Pedagogy Map
In the process of designing the pedagogy map, along with the consideration of the main general capabilities. I firstly discovered the general capabilities outlined in Health and Physical Education (HPE), then identified the content descriptors for year 10 HPE. In all subject areas, it is crucial to implement a majority of the general capabilities. My pedagogy style includes a lot of student-teacher and student-student interactions, with multiple class discussions. I believe students shouldn’t always be sitting in desks, they need to move or interact with another student. My approach would include multiple physical activities, either on the whiteboard/interactive whiteboard or outside. My belief is that students learn by moving and doing. In this map, it has been elaborated on with the use of the general capabilities in relation to year 10 content.
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Digital Curation
In the first link, it will show my contribution to scoop.it along with my insights on particular resources. Furthermore, the second link will show the artefact I’ll mainly be using in the below section for the learning sequence.
Throughout my experience with scoop.it, it was discovered to be very professional when it came to interacting with other students in the university course. Scoop.it is a great resource for interaction, collaboration and sharing of resources. When setting up scoop.it, by having a section for each subject this made it easy for others looking on my scoop.it to find particular resources about certain topics. For instance, I had three sections which included: Education, HPE and Science. In these section, they included my insights into resources, re-scooped resources from other students and my own scoop resources. This website is effective in highlighting information that will be useful in the classroom as most resources encourage the SAMR model, especially modification and redefinition. Additionally, from exploring other scoop.it websites, new ideas flourish as other students share information that is valuable to them but also others. An example, growth in my own pedagogy and understanding of Blooms Taxonomy came from Kelly White’s scoop on resources that assist with Blooms taxonomy and use of words in each level. In addition, I explored Belinda’s scoop.it and found a few scoops very interesting.
In relation to The Australian Institute for Teaching and School Leadership (AITSL), these scoop.it experiences relate to the standards 6.2 (Engage in professional learning and improve practice) and 7.4 (Engage with professional teaching networks and broader communities) (AITSL, 2014). Scoop.it is a professional networking tool that shares appropriate information and resources to enhance own and other people’s knowledge and learning experiences.
Throughout my experience with scoop.it, it was discovered to be very professional when it came to interacting with other students in the university course. Scoop.it is a great resource for interaction, collaboration and sharing of resources. When setting up scoop.it, by having a section for each subject this made it easy for others looking on my scoop.it to find particular resources about certain topics. For instance, I had three sections which included: Education, HPE and Science. In these section, they included my insights into resources, re-scooped resources from other students and my own scoop resources. This website is effective in highlighting information that will be useful in the classroom as most resources encourage the SAMR model, especially modification and redefinition. Additionally, from exploring other scoop.it websites, new ideas flourish as other students share information that is valuable to them but also others. An example, growth in my own pedagogy and understanding of Blooms Taxonomy came from Kelly White’s scoop on resources that assist with Blooms taxonomy and use of words in each level. In addition, I explored Belinda’s scoop.it and found a few scoops very interesting.
In relation to The Australian Institute for Teaching and School Leadership (AITSL), these scoop.it experiences relate to the standards 6.2 (Engage in professional learning and improve practice) and 7.4 (Engage with professional teaching networks and broader communities) (AITSL, 2014). Scoop.it is a professional networking tool that shares appropriate information and resources to enhance own and other people’s knowledge and learning experiences.
Learning Sequence
In the learning sequence, it will demonstrate how curriculum content is addressed, along with pedagogy and association to digital tools which will assist in student learning. Grade 10 students in this learning sequence will be covering the unit of biomechanics and sport. This topic will focus on highlighting aspects of gait, movement patterns and the association to particular sports and exercises. The following phases below will address the curriculum content being taught and learnt, plus the relation to the general capabilities outlined in the pedagogy map. Students will follow the Australian Curriculum outcomes including:
ACPPS096 – Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities
ACPMP099 – Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations
ACPMP101 – Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment
(ACARA, 2016)
Throughout the phases, students will use software, internet and other online resources to complete the activities. Additionally, when conducting these activities there are involved risks which are associated with ethical, legal and safe practices. Students will be introduced to the school code of behaviour and the importance of being safe and ethical during online interactions.
The objective of the learning sequence is to address curriculum content with effective strategies to engage students and apply higher order of thinking. A pedagogical approach of problem-based learning is applied, as the teacher will be a facilitator of learning and students will be self-directed, along with challenging open-ended problems (Learning Theories, 2014).
