Developing Professional Practice in Developing Professional Practice in Physical Education Physical Education

Module Code 77-7982-00L (L7) Module Code 77-7982-00L (L7) 77-6675-00L (L6)77-6675-00L (L6)

“is this

a thinking

lesson

Miss?”

Words of wisdom

Use Pass the Buck (see Giniss Files on BB) task to connect the learning- Working on your own1.You have one minute to bullet point all the attributes of what you think is effective teaching (Connect). Working with a partner1. Swap information and add to your list2. After a minute swap papers with another pair and read what you receive. (Activate 1) 3. Now add to the list anything that you feel is missing.4.Get your original paper back and read the bullet points. 5.Using this information draft a statement that underpins the essence of effective teaching (Activate 2)ALL working togetherEither read out or transfer to white board (Demonstrate)1.Look at the bottom of the iceberg – any similarities or differences – why is this so – pedagogical approach based on your own approach2.Study the statement on the iceberg below the water. Infill the iceberg below the water the behind the scene stuff with what you think effective teaching is about(Consolidate)

(Process )

The Processes of Pedagogy

A combination of thinking, planning, philosophy and ongoing self reflection involved teaching.

Effective Teaching

•Passion•Pupils teacher relationships•Respect•Individualised learning• Embedding Appropriate teaching styles• Recognition of difference in preferred learning style•Innovation•Taking risks• Making mistakes•Reflecting on practice•Variation from lesson to lesson and week to week• Having some ground rules •Provision of thinking time• low stress high challenge environment•Motivation • energy•planning

“You are

the

lead learner

in your own

classroom”

Words of wisdom

We need to look at the big picture. The learning and teaching sessions in

university, college and school Module Assessment of Learning

See Modular Handbook and Blackboard site

By the end of the session you should : What I am looking for: What are we learning today:

Compare and contrast the difference and similarities between learners

Differentiate between teaching styles and pupils learning styles

Appraise the theoretical principles of personalised learning and active learning

Outline the principles of both active and accelerated learning and the role of these in managing pupils learning in the classroom setting

What was that lesson like for you Colin?

And you

Katie,

and Ben,

and Leanne

and Vicky

and - how was it for you?

'It's a bit like having a tin of beans but no can opener. What a waste'year 10 student

“teachers’ perceptions of a pupil’s intelligence strongly affect the pupil’s own view of his or her ability, and pupils’ opinions of peers are heavily influenced by such perceptions”

Oxford Brookes UniversityAugust 2000

Words of wisdom

Good or bad ? – the choice is yours!!

“Learning is a full bodied, human process, and so is teaching”

( R W Connell – School and Social Justice)Its not just about Having a body of knowledge- but of course this is important! Or having the capacity to control a classroom – you can’t

control people or the behaviour of others, but you can influence that person, and that behaviour

Teaching and learning are about establishing human relationships with the people being taught

So from now onwards see yourself as the teacher who is the architect of the learning episode – introducing, organizing, making it safe, giving feedback, encouraging , asking probing questions and managing the learning experience throughout

HIGH QUALITY TEACHING AND LEARNING - A teacher perspective highly focused lesson design with sharp objectives high demands of pupil involvement and engagement with their

learning high levels of interaction for all pupils not just between teacher and

pupil but pupil/s and pupil/s appropriate use of teacher questioning, modelling and explaining an emphasis on learning through dialogue, with regular

opportunities for pupils to talk both individually and in groups an expectation that pupils will accept responsibility for their own

learning and work independently regular use of encouragement and authentic praise to engage and

motivate pupils.

http://www.teachers.tv/videos/active-learners

FROM - The learners perspective Learning environment is well organised and used flexibly Quality learning space. Good lighting, heating, ventilation, acoustics, access for

disabled pupils, and a sense of well-being will enhance levels of pupils' concentration.

Good decorative order, the appropriate use of colour and visual displays are also key prerequisites for accessibility and an effective learning environment.

