2A - Identifying your question for inquiry
What is your question for inquiry?
How do I cater for the diversity of learning needs and abilities of my students?
How does it relate to the improved learning?
I chose this question as I consider understanding and catering for the "diversity" of my students a very important aspect of every class. This is especially apparent within Physical Education (PE) sessions as I do not see my students everyday and many do not particularly enjoy PE nor feel confident in PE, therefore I need to ensure that they feel comfortable and challenged in order for them to achieve there personal best. The unit of work is multifaceted and incorporates verbal and visual instructions, skill modelling and cooperative learning/peer feedback. By providing instructions and feedback in a variety of ways I am able to ensure every student understands the key elements of the task and provide each student with the opportunity to experience success. If I am able to present the information to the students in a way that they can all understand, allow them to achieve while still feeling challenged and ensure they feel comfortable in the PE environment, hopefully I will be able to encourage the students to achieve there personal best.
How do I cater for the diversity of learning needs and abilities of my students?
How does it relate to the improved learning?
I chose this question as I consider understanding and catering for the "diversity" of my students a very important aspect of every class. This is especially apparent within Physical Education (PE) sessions as I do not see my students everyday and many do not particularly enjoy PE nor feel confident in PE, therefore I need to ensure that they feel comfortable and challenged in order for them to achieve there personal best. The unit of work is multifaceted and incorporates verbal and visual instructions, skill modelling and cooperative learning/peer feedback. By providing instructions and feedback in a variety of ways I am able to ensure every student understands the key elements of the task and provide each student with the opportunity to experience success. If I am able to present the information to the students in a way that they can all understand, allow them to achieve while still feeling challenged and ensure they feel comfortable in the PE environment, hopefully I will be able to encourage the students to achieve there personal best.
2B - Your Professional Learning
Professional Discussion One
Curriculum Discussion with Prue Petsinis and Ashley Newell – Curriculum Audit
This discussion was held between the Head of Curriculum (Prue), the Head of Health, Sport and Physical Education (Ashley) and myself, based upon the current Physical Education Curriculum and its future development.
In the meeting we discussed the changes that we had made to the curriculum this year and why, current aims and teaching approaches utilised in our subject area. This discussion enabled all parties to have a clear understanding as to the direction in which the Physical Education department is leading the curriculum.
Outline of Discussion areas and Change:
1. Establishing the PE departments Aims
2. Introducing new units across multiple levels. Units are as follows:
Curriculum Discussion with Prue Petsinis and Ashley Newell – Curriculum Audit
This discussion was held between the Head of Curriculum (Prue), the Head of Health, Sport and Physical Education (Ashley) and myself, based upon the current Physical Education Curriculum and its future development.
In the meeting we discussed the changes that we had made to the curriculum this year and why, current aims and teaching approaches utilised in our subject area. This discussion enabled all parties to have a clear understanding as to the direction in which the Physical Education department is leading the curriculum.
Outline of Discussion areas and Change:
1. Establishing the PE departments Aims
- Introduce game sense and game awareness skills in lower primary years
- Creating unity in what we are trying to achieve
- Create assessment tool to reduce subjectivity and ensure all teaching staff are teaching to the same outcomes
2. Introducing new units across multiple levels. Units are as follows:
3. Updating UbD’s inline with new units
4. Updating assessment tools – 5x5 Assessment tool
5. Highlighting key teaching approaches utilised in Physical Education. Catering for diverse learning needs through:
- Need for game play
- Sportsmanship values, team work
- Team skills
- Game awareness
4. Updating assessment tools – 5x5 Assessment tool
- From ELC – Year 7
- Documentation of through lines (UbD, Term planners) – creating day to day sequence
- Creating objective assessment - rubric style
5. Highlighting key teaching approaches utilised in Physical Education. Catering for diverse learning needs through:
- Modelling
- Student demonstration
- Visual Queues
- Direct Instruction
- Inquiry Learning
- Streaming of Students
- Cooperative learning
- Skill break down and isolation
What I have learnt and how this learning addresses my question for inquiry:
From this discussion I came away with a broader idea of all the approaches and techniques we already automatically utilise, as PE teachers, to engage and teach our students with variety of learning needs and abilities. By being encouraged to concentrate and evaluate on a few approaches we utilise most, I am able to reflect on why we use these approaches the most and how can we modify the approach to suit all the needs of our students.
