A bit about Marina:
Marina Gijzen comes from Canada and has a number of years international teaching experience having worked worked in Yemen, Azerbaijan, Germany, and China. She is a colleague of mine at Nanjing International School. Marina is a recent Growth Mindset Educator contest winner as her article on increasing student motivation was selected as a winning entry. Please view link if interested in learning more about Growth Mindset (http://grow.mindsetworks.com/cms/the-winners-of-the-third-growth-minded-educator-contest)
I asked Marina to share her excellent article which she was more than happy to do. I believe that her model for increasing student motivation can easily be applied to physical education. The model involves selecting a goal, identifying what may block you from achieving that goal, and setting intentions to overcome these obstacles. Please view Marina's article below and think about how you may be able to take her ideas and apply them to your own PE program. Thank you Marina for your valuable contribution.
When the timing is right, great integration can take place with the single subjects. Grade 3 teachers, Marina Gijzen and Kath Adams, have been collaborating with me on their current unit of inquiry taking place in the classroom as it fits very nicely with my movement composition unit in PE.
The central idea and lines of inquiry that they are using are as follows:
A work of art is the product of complex processes.
Lines of inquiry:
1. the features of artistic expression (form)
2. people respond differently to the same stimuli (perspective)
3. artists reflections shape the final product (reflection)
As I am in the last couple of weeks in my movement composition unit, the students have started to work on creating their final routines. I will highlight the importance of ensuring a process is followed when creating these routines as they are working on complex processes in their unit of inquiry in class. I am focusing on the 4th line of inquiry mostly, but will also have a look at and consider the 3rd as well.
Objectives of Summative Assessment Task
A)Create a routine, in groups, based on Cirque Du Soleil, Stomp, Gymnastics, and Yoga
B)Choose one element/action from each of the above areas to integrate into a final routine
C)Record their progress through the assessment task in booklets
I have made up movement composition booklets(please see slide show below of booklet) in which the students will:
1.Use a check box to indicate when they have completed each step of the movement composition process
2.Write a short reflection at the conclusion of each step of the process
3.Draw and explain each of the elements that they have used on their routine
4.Complete a self and peer assessment rubric at the end of the task
A) The students will learn 6 partner balances and practice these balances safely.
B) The students will look at pictures of themselves doing these balances and compare to exemplar pictures shown on Smart Board making necessary modifications and adjustments.
C) They will create a sequence of 3 partner balances to be repeated in a pattern in a final routine (to a short piece of music)
1. We will revisit the central idea for the unit and practice individual balances previously learned.
2. Using photographs taken from my gymnastics unit at my previous school, I will introduce partner balances to the students.
3. Safety will be discussed and students, in pairs, will find a safe spot on the mats in their own space. Emphasis being on finding enough space to be sure that they land on the mats if they fall.
4. First exemplar partner balance put up on Smart Board (see slide show for these balances). Body position and best points of support discussed.
5. Students practice this balance. When ready, they ask me to take picture. I show them the picture and they compare to exemplar on Smart Board. They identify what needs to be improved upon and make necessary adjustments.
6. Steps 4 and 5 repeated for all 6 partner balances.
7. All 6 partner balances are posted on Smart Board. Students must select three balances for their routine deciding upon the order. They must practice this order minimizing unnecessary movements.
8. Music is introduced and they practice more.
9. Perform routines to students at end of class.
This lesson was organized and went very well. The timing was right. Perhaps having them infuse individual balances in with partner balances would have made for more variation.