Visual resources, ICT resources and the 'outdoor classroom' provided within the school grounds or locality

Other common adaptations include: rearrangement of furniture within the classroom to facilitate whole-class or

small group teaching and learning approaches, taking account of any access requirements

maximising the use of shared spaces for large group activities, such as team teaching or providing a common stimulus for a number of groups or classes

providing suitable small spaces for small group intervention work or one-to-one tuition, or calm withdrawal areas

http://nationalstrategies.standards.dcsf.gov.uk/node/156770

1. Locating the teaching sequence or lesson in the context of:

●the scheme of work● the pupils’ prior knowledge and

understanding

2. Identifying the learning objectives for the pupils

3. Structuring the teaching sequence or lesson as a series of episodes by separating the learning into distinct stages or steps and selecting:

● the best pedagogic approach to meet the learning objectives

● the most appropriate teaching and learning strategies and techniques

● the most effective organisation for each episode

4. Ensuring coherence by providing:● a stimulating start to the lesson that

relates to the objectives● transitions between episodes which

are clearly signposted for the pupils● a final plenary that reviews learning

and identifies next steps

Modelling This is more than demonstrating. Through the teacher ‘thinkingaloud’ it helps pupils to understand underlying structures,processes and

conventions. Explaining Explaining is crucial in helping pupils understand abstract concepts and events that are outside their own experiences. Questioning When planned and correctly sequenced, questioning can promote higher order thinking skills and structure the development of knowledge and understanding.

A pattern based learning process know as constructivism where learning

is essentially active where new learning is based on the constructs of previous experience that new learning is assimilated into the web of understanding that

already exists in the learners mind that each child structures his or her knowledge in a unique pattern of

understanding

Thus differentiation is a major component of active learning methodology

For more information on the biological principles of learning see Paul Ginnis's text the Teachers Toolkit or let watch an expert in action!

Personalised learning - the policy Accelerated Learning Cycle - a

framework for planning lessons to meet personalised learning agenda

VAK - a type of learning style (rational but a basic grouping of learners)

Creating the supportive

learning environment

Big Picture

Outcomes

Input through VAK

Activity through multiple intelligences

Demonstration

Review and Recall

Connect the learning

By the end of the session you should: or WILF and WALT

apply theoretical and experiential knowledge of learning, teaching and assessment to classroom based lessons

select and evaluate strategies designed to encourage more active learning approaches

1. Sit quietly with your eyes closed and think about a teacher or a number of teachers that had a positive influence on you.

2. Imagine yourself as that teacher. What feelings do you have as you are teaching? Remember as many things as you can and write them down.

3.Look around the room and pick a partner that you want to work with.

When you have a partner choose which one is A and which one is B tell each other about your learning experiences and compare you written notes. Add to your own if necessary

4. After 3 -4 minutes change partners and do the same

5. Join 2 other pairs and map out attributes of good teaching on a learning poster using the group role criteria on the OHP/PP

6. transfer to a learning board at the front of the classroom

Watch a teacher at work - Alite DVD Chemistry lesson ? PE lesson

How does she/he connect, active and consolidate learning?

What VAK strategies are used

Words of wisdom1. ‘Walk the talk’2. Be realistic – Rome wasn’t built in a day!3. Take responsibility – Don’t become a victim!4. Take action – leave your comfort zone5. Keep an open mind – make sure your glass

is always half full - not half empty

Insanity – doing the same thing the same way and expecting a different result

Without deviation, progress is just not possible

A Lesson from the best Phil Beadle Teacher of the year 2004

http://www.teachers.tv/videos/a-lesson-from-the-best

Words of wisdom

“Practical experience shows us that direct teaching of concepts is impossible and fruitless. A teacher who tries to do this usually accomplishes nothing but empty verbalisation, a parrot like repetition of words by the child, simulating a knowledge of the corresponding concepts but actually covering up a vacuum”

( Vygotsky 1986, cited in Capel 1997 pg229)

Many studies have show that attainment improves when learner are taught in their preferred style - any problems with this?

Look at the National Curriculum inclusion statement(2008)

http://curriculum.qcda.gov.uk/key-stages-3-and-4/About-the-secondary-curriculum/equalities-diversity-and-inclusion/index.aspx

Personalised Learning is at the heart of equal opportunity issues

Some may learn by information that they receive – Visual learners

Others by information that they hear - auditory learners

while others learn best by doing, touching and feeling – kinaesthetic learners

Etch the following in your mind (or on you school planning diary)

People are different and react differently to the same circumstances

Look at the Geography lesson on the Alite DVD -

Watch Alite Geog lesson Comment on the professional relationship that

this teach has with his group. Comment on his professional linguistic code with

his students What strategies does he use to engage his pupils? What do you think about how this teacher uses

his voice? Is a noisy classroom a unproductive classroom? Comment on his differentiation techniques.

