30/6: Health Reflections Pt 2

Year 11 Boys Health Reflections Pt 2

30th June 2016

After a few more attempts at creating effective Health lessons for my Year 11 boys class I asked for help from Alex.

Alex's Advice:

• Ensure that I am at the class before all students arrive. This then allows the 5 minute bell for me to write an outline of the learning activities, instructions and discussion questions up on the board before the students arrive
• As the second bell goes in which class is meant to start address the students with an instruction before they enter the class
• Make sure to spend time developing relationships with the kids e.g. greet every individual student as they enter the class, double check on instructions for those who might need clarification, little reminders such as phones away etc
• Don't use Health as a time to work on PE booklets - crossing between subjects can be confusing
• OVER PLAN - plan 4-5 different activities that only are about 5-10 minutes each. Can be structured; individual activity (3-4 mins), peer activity, group activity, class activity. By spending a short amount of time on each activity it stops students from getting bored

After a few lessons of following this procedure, especially the over planning, I have found them to be effective. Below are a few notes reflecting on the points above:

• I have found that due to having PE classes beforehand that I am not always able to make it up to the Health class before the 5 minute bell. This means that my notes aren't always up before the class arrives and I make sure to write these up while students are completing the first activity
• I have still been starting Health lessons with students completing their PE logs. They know that this is their 'Do Now' activity as soon as they enter the classroom and have become familiar with this routine. Students know this is always their first task in which they are able to listen to music etc. I make sure to use this time to chat to students about their work and finish writing up the lesson outline
• As student don't always arrive to class at the same time I allow students to enter when they get to the class. I make sure to acknowledge them and greet them as they enter
• I have found that planning lots of smaller activities have helped them to keep focussed and on task for longer

30/6: Phil Coombe's Lesson Observation

Phil Coombe's Lesson Observation (Official Copy in Folder)

30th June 2016

Key points from overview meeting:

• A lot of my teaching points and learning intentions are implicit. To get the students to make the most out of these, make them explicit at the start of the lesson. Students will then know the point of the lesson
• Get students to identify or create their own success criteria, this way they will know if they have been successful
• Create links as to why this topic is important and how it relates to other aspects of life e.g. interpersonal skills can e taken into team environments, social settings and group work within other classes 

LESSON OBSERVATION: Miss M Bish

DATE:                                    16 June 2016

SUBJECT:                              11 PED. Physical Education and Health

Encouraging and Supporting (Moonball)

Environment

Observation:	Suggestion – Aim for:
A very positive, purposeful atmosphere evident in all aspects of learning and behaviour within the class.  Effective beginning to the lesson.	Consideration to the time element for the formal beginning of the class.
All planning is thorough and detailed; subject links are clear; assessment opportunities could be identified and developed; an integrated approach through the lesson.	Look for cross-curricular links; self and peer assessment by students in a more explicit way.
Full range of classroom resources and specific lesson resources are effectively prepared, available and distributed, routines lead to minimal disruption.

Learning

Observation:	Suggestion – Aim for:
Learning objectives permeate all aspects of the lesson; effective routine for sharing, reflecting and assessing the learning objectives are in place.
Success criteria are shared, and children are not given clear indications of what constitutes success, although this was implicit in the lesson	Students are actively involved in developing effective success criteria before the task commences.  Success criteria are referred to throughout whole lesson and used for group/peer/self-evaluation.
Clear links are drawn between previous learning and how the lesson builds on this.	There is a shared and understood link between previous learning and the lesson; preparation is made to link learning to next/previous lesson, although this was the final lesson in the module.
Tasks are carefully designed, chosen and adapted to meet the full range of learners needs; a range of effective strategies is employed.
Learning objectives and success criteria form the basis for praise; reasons for success are articulated and explained.	Evident culture of success being celebrated based on specific aspects of learning objectives and success criteria; students know that their success will be recognised and celebrated.
Reference is not made to cross-curricular links.	Specific links are made to how skills, knowledge and understanding can and will be used in other areas.
All students make progress against their previous learning and most fully meet or exceed the expectations of the lesson.	All students engage fully with the learning and demonstrate that progress has been made in their learning.

Miss Bish:

Observation:	Suggestion – Aim for:
Able to use subject knowledge beyond that being taught to support learning.	Uses her in-depth subject knowledge to support learning, support able students and extend learning for all.
Asks students questions in the course of the lesson.	Carefully chosen closed questions are used strategically to explore, for example, levels of understanding, misconceptions and for assessment.
Asks carefully chosen open questions to encourage thinking skills and discussion.	Uses carefully chosen open questions to extend students learning and understanding.
Completes examples of what the students might be expected to do.	Clearly models student expectations through modelling, and indicates how to both meet and exceed expectations in learning objectives and success criteria.
Makes effective use of speaking and listening strategies to support learning.	Effectively uses a range of carefully chosen, effective speaking and listening strategies to enhance student learning.
The lesson has a clear, appropriate structure that ensures each section is built on the last and supports the next at a pace that continues to engage the students throughout.	The lesson has an effective structure that injects a sense of determination and perseverance into the lesson.