Phase 1
In the first phase of the learning sequence, the teacher will discuss the learning objectives and outcomes. By outlining these objectives, it relies on low end pedagogy, whereas, high end pedagogy is done through student direction of activities. In biomechanics, students will be introduced to the app “Coach’s Eye”, which they will then be told to investigate the processes involved with a partner (Think-Pair-Share). Students will comprehend, analyse and collaborate with the class about their understanding of what the application does and what features are contained within. The teacher then facilities a class discussion about where they think they could use the app to discover movement patterns. These ideas are then created into a class concept map on the interactive whiteboard. From the class concept map ideas, students in pairs are to choose one exercise or skill from a sport outlined on the interactive whiteboard to use throughout the learning sequence.
Phase 2
With phase 2, students will now demonstrate their one exercise or skill using Coach’s Eye by recording each other. They will build on their knowledge of particular exercises or skills. This phase will allow students to critique and give feedback on what strategies their partner needs to undertake to improve the exercise or skill. Students will be successfully demonstrating the Australian Curriculum outcomes during this phase of learning. My pedagogical framework, will highlight the students ability to give constructive feedback to their partner, implement the feedback and evaluate the outcome of the movement. They will use their knowledge and apply these strategies to real world situations, which can include posture and gait patterns of people.
The design of this phase includes the students in their pairs recording themselves of the chosen skill or exercise, then providing each other with constructive feedback. Feedback strategies will be developed from the use of online resources stating the correct technique for the skill or exercise. Students will implement their movement again along with implementing feedback strategies from their partner. They will then use the recording of themselves in Coach’s Eye to evaluate their movement using the features provided. Students are to discuss the before and after recording and what changed between the two recordings.
Phase 3
In phase 3, the objective of the learning outcome includes students reflecting on their experience with Coach’s Eye, and how it provided opportunity to discover differences in movement patterns. My pedagogical framework includes critical thinking, explicit teaching strategy and collaboration. Additionally, authentic learning will be achieved as students will create a post which will be published to the class wiki. Students will develop their own opinions and compare their movement patterns to other athletes. The explicit teaching strategy will be addressed during this phase of learning.
Within this phase, students will progress their evaluation from phase 2, and develop a blog post together that compares both of their before and after movement patterns, along with a comparison to an athlete. The teacher will demonstrate the explicit teaching strategy (I do, We do & You do) by showing a post that was previously done in wiki (running gait), along with a comparison to Usain Bolt running gait (Queensland Government, n.d). The teacher will then show Usain Bolts video which breaks down the biomechanics of his running gait (NBC Learn, 2016). Ask students what athlete they would use for goal kicking or pedalling action (David Beckham and Anne Meares). Students are to then complete their blog post and publish it to the class wiki.
Phase 4
The goal for this final phase, students will reflect on their new-found knowledge and understanding of movement patterns and biomechanics. The pedagogical framework during this phase include the understanding of collaboration. At the end of this phase, students still in their pairs will create a 3-minute video, which will be submitted to the class wiki. Within the video, students will discuss their findings and support them with research.
This final phase, includes the students developing a reflection video on the learning across this sequence, along with their 3-minute video about their movement pattern findings.
ACPPS096 – Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities
ACPMP099 – Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations
ACPMP101 – Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment
(ACARA, 2016)
Throughout the phases, students will use software, internet and other online resources to complete the activities. Additionally, when conducting these activities there are involved risks which are associated with ethical, legal and safe practices. Students will be introduced to the school code of behaviour and the importance of being safe and ethical during online interactions.
The objective of the learning sequence is to address curriculum content with effective strategies to engage students and apply higher order of thinking. A pedagogical approach of problem-based learning is applied, as the teacher will be a facilitator of learning and students will be self-directed, along with challenging open-ended problems (Learning Theories, 2014).
Phase 1
In the first phase of the learning sequence, the teacher will discuss the learning objectives and outcomes. By outlining these objectives, it relies on low end pedagogy, whereas, high end pedagogy is done through student direction of activities. In biomechanics, students will be introduced to the app “Coach’s Eye”, which they will then be told to investigate the processes involved with a partner (Think-Pair-Share). Students will comprehend, analyse and collaborate with the class about their understanding of what the application does and what features are contained within. The teacher then facilities a class discussion about where they think they could use the app to discover movement patterns. These ideas are then created into a class concept map on the interactive whiteboard. From the class concept map ideas, students in pairs are to choose one exercise or skill from a sport outlined on the interactive whiteboard to use throughout the learning sequence.
