Yesterday G2 and G5 learners showcased their learning in artistic and rhythmic gymnastics in the Elementary School Assembly.
Below you can see some clips of the different performances.
Hope you enjoy them.
Although this blog post’s purpose is to highlight how visual feedback and student agency help learners grow in their learning, I would like to add that this is something that can be done in any grade.
At the beginning of the Rhythmic Gymnastics unit of inquiry, I shared with G5 students what was the success criteria and what was going to be their summative assessment.
Learners used their previous knowledge and newly learned gymnastics skills to inquire into what they needed to do to create a floor routine.
They taught themselves basic ways of using rhythmic gymnastics equipment, such as a ball, a ribbon, or a hoop, watched different rhythmic gymnastics videos to get inspired and inquired onto the best ways to combine a specific gymnastic skill such a roll, balance, leap or jump, with the equipment they chose to use.
Throughout the unit, gymnasts reflected on their own practice by completing exit tickets and forms and thinking of the use of their time while working independently and with others. They also reflected on how engaged they were in the unit.
During the whole unit, I gave constant feedback to learners. Sometimes I would just give them quick tips, or ideas on how to make a sequence of movements or how to transition from one movement to the next one. Others I filmed them while performing and shared my thoughts with them.
My TA filmed each group of gymnasts as the rest of the class kept on practicing. I used those clips on the following lesson to confer group by group.
Visual feedback is powerful. Students watched themselves performing, we looked at the quality of the skills and talked about how to improve those. Using the success criteria we thought together about their routines. Some of the learners realized then that they forgot to add a leap, or that their use of the space was very limited, and so on.
I spent the whole lesson watching those clips with learners, group by group and felt that they got very meaningful feedback that they would apply right away.
What pleased me most, is that when I was working with a single group, the rest of the students were very engaged in their task, practicing over and over and trying to get better at their skills and their overall routine.
Today, students reflected on their work and added their thoughts in this grid:
The other two G5 classes would be doing something similar tomorrow and I would add their links here:
Mr. Garrett’s Class
Ms. Lou’s Class
Wednesday and Thursday are their final performances.
Can’t wait to see them!
We will film every group and share it so parents and the community can also see students in action.
During this UOI, G3 learners have been inquiring into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values.
In physical education, G3 learners have been exploring different gymnastics skills and choosing the ones they preferred to create their performance.
Our central idea was: “Performance is influenced by purpose and audience”
Having that in mind, learners thought of who would be their audience while performing, and why they chose to do that specific performance.
During the UOI, students worked on single point balances, headstands and handstands with or without support, different rolls, jumps, and vaults. They got constant feedback as they practiced their skills. Peer and teacher feedback.
I also found that visual feedback really helped them while performing different gymnastics skills and they were able to improve the skills as they understood better what to do or how to do it.
Below you can see some pictures of G3 gymnasts in action.
Next week, students would be performing in the gymnastics room. Some of them choose to do their floor performance individually, while others preferred to do it with a partner or in a small group of three or four gymnasts.
We will be filming their performances and will upload them to their drive after.
G1’s gymnastics unit of inquiry is now in full swing.
Our central idea for this UOI is: Gymnastics involves making patterns in our movements.
Learners are practicing several floor skills, such as rolls, balances and different weight transfers.
You might have seen your kids in action already as I started to add some short clips of their forward and backward rolls on Seesaw.
Last week they worked on many different balances with a partner. Students understood how important is to control their bodies and have a good form while doing gymnastics. They collaborated to create their own balances with their partner and made sure they held them for, at least, 3 seconds.
Last week we kicked off our Rhythmic Gymnastics UOI in G5.
Beforehand, I asked learners to think about this question:
How do We Move our Bodies More Efficiently and Safely?
You can click on your child’s class to read their thoughts:
During the week, learners have been practicing several gymnastics skills such as balances, rolls, and jumps. This is the first time for them to have a rhythmic gymnastics unit, however, they can connect their prior knowledge gained from learning and practicing these floor skills in artistic gymnastics in previous years.
I really like using provocations for student’s learning so I had them watching a short clip of the Worlds Championship of Rhythmic Gymnastics to get a better picture of what this sport looks like.
Our central idea for this unit is:
“Body control, smooth transitions and a variety of elements, helps to enhance a gymnastics performance.”
This week, G5 gymnasts will inquire into how to use different equipment, such a ball, a ribbon or a hoop and to combine it with different gymnastics skills.
I will be adding more pictures and short videos of learners as the unit goes on.