Through this discussion it became apparent to me that it is not only important for us, as educators, to understand what we are aiming to achieve but also for the students to have an idea of the learning outcomes and a means of achieving the desired outcome. For all lessons, activities and even games it is vital that the student and teacher are on the same page as to what is trying to be achieved. This not only motivates the student's to achieve but also allows the student and teacher to communicate openly on ways to improve performance and achieve the outcome. It has also become apparent, while processing this information, that we can not simply have one standard to adhere to for every student. The way in which learning occurs and incorporating this with each individual is much more complex then that. Therefore, in order to cater for the diversity in my class, I need to create learning outcome that are not only achievable for all levels but also ensure all students are challenged to achieve their personal best. From this I have developed the idea of outlining three learning outcomes at the start of each lesson that are challenging all, yet still allow for the lower ability students to achieve. For example:
At the completion of this lesson:
From this discussion I came away with a broader idea of all the approaches and techniques we already automatically utilise, as PE teachers, to engage and teach our students with variety of learning needs and abilities. By being encouraged to concentrate and evaluate on a few approaches we utilise most, I am able to reflect on why we use these approaches the most and how can we modify the approach to suit all the needs of our students.
Through this discussion it became apparent to me that it is not only important for us, as educators, to understand what we are aiming to achieve but also for the students to have an idea of the learning outcomes and a means of achieving the desired outcome. For all lessons, activities and even games it is vital that the student and teacher are on the same page as to what is trying to be achieved. This not only motivates the student's to achieve but also allows the student and teacher to communicate openly on ways to improve performance and achieve the outcome. It has also become apparent, while processing this information, that we can not simply have one standard to adhere to for every student. The way in which learning occurs and incorporating this with each individual is much more complex then that. Therefore, in order to cater for the diversity in my class, I need to create learning outcome that are not only achievable for all levels but also ensure all students are challenged to achieve their personal best. From this I have developed the idea of outlining three learning outcomes at the start of each lesson that are challenging all, yet still allow for the lower ability students to achieve. For example:
At the completion of this lesson:
- All students will be able to walk across the low beam, by themselves, and dismount appropriately (motorbike and present)
- Most students will be able to walk on the high beam with assistance from Miss Mayes
- A few students will be able work across the high beam, by themselves, and dismount appropriately (motorbike and present)
Professional Discussion Two
Curriculum Planning and Assessment with Ashley Newell – Lower Primary Gymnastics 5x5 Assessment Tool
During this professional discussion Ashley Newell and I discussed which areas of the old gymnastics curriculum we wanted to keep and why, how the unit can be improved and what are the key areas of the unit to be assessed and how do we break them down for assessment. The end result can be seen in our 5x5 Gymnastics Assessment Tool.
When creating the assessment topics and ‘check points’, we looked at individual students who we know are well above the standard and below the standard. This enabled us to make sure our key points were adaptable to a range of abilities while still being challenging yet achievable. For example when assessing rotations for the Lower Primary Years (Years Prep to Two) we have incorporated a simple pencil roll with correct technique, which moves to an egg roll. These are low-level rotations that are easily simplified and are key stepping-stones to achieving a forward roll. A forward roll is also included in our assessment and for the advanced students, a backwards roll. This assessment tool not only caters for a range of abilities but also informs the teachers of the learning that is occurring. By looking back on our assessment we will be able to identify areas that students are proficient and areas that may need some extra attention or be approached and taught in a different way.
Curriculum Planning and Assessment with Ashley Newell – Lower Primary Gymnastics 5x5 Assessment Tool
During this professional discussion Ashley Newell and I discussed which areas of the old gymnastics curriculum we wanted to keep and why, how the unit can be improved and what are the key areas of the unit to be assessed and how do we break them down for assessment. The end result can be seen in our 5x5 Gymnastics Assessment Tool.
When creating the assessment topics and ‘check points’, we looked at individual students who we know are well above the standard and below the standard. This enabled us to make sure our key points were adaptable to a range of abilities while still being challenging yet achievable. For example when assessing rotations for the Lower Primary Years (Years Prep to Two) we have incorporated a simple pencil roll with correct technique, which moves to an egg roll. These are low-level rotations that are easily simplified and are key stepping-stones to achieving a forward roll. A forward roll is also included in our assessment and for the advanced students, a backwards roll. This assessment tool not only caters for a range of abilities but also informs the teachers of the learning that is occurring. By looking back on our assessment we will be able to identify areas that students are proficient and areas that may need some extra attention or be approached and taught in a different way.
What I have learnt and how this learning addresses my question for inquiry:
This discussion helped me grasp the key learning outcomes for the unit as well as directed my thinking into the practices I would use to ensure all students were able understand and attempt each assessment criteria. It enabled me to visualise my set up for gymnastics and how I can arrange the activities to be suitable for a range of ability levels. For example when practising balances have three stations set up: 1. Statics balances on the mats (easiest), 2. Walking and balances on mini beam (moderate) and 3. Walking and balances on low beam with dismount (most difficult).
