Making the most of Student Voice with Flipgrid in G5

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

Ms. Michelle

5M Badminton Self-Assessment

5M Badminton Intro Game

5M Volleyball Games

Mr. Garrett

5G Badminton Self-Assessment

5G Badminton Intro Game

5G Volleyball Games

Ms. Lou

5L Badminton Self-Assessment

5L Badminton Intro Game

5L Volleyball Games

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Movement Composition in G3

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?


Ms. Anita’s class


Mr. James‘s class


Ms. Lisa‘s class

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.











G5 Net Games: Badminton

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.

Sharing Understanding of Concepts in G1 using Seesaw

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.

Thanks!

Net Games in G5

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:

  • There is an even number of players
  • You have to hit the ball or shuttlecock over the net
  • Unique scoring system
  • You need to move quickly (footwork)
  • You can use a racket, a paddle or your hand to hit
  • Must show sportsmanship
  • Eyes on the ball
  • There is a net in the middle of the court
  • Badminton, tennis, volleyball, and ping-pong are examples of net games.

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.

Supporting Learner Agency in G3

Last week we started a dance unit in G3.

As soon as I told learners that what was going to be our next UOI, I saw some happy, excited, disappointed, and worried faces.

I heard myself saying, you don’t have to love everything we are learning in PE but you have to give it a try. Then I thought, “how could I engage the disappointed, worried and scared students?”

So together, we looked at the central idea: “Performances with a message can influence thinking”

Then, I asked learners what they thought their performance could look like. What was something they wanted to learn and do?

Right away, everyone was engaged in conversations, sharing ideas and happy to have choices.

The next day, I used this video as a provocation. Looking at student’s faces amazed me. They were really hooked into the performances they were watching. At the end of the video, I asked them if they were able to understand what was the message of the performers and if they could use some of those strategies for their performances. Some could, others needed some support.

In addition, we used a question from a third-grade student to provoke student’s thinking:

                                 “How is Dance Important in Our Lifes”

Together, we started to shape our unit.

These are our lines of inquiry:

  • The choreographic concepts of time, force, flow, levels, and space. (Form)
  • Creating movement sequences in response to a narrative. (Perspective)

Learners are starting to think what kind of performance/dance they want to work on.

Letting Students Lead:

One way of thinking of learner agency is when learners have the ‘power to act’. When learners move from being passive recipients to being much more active in the learning process and actively involved in the decisions about the learning, then they have greater agency.
~ Derek Wenmoth, CORE Education 10 Trends

G5 Overnight Trip

Last week, G5 learners spent a couple of days in the VKirirom Pine Resort, in the Kirirom National Park.

For many students, it was the first time to be out, camping and spending a couple of days with their friends in a campsite so everything was new to them.

The campsite was beautiful, surrounded by pine trees. There was a field by the campsite that we used to do most of our activities.

After having a quick lunch and sorting out the tents, learners spent a couple of hours working with their groups on their PYPX activities led by their homeroom teachers.

Their very last task was to find pine cones, branches and another sort of stuff they could find in nature to make “WHO WE ARE” so we could read it.

For dinner, we cooked veggies and sausages on the BBQ and everyone enjoyed eating outside, with their friends, sitting on the grass and breathing the pure air of the mountains.

Before it got dark, learners participated in different activities, such as a strategic tag game and storytelling in small groups.

As soon as the sun set, we turned off our flashlights and some other bigger lights that were lightening the campsite and focused on the sky. It was amazing to just lay down on the ground with our eyes wide open and quietly enjoy the number of stars we could see. It felt like looking at a huge blanket of glittering, sparkly and shiny dots that kept twinkling at us.

One of the highlights of the evening apart from stargazing was to sit around the campfire, singing songs, roasting marshmallows and enjoying smores.

Learners slept in their tents and woke up early the day after. Breakfast was served in the early morning, and students got the energy they needed it to run with their teams in the orienteering activity.

Other activities, such as hiking, playing active and calmer games were given as a choice to students during that day.

We left promptly after lunch and were able to get back to school while everyone else was getting ready to go home.

G1 Ball Skills Inquiry

Grade 1 learners have been inquiring in the skills required to send and receive a ball.

We started “unpacking” what they knew about “ball skills” so far.

To guide their inquiry I started asking them questions such as:

  • What do you need to do to throw the ball to a partner?
  • How far should you get from each other?
  • How can I make sure the ball gets to my partner?

Students are developing a range of fine and gross motor skills, interacting and playing with their peers.

During the unit, learners are practicing different ball skills, individually or in small groups, working in different activities and also playing small games.

Having a variety of materials helps learners to be more engaged, develops curiosity and all sorts of skills.

Below you can see some pictures playing and developing different skills.

Please ask your child what ball skills they’ve learned so far.

Expressing Ourselves Through Dance

G1 learners have been inquiring about how sound and light help them express their ideas through dance.

They moved their body listening to different sounds. Sometimes, the sound was calmer, such as the sound of waves on the beach or the heavy rain

Other sounds made students express themselves in different ways, such as listening to the sound of a police siren, a baby crying, or robotic sound effects.

How do you feel when listening to all these sounds? How would you express yourself in these situations?

Music is the sound we ended using to create our dances making sure we knew our success criteria for this unit.

                                                   Dance Success Criteria

I can collaborate with my team to create a dance

I can make a movement sequences to music

I can teach my peers a movement sequence

I can use the space dance creating different shapes

I can make a dance that has a beginning, medium part and an end

I can use levels ( low, medium, high) in my dance

Learners got together in small groups and had two days to create their dances.

Communication, team effort, and creativity were key for this unit.

We had students practicing their dances by the field and filmed them using the grass as a green screen. Dancers had fun, were happy and also, some felt a little embarrassed to perform in front of their peers, however, they were able to cope with it and did a fantastic job.

You should have seen the performances as we shared them with parents through an app called Seesaw.

Below you can see some of the performances students created. We used an app called @Doink for the backgrounds with the green screen.

Dance- Bubbles

Dance-Colors

Dance-Rainbow

 

G5 Individual Pursuits

This week we wrapped up the athletics unit in grade 5.

At the beginning of the unit, students received an email with the overview of the unit and how it will unfold week after week. A copy can be found here

They were asked to try different track and field events on their own first, then work with a partner.

Partners will be the same for the entire unit. Learners knew that they had to work together and be knowledgeable so they could coach each other.

During the unit, they were exposed to different events and had to step out of their confidence zone while performing some of those events. They realized that they were being risk-takers.

Apart from practicing different techniques and reflecting on their own learning through the unit, learners filmed each other as they performed a couple of chosen events they wanted to improve. In order to make learning meaningful and visible, we used an app called Hudl Technique that provides video review and performance analysis tools for athletes at different levels.

After recording each other, students analyzed the videos by watching them in slow mode and giving constructive feedback to help their partners improve their individual techniques.

 

During the whole unit, students reflected on own improvement, sharing small wins with partners or the whole group, or just having a minute to think independently about own practice and effort.

They were given a single point rubric at the beginning of the unit and they got the very same one at the end. Students could see how they improved throughout the unit or not and think why was that.

At the end of the unit, students wrote a thoughtful reflection and posted it on their individual learning blogs. In addition, they embedded into the blog their athletics videos with the coaching points from their partners.

This unit was student-centered. Since the beginning of the unit, students were in charge of their own learning, challenging themselves and their partners and becoming more knowledgeable and reflective about their practice and use of their time.

This unit also helped students to get ready for the YAPP ( Young Athletes of Phnom Penh) Athletics Sports Day as well as for the G2-5 Sports Day.