29/2: What did they learn?

What did they learn?

29th Feb 2016

In today's class (11.PEDGc) I based the lesson around different variations of the game corner ball. The lesson started by the girls jumping into groups of 4 and then each member split off into red, blue, green or non-bands. The first game of corner ball was played in a small playing area (2/3 of a badminton court) and was elimination based (once the girls had been tagged with the ball from the other team they were to sit out). After each team had a go at eliminating the other team I got the girls to stop and increased their playing space (full badminton court). They then played again.

Further variations included:

• introduction of inclusive rules (once tagged player was to bob down - they could reenter the game after the other team had competed 3 consecutive passes)
• introduction of time limit (aim to make as many tags as possible within 30 seconds)
• change basketballs to touch balls

Debrief from today's lesson included getting the girls to identify these changes and identify which of the options they liked best.
*Note: debrief was limited time and only 3 girls shared their preferences and why with the class when I had planned for girls to jump into pairs and explain to each other and then come back to share

Feedback from Alex:

• Awesome lesson & good use of questioning but students might not have known what they were learning about & that I didn't relate any of my questions in the end debrief to the factors
• Don't tell the students about the change in the playing area, just make the change and they should adapt and start using the space without realising 
• What did they learn?
• students should know at the start of the lesson what they are learning about. They then find it easier to identify what they learnt within the lesson
• *I do this in a classroom so why not in a PE lesson?*

Goal:

• Make a more conscious effort to let students know what they are aiming to learn/achieve within the lesson (make the learning intention know - this can be verbally told and visually seen on the board)
• Link the debrief questions at the end of each lesson to the factors influencing participation 
• Ask students what they learnt within the lesson

17/2: Routines & Relationsips

Setting up routines and building relationships with students

17th Feb 2016

Throughout my first few weeks at King's College I have focussed on building relationships and putting routines in place.

I am teaching a mixture of classes including Year 9 & 11 Core PE and Year 10 Health.

Setting up Routines:

- All classes are expected to be in class, changed and ready to start the lesson 5 minutes after the 5 minute bell

- All classes start with a roll and expectations/aims/outline of the lesson

- All classes end with coming back together as a class and reflecting back on the lesson. This may be what they have learnt, likes/dislikes & reminders for the next lesson

- All classes were given a grace period for weeks 1 & 2. Classes were warned that being late or having no gear will now be noted. Once they hit a combination of 3 they will be placed on after school detention

Building Relationships:

-I started at least one lesson with each of my classes completing ABL activities and getting to know my students. These included an introduction of myself and expectations, questions such as one thing they like and dislike about PE, what sport they have singed up to at school, what could I know about them in order to be a better teacher for them, ABL games such as pattern ball for learning names and the circle activity. (Circle activity = one person in the middle of the circle needs to say something about themselves, if it relates to someone else in the circle they need to swap places. Aim is to steal the spot of someone else who has moved and not end up in the middle)

-Things tend to be going well in terms of forming a relationships with most of my classes. One of my year 9 classes I haven't seen as much and am still learning student names. My Year 10 health class I am playing trial and error in terms of learning activities that best suit them & battling with screens

-Throughout my lessons so far I have been able to recognize priority learners and students that I may need to keep a closer eye on

16/2: BIS meeting with SMT

16th Feb 2.40PM

Agenda

What is going well?

- Relationship with all classes are developing. Took a little bit longer with pos ed but that is now on track.
- Year 11 classes are all working really well.
- Year 9s a little confusing with seeing the two classes different amounts of the time.

What do you need help with?

- I Tunes U courses
- Setting up blog
- Go over the PTCs
- Readings for inquiry: http://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/ & http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Effective-pedagogy

Actions
- Mal: Make time to see Emily Parr regarding some iTunes U PL
- Set up blogs:  Setting up routines and building relationships with students
- Read the reading for inquiry