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
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.
When I think of PE, I remember it as a minor subject in my elementary school, only an hour-block once a week. From grades 4-7, each grade level was assigned a single sport to learn and play all year (kickball, T-ball, volleyball, and basketball).
I remember being not-so-athletic back in grade four and would dread PE because kickball meant runningand if I struck out, I let my team down. One day, I was up on the plate, the ball was rolled to me, and I actually kicked it far! I was ecstatic and started running to first base, only to trip on a jagged rock poking from the ground, resulting to the biggest gash on my knee. Needless to say I could not participate in PE after that because I was always on the sidelines. Even when my knee healed, I shied away from participating whenever possible and developed a sense of disconnect with my physical well-being (both education and activities) even in the later years.
This Tuesday, a colleague and I happened upon a flash mob at the Martha Piper Plaza, which turned out to be the Secondary Programme’s Dance Play flash mob. It was so amazing to see people moving and dancing and having being fun. The energy was so contagious, we decided to join and it just made me think that this is what was essentially lost for me in anything related to physical literacy: FUN.
I hope to gain more knowledge in class on different ways I can make my future PE classes fun and full of energy, at the very least have my students not dread PE. I can’t wait to learn from my peers especially during Group Teach sessions!