SCHOLARSHIP PHYSICAL EDUCATION TEACHER WORKSHOP May 2012

1. SCHOLARSHIPPHYSICAL EDUCATIONTEACHER WORKSHOPMay 2012 Chris Williams, Natasha Hemara & AnneMcKay

2. IntroductionsKWL What’s happening out there?Nuts & bolts of ScholarshipWays of teaching Scholarship Possible Plan of Evvening • Showing workshops • Looking at real scholarship essays • Teaching to Outstanding Scholarship • Teaching & Resources – Expert groups - unpacking specs, ideas/planning for teaching & learning Next Steps

3. KWL • Using the KWL chart provided please fill in the first two columns – this will help us set the direction of the workshop. • What I know? • What I want to know?

4. So what is happening out there? In groups look at the following questions, discuss and take some notes down on the worksheet provided. • How do you select your students for scholarship? • Are you providing for students to work towards scholarship within your programme (class time)? If no – why not? If yes – how? • What are you offering your students over and above your programmes of work (class time)? • Do you or your students attend the Scholarship workshop series?

5. Some examples

6. ??????????? Where to next?............

7. Scholarship – Nuts & Bolts • http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-physical-education • This is where you will find: - The Scholarship PE Performance Standard - The current Assessment Specifications - Past Examinations, Assessment Schedules, Reports and some student exemplars

8. Scholarship – Nuts & BoltsOther Resources • http://aucklandpenz.wikispaces.com • This is where you will find: - Auckland PENZ Scholarship workshop series of resources for 2012 and links to previous years

9. WAYS OF TEACHINGSCHOLARSHIPWhat do students need to know? Or be able to think like?Tools?

10. Link to L3 Standards

11. Link to L3 Standards SCHOLARSHIP LEVEL 3 PE Excellence 3.1 - Apply comprehensive knowledge to produce a plan for a physical activity programme or experience. EN 5: Comprehensive knowledge could involve full understanding of a wide range of contributing issues or factors (hauora, biophysical, sociocultural), establishing priorities in balancing risk and challenge, justifying a plan from a range of alternatives, recognising if there is only one viable plan and showing an in-depth understanding of this. • Outcome description • The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement.

12. Link to L3 Standards SCHOLARSHIP LEVEL 3 PE Excellence 3.2 - Critically evaluate, with supporting evidence, a physical activity programme and its influence on personal hauora/well-being. EN 6: For achievement with excellence, the critical evaluation must, with supporting evidence, examine, question, evaluate, and challenge taken for granted assumptions about issues and practices (p. 56 of H&PEiNZC); eg effectiveness of the programme, the process, the outcomes, and the related bio-physical principles and/or socio-cultural factors; before drawing conclusions about the effectiveness of their own physical activity programme and its influence on personal hauora/wellbeing. • Outcome description • The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement.

13. Link to L3 Standards SCHOLARSHIP LEVEL 3 PE Excellence 3.3 - Comprehensively and accurately appraise performance in a chosen physical activity before and after a performance improvement programme. Critically evaluate the programme to improve performance. EN 9: Critically evaluate is the ability to make a valid judgement clearly supported by evidence gained through the process of critical thinking – examining, questioning, evaluating and challenging taken-for-granted assumptions about issues and practices (p. 56 of H&PEiNZC), eg judgements are made in regard to the application of biophysical knowledge and the success or otherwise of the performance improvement programme. • Outcome description • The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement.

14. Link to L3 Standards SCHOLARSHIP LEVEL 3 PE Excellence 3.5 - Critically examine a current physical activity event or trend or issue and explain in detail its impact on New Zealand society. EN 5 Critically examine involves critical analysis, evaluation and reflection, all of which are based on the process of critical thinking – examining, questioning, evaluating and challenging taken-for-granted assumptions about issues and practices (p. 56 of H&PEiNZC), eg relevant socio-cultural factors and/or biophysical principles and their relationship to the event/trend/issue are considered in depth. • Outcome description • The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement.

15. Link to L3 Standards SCHOLARSHIP LEVEL 3 PE Excellence 3.6 –- Collect evidence of, and critically analyse factors that influence, participation in physical activity in the community.Critically evaluate the action taken to promote physical activity in the community. EN 5: Critically means with personal, considered opinions that examine the evidence. EN 11:Critically evaluate is the ability to make a valid judgement based on personal experience, readings, and gathered information clearly supported by evidence gained through the process of critical thinking – examining, questioning, evaluating and challenging taken-for-granted assumptions about issues and practices (p. 56 of H&PEiNZC). It requires a synthesis of information and extrapolation to consider possible solutions or outcomes. • Outcome description • The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement.

