Scanning and Noticing

drowningintheshallow

“when you are a step removed from the fray, you see things that come as surprises – and its important to allow yourself to be surprised.”

One stand out moment in my career to date is when I was looking at some promotional pictures an outside company had come in and taken to use for a new school website. Each department had set up exciting lessons so that the photographer could take some action photos. Chemistry decided on explosions, drama had designed a pupil led play, history acting out a famous Roman battle. We just got down to teaching rugby as we usually do. When the pictures came back we were given the chance to pick the best ones to use. As I was looking through them I saw something I hadn’t seen at the time of teaching,  there wasn’t one smile on either the children’s or the teachers faces…

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A Models Based Approach to PE: Cooperative Learning

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A Models Based Approach to PE: Cooperative Learning

Cooperative Learning within PE is a models based approach that focuses on students working together in small groups to master subject matter content. This essentially gives the students the joint responsibility of both learning the content and also ensuring that their peers learn it as well, moving the role of the teacher towards a more facilitatory role. Dyson and Casey in their recent book Cooperative Learning in Physical Education and Physical Activity put forward five key elements of the model as guidelines for successful implementation within the curriculum. They are:

Positive independence Success is only achieved when students work together in teams and rely on each other to complete the task. One students cannot succeed unless all students do.
Face-to-face promotive interaction There is time within lessons for students to talk to each other, working out common problems, coming up with solutions, identifying…

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Adventure Challenges in Grade Three

Grade three learners, in their unit of inquiry, “How We Organize Ourselves,” are studying the importance of making decisions together to cooperate and get organized.

In Physical Education they are learning new ways to communicate as well as organize themselves while having to solve a problem or to complete a challenge.

Learners had to guide a peer who was blindfolded and couldn’t see, by coming into an agreement of sounds that would help their partner to be aware of the space and where he could or could not go to.

Most of them chose to clap or click their fingers to have their partners moving and use some key words to have them stop moving. Safety was a big deal while doing this activity and students did a great job helping their partners to feel safe while moving into different spaces in the gym.

Their last challenge of the lesson was to lay down on the floor, put the blindfolds on and together create a human square. It required lots of communication and wasn’t an easy task. After the lesson, we quickly reflected on the importance of listening to others as well as being a risk taker and trying their best to help their team to achieve their goals.

 

New Country, New School, New Opportunities, New Challenges Part 1

My family and I recently relocated to Cambodia. This is not the first time we move to a new country. We have lived in several countries and several continents already, but moving means adventure, fun, discovering and learning new things, meeting new people and making new friends as well as adjusting to a new job in a new school and a different country.

Our transition has been quite smooth thanks to the support the school has given us. We were able to find a place to live just before I started to work and slowly started to get settled.

The school is great, I love the PE team and most of the staff seem to be quite friendly and approachable. It is an international school, so there are many different nationalities, not only within the student population, but also the staff.

The facilities are also something I want to mentioned in this post. I feel very thankful to have all those spaces to help me in my daily practice with my students and also to be able to use them for my own practice before or after school.

Here in Phnom Penh the days starts early. There is already some light around 5:30am and the sun rises before 6. I like to leave early and so I can ride my bike to school without feeling with the motorcycles, tuk-tuks, cars, trucks and all other vehicles you might find on the roads of Phnom Penh. At 6am there is not a traffic jam and, even if there are already so many people on the road, you don’t have the feeling of “controlled chaos” that I first experienced here sitting on the back of my tuk-tuk and just crossing my fingers when the driver would cross a very transited road.

The Khmer people, the people from Cambodia are lovely and always have a smile on their faces which also helps, especially when you feel stressed or overwhelmed with other things.

I started this as a series of posts I want keep on writing of my adventures in Cambodia.

Hopefully the next chapter will be on soon. I have so many things to write and reflect about.

