Category Archives: IB cohort

Sienna’s movement Journal -Nov 18th

I had an opportunity to teach the balance lesson that Maria, Sydney and I created for our P.E. team-teaching assignment. I modified my lesson plan to suit the need of my Grade 2 students.

First, rotating stations for different activities is eliminated. Since it was the first time for the Grade 2 class to participate in balancing activities, I had to provide detailed explanations to the students. Students were asked to participate in the activities as a class in order to spend more time on each activity and receive feedback from each other.

Secondly, from the original lesson plan, I only chose two activities for the balancing lesson. At my practicum school, one block is only for 30 minutes. Also, the gym is far away, making it time-consuming for students to get ready for gym class, go to the gym and come back to the class after the lesson. To ensure that injuries do not occur in the gym, it also requires a long time to prepare the class. Therefore, I chose to do two out of the five activities in the original lesson plan.

After the lesson, I have learned that a lesson plan is simply a guideline, and I have to be prepared to make changes if required. This is especially true of teaching a P.E. class, which requires more classroom management since students are in a larger setting. Thus, it is difficult to address all content of a lesson plan. I am glad that I tried the same lesson in the two different classes because I was able to understand the modifications of the lesson I had to make. One thing I should always remind myself as a teacher is that I have to be flexible and open-minded in modifying my lesson plan.

Sydney & Ally’s Cross-Curricular Resource

For our final project, the cross-curricular lesson, Sydney and I developed a mini-unit that integrates science, math, and PE/DPA for primary-aged students.

Through an inquiry into the body’s reactions to exercise, students will learn about how activity level leads to changes in heart rate. Students will measure their heart rate and use this data in real-life math problems. Further, students will be able to experience the workings of the cardiovascular system through a relay activity where they play the part of red blood cells carrying oxygen.

We hope you’ll find this resource useful and that you’ll have fun implementing it with your students!

PE, Math & Science Cross-Curricular Lesson

My Journey – Movement Journal

Since September, I started to notice how many children within my classrooms have a hard time sitting still. I began to realize that many of them are going through similar experiences to mine. In fact, since I started to attend school again for the BEd Program at UBC, I noticed just how hard it is for me to sit still in class. Luckily since I am in the IB Cohort, many activities we do in class are hands on. But regardless, I still get very restless and jittery and distracted in class to the point where I can’t focus. Having these feelings as an adult helps me to understand how difficult it may be for younger students who haven’t had the experience needed to successfully manage themselves (even I can’t sometimes!).

Incorporating physical education into everyday classroom education is important, and helps children who have a difficult time maintaining attention and focus due to restlessness. For me, I have two techniques that help me maintain my attention. 1) Drawing and doodling in class allows me to relax my mind and body, which helps me have a clear mind to listen to the instructor. 2) Exercise, which helps to release unnecessary energy and ticks that may be affecting me during the day, resulting in a never ending restlessness.

In fact, many studies have been done that showed positive signs between exercise, cognition, and attention. Incorporating physical education into the classroom has many benefits.

  1. 30 Minutes of exercise before school helps kids focus and manage moods.
  2. Exercise preps the brain for learning and encourages appropriate neurotransmitter connections which helps to retain important information.
  3. Controls aggression, and results in a better sleep.

Source: http://www.additudemag.com/slideshow/129/slide-5.html

 

October 21st – Movement Journal #5: Gymnastics

What a great class today! Amy, Sydney, and Maria did such a wonderful job teaching gymnastics to younger children (Kindergarten). I was admittedly skeptical when I first saw Gymnastics as something we could potentially teach in the primary years, but they did a great job of focusing on one gross motor skill that is essential to gymnastics: balance.

They had three stations set up (walking along the beam, balancing a bean bag on your head, and re-ordering yourselves as a team on the beam). I enjoyed the last station the most because it generated a lot of communication and creativity amongst our team. We tried different strategies to move ourselves in the right order, and realized this activity could be adjusted to meet the skill level of any grade.

This class actually reminded me of an a activity I observed in my practicum school during PE. Their instructor divided the class into groups of 2-3 members and they played a modified version of Twister. The instructor would call out “Show me two legs and two arms!” or “Show me three legs and four arms!” It definitely showed creativity and problem-solving skills from the students.

 

October 14th – Movement Journal #4 (Teaching Summary)

This week, Fiona, Sienna, and I were in charge of doing the teaching summary for chapters 4 and 5, “Planning for Instruction” and “The Instructional Process.”