Families have changed Leisure has become more individualized More children in the classroom We are not as healthy We teach information migrants We have become time shifters Certainties are fewer Who are the children's role models? Technology is pervasive and penetrative

WordsWords

LogicLogic

SyntaxSyntax

SequenceSequence

LinearityLinearity

AnalysisAnalysis

ListsLists

DetailsDetails

RhythmRhythm

AwarenessAwareness

ImaginationImagination

ImagesImages

ColourColour

DaydreamingDaydreaming

DimensionDimension

Whole contextWhole context

Interactivehttp://faculty.washington.edu/chudler/words.html

“to activate real

understanding represent the key learning via different

intelligences”

What is a learning style?' a set of biological and developmentally imposed set of

personal characteristics that make the same teaching method effective for some students and ineffective for others'

It is like your signature – a preferred way of using your abilities

Much work now being done on multiple intelligences

http://www.thirteen.org/edonline/concept2class/mi/index.html

A persons learning style is a combination of all five categories

ENVIRONMENTAL – sound, light, temperature, design EMOTIONAL – motivation, persistence, responsibility,

structure SOCIOLOGICAL – self, peers, team, adult, varied PHYSICAL – perceptual, intake, time, mobility PSYCHOLOGICAL- global/analytic, hemisphericity,

impulsive/reflectiveCan teachers influence any of these elements?

A starting point then is to recognise your own style ' There are...utterly destructive consequences of acting without

knowing what one is doing' Explain to an other how to get to university from your house Could you get there? How would you like to have it explained to you?

http://www.teachers.tv/video/3141

Some excellent resources to use with care http://www.support4learning.org.uk/education/learning_styles.cfm This one may be useful to you in school

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/questions/choose_lang.cfm

Danger ! 'Do not fall into the trap of teaching to

your own learning style'

Check your students learning styles through:

1. OBSERVATION – natural and least intrusive

2. STRUCTURED CHOICE – provide different types of learning experience for the same topic. e.g. discussion group ( auditory), a group using a audio cassette or computer software ( visual, auditory), a group who can provide visual aids for teaching or build a concept using readily available materials ( visual and kinaesthetic).

3. THROUGH QUESTIONAIRRES – quick, easy to administer but should only be used for reflection and to enhance your teaching effectiveness

“the basics of self-esteem:

BelongingAspirationSafetyIdentity(challenge)Success”

CONNECTION PHASE Do I connect the: Content? The processes? The learners themselves?

ACTIVATION PHASE Do I :

pose problems?utilize a multi-sensory approach?add language to doing?

DEMONSTRATION PHASE Do I :

Use educative feedback?Vary groupings?Offer multiple Ways of demonstrating understanding?

CONSOLIDATION PHASE Do I :

Structure active reflection on content and process?Seek transfer?Review and then preview?

Principles of Active Learning– Success, ownership and involvement are key

principles Pupils must see the learning as individually

important to them Pupils must see that their ideas and

contributions are valued Pupils should feel emotionally secure and

psychologically safe

“Stress in the

classroom arises

from threat –

perceived or real”

There are no magic wands, no guarantees, we are simply looking for strategies that make it more likely that students will think about and make sense of the material that they encounter.

“trying to learn without reviewing is like trying to fill a bath without putting the

plug in”

Mike Hughes

Personalised learning

“Combining the Art of Teaching with the Science

of Learning”

A teacher internalised view of a student can have a direct impact on the students actual performance – self fulfilling prophecy

So it is important that you always express confidence in your ability to help a student express confidence in the students ability use non verbal signs positively and consistently e.g..

eye contact, tone of voice, levels of energy give detailed input to all students encourage individual improvement through

challenge

“adults laugh up to twenty times a day, whilst young children laugh as much as three hundred times”

The Owner’s Manual for the Brain

Three facts' good behaviour and discipline in school are essential to successful teaching and

learning' ( DFES) ' most misbehaviour in the classroom is about movement'

'Misbehaviour can also be a means of seeking attention'