Tuk-tuk ride

 

Towards the Deep End

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Do we teach for joy and delight? These words from Scott Kretchmar have been ringing in my head since I first heard them on Andy Vasily‘s podcast with him a few weeks ago. Fun and Delight are two human experiences which can be realised through movement. To Kretchmar fun is a shallow and fleeting distraction, a way of overcoming boredom. Delight provides a deeper more memorable experience that keeps people coming back to movement. Rugby was both fun and delightful for me. Fun was what got me into rugby, but it was delight that kept me returning week in and week out for 25 years. Since hanging up my boots I have engaged in many other physical activities that I have found fun, but nothing that offers me the delight that rugby did. My search for it in something else remains elusive. As Kretchmar says delightful experiences…

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Mom, Dad, I have swimming today…

Today I feel thankful because I am finally going to be able to teach swimming to my students.

We did have the first unit of swimming at the beginning of the school year but, since then, we’ve been struggling for the pool to reopen.

Having less than a month left of school and twenty classes to fit in the weekly schedule, we managed to have students in the water for two sessions, which is way too short but better than nothing.

Since we live in the south of China, close to Hong Kong, the weather can be very hot and humid at this time of the year, so having the swimming pool available for us is fantastic.

I guess swimming has been part of my growth and development and I find it difficult to understand that many people my age or on younger have not had the opportunity to learn such an important life skill.

Cultural believes and previous experiences have led to certain people to have fear of the water. This affects our students because as parents feel scared they excuse their children from joining our swim classes. It is indeed a sad thing that happens in many international schools and I wish parents will be more reflective of the consequences of not letting their child to be exposed to new learning opportunities.

As I reflect on what happened today, I received four emails from parents excusing their children to join the swimming lesson, I am trying to find the best way to communicate with parents and let them know that their children are actually lucky to have such opportunities in life and that hopefully, they let them give it a try.

I do not want to end up this blog post with a bitter taste though.

I have to say that most of my learners were in the water, pushing themselves, trying to improve their skills in both, front crawl and backstroke and had a blast just being active in the pool.

My last lesson today was in grade 1 and I loved to see the joy they had in the pool as they worked on their pencil glides, their kicks and played tag games in the water.

If you think about, what can be a better way to finish your week than being in the swimming pool in your PE class.

I just want to restate that I am thankful for what I have to offer my students and what I was able to receive from my parents, teachers and swimming coaches as I grew up.

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Canyoning in Hong Kong

I have always been a nature lover. I find peace in the quiet majesty of mountains, in the hidden depths of rushing waves. Loving nature is an essential part of who I am.

As a physical educator, I believe it’s important to give students the opportunity to be active beyond the field and the court, immersed in the outdoors. This year, I organized a field trip for our fifth graders, taking them to one of the most beautiful country parks of Hong Kong. 

Many people picture Hong Kong as a huge, bustling city, where shopping is the only thing on everyone’s mind. In reality, Hong Kong is full of hidden havens and natural treasures. Hundreds of islands and hiking trails give us the opportunity to experience the outdoors in an active, immersive way.

I wanted my students to experience this kind of environment, so I contacted an outdoor activity company for suggestions. They recommended “canyoning” as a good activity for my students’ age range.

It took two hours to travel from Shekou to Sai Kung Country Park, which is located in the New Territories. This long drive posed some limitations on the activities we could participate in, but that didn’t matter in the end — everyone had a blast.

The counselors had tons of energy and did a wonderful job explaining the importance of safety and respect. They also taught students important tips about being a global citizen in all aspects of their everyday lives.

Our main activity consisted of hiking down a river while navigating over the rocky slope. Students learned how to spot safe stepping rocks by looking at their color. A gray rock was dry enough to walk on, while darker, brownish rocks were wet or covered in algae, which meant they were too slippery for our feet.

Students learned how to communicate with their peers by letting them know if a rock was wobbly or looked unstable. They helped each other to the best of their ability, offering their hand and words of encouragement if a classmate needed some extra assistance.