Phase 2
With phase 2, students will now demonstrate their one exercise or skill using Coach’s Eye by recording each other. They will build on their knowledge of particular exercises or skills. This phase will allow students to critique and give feedback on what strategies their partner needs to undertake to improve the exercise or skill. Students will be successfully demonstrating the Australian Curriculum outcomes during this phase of learning. My pedagogical framework, will highlight the students ability to give constructive feedback to their partner, implement the feedback and evaluate the outcome of the movement. They will use their knowledge and apply these strategies to real world situations, which can include posture and gait patterns of people.
The design of this phase includes the students in their pairs recording themselves of the chosen skill or exercise, then providing each other with constructive feedback. Feedback strategies will be developed from the use of online resources stating the correct technique for the skill or exercise. Students will implement their movement again along with implementing feedback strategies from their partner. They will then use the recording of themselves in Coach’s Eye to evaluate their movement using the features provided. Students are to discuss the before and after recording and what changed between the two recordings.
Phase 3
In phase 3, the objective of the learning outcome includes students reflecting on their experience with Coach’s Eye, and how it provided opportunity to discover differences in movement patterns. My pedagogical framework includes critical thinking, explicit teaching strategy and collaboration. Additionally, authentic learning will be achieved as students will create a post which will be published to the class wiki. Students will develop their own opinions and compare their movement patterns to other athletes. The explicit teaching strategy will be addressed during this phase of learning.
Within this phase, students will progress their evaluation from phase 2, and develop a blog post together that compares both of their before and after movement patterns, along with a comparison to an athlete. The teacher will demonstrate the explicit teaching strategy (I do, We do & You do) by showing a post that was previously done in wiki (running gait), along with a comparison to Usain Bolt running gait (Queensland Government, n.d). The teacher will then show Usain Bolts video which breaks down the biomechanics of his running gait (NBC Learn, 2016). Ask students what athlete they would use for goal kicking or pedalling action (David Beckham and Anne Meares). Students are to then complete their blog post and publish it to the class wiki.
Phase 4
The goal for this final phase, students will reflect on their new-found knowledge and understanding of movement patterns and biomechanics. The pedagogical framework during this phase include the understanding of collaboration. At the end of this phase, students still in their pairs will create a 3-minute video, which will be submitted to the class wiki. Within the video, students will discuss their findings and support them with research.
This final phase, includes the students developing a reflection video on the learning across this sequence, along with their 3-minute video about their movement pattern findings.
ICT Outline
ICT |
Who will use it? |
Where in unit? |
Purpose |
Coach’s Eye (App) - tablet |
Students |
Phase 1, 2 & 3 |
Create videos of before and after exercise/skill. Analyse using features of app. |
Interactive whiteboard |
Teacher |
Phase 1 |
Create a concept map using class discussion ideas of where they would use the Coach’s Eye app, in regards to movement patterns. |
Internet |
Students and Teacher |
Phase 2, 3 & 4 |
Students research strategies to improve movement patterns of skill or exercise. Teacher presents video of Usain Bolt running movement pattern to show requirements of comparison to own performance. |
Blog/Wiki |
Students and Teacher |
Phase 3 & 4 |
Teacher creates a class wiki which students then upload their evaluations, comparisons and opinions in a blog post. This will allow further connections and collaborative learning with other students in the class wiki. |
Video Software |
Students |
Phase 4 |
Students create a video that will reflect on their learning experience along with a 3-minute video discussing their findings of movement patterns in their chosen skill/exercise. |
Learning Narrative
Hi, my name is Sophie Wallace, although my nickname is Soph. I am currently 15 years old and in Miss Rooks grade 10 HPE class. HPE is my favourite subject and Miss Rook is very understanding of everyone’s learning needs. I'm a kinaesthetic learner. Her lessons usually involve a lot of pair and class discussion work – which I love! In my narrative, it will discuss what I remember doing in this sequence of learning.
Phase 1:
Today Miss Rook firstly explained the learning objectives and outcomes of the lesson. She then talked about biomechanics and how there is now technology out that allows the opportunity to record a skill or exercise. I automatically got excited because I like watching myself on video, especially when it involves a skill in my favourite sport, running. The teacher then discussed the app Coach’s Eye and the additional features in the app. She then explained the first activity, which included us getting into pairs and exploring the app with the class tablets. I found this activity very fun because we could see ourselves and how we moved. The next activity, she asked us to think where we could use this app to discover movement patterns in the real world. These ideas from the class discussion were added onto the concept map. The map ended up having multiple ideas which was fantastic. Miss then asked us to stay in our pairs and choose one exercise or skill either from the concept map or from other ideas to use for the rest of the sequence of learning. My partner and I chose running gait.