Student’s Habits

Observation:	Suggestion – Aim for:
The lesson is planned and presented in such a way that the students are actively involved throughout the lesson.
Opportunities for dialogue are planned in the lesson and used to promote learning.	Effective use of dialogue, including modelling, within the classroom ensures that all children have opportunities to express and discuss aspects of their learning, including with the teacher.
The students have opportunities to use skills of independence in the course of a lesson.	Work in the class is organised in a way that the students must use skills of independence to succeed, while support mechanisms are also effectively used.
Opportunities for students to demonstrate are planned and used to support learning.	Students demonstrations are used effectively by the teacher to encourage, praise, support learning, model and support self-review, and to provide opportunities to extend learning.
The students have some opportunity to assess their own work.	The students use the learning objectives and success criteria to effectively assess their own work, identify strengths and weaknesses and set targets.

A well structured lesson, which was well designed.  The students enjoyed the lesson and developed encouragement and support strategies as the lesson progressed.  Ensuring that the objectives of the lesson and the measures of success are more explicit will focus the students on learning behaviours that they can then transfer.  There is clear progression in terms of overall lesson planning as well as planning for the student group as learners.  Emphasising learning concepts and areas of externsion are two areas of recommended focus for the future to provide an expert teaching and learning environment.

________________________________________________________________

Philip Coombe

Director of Studies

22 June 2016

7/6: Health Reflection

Health Reflection - Year 11 Boys
7th June

After several different health classes with some of my Year 11 boys I am still trying to trial strategies to see how they best learn. To date I have mainly trialed group work and class discussion.

I first trialed group work as this is generally my first strategy when teaching health. I trialed this over 2 lessons while trying to recap the boys knowledge of Hauora (Lesson #1 LI: to recap students prior knowledge of Hauora & Lesson #2 LI: students are to reflect on what they believe health education is and start to learn how to challenge assumptions) - aspects of the first lesson flowed through to the second. Key finding from group work; boys of task majority of the time - although they were talking they were off topic, when they would share their groups answers they would share ideas just to get laughs out of other students, work took twice as long to complete - hence work from first lesson flowing through to second (this was also due to the introduction of reflective logs from PE as a do now & students being late to class).

After what felt like a couple of failed lessons Alex Smith came in and ran a health lesson with the boys. The lesson was composed of a continuum regarding the age of consent, a article in regards to lowering the age of consent and then revisiting the continuum. They were all based around class discussion. Overall the lesson ran really well. The boys were engaged with the lesson. I took some tips from Alex regarding classroom management e.g. reading of an article and then screens down, bringing up the idea of respect and listening to each other when sharing ideas.

The next lesson was also based on class discussion about consent. This started with a scenario and then class discussion was lead through a series of discussion questions. Although the class was a bit immature at times they were engaged and majority of the class was participating within discussions.

After continuing with the topic of consent with key focuses on legalities and local stories (as asked by the boys in our previous lesson) in the form of class discussions (which have been the most effective and engaging form of delivery so far) today's class was disruptive and unsettled. After leaving the class, especially with the last few lessons going so well, I tried to reflect on where I had gone wrong.  

*After hearing Alex talk to her student teacher, about where his lesson went wrong he blamed the students for their behaviour. She explained if the lesson didn't go well and the kids are misbehaving you need to look at why this is the case. The idea really stuck with me that if the lesson went wrong it isn't the students fault - instead there is something that you could have done to change the class dynamics

Reflection on where I may have gone wrong in that lesson:

• even though boys had asked to learn about this content they were disengaged from the lesson and activities - maybe topic of consent had gone on for too long
• class discussions may be becoming boring/irrelevant for some students e.g. they aren't having much input
• boys who are adding to the discussion are just calling out their answers which makes the conversation/discussion harder to continue - students to put hands up
• some students are starting their own personal discussions when a class discussion is in progress - if class was quiet and hands were going up to add to the discussion this may minimize this, also if it continues split up groups that are talking

Strategies for the future:

• more visual queues/outlines for boys to see on the board
• reinforcing respect - only one person talking at a time, hands up to add input, split students who are talking
• "Are you aware you are being rude right now?"
• World Kaf (to possibly help with group work) - write up on the board person's number and what they need to talk about e.g. discussion topic or question (for number of people within the group). Time limit per person (visual timer on board?).  They are only allowed to talk within time limit. If they haven't finished getting across their point they stop talking. If they don't have enough to say to fill up their time limit they sit quietly as a group