16. Debono’s Critical Thinking Hats (add bias after white) Reasonable/ Inspiration 3 level Guide 3 Storey Intellect Model PMIS (Plus, Minus Issues, Suggestions) Compare And Contrast Critical thinking/ evaluating Tools & Strategies SPEECH Fact vs opinion chart Court room battles CAMPER DATT tools

18. What is critical evaluation? • Critical evaluation, critical analysis and critical reflection are forms of critical inquiry. Critical thinking is a process used to critically inquire. Critical evaluation requires critical thinking but they are not the same thing. • It is the examination, questioning and synthesis of the knowledge and ideas, identified through processes of critical thinking, which demonstrates critical evaluation for Scholarship Physical Education.

19. What is critical evaluation? • Is a synthesis. • Evaluating against something. • Make a valid judgement based on personal experience, readings, gathered information. • What worked, why/why not? • What assumptions were challenged and how did you do that? • Was there anything else you could have done? • Personal idea backed up with reasoning. • Solutions you think will change things based on critical and creative thinking.

20. What do some of the words mean? PRO’S & CON’S The ability to interpret the: • Good and/or bad points. • Direct and indirect effects. • Barriers vs enablers. • Strengths vs weaknesses

21. CHALLENGING BELIEFS & ASSUMPTIONS • Distinguish between fact, opinion and inferences. • Recognises and analyses assumptions, old wives tales, urban myths, and out of date information. • Challenging sweeping statements. COMPARE & CONTRAST • Look at different facets of the problem. • Identify similarities and differences.

22. BIAS • Understanding a bias may be present. • Studies/data may reflect a personal agenda. • Information may only consider one side of the argument. • Definitions are different. SYNTHESIS • The process of combining different ideas, information, influences, and/or personal judgements into a new statement.

23. Options – where to next? • Unpacking one spec – student work at scholarship level/marking • 3 expert groups unpacking a spec of your choice in the same manner and looking at developing teaching and learning programme for that spec to compliment the workshops • Outstanding Scholarship – looking a top scholar paper and developing teaching and learning programmes to teach to outstanding • Essay marking a range of scholarship, outstanding scholarship and just below scholarship work for all specs

24. Marking real student work!

25. Assessment Schedules Evidence (left column) Judgment (Right Column) Descriptors for performance levels are blocked into pairs: Outstanding (7-8 marks) Excellent (5-6 marks) Sound (3-4 marks) Basic (1-2 marks) Overall a student would expect to get scholarship with a combined mark of at least 13 across the 3 essays. This total varies from year to year The candidate: Critically evaluates the value of … The initial statement covers what is expected. Underneath is a detailed account of knowledge that could be covered in this question.

26. Key words/concepts at each level 8: Outstanding Performance • • Critical evaluation • • Outstanding • • Holistic and creative in most aspects • • Depth in development of ideas • • Best that could be reasonably expected in the time available. 7: Outstanding Performance • • Critical evaluation • • Outstanding, but lacks the creativity and synthesis of ideas generated by a candidate that earns an 8 • • Depth in the development of ideas.

27. 6: Excellence Performance • • Critical evaluation • • An answer worthy of Scholarship • • No repetition of ideas • • Some aspects of the answer lack development or depth • • Critically answers the question. 5: Excellence Performance • • At scholarship standard • • Some critical evaluation • • Some repetition of ideas • • Critically answers the question • • More evidence of depth and development of ideas being sacrificed in order to be more encompassing / breadth.

28. 4: Sound Performance • • Borderline to the standard • • Some critical thinking without critical evaluation • • Increasing repetition, breadth and lack of depth / development of ideas. • 3: Sound Performance • • Below the standard • • Little critical thinking and no critical evaluation • • Merely a response, recall, summary, description, explanation, evaluation of the question.

29. 2: Poor Performance • • Well below the standard • • No critical thinking or evaluation • • Or an incomplete response, eg may only write a few paragraphs in response to the question • • No development of ideas. • 1: Poor Performance • • A long way below the standard • • Incomplete response, eg may only write a few paragraphs in response to the question • • No development of ideas • 0: • • Blank answer, or irrelevant evidence.

30. Feed-forward to students Complete a PMI as follows: • PLUSES – identify any strengths in the essay(s) • MINUSES – identify any gaps in the essay(s) • ISSUES – what problems are evident in logic and/or structure • Use the following as a checklist for the PMI Critical Evaluation Taking a position Logical + Integrated ideas Depth + Breadth + Creative Ideas Any specific content knowledge? – biophysical, socio-cultural….

31. Next steps… • Use the PMI to… • Provide feedback to your scholarships students as a group • Provide feedback on individual essays • Inform your scholarship teaching programme by identifying what is still required.

32. Other pointers for students • Develop a more critical stance by considering a position that is not central or at the extreme ends of a continuum. • This forces a view that considers both pluses and minuses of a single situation or even multiple views. • E.G: Video is sometimes helpful because it allows me to see myself and I get a clearer picture of what I am doing from this, than when I am told what to do. However, at the cognitive stage of learning I do not have the knowledge base to correctly identify errors, so video would be more helpful when I am better at detecting errors or I have a coach alongside me helping to identify what I should look at….

33. KWL • Finally using the KWL chart from the beginning of the day, complete the last column. • What I have learned • What are my next steps? • What have we missed?