What really stood out to me was this practice of proactive planning and thinking ahead before creating a unit plan. Instead of asking ourselves, “What am I going to teach tomorrow?” educators are encouraged to ask, “What sports/dances/games am I going to teach this year?” By taking a step back and looking at the bigger picture of a school year as opposed to an individual PE class, educators set themselves up for success as the plan for instruction.

The chapter looks at working backwards:

  • Examining Curricular Documents
  • Developing a Yearly Plan
  • Developing a Unit Plan
  • Establishing Objectives

When I was reading the chapters, I was pleasantly surprised that curricular documents were emphasized as we are at a point in the program where we are all trying to figure out where to even begin in lesson plan making.

When I looked at the BC curriculum for PE 4, I realized that physical educators are given a lot of freedom on the content they choose to teach throughout the  year. Here is an example of how I planned using the new curriculum:

Big Idea: Personal choices and social and environmental factors influence our health and well-being.
Core Competency: Examine and explain how health messages can influence behaviours and decisions.
Content: factors that influence self-identity, including body image and social media
Activity: A unit on looking at commercials and advertisements targeted to inform and misinform consumers (e.g. Coca Cola ads, yogurt commercials)

Lesson planning is still a work in progress, but it was helpful to try it myself, knowing I have freedom on the actual content/activities but have the curriculum as my guide.

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Oct 28th – Self-reflection (Dance Lesson) Ashley Wong

This was my very first time teaching physical education, and I can honestly say I learned a lot just in the planning and execution of this one lesson. First, I learned there are so many details (particularly with dance) that you have to consider when prepping your lesson. For example, considering your student’s skills and prior knowledge. As a group, we wanted to come up with a dance lesson that was challenging and new, but still accessible. We also wanted to come up with a routine that was fun and engaging. It was difficult coming up with a dance routine we felt was both age-appropriate and fun. We also had to consider in what format were we going to introduce the routine, for example, if we’d teach it in parts, or as a whole with music. All these minor details had to be thought out and discussed.

Overall, I’m really happy with our lesson. I feel like we were able to create a lesson that encouraged a lot of class participation, group collaboration and fun! Something that we can definitely consider for next time is (as mentioned to us by Steve) is ensuring every student feels supported and included in their learning by giving them that one-on-one support if needed. For example, while I was demonstrating at the front of the class, we could have had Amy and Jennifer roaming through the students to see if anyone needed extra help in learning the dance moves. As an educator, it’s easy to forget that even though you’re teaching to a group, you’re teaching individuals who learn at different rates. When we check in with students to see their progress, some students may be too shy to admit that they are behind the class or just not understanding the material. It’s our job to notice this and take the time to help those students. That’s the same with teaching dance, knowing when to break in your lesson or take that initiative to help those students learn the dance moves and overall, feel included.

Sheena’s Movement Journal – Group Teach Reflection

Lesson: Individual and Dual Activities

What worked well in your lesson? What specifically did you contribute?

Our team was quite flexible with the activities that we chose: we were all willing to compromise a little bit. This made planning the lesson very easy. We worked together on all parts of the lesson plan and worked independently to plan our own sections. During the lesson, we supported each other by adjusting the music and giving cues for time. Overall, I think we worked well as a team. Regarding the actual lesson, everything basically went exactly as planned. Our class was really enthusiastic and I saw many people get really into the lesson.

What did you notice about your planning and teaching? How are they connected?

Considering adaptations of the lesson was quite valuable because we actually talked about them, and this helped others feel more comfortable with the activities.

What changes needed to be made and why?

We needed to create a worksheet last minute so that the students could record their heart rates. This was a really good revision because it kept students organized.

What did you notice about the learners’ response to your lesson in the classroom? How did they respond (affective, cognitive, physical)? How did that impact your teaching and flow of your lesson?

The class was quite keen and looked really happy to be dancing. They were also able to execute the movements in a coordinated way. These responses made me excited to teach. I also noticed that the movement was neither too complex nor too simple to follow. If I were to teach a similar lesson again with the same class, I would plan with that in mind. The part of the lesson that was most cognitively taxing was the calculation of their heart rates. Since they were all able to multiply, we did not have to spend much time on this. If I had done this with my practicum grade five class, they would not have been able to do this. In that case, we would take our pulse in class for fifteen seconds and then calculate our heart rate in math class.

What, if any, would you have done differently?

I would have incorporated more assessment into the lesson. For instance, between the songs, I could have asked the class how they were feeling. Additionally, it would be a good idea to record the lesson so that we could assess the students according to the rubric we created. I was so focused on remembering my choreography that I was not able to assess every student.