Throughout the trip, my students constantly offered positive observations and comments, such as, “This is so cool,” “I love it,” and “This is so fun!”

At the end of our river journey, we glimpsed a gorgeous view of the ocean — such a pretty and relaxing sight, surrounded by trees and mountains. We could even see a few fish swimming the crystal-clear water. We were so lucky to have chosen a bright, sunny day for our field trip. The sky was blue, and the pollution that had been quite bad in Shenzhen suddenly seemed to have vanished. It felt like paradise.

We stepped out of the riverbank and out of the canyon, shaking the water from our clothes. We returned to the campsite by hiking on a pleasant trail through the forest.

I am attaching parts of students’ field trip reflections to this post. Many of them are EAL (English as an Additional Language) students so you may encounter spelling mistakes and grammatical errors in their pieces. Please understand that this is part of their learning process, as they continue to discover new ways to communicate their thoughts. 

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Canyoning Reflection Lars 5B

canyoning field trip- Ben5B

Canyoning Reflection By ByeongJun 5B

Fiona’s 5B Canyoning Reflection

We like to Move: Creative Dance Unit

We wrapped up our creative dance unit last week.

It was incredible to see how much improvement happened in a few weeks. Students learned how to move their bodies to the beat of the song. They were able to count the beat till 8 ( slow) or 16 ( fast) and based on that create all sort of movements and dances.

The SPAH turned out to be a very happy place for everyone just dancing and being active.

Students learned different elements in dance such as SPACE, ENERGY, TIME and BODY, and based on those elements they created their own dances.

We created a bulletin board to help them understand better all the new vocabulary words they were learning. You can see a picture below.

Then, we had students getting in small groups and creating their own dances with a very basic structure:

Every dance would have to have:

Beginning with a static movement repeated 8 times

Main part. Where students had to create 4 different movements ( each movement repeated 8 times) In this case we had students thinking of SPACE, levels, directions, pathways and shapes, ENERGY, and BODY, different parts of their body should be involved in the dance.

Ending with a static movement repeated 8 times

We used this structure for our upper elementary grades.

In second grade, students invented 4 movements dance with a partner. We really stressed the idea that every student had to create/invent a movement.

Kindergarteners and first graders moved their bodies graciously when we played the music. They were not afraid of expressing themselves throw different dances.

It was a truly wonderful experience for all learners.

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Net Games Part 1

This year I decided to start teaching some of my units with a new approach called TGFU (Teaching Games for Understanding)

This is not really a new approach but it was for me, so I decided to do some research, learn more about it and I started my invasion games unit teaching modified games, focusing more on the tactics than on the skills. I was learning along with my students as I taught it. I got support and ideas from amazing educators and gurus in this kind of approach, such as Mel Hamada, @mjhamada, and Jorge Rodriguez, @PhysedNow, who shared their resources with me.

In March, we started our “ Net Games” unit with Volleyball and I didn’t feel like I did a great job using the TGFU approach. Our school is great in many aspects, however, one of the big detail is the lack of facilities. We do have some, just not enough for the number of students I would say. As a consequence of that, my partner and I need to co-teach quite often, which is sometimes great, and sometimes challenging.  We ended up having students working on improving their skills, tracking the ball activities, and small games situation.

As part of this unit we also teach other net games, such as tennis and badminton. This year, I started teaching tennis and since I had one single tennis court for twenty plus students, I had to be quite creative with the activities I was teaching my students.

Being by myself though, made it easier to adapt my class into what I thought would be more of games than pure skills work, although, I again had students working on skills as well as games in a stationary or center set up.

An example of some of the games and  activities I had my students working on

Wall Games

I had students working on improving their forehand and backhand skills playing against the wall. Eventually, they started playing against a partner, so they took turns hitting the ball against the wall, which made it more exciting and challenging.

