MOVEMENT JOURNAL WEEK 4

First of all, let me start off by saying great job, Emily, Sonya and Pamela! You came up with a creative lesson that approached striking games in a fun, and engaging way. What stuck out to me most about this lesson, was our own assessment practice after the 50 minute session. One of the guiding questions for this week asks which assessment and evaluation strategies may be used to effectively gather information of student learning in physical education. My experience of CITE as a cohort and the education program as a whole, including the EDCP course, has been a focus on inclusion, confidence building for our students. We have talked about belonging, autonomy and competence as key factors to student success. With this in mind, I wonder if rating and reading aloud our comments on the session was perhaps not quite in line with this way of thinking? I left the class feeling as though we had singled out the students in charge of the lesson, as well as those who responded. In terms of applying this to our own teaching practices, I’m curious as to what other assessment forms we might use in evaluating lessons as they occur. I realize that the exercise was meant to foster discussion and insight for future reference (which it did!), but I can’t help but feel that we might have approached in a more inclusive and safe format. That being said, I realize that our group is already an extremely supportive environment, and I know that each of us is open to constructive criticism.

One thought on “MOVEMENT JOURNAL WEEK 4”

  1. Thanks for sharing Becca! I love that your focus is on inclusion and confidence building for students. This is the exact page that I am on because I believe that belonging, autonomy and competence are also success huge contributors to student success. This really struck home for me when I was talking to the K/1 teacher at Westwind Elementary this week because she told me that she struggles with trying to fit everything in her lessons because of the wide variety of strengths and weaknesses in her classroom. However, what she did point out to me is that some of the students that were in her Kindergarten class last year have shown vast improvements in their self-concept, changing from quiet individuals to those that try to support others learning. To her this is the most important goal because these children will carry this self-concept with them for the rest of their lives.

    I also felt negatively towards the way we singled out our group this week. I feel like the feedback they were presented with could have been delivered by Steve rather than forcing the whole group to take part. I know we are all adults in this group and this is a seemingly inclusive environment, but if it was me up there this week I most definitely would have walked away feeling defeated. If this is the system we will be using from now on, I hope that we can at least approach it gently, with supportive comments throughout.

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