Phase 2:
With our chosen skill, we then had to use Coach’s Eye to record our partner doing the movement. When everyone finished outside we then all had to go back to a computer room. In the classroom, we had to critically pick out faults of our running technique. We then had to use the internet to research strategies to help give feedback to our partner and what they should do to improve their movement pattern. In addition, after implementation of feedback strategies, we then had to evaluate our before and after videos on Coach’s Eye. This was great because I could see improvements in my running technique straight away.
Phase 3:
Continuing on from our evaluations my partner and I then had to create a blog post which compared our before and after videos, along with a comparison to an athlete in the same skill. Before we could start our blog post, Miss Rook went through her blog post on our class wiki which she had previously done. She ended up doing the same skill as us; running, and she did her comparison to Usain Bolt. Miss Rook then asked us what athlete would you associate soccer goal kicking and pedalling movement patterns to. Two of my classmates guessed correctly, David Beckham and Anna Meares. When the class discussion finished, Miss then told us that we could start working on our blog posts, and once we were finished to post it to the class wiki. When everyone submitted their blog posts we were able to have a look at other groups videos and posts. It was so interesting seeing other videos on various skills and exercises.
Phase 4:
In the final phase, Miss Rook explained that we were to stay in our pairs and create a 3-minute video about or findings of our movement pattern (running), then add a short reflection video about our learning across this learning sequence. When we finished our video, we had to submit it to the class wiki. I loved looking at other videos because I learnt many other aspects of different sports and exercises.
Overall, I have loved being in Miss Rooks HPE class because she keeps the class moving even if we are inside. She told us that if the room is too quiet then people aren’t learning. She believes we learn more from each other than we do copying down things on the whiteboard or filling out worksheets. She gets us interacting with other students, discussing ideas and playing with cool apps on the school tablets.
Phase 1:
Today Miss Rook firstly explained the learning objectives and outcomes of the lesson. She then talked about biomechanics and how there is now technology out that allows the opportunity to record a skill or exercise. I automatically got excited because I like watching myself on video, especially when it involves a skill in my favourite sport, running. The teacher then discussed the app Coach’s Eye and the additional features in the app. She then explained the first activity, which included us getting into pairs and exploring the app with the class tablets. I found this activity very fun because we could see ourselves and how we moved. The next activity, she asked us to think where we could use this app to discover movement patterns in the real world. These ideas from the class discussion were added onto the concept map. The map ended up having multiple ideas which was fantastic. Miss then asked us to stay in our pairs and choose one exercise or skill either from the concept map or from other ideas to use for the rest of the sequence of learning. My partner and I chose running gait.
Phase 2:
With our chosen skill, we then had to use Coach’s Eye to record our partner doing the movement. When everyone finished outside we then all had to go back to a computer room. In the classroom, we had to critically pick out faults of our running technique. We then had to use the internet to research strategies to help give feedback to our partner and what they should do to improve their movement pattern. In addition, after implementation of feedback strategies, we then had to evaluate our before and after videos on Coach’s Eye. This was great because I could see improvements in my running technique straight away.
Phase 3:
Continuing on from our evaluations my partner and I then had to create a blog post which compared our before and after videos, along with a comparison to an athlete in the same skill. Before we could start our blog post, Miss Rook went through her blog post on our class wiki which she had previously done. She ended up doing the same skill as us; running, and she did her comparison to Usain Bolt. Miss Rook then asked us what athlete would you associate soccer goal kicking and pedalling movement patterns to. Two of my classmates guessed correctly, David Beckham and Anna Meares. When the class discussion finished, Miss then told us that we could start working on our blog posts, and once we were finished to post it to the class wiki. When everyone submitted their blog posts we were able to have a look at other groups videos and posts. It was so interesting seeing other videos on various skills and exercises.
Phase 4:
In the final phase, Miss Rook explained that we were to stay in our pairs and create a 3-minute video about or findings of our movement pattern (running), then add a short reflection video about our learning across this learning sequence. When we finished our video, we had to submit it to the class wiki. I loved looking at other videos because I learnt many other aspects of different sports and exercises.
Overall, I have loved being in Miss Rooks HPE class because she keeps the class moving even if we are inside. She told us that if the room is too quiet then people aren’t learning. She believes we learn more from each other than we do copying down things on the whiteboard or filling out worksheets. She gets us interacting with other students, discussing ideas and playing with cool apps on the school tablets.
