Understandingthewayinwhicheachchildlearnsinonesclassroom,ispivotaltodeliveringasuccessfullesson(Murdoch&

Wilson,2007).Inordertogetthemostoutofeachchild,itisessentialthateducatorsplanlessonsthatincorporatearangeof
differentlearningstyles.Bydoingthis,educatorswillhelpfacilitatechildrenslearningasparticularstrengths,interestsand
preferenceswillbeaccommodatedfor(Murdoch&Wilson,2007).Asnochildisthesame,Iensuredmylessoncateredforthe
manydifferentstylesoflearningthatmakeupmyclassroom.Inparticular,Ifocusedonincorporatingresourcesandactivities
thatcateredforkinaesthetic,visual,auditoryandlinguisticlearners.Thiswasachievedbyintegratinginstructionalvideos,
games,modellingtechniques,visualsandlanguage,tohelpchildrenunderstandanddevelopfundamentalmovementskills.

Youngchildrenhaveinnatepredispositionstomoveandfidget,whichiswhylessonsthatincorporateopportunitiestogetupand
movecanhelpfurtherdevelopachildslearning(Furmanek,2014).DuringmylessonIprovidedampleopportunitiesforchildren
topracticethefundamentalmovementskillsbeingintroducedandgetupandmove.Morespecifically,Icateredforkinesthetic
learnerstolearnthroughmovementanddoing.Visuallearnerslearnbestwhentheiracademicenvironmentisfilledwithmany
visualsandgraphics(Luckner,Bowen&Carter,2001).Inmylessonmanyvisualswereevident,Iincorporatedavideowhich
visuallydemonstratedtostudentshowtoperformthefundamentalmovementskills,postercardstohelpchildrenidentify
betweenthemovementskills,aswellastrafficlightandarrowposterstohelpchildrenunderstandtherulesofthegamewe
played.

Anotherteachingstrategyusedthroughoutthelessonwasdirectinstruction.Whenintroducinganewtopicforthefirsttimelike
fundamentalmovementskills,directinstructioncanhelpfosternecessaryknowledgeandskillstobedevelopedupon(Killen,
2013).Byprovidingchildrenwithclearsuccinctinstructionsthroughoutallaspectsofthelessonandopportunitiestopractice
these,Iwasabletoensurethatchildrenhadthebestopportunitytomeettheassessmentcriteriaandthereforethelearning
outcomes(Killen,2013).Furthermore,Ifeltthatdirectinstructionwasnecessarytoensurechildrenweresafelyandeffectively
performingtherelevantfundamentalmovementskills.

TherewereafewreasonsastowhyIincludedopenendedquestionsandfocusquestionswithinmylesson.Thefirstreasonwas
toengagestudentsinhigher-levelthinking,byquestioningwhytheythinkcertainfundamentalmovementskillsareeasieronone
footthantheotherandhowsomemovementskillsmightbesimilarordifferent(McDonald,2010).Thepurposeforhigher-level
thinkingwastopromoteadeeperunderstandingofthecontentandtochallengetheirwayofthinkingaboutthesefundamental
movementskills.Thesecondreasonwastoeffectivelyengagestudentsintheirlearning,wherebytheywereactiveparticipants.
Bygettingthechildrentogoaroundthecircleandstateawordorphraselearnedorassociatedwithanyofthefundamental
movementskills,IfeltIwasbeinginclusiveandinvitingofallstudentsinregardstotheirlearningandnotrelyingonthesame
fewchildrentoanswer(McDonald,2010).

Furthermore,thequestionsaskedwithinthelessonwerediscussedasagroup.Theseweredesignedinorderforstudentsto
developopinions,swapideasandunderstanddifferentpointsofview(Killen,2013).Ichosetodiscussthefocusquestionsand
openendedquestionsasagroup,togetstudentstobeginprovidingreasoningandjustificationbehindtheiranswersandbringto
theirattentionthatthereisntalwaysonecorrectanswer(Killen,2013).

Partofpromotingcognitivechangeinchildren,requireseducatorstocommunicatewithstudentsthelearningintentions,
outcomes,successcriteriaandlessonexpectationswithinalesson(Hattie,2009).Theintroductionofmylessonincludedawhole
classbrainstorm,wherebythefundamentalmovementskillsbeinglearnedandfocusedonwithinthelessonwerehighlighted.
Thereasonforthiswastoensurethatallstudentshadanunderstandingofthelessoncontentsoideasandconnectionscouldbe
made,aswellassostudentshadanunderstandingofthetasksandlearningtheyweretocomplete(Hattie,2009).

Moreover,creatingaclassroomwherebyeverystudentregardlessofability,culture,genderandsocioeconomicstatusis
included,isessential.Iwasabletoprovideaninclusivelearningenvironmentforallpupils,inconjunctionwithaccommodating
fordiversitythroughthreemainstrategies.ThefirststrategywastomodifytheprocessesIdeliveredthelessoninthrough
videos,games,modellingtechniques,visualsandlanguage.Thesecondstrategywasthecontent,wherebyIrelatedfundamental
movementskillstostudentspersonallythroughtheirhobbies,aswellasgenerally.Thelaststrategywastheproduct,wherebyI
incorporateddifferentpostersintheactivity/gameinordertovarythestudentsexperienceswiththeseparticularfundamental
movementskillsandfurtherdeveloptheirknowledgeontheseskills(Turville,2013).