Cooperative Tennis Game

Another group playing with a partner what I called “Cooperative Tennis Game”, trying to pass back and forth as much as they could using both, forehand, and backhand skills.

Bouncing the ball up and down and all sort of tricks you can practice with a tennis racket and a ball.

In this activity, learners had to practice a variety of ways of bouncing a ball with the racket and do all sort of tricks to challenge themselves.  Since we live in the south of China and it gets really hot out there this time of the year, that was also one station where learners could take a water break.

“Challenging” Tennis Game

On the other side of the net, the other half court, I had students playing a challenging game to their partners, making them work on their backhand skills, and practicing different shots.

Finally, I had a group serving underhand or overhead to the fence.

That way I had my class divided into groups of 4, maximum 5 students and they were really involved in the activity. Students played for about 3 minutes, then rotated to the next activity.

After a few sessions, I decided to introduce other games. I thought of how to maximize students’ learning in a single tennis court and which games would make sense to have them exposed to. I ended up having them playing:

  • 4 square tennis
  • 1 vs 1 on the hitting the ball against the wall
  • Beginner Hoop or SpikeBall Progressions ( Thanks to Jorge Rodriguez @PhysedNow and Mike Ginicola @PhysEdDepot for inspiration) Here is a video from Jorge Rodriguez and below you can see the progression for “Spikeball” with a hoop and a ball
  • Spikeball with the actual game

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In my humble opinion, one of the most important parts of this approach is to have students understanding the “what and why” of their actions and “how” they can work on achieving something they are not doing yet.

I found that stopping the games briefly and asking learners single questions, really helps them to go through that process of understanding.

 

Be Prepared, Be Mindful, Be Inspired

A couple of years ago I met Andy Vasily, an international physical educator at APPEC, a PE conference in Hong Kong.

In his keynote, Andy told us some personal stories and how these events in his life changed the way he approached life, personally and professionally.

I totally relate to these statements. They are all equally important to me.

Be Prepared

As a physical educator, I am aware that my lesson can change dramatically just because of the weather, the students in that class or the mood I might have because of stress, lack of sleep, or any other thing. Just because of all that we have to be prepared and plan our lessons thoughtfully and accordingly. That doesn’t mean that it might not change last minute…

A few days ago I wanted to introduce my students the SOLO Taxonomy in order to make their learning more meaningful and make sure they were aware of what they knew or not in our Net Games unit, more specifically in the tennis skills. I guess I wasn’t exactly prepared myself and it really made me consider my teaching skills and abilities…

Be Mindful

How many times have you started doing something and moved on to something else before you were actually done? We live and work in busy worlds where there are continuous distractions. We always to achieve more and sometimes we put too much on our plate. I remember a teacher I use to teach with used to tell me, “If you are adding something into this, just think that you will have to take something off. We only got this much time, no more.” I like to say that I am an innovator and I consider myself quite creative, but that means that sometimes I get way too many thoughts on my mind at the same time, too many goals I want to achieve, too many challenges, and I end up not focusing. One of my goals this year is to work on being more mindful and focus on one thing at the time. I ended up putting my phone in my drawer and my iPad away and both of them in silence, so I would get no interruptions as I work on something.

Reflecting is another goal of mine, and it is, somehow related with being mindful. Just dedicating some minutes to think and write about my practices, what went well and what do I need to work on, change or adapt.

Be Inspired

As a life long learner, I like to find different sources of learning in my journey to become a better educator. I follow amazing teachers and leaders on twitter who inspire me every day. I work with incredible educators who are always trying to think out of the box to bring the best to their learners. I attend several conferences every year where I always learn something I like to apply right away so I won’t forget.

I listen and participate in conversations in “voxerpe”, more listening than participating though.

I read books with new approaches, such as the Cooperative Learning in Physical Education.

I do MOOCs and webinars.

I share my teaching and learning ideas to hopefully inspire other in twitter.

Thank you all who inspire me in any possible way, so make me every day a better teacher!

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