D - What? Delightful Man to Man defence. Play like this and we'll be so hard to play against.
Attacking a Zone Defence ("Double") |
Attacking a Zone Defence "13" or 131 or "Baseball" |
Simple, but elegant. We'll start with 2 scorers in the low post behind the defence. The wing sets a screen for the ball handler. The right side low post screens the centre, while the other low post cuts across to the near low post. The screener rolls to the basket, effectively making it impossible to defend. At worst, the ball-handler gets a 12 foot jump shot.
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I love this set up! What we'll do is either pass to the wing (or dribble it over and have 3 come to the top). The pass will go to 4 (Madi) as she pops out within shooting range. The passer then cuts immediately through the key, and either gets the pass or ends up screening the centre in the zone. 5 dives to the post that 4 came out of, effectively flooding the low post. 2, 3 & 5 crash boards. 1 is the safety.
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Rebounding Progression Drill 1
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Rebounding Progression Drill 2
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Rebounding Progression Drill 3
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Rebounding Progression Drill 4
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Coming soon to a practice near you:
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Drill to help stop Dribble Penetration |
Transition Defence (Sprint back) |
"Blackhawk" - Defencive positioning and close-out drill
"Beauteous" JV Barons vs. King's School
1-4 Backdoor Offence"Cadillac" inbounds playSHOOTING CLINIC"BEEF" technique basics of shooting
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OFFENSIVE OPTIONSCross overs by JordanWhy Jordan uses the Jab stepOff-ball cutting to the basketPass Faking |
Post move - reverse pivot & attack
OFFENCE by Michael Jordan
DEFENSIVE CLINIC
2-3 Zone Defence
Half Court Trap
Defending OFF-ball
Defence by Michael Jordan
Stealing the basketball off the pass
Kirby Schepp - Don't teach them plays...Teach them How To Play
Teaching Philosophy
"Grow the tree you've got" is a quote that reminds me of both my daughter and my wife. It reminds me to look at each person as an individual, and consider how I may help them flourish along their own journeys. Whatever I do in my teaching career is due to the love and support of my incredible family.
The photo on the right has been included as a tribute to my dear friend, Olaf Pyttlik, who recently wrote a children's musical for the MTYP, called "The Last Tree of Rapa Nui". The tale is truly human and speaks to our insecurities as individuals as well as the fragility that is our planet. Olaf himself is a cancer survivor and has taught me a great deal about perseverance, perspective, and the joy of being fully invested in whatever you do.
This website represents a snapshot of my evolving thought processes about the teaching and learning of science. My intent is to make use of this space as a teaching/learning resource, both to sequester appropriate resources in one place, and to facilitate the construction of knowledge by my students (and their families). Too often, family members are not included in the learning process, and discussions that could improve understanding at home simply don't happen. This site can serve as an information bridge between the classroom and the home, allowing parents and their children to share ideas about the topics discussed in our classroom. Initially, my focus is on specific units of grade 11 & 12 biology & chemistry. In the longer term, my plan is to develop an extensive network of engaging, purposeful, curriculum-related resources for learners across grade levels. I will use this site to facilitate the organization and presentation of information, learning tools and trains of thought, and to bring relevance to the science in our daily lives. Further to this, and in the spirit of differentiation, students will be able to 'dig deeper' into any topic if inspired to do so. The information on this site is presented in a multitude of formats, improving access to information through an inclusive approach. Ideas, exemplars, explanations, and activities are organized and presented in a way that allows students to move deftly from concept to concept, while making important connections between them. Since our classroom time is limited this site provides motivated individuals to spend as much time as they need to, at their own pace, exploring the course materials in a learning environment of their choosing.
I have many other goals for this site, and it has begun to take on a persona of its own. In some ways, it is a reflection on my teaching philosophy, which continues to develop along with my own teaching experiences. Importantly, the internet is a technology that my students can easily identify with, and the existence of this site only increases the likelihood of a student surfing into curriculum-related content. Secondly, I purposely incorporate muliti-media to accommodate individualized knowledge construction. This is done so that connections can be made by each of the multiple intelligences in my class. This will be achieved through the use of video, simulations, audio files, images, analogies, drawings, articles, and kinaesthetic learning activities. Thirdly, I will use this site to help organize my thoughts into specific 'baskets' as they pertain to topics and specific learning objectives, as a sort of digital mind-map. Perhaps the most important aspect of this website is that it provides me with an opportunity and obligation to develop a dynamic, living resource that I can use in order to improve and build upon communication with my students and their families. I will use this space to be thoughtful and inspire thoughtfulness, to be artistic and inspire others. I choose to be relevant and engaging, and to foster independent investigation and growth.
I have many other goals for this site, and it has begun to take on a persona of its own. In some ways, it is a reflection on my teaching philosophy, which continues to develop along with my own teaching experiences. Importantly, the internet is a technology that my students can easily identify with, and the existence of this site only increases the likelihood of a student surfing into curriculum-related content. Secondly, I purposely incorporate muliti-media to accommodate individualized knowledge construction. This is done so that connections can be made by each of the multiple intelligences in my class. This will be achieved through the use of video, simulations, audio files, images, analogies, drawings, articles, and kinaesthetic learning activities. Thirdly, I will use this site to help organize my thoughts into specific 'baskets' as they pertain to topics and specific learning objectives, as a sort of digital mind-map. Perhaps the most important aspect of this website is that it provides me with an opportunity and obligation to develop a dynamic, living resource that I can use in order to improve and build upon communication with my students and their families. I will use this space to be thoughtful and inspire thoughtfulness, to be artistic and inspire others. I choose to be relevant and engaging, and to foster independent investigation and growth.
Why do this?
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Multiple Literacies, Multiple IntelligencesFor me, the theory that learners are competent in diverse literacies and may possess any combination of multiple intelligences is paramount. Not only is it plausible, it is evident in every classroom, around the world. There are indeed different ways of knowing, and for that our world is richer. On this site, I have attempted to provide avenues accessible to all literacies, all intelligences. In conjunction with this site, I am developing 'notes' for each class that I teach. In class, we will create our own diagrams, construct written texts, put our own thoughts onto paper that at least have the opportunity to filter through our brains and out our pens onto paper. By doing this, I hope to appeal to a subset of students that 'need' or learn best by listening, interpreting, and writing. By providing detailed notes electronically, students who learn best by simply interacting in class discussions, careful observation, use of analogy/storytelling, investigating with simulations, can simply review/study the notes later online or after printing them to hard copy. Classes themselves are structured for learning through a considerable amount of cooperative group-work, teacher-facilitated investigations, student-led demonstrations, teaching to peers, learning from peers, through experiencing various kinaesthetic activities, story sharing, and class discussions. We will write compelling narratives, draw works of art, nail presentations, create masterpieces, generate music and poems and videos and photographs that will inspire both learner and teacher simultaneously. In fact, we will strive for a classroom in which it becomes unclear who is teaching and who is learning, and perhaps we will lose interest in making that distinction at all.
Occasionally, a class will incorporate a didactic component in the form of a power-point presentation, and simple note taking. While I am biased against this type of teaching, it is important to note that there are those learners who would prefer to be taught in this style. Even in a high school, where research has suggested teachers see themselves as teachers of subjects or material, I still believe we are teachers of students. What we make monetarily is a pittance compared to the difference we can potentially make to a student, to a class, to our school, our community, our world. |