learning. I am more in the developing range for assessment skills, since I am beginning to use peer and self-assessment intentionally but still rely heavily on written reflection after the lesson rather than ongoing formative checks during it. 

Going forward, my goals are to bring this same Play-Practice-Play approach into other activity areas, build in clearer in-the-moment assessment tools (like quick checklists or peer feedback prompts), and get smoother at adjusting tasks live when I see specific learner needs.