“I am a writer of books in retrospect. I talk in order to understand; I teach in order to learn”
― Robert Frost
A pertinent way to start my reflection, while I promise to blog more regularly on many occasions, it sometimes calls for the term to come to a close. Time to catch a breath and to collate all the on-going reflections that buzz around in my head during the term. While the quote refers to “books” I choose to use the mode of a blog to do so…
During this term, I have had my Physical Education hat on in both of my collaborative, integrated teaching modules. The key concept this term has been on citizenship and while we have been focussing on strand C in the Physical Education curriculum, (relationships with other people). We have really drilled down into personal and social responsibility. One of the modules was called “It’s not all about me” and integrated PE-focus (personal and social responsibility)-Social Science-focus (rights and responsibilities/politics) and English-focus (oral language features). Working with the awesome and passionate @rosmaceachern and super Sarah @hpssprojects
Our Learning Design model focuses were…
To critically reflect and act on personal and social responsibility for self and others through the context of sport.
To make sense of the concept “rights and responsibilities” by comparing political systems and their influence on society.
To share understanding of citizenship concepts and oral language features by presenting an oral text.
This module went really well, at times it felt full on trying to get through all the content. However, where required we siloed a bit, while still ensuring the connections in our planning and what we were hitting. The intent was to look local (in the context of sport), National-connected to the politics and global- starting to look at rights and responsibilities on a global scale.
With a political focus, we had some super successful real world learning arise organised by Sarah and Ros. Sarah organised a political debate with all the political candidates in the Upper harbour electorate. Following the debate and with further exploration in class the students voted for a candidate and a party.
Here is a video that Ros and Logan (one of the students) put together, focussing on issues they are concerned about.
Alongside all this learning in the Physical Education aspects, I had the learners, exploring, applying and developing their understanding of personal and social responsibility. Using two different models in this module. One was the sport ed model, where I used a modified version of the model- see the premise David Fawcett has shared here… http://www.slideshare.net/davidfawcett27/sport-education-model
We also used Hellison’s Model of personal and social responsibility. Here is an infographic I made of the different levels…The context was volleyball, while the focus was on developing personal and social responsibility, the unintended outcome was huge improvement in both skill and strategic play across the module. The impact on the functioning of the teams was clear.
The students took part in verbal debriefs each week on where they were at and where to next, I would like to develop good processes around gathering and summarising verbal evidence as a mode of assessment, while we are developing learning in Year 9 and 10. They were recorded individually in their groups reflecting on their learning. We did start a new narrative process during the term that needed to be written, so I feel like I doubled up a bit on what they were doing. My intent is to value the verbal and for me to summarise and feedback, feed forward without them having to write. Here is a link to an example of the SOLO rubric used during the module and one learners reflections on this, (I have removed names)..
The students really shifted both their demonstration and understanding of personal and social responsibility, which I got them to show visually at the end of the term…
In my other module “Just do it and analyse it”- a module mixing personal and social responsibility and statistics. While still using the above model by Hellsion, I went about things in a different manner.
Students co-constructed what personal and social responsibility is..
They also looked at designing different continuums for what that may look like at different levels of SOLO
In this class, contexts differed every week, students not only reflected on their own levels of personal and social responsibility, but also gave data on classmates levels, which were then used in the mathematical aspects of the module, where analysis of data and graphs was a focus. This is the google form they filled in each week to collect that data on… https://docs.google.com/a/hobsonvillepoint.school.nz/forms/d/1f0FrVGwwEAAI03c7Tuu8Y5kgEFRGKkhbwGY9imECQvU/viewform
The students also filled out ongoing written narrative in this module similar to the narrative document above, but without the verbal debriefs.
Here is a sample of a students final mathematical task/analysis, in relation to the data https://docs.google.com/a/hobsonvillepoint.school.nz/document/d/1e5cyAJneyfzrEYUQMa4lRB29QrGWxG0LgfJxiMZo4WI/edit
I really liked that the students analysed data in relation to their own/others personal and social responsibility, dependent on the focus question of their task. I also think it was awesome that they experienced so many different activities, contexts to explore their personal and social responsibility through, pair-work, small group work, teamwork, sports ABL activities, group challenges and more. The focus was not on skill level, or achievement. Rather the focus was on relationships, interpersonal skills and personal and social responsibility. What I would change is…that I feel with the final task, the data was slightly limiting, it would have been better to have data that allowed for a wider spread and therefore, analysis could have been deeper. However, I think the students appreciated using their own class data, rather than token examples.
This is my ponderings on the term just passed, I will definitely write a planning and preparation post, prior to term 4. I am excited to be taking part in the following modules next term…
…with my PE hat on
“Going through the motions”
Learning Areas: PE and Science
Description: This module will investigate physics concepts in the real world by exploring how understanding of physics can improve your sports performance.
Big Concept: Systems
Threshold concepts: PE – Movement concepts… and physical activity
Science – phyiscal strand: physics concepts, velocity, motion, forces, energy
Skills: Science – NOS Investigating and Communicating Science, Physical World (force and motion eg simple machines, energy transformations eg heat PE – Movement, concepts and motor skills.
To make sense of biomechanics by connecting physics concepts to relevant sporting contexts.
To test physics concepts by applying through sport to optimise performance.
“Move it, Move it”
Learning areas: PE and Technology
Description: Is the body a machine? How do machines work? Learn about systems of the body and how they are used in anatomical movements. Systems include: the skeletal system, muscular system, cardio-respiratory system. Design and make a 3D model of an aspect of anatomical movement from MDF, using mechanisms – cams, gears and followers. The model will then be applied to sporting contexts.
Big Concept: Systems
Threshold Concepts: Technology -Systems and control-Process and components-Evidence based decision making
PE-Movement concepts and motor skills , positive attitudes, Challenges and social and cultural factors
Skills: Technology – Modelling, decision making, prototyping, sketching, evaluation and analysis
PE – Movement analysis, physical activity.”
To test ideas by producing functional models and prototypes
To refine ideas considering aesthetics and function
To make sense of systems of the body and understand their function in human body movement.”
…and with my maths hat!!
The real “X” factor!
Learning area: Mathematics
Description: To learn about “algebra” in mathematics and then make sense of this further through a variety of sporting situations.
Big Concept: Systems
Threshold concepts: Properties of equations and expressions, properties of number, Number and algebra
Skills: Calculating, modelling, quantifying and communicate, Problem -solving and evaluating
To make sense by understanding algebra through relationships, value and patterns found in sporting contexts.
Not to take away from other aspects of our curriculum, which involves many aspects of taking action…