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BEST Cluster Project: Principles of Learning and Teaching in Action PowerPoint Presentation
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BEST Cluster Project: Principles of Learning and Teaching in Action

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BEST Cluster Project: Principles of Learning and Teaching in Action

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  1. BEST Cluster Project: Principles of Learning and Teaching in Action

  2. 1. What was the teaching and learning challenge to which you responded? Which PoLT did you address? POLT 2 The learning environment promotes independence, interdependence and self-motivation. Teacher Action 2.1 The teacher encourages and supports students to take responsibility for their own learning. The unit is entitled –‘Creating a Skills Coaching DVD’ The focus of the unit of work I have created was to try to engage disinterested pupils by adopting a completely different approach. The use of any kind of learning technologies/multi-media has been limited in the delivery of the Physical Education curriculum to date. The success of our peer teaching unit with Year 10s indicates that they are well motivated by being given the responsibility for their own learning. This unit will be a good foundation for the peer teaching unit as the pupils will learn how to break down skill effectively and how to analyse strength and weakness in performance. As a result, they will be able to suggest ways of improving performance.

  3. 2. What was the focus of the unit of work? i.e. Key Concepts; Understandings; Essential Questions? Pupils are expected to identify the main skills in their chosen game and then break these skills down by identifying the relevant teaching points. They are expected to understand the origins of this game and the rules associated with it. They should be able by the end of the unit to answer –‘Why is this skill breaking down?’- and using their knowledge of the teaching points, suggest strategies for improvement. Students should be able to improve skill performance/execution. They need to be able to make the skill level suitable for a given audience in Yr 6/7. This process also assesses students’ ability to accurately evaluate their own work.

  4. 3. What could the students already do alone? What did the students already know? Most students have a good level of skill in team games. They have a grasp of the basic skills/rules involved in all team games. They are required to feedback on their own performance and that of others in lessons, but they find it more difficult to explain why a skill is breaking down and then to suggest ways of improving.

  5. 4. How were the students assisted? eg. scaffolding, modelling, questioning, mind maps etc. Show or list resources used and length of learning sequence. Initially, students were shown two contrasting Skill DVDs in different sports. Students were then invited to discuss content – what they felt worked/did not work in terms of content and presentation etc. Students were given a planning sheet with suggestions of what to include in their DVD/booklet. Students were provided with a variety of resources – teacher, coaching manuals, websites – internet access, drill CD ROMs etc. Students were given help in the use of the cameras and software used for editing etc. Time was given during lessons to plan and research in addition to homework time. The unit took 4-5 weeks. They were given a rubric to help them in the evaluation of their own work.

  6. 5. Review. How successful was the learning sequence? What will the students do next? The unit was successful, the pupils enjoyed the different learning approach. They enjoyed the filming aspect and using learning technologies in PE. (which was a change). They were motivated by the fact that the DVDs were going to be used by a group of younger children. This work will help them in their peer teaching unit. The standard of work produced was high and the students have improved their ability to analyse and break down skill. Pupils were interested in this unit and remained on task. I would try and use the DVDs with primary school children rather than year 7 and gain their written feedback on it. As a further development, I would try and use the same group of children as part of the Peer Teaching unit.

  7. 6. Evidence: Attach relevant classroom materials, worksheets, rubrics, surveys, photographs and student work. • Create a Skills Coaching DVD – Assignment • In groups of approximately 6-8, your task will be to plan, research, film and evaluate, a Skills Coaching DVD for a sport of your choice. • Your DVD will be accompanied by a set of notes/booklet which will complement the information in the DVD. How you present this information is up to you. The DVD and booklet must be suitable for your target audience of Year 6/7 pupils, who may have limited experience in the sport. • It is up to you what you include in this film, but you may wish to use some of the following ideas: • History of the Sport • Overview of the game – e.g. diagram of the pitch and markings, players’ positions etc (This can be drawn on a board and filmed as a visual aid.) • Skills – explanations/drills/teaching points – skills should be broken down. Drills – use demonstrations with teaching points/comments • Games play – rules and tactics • Interesting facts etc

  8. (continued) You decide how you allocate roles within the group. For example, you may choose one presenter, one camera man & have the rest of the group as ‘participants’. You may choose to rotate these roles. All of you must be involved in the planning phase. It is a team effort! Your DVD should be a mix of action and talk! Make your DVD original and exciting to fully engage your target audience. The presentation should be lively and the material you include accurate. At the end of the unit, you will be required to evaluate your own work and the work of others. This will be based on the assessment rubric which accompanies this sheet. You will be given plenty of lesson time to help you research and complete this assignment. Resources available: Sample DVDs/coaching manuals – PE department/Library-school/Library-community/Internet/Teacher!! You will be able to use these sources or any other you can think of help. Time Frame: Week 1 – watch sample DVDs, into groups – planning with access to resources Weeks 2/3 – planning/practising/performing/filming/editing Week 4 – assignment due (DVD & booklet) evaluations and write up Week 5 – Celebration! (Show DVD – to group of Year 6/7 pupils – target audience feedback!

  9. Assessment Rubric

  10. Assessment Rubric (cont)