SOME HARD FACTS It is easier to prevent misbehaviour in the classroom than to deal with it

afterwards

There is less misbehaviour and more learning in classes in which there is effective class management

Behaviour in class is directly affected by classroom management skills

Behaviour in classrooms are based on teaching style, learning styles of the individuals in the class and the circumstances

Promoting ownership of learning how? Sharing LO with the class - watch Chemistry lesson Alite How did the teacher connect the learning? How did she activate learning? How did she demonstrate student learning? What do you think about the way she assesses and monitors learning? What about feedback? What do you think bell work is? Did she use the accelerated learning approach if so how? - ( activating your

learning form last week) Comment on how she manages the classroom environment to promote learning. Where does she use the multi sensory approach to learning? What are your thoughts about this overall approach?   Working with a partner use Lesson Report form 2 to comment where you can

against the Q standards outlined be precise with your feedback as this is evidence.

“Ten classroom stressors for pupils

• low self esteem• lack of self-belief• unpredictability• unacceptable levels of risk• feeling out of control• inability to make connections• lack of perceived value• negative or no feedback• poor communications• inappropriate learning diet”

Misbehaviour in the classroom – A major stressor for teachers

So?

Remember the best judges of teachers are the pupils

establish and conform to certain routines

Pupils will test out new teachers Successful class management comes

form the ability to anticipate and plan for problems before they arise

Similarities between learners are your principles of design for active learning. We are safe in assuming that:

1. Everyone has a need to work things out for themselves

2. Experiences that are multi-sensory, dramatic, unusual or emotionally strong are remembered for longer and in more detail than ordinary, routine experiences

3. Everyone needs to feel emotionally secure and psychologically safe

4. Learners are more motivated, engaged and open when they have some control over their learning

Critical encounters in secondary school available at

http://students.shu.ac.uk/cis/software/

Discussion Carousel Using examples from what you have

seen consider how the accelerated approach can be use to contribute to your online discussion phase one

"Teaching styles and effective learning in Physical Education. What works and why?

Express confidence in all your pupils express confidence in your ability to help the

pupils nonverbal signs must be consistent with

what you say - tone of voice; eye contact, level of energy

give specific and ample feedback mentioning both the good and bad

give detailed input to all students encourage individual improvement through challenge

“in a while I am going to ask you what you know about x, before I do that think of three things you already know about x … now, when you are ready describe your three things to your partner then see if together you can get five things.”

“you can change the seating arrangement in your classroom in the time it takes to

play the ‘Flight of the Bumblebee’

Fitting Learning to the “shape” of the Brain

By the end of the session you should: have experienced the active learning

environment from a learners perspective

set up an active learning task for student work in Sheffield College for the next session

Teaching and Learning

“Map of the Session”

• We will consider what we know about effective learning and discuss the implications for our classrooms.

•Experience working in the Multiple Intelligence Classroom

•Explore the Accelerated Learning cycle as a scaffolding for planning stimulating and engaging lessons

•Have a go at planning an Accelerated Learning Lesson – for Sheffield College teaching sessions

1 People do not learn effectively when placed under negative stress - low stress, high challenge is the ideal state for learning.

2 The maximum time for which children can concentrate is approximately two minutes in excess of their chronological age in minutes. Even adults cannot concentrate for longer than 20-25 minutes.

3 People learn more at the beginning and end of a learning experience than they do in the middle. This is sometimes referred to as the BEM principle.

4People learn in different ways: some prefer to see information (visual learners), some will learn more effectively if they hear information (auditory learners), while others will learn best by doing - touching, feeling, making (kinaesthetic learners).

5 Learning is greatly enhanced when the whole brain is engaged.

6 People remember dramatic, emotional, unexpected experiences. People remember context much better than they remember content.

7 Recall is dramatically improved when information is regularly reviewed. Without review, information is forgotten almost immediately.