This conversation directly relates to my inquiry questions as it enabled me to not only look at my activities and layout of my session but also the means in which I present the key skills to the students. By discussing our key methods of transferring information to students, Ashley and I discussed new approaches in which we could present key points in a variety of ways. For example if we set up our gymnastics lesson in stations we can walk through each activity with the students, describing key skills, demonstrating key skills and also have "activity cards" which have a diagram and 3 key points listed (see image below).
This discussion helped me grasp the key learning outcomes for the unit as well as directed my thinking into the practices I would use to ensure all students were able understand and attempt each assessment criteria. It enabled me to visualise my set up for gymnastics and how I can arrange the activities to be suitable for a range of ability levels. For example when practising balances have three stations set up: 1. Statics balances on the mats (easiest), 2. Walking and balances on mini beam (moderate) and 3. Walking and balances on low beam with dismount (most difficult).
This conversation directly relates to my inquiry questions as it enabled me to not only look at my activities and layout of my session but also the means in which I present the key skills to the students. By discussing our key methods of transferring information to students, Ashley and I discussed new approaches in which we could present key points in a variety of ways. For example if we set up our gymnastics lesson in stations we can walk through each activity with the students, describing key skills, demonstrating key skills and also have "activity cards" which have a diagram and 3 key points listed (see image below).
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Observation of Colleague's classroom practice
On the 21st of August I observed Aimee Linossier's Drama Class with Year 2W - Dance
This lesson was very similar to a PE lesson in which the students are working collaboratively. Often the environment can become noisy as students are interpreting instructions and trying to explain/demonstrate key skills to their peers.
On the 21st of August I observed Aimee Linossier's Drama Class with Year 2W - Dance
This lesson was very similar to a PE lesson in which the students are working collaboratively. Often the environment can become noisy as students are interpreting instructions and trying to explain/demonstrate key skills to their peers.
What did you see/hear?
How does the teacher deal with difficult situations? How does the teacher address diversity in the students learning needs? How does the teacher provide feedback? How does the teacher present knowledge, skills and ideas? |
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What I have learnt and how this learning addresses my question for inquiry:
- Know your students: By knowing each of my students I am able to develop strategies that enable me to cater for each and every individuals needs. This may mean creating learning outcomes that are achievable or challenging for a particular student or utilising a variety of methods (both physical and verbal) of instruction to outline each activity.
- Keep your energy up: I believe that if I am able to demonstrate my enthusiasm and love for Physical Education and physical activity to the students they in turn will become more enthusiastic about the topic and hopefully more engaged throughout each activity.
- Ensure all students understand: It is vital that each student understands the activity ahead and what the desired of the outcome of that activity is. If a student misses key instruction they are unable to perform the activity properly and often will not reach the desired outcome. If a skill is left as it is and not tried to be corrected the student develops a misconception on the performance of the skill and thus will continue to perform it incorrectly until corrected. It is important to check for understanding regularly throughout a lesson to ensure that students are continually engaging in the activity and trying to achieve the set skill.
- Provide constructive feedback: Linking to the point above, it is important that we provide constructive and appropriate feedback to our students to ensure they are achieving the desired outcome. By simply stating "good job" when a student performs a set skill, we are leaving the action that was done well open to the interpretation of the students. Rather, as educators, we should endeavour to highlight which part of the activity was well done, for example "student A, the way you held your grounded leg steady throughout the arabesque was very well done". Similarly we should focus on this when providing negative feedback. Rather then saying "not very good this time" we should highlight which part of the skill was incorrectly performed rather leaving the comment open to misinterpretation and the student taking it as a negative comment of them personally.
Other Professional Learning
Professional Readings from Mentor - The Common Sense of Differentiation
This reading really helped me grasp the concept of differentiation and enabled me to examine the learning needs of my students through identification processes and the examine how understanding the learners needs can affect students' performance. The Common Sense of Differentiation shows that teachers can determine their student's learning needs by:
Other Professional Learning:
This reading really helped me grasp the concept of differentiation and enabled me to examine the learning needs of my students through identification processes and the examine how understanding the learners needs can affect students' performance. The Common Sense of Differentiation shows that teachers can determine their student's learning needs by:
- "Assessing students' status related to the prerequisites for a particular unit
- Pre-assessing students' knowledge, understanding and skills that are the focus of an upcoming unit
- Using ongoing assessment to understand each student's progress toward essential learning goals
- Assessing the insights about students' interests and learning preferences"
Other Professional Learning:
- In house Weebly day - time to sit down the Head of ICT, Mr Paul Smith, to develop and create the Physical Education and Sport website
- On going in house Professional Growth (PG) - developed by PLC, focusing on peer observation and self evaluation. As the Physical Education we dedicated our PG time to developing a new Physical Education Program to incorporate the 5x5 assessment tool and create a more well rounded curriculum.