Below is an excerpt from a much bigger article on creativity in the IBO. To see full article go to:
"Creativity often exists in the gaps between different subjects, and the spirit of collaboration inherent in IB programmes and at many IB World Schools can draw it out. Thanks to this, even physical education (PE) can become an exercise in creative thinking, as Andy Vasily, PYP PE Teacher at the International School of Phnom Penh, Cambodia, has discovered.
Andy has introduced his innovative ‘Sportfolio’ programme at three schools to date. “It’s a jazzed-up version of a PE journal,” he explains. “Its main purpose is to collect peer and self-assessment, written reflection and data for graphing. Students also do illustrations to demonstrate conceptual understanding.” In Andy’s classes, the brain and body get an equally thorough workout, as students develop writing, artistic and mathematical skills alongside physical ones."
During our grade 2/3 integration with the classroom unit of inquiry "How we express ourselves", we have been challenging our students to work together on teams to create shapes, themes, images, and ideas in a 2-D format behind a screen showing only shadows. It is challenging work, but what we have found to be a great success is taking pictures/video and showing the students these pictures. They can immediately assess what needs to be improved upon and get right back to work. I will upload a slide show of pictures taken in class very soon. Immediate feedback through pictures and video works well to help, especially the visual learners that we all have in classes.
A couple of weeks ago, I discussed the need to look at enduring concepts when creating our units, the learning experiences that our students will engage in, the formative and summative assessment tasks that we, as teachers, will use to monitor each student's performance in class. The new (not so new really!-published November 2009) PYP Scope & Sequence is vastly different from the one used in the past. It is referred to as the Personal, Social, and Physical Education Scope & Sequence with the driving question being:
What do we want students to know?
When considering the enduring concepts and what is worth teaching our students in PE, I have highlighted what I personally believe to be the essential skills/concepts that our students can carry forward with them into the future and transfer through and across all the learning disciplines. You can find these concepts within the three strands of the PSPE Scope & Sequence on pg 117 of 'Making the PYP Happen'. Over the past year, I have truly begun to re-evaluate the way I plan and deliver my PE lessons to ensure that I am better meeting the needs of my students based on the understanding that enduring concepts play as important a part of PE as teaching the motor skills necessary to play sport. Re-evaluating the way I teach has also made me reflect on the assessment strategies that I use and how I differentiate these assessment strategies to target each and every learner in the classes that I teach. I enjoy the challenge of applying these concepts and understandings through sport, teamwork, and how best to solve problems.
The three strands and the enduring concepts that I have focused on recently are:
Identifying strengths and limitations
Adapting to change and adversity
Interactions with others
Assessing one's own feelings of self-worth
Promoting a balanced healthy lifestyle
Enjoyment of physical exercise
Understanding how to improve upon one's own personal results/contribution in sport
Movement, expression and creativity
Assessing safety and evaluating consequences
Opportunities for sharing ideas and communicating
Personal responsibilities and taking initiative
Being able to make comparisons and identify how things are different
Understanding the importance of maintaining a positive social network
When considering the enduring concepts above, we must evaluate how best to apply these to physical education. It may seem difficult, but the more I practice putting these concepts into action within my lessons, I am seeing results.
I hope that you can consider the above concepts and how they may apply to your teaching style, the content of your lessons, and your assessment strategies. Please share any ideas that you may have or can contribute to this discussion.
The last unit of the year for the grade 2/3 students is "How We Express Ourselves". In PE we feel that it is a perfect fit with what we are doing with the students and will hopefully have a very authentic final assessment task at the end of this unit.
It is an inquiry into:
1) the ways we discover and express ideas, feelings, nature, culture
2) beliefs and values
3) the ways in which we reflect on, extend and enjoy our creativity; our appreciation of aesthetics.
Related Concepts: interpretation, imagination
Central Idea: Personal perspectives influence how people communicate through the arts.
As this is a movement to music unit in PE, instead of having traditional dance be a part of what the students are required to do, they will work on creating movements that can be linked together and refined to create a sequence of aesthetic movements (Movement composition- pg 5 PSPE Scope and Sequence).
However, they will present their combined work behind a screen which shows only shadow movements. Teamwork, aesthetics, body form, rythym, and creativity will play a huge part in this unit and will be among the main assessment criteria being considered during this unit.
Pre-Assessment Task: We had the students watch three You Tube clips showing shadow movements behind a screen. I will upload this clips later this week and will also inlcude specific formative and summative assessment tasks that will be used as well.
One of the Pre-Assessment videos that we used during the tuning in activity.