Convey your status teach competently be effective in your class management deal with misbehaviour consistently

and fairly Communicate high expectations

THE ACCELERATED LEARNING CYCLETHE ACCELERATED LEARNING CYCLE

CONNECT THE LEARNING

Starter/ Bell Activities

THE BIG PICTURE

How the lesson fits the SOW

DESCRIBE THE OUTCOMES

INPUT/INTRODUCTION

the new information that the learner needs

ACTIVITY/IES

what the students will do to process

the information

DEMONSTRATION

how will the students feedback their

learning

REVIEW FOR RECALL &

RETENTIONreview the lesson and start framing and linking to the

next lesson

CREATE THE SUPPORTIVE LEARNING

ENVIRONMENT

Create the learning environment by:

Smiling Using “we” language Affirmation posters on the wall Making your room a No Put Down

Zone Having a colourful and

stimulating display on the walls Arranging the furniture to

facilitate the learning Playing music to set a particular

mood

Connect the Learning by:

getting students to write down the 3 most important things they learned from the previous lesson - then pair share it with a friend and try to make it up to 5

Getting students to solve anagrams of keywords from previous lesson

“You only understand information relative to what you already understand”

Unsure how to show the Big Picture:

Use Big Pictures - post images relating to the whole topic around the room

Use module maps Make a keyword display

and get students to add to a keyword glossary each lesson

Make a simple link to everyday life – easy in PE as the body is at the centre of much of PE discourse – and everyone has a body!!!!

“Can’t do a jigsaw without looking at the picture on the box”

Share the learning outcomes

Let students know what “they will be able to do by the end of the lesson that they could not do before

Write learning outcomes clearly in a prominent place in the classroom so students can see them

Refer to learning outcomes throughout the lesson

“Do your pupils have a clue as to why they are learning what they are learning - have you told them”

WILF and WALT are becoming very popular at KS3

Allow students to process new information through the Multiple intelligences

Interpersonal Intrapersonal Visual Kinesthetic(physical) Mathematical/logical Linguistic Musical

“Its not how smart you are - its how you are smart”

Students show they understand by:

Each one teach one Presentations Hot seating Tape it Video voice over Role play Who wants to be a

millionaire Interactive display Mini whiteboards

“If you understand it you can explain it”

Review not just what you learned but how you learnt it:

Use the “question wall” The block it review - 3 things

I leaned, 2 questions I still want to ask, one thing I already knew

Teach memory techniques - get students to put on their memory SPECS, See it, Personalise it, Exaggerate it, Connect it, Share it

Preview next lesson

“Learning without reviewing is like trying to fill the bath without putting the plug in”

What we do effects the lives of the students we teach...

“Maybe not today, Maybe not tomorrow, but the next day and for the rest of their lives”

These methodologies rely on the pupils innate curiosity and desire to make connections between old and new knowledge.

1. Assembly2. Question time3. Question Generator4. Broken Pieces

It has been suggested that people retain 95% of what they teach to someone else

Peer teaching will enable pupils to learn meanings through social intercourse

So peer teaching, drafting ideas, presenting information to others are classic ways of getting students to articulate their ideas

1. Back to Back2. Corporate Identity3. Discussion Carousel4. Scrambled Groups

Question your own learning experiences Did 'deep learning' occur when the teacher gave you printed notes, dictations etc?

Some of these activities can be quite demanding in terms of class organisation – try them if you dare!!!

1. Conversation2. Marketplace

Usually pupils will need lots of examples and explanations in different media if there are to 'get it' deep rather that learn it shallow

Multi sensory methodologies are needed1. Bodily Functions2. Multi-sensory Memories3. Go Large

'Hot' feedback is the most effective for developing learning

Feedback is most effective when controlled by the learner

1. Calling Cards2. Pass the Buck3. Wheel of fortune

http://www.teachpe.com/zone_gcse.htm http://www.teacherxpress.com/ http://www.chezmaya.com/applet/

valentin.htm http://www.sportscoachuk.org/ http://www.teachernet.gov.uk/

teachingandlearning/ http://www.pecentral.org/lessonideas/

pelessonplans.html

TBC

In your teaching groups you will be given a section form the Chapter on Cardiovascular-respiratory systems

Each group should carry out the specific research – in this case using the chapter but other information could be used.

During this process every group member is responsible for recording the key points for their section of research.

Each group should then prepare a visual teaching resource using some of the resources that are provided for you

One member of the group will be left at base as teacher to teach visitors the content of their resource. Other group members become the hunter gatherers of information. They need to gather the key bits of information from all the other groups and return back to base with it at the end of the activity.

The teacher will be changed at various times during the session.

On return to base each group should attempt to put the information together in a sequential of topic related manner.