I recently started to use an app called Flipgrid in my physical education classes. This app allows me to listen to students who are usually quiet in class or who struggle sharing their thoughts with the whole class.
Often times I feel like if I ask open-ended questions, I always get answers from the same few students who are used to share their thoughts out loud and feel more confident about their learning and knowledge. A lack of vocabulary may also stop EAL ( English as an Additional Language) learners from sharing with their peers.
Flipgrid allows students to create short videos to talk about any topic. During the Net Games unit, I created several topics to have students inquiring, thinking, and communicating their learning with me and among themselves.
You can have access to the different clips by clicking on the links below.
Students used shared iPads and created the videos in between games while others were still playing.
The quality of the image and the sound might not be great as it wasn’t the priority at this time.
As I mentioned earlier, my goal is to be able to listen to student’s voice and use it as a way to assess their learning in an authentic way.
Feel free to click on the links below to listen to G5 students
As a frontload of the How We Express Ourselves unit, G3 learners have been inquiring into the choreographic concepts of time, force, levels, and space.
Our central idea was: “Perfomances with a message can influence thinking.”
In PE, learners got together in small groups of their choice and started planning what they wanted their final performance to look like, what was going to be their message, and how they were going to share that message with their audience.
Together we created the success criteria and during every lesson, learners would plan and start creating their performances following the success criteria we agreed on. At the end of each lesson, each group would show what they had worked on during the class and would get feedback from their peers and from me. Based on feedback they would keep working on their dances and make the necessary changes.
It wasn’t an easy task for some groups as a few students were not always engaged or willing to help their team. Learners understood that in order to create their very own performances with a message, they had to collaborate, be open-minded and communicate their ideas with their peers.
Students were given the opportunity to choose the way they wanted to perform, as well as the music they wanted to have for their dance.
They also decided who they wanted to be their audience and where to perform.
We agreed on using a green screen app called “Do Ink” to have different backgrounds for their dances.
I filmed most of the groups on the field to get the green as the background. That idea was both, innovative and challenging as there are some natural factors such as the wind or the sun that are not helping while filming.
One group decided to do a shadow dance instead. They will be performing tomorrow for their class and their video will be soon added it to the shared folder.
Click on the link below to watch your child’s dance. Can you guess their message?
In addition, please listen to the reflection of this learner where she is trying to explain why her group was successful.
Here you can see a few pictures of students rehearsing or getting visual feedback from recording short clips on the iPads.
To better understand net games, how to play them, and the transference between net games such as volleyball, badminton or tennis, G5 learners have been inquiring into the importance of footwork and interpersonal communication.
We started the unit with some volleyball games and we recently started exploring a new game for many, badminton.
Students played 1vs 1 rallies and they were challenged to use different shots, use shots that would make their opponent move and return to the court after each hit.
In addition, they had to learn how to serve properly.
Slowly, G5 students are starting to be aware of the spaces and the importance of footwork and correct grip.
As learners play games, I like to observe them and ask them questions to see if they are understanding their actions, if they have a plan, or if they are just trying to randomly hit the shuttle back to the opposite side of the net.
These are some questions I asked them during games to provoke their thinking:
How do you score in badminton?
What can you do to score in badminton?
What can you do to stop your opponent from scoring?
What way is the best to keep the shuttle in play for you?
Yesterday students played a “badminton intro game.” Thinking of what they do and why they do it during games, allowed them to better understand net games. In addition, they were able to develop the skills needed to play net games.
G1 students have been learning about different ball skills such as tossing, throwing, catching, dribbling and kicking.
They have been inquiring into the skills to send and receive a ball from a partner. Throughout games and activities, students are inquiring into how to perform these skills effectively.
Today learners were able to demonstrate and share the understanding of their learning using an app called “Seesaw.”
This is a great way to share authentic learning with parents. Students can watch their videos to listen to themselves explaining something, but most importantly, parents can see what their kids are learning and comment on the videos.
If your child is in G1, please do comment on their video as your feedback is like gold to them.
G5 students have been inquiring in net games.
We started “unpacking” our knowledge in net games. Below you can see what learners came up with:
Some ideas from the whiteboard:
Students started to work with a partner, practicing the skills and soon playing small games. So far we only have been exploring volleyball and soon will start playing other net games such as badminton.
We have been using an app called Flipgrid in class so learners can demonstrate their understanding of the skills learned in volleyball.
In addition, they had to film others and explain what their partners/team were doing (or not doing) while playing small games.