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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Being Creative Energizes Me

Today I decided to start my lessons with a different warm up. I made up a game based on something I learned in a PE Conference.

I used five stabilization exercises we usually do during warm-ups:

  • Plank
  • Lunge
  • Side Bridge
  • Mountain climbers
  • Squats

And I wrote down those exercises in 5 big pieces of color paper.

I asked the students to get in groups of 3 or 4 and think of the exercise, draw a picture of it and think of the number of repetitions or seconds to hold the posture for.

After a few of minutes of collaborating with their groups, learners shared their posters and explain how to perform the exercise they had on their poster.

Once every group shared, we started playing the game that consisted of half of the class had a card numbered from 1-5 and the rest of the class didn’t. Those students with cards were taggers and had to tag somebody using the same locomotor moments that the person they were after.

For instance, if one student was skipping and the other was to tag him, the tagger had to skip as well in order to tag him.

Once tagged, the student would get the numbered card and would have to find the poster with the respective number to execute the exercise. After having finished doing the stabilization exercise, he will become a tagger.

The response from the game was great! Students loved it and it just was a perfect way to have them warming up differently. This game meant working on many social skills such as communication, collaboration, complex thinking and independent learning.

I did this activity with my fifth graders, then I simplified it with my fourth graders having only one person to explain the exercise to the whole class and playing the game right after.

I think both ways were very valuable for student’s learning. The second one was much faster and learners started to be active sooner than the previous class.

This game involved lots of creativity from students as they had to choose different locomotor movements to get away from taggers.