Reflection
As a pre-service teacher, my knowledge on how to implement problem-based learning and authentic learning with relation to ICT has grown from the start of the unit to now. Throughout the unit, I have developed greater understanding of the generation we will be teaching; pedagogy approaches, digital tools and multiple other resources through the discovering of other pre-service teachers in this course. I believe as teachers ,we have to continually learn so we have better understanding of how we are going to teach our students to learn effectively. It is crucial for us as teachers to provide an environment for students that is supportive of their learning. For Generation Z an environment including technology and activities that are short and stimulating are important aspects to include in our own pedagogy (Martin, 2014).
Additionally, by actively participating in professional learning through the course it has continually improved my practice. This aligns with the Australian Institute for Teaching and School Leadership (AITSL) standards 6.2 and 7.4 (AITSL, 2014). By commenting on other students scoop.it or Weebly accounts, I have improved my practice due to my interactions with fellow students in the course.
Within this task, I have communicated with fellow students by Weebly, Scoop.it, email and Facebook. Examples of Scoop.it communications can be found in the above topic Digital Curation. From my discovery of Belinda’s and Kelly’s scoop.it accounts, I was able to find information on pedagogy approaches, whereas when looking for HPE specific resources I resorted to our unit wiki list to find other students doing the same subjects.
I found Scoop.it very hard to understand at the start, but once I played around with it I ended up creating three topics. I find by splitting the subjects up made things more manageable. If I found a resource from someone else's scoop.it relating to one of my topics, I would re-scoop it in my chosen topic. It is a valuable tool when it is set-up correctly.
Additionally, by actively participating in professional learning through the course it has continually improved my practice. This aligns with the Australian Institute for Teaching and School Leadership (AITSL) standards 6.2 and 7.4 (AITSL, 2014). By commenting on other students scoop.it or Weebly accounts, I have improved my practice due to my interactions with fellow students in the course.
Within this task, I have communicated with fellow students by Weebly, Scoop.it, email and Facebook. Examples of Scoop.it communications can be found in the above topic Digital Curation. From my discovery of Belinda’s and Kelly’s scoop.it accounts, I was able to find information on pedagogy approaches, whereas when looking for HPE specific resources I resorted to our unit wiki list to find other students doing the same subjects.
I found Scoop.it very hard to understand at the start, but once I played around with it I ended up creating three topics. I find by splitting the subjects up made things more manageable. If I found a resource from someone else's scoop.it relating to one of my topics, I would re-scoop it in my chosen topic. It is a valuable tool when it is set-up correctly.
References
Australian Curriculum and Assessment Reporting Authority [ACARA]. (2016). Foundation to year 10 curriculum, HPE, curriculum. Retrieved from http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1#level9-10
Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian professional standards for teachers. Retrieved from https://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Learning Theories. (July 23, 2014). Problem-based learning [Blog Post]. Retrieved from https://www.learning-theories.com/problem-based-learning- pbl.html
Martin, L. (May 8, 2014). How generation z learns [Blog post]. Retrieved from http://www.learningliftoff.com/generation-z-learns/#.WTzN7IVOLIU
NBC Learn. (2016). Science of summer Olympics: the biomechanics of Usain Bolt. Retrieved from http://www.nbclearn.com/summerolympics/cuecard/59560
Queensland Government. (n.d). I do, we do, you do – explicit teaching – it’s how our students learn best. Department of Education and Training. Retrieved from http://farnorthqld.eq.edu.au/index.php/our-schools/how-we-teach-and-learn/explicit-teaching
Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian professional standards for teachers. Retrieved from https://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Learning Theories. (July 23, 2014). Problem-based learning [Blog Post]. Retrieved from https://www.learning-theories.com/problem-based-learning- pbl.html
Martin, L. (May 8, 2014). How generation z learns [Blog post]. Retrieved from http://www.learningliftoff.com/generation-z-learns/#.WTzN7IVOLIU
NBC Learn. (2016). Science of summer Olympics: the biomechanics of Usain Bolt. Retrieved from http://www.nbclearn.com/summerolympics/cuecard/59560
Queensland Government. (n.d). I do, we do, you do – explicit teaching – it’s how our students learn best. Department of Education and Training. Retrieved from http://farnorthqld.eq.edu.au/index.php/our-schools/how-we-teach-and-learn/explicit-teaching