‘Stay Curious!’

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Last November I have attended Kath’s Murdoch workshop at SEQ Qatar, Doha, an event prepared and highly recommended by my mentor Ali Ezzeddine. I am thankful to my school, Arab International Academy, who supported me to attend the workshop.

As a specialist teacher who employs the Teaching Games for Understanding pedagogical model this learning opportunity was a fantastic way to deepen the art of questioning, to encourage students’ inquiries through different techniques and strategies and mostly to acknowledge the essentials of the inquiry from the planning moments to the assessment and action stages.

Why inquiry in PE?

Our students are genuinely motivated to learn and practice when they follow their interests and the process of inquiry allows us to tap into their natural curiosity. By using it, learners can magnify the transfer of skills when setting goals, think of resources or demonstrate organisation and communication skills. Futhermore, as inquiry teachers, we can make informed choices about students’ interests and learning needs and better shape our planning and assessments processes.

How do you see your thinking shaping?

As we have progressed into what Murdoch engaged us with, I was constantly thinking about my thinking. Being prepared to challenge your own thinking and to observe it as it shapes through the interaction with different perspectives, is an essential trait that I am willing to be aware of and keep it at high metacognitive level in my profession.

How can we encourage students’ agency?

‘Pause to allow time for thinking and use questions as learning intentions’, says Murdoch. Through the quality of our questions and by engaging the students in the learning process we deepen their understanding. Hearing learners’ voice and choice in the inquiry process is a great way to better know the students. I do this by video provocations, oral discussions recorded on the white board (mind maps) or exit permits to find more about their prior knowledge or skill interest like I did in this post.

 

How can we spark their curiosity?

Given the stretch of time we have in PE, I often post a picture on the board and I encourage students to write their questions as the session unfolds. At the beggining of the health unit, in grade 3, I left a foam roller on a mattress in one of the gym’s corners. Some students asked questions, some others started to do push ups with it or peak at each other holding it like a big lense. A Mistery Box as suggested by Murdoch (2015) can do wonders. During the striking and fielding unit I use a red bag with 7-8 baseball balls in it. We inquire about their different sizes, materials they are made of, texture and more important, their purpose. I invite students to anticipate and make predictions about the use of these balls and the quality of the discussion is growing visibly.

Is your learning context authentic?

The backward planning model (Wiggins and McTighe, 1998) allows students to demonstrate understanding through their performance by using
GRASPS scenarios! This is a strategy I have been exposed to in
Erickson’s (2009) book and workshop and I first put it in practice during my collaboration with a fantastic educator, my Head of PE in Singapore: Mark Williams. Our students love to play and like to impersonate the roles we assign them with. The more they inquire about these roles the better their responsibility increases, and consequently, the learning outcomes. Find bellow an example of one of the most succesful GRASPS, designed for an adventure challenge unit in grade 5, as well as some examples of posters made by grade 3 students as part of their role to recruit players for the school’s baseball team.

How transdisciplinary is your programme?

As Nicolesco (1999) emphasised, transdisciplinarity’s goal is understanding the present world and it can be achieved by exploring content within the context of inquiry. My students experienced the action of resistance and friction by working with parachutes or swimming with tshirts on while their performance was measured. With this approach we scaffolded their learning about forces acquired during classroom time. In another experiment, students came with the class teacher and measured the volume of the swimming pool. They made the calculations to find out how many elephants will fit in our school’s pool!

How to construct a meaningful culture of curiosity?

Creating a culture of inquiry by using powerful resources and strategies is essential in our activity, therefore, building a community and connecting with students is key. I write personal notes for students to express the appreciation for their efforts and establish a line of communication and trust that makes them feel comfortable in their environment. Our essential agreements that we establish at the begining of the year are posted on the board and we often refresh them and reflect upon. For my grade 5 students I built a fitness website that we used during the unit and encouraged their collaboration through it. Furthermore, Murdoch (2015) suggests to allow students to get to know you! As soon as I returned to school I reiterated the fact that I learned during the weekend with other teachers and I shared an example of my learning together with the workshops’ certificate.

Enhancing students’ capacity of questioning?

At the beginning of our units I use Question Starts strategy as an illustrative and encouraging way for students to formulate questions, starting from their own interests. This Visible Thinking routine is one of my favourite and most effective during PE sessions, along with the Smiley Faces or Traffic Light exit permits.

Powerful Questions related to PE

In her book – The Power of Inquiry – Murdoch (2015) proposes great questions: How does your gym nurture curiosity? How do you know if you’re healthy? What makes you who you are? How do we care for ourselves? Students’ answers were fantasticwhen I used some of them and I have compiled their suggestions in a grade 3 wall display and a grade 5 end of the unit reflection, on paper chart.

I summarized a few thoughts and learnings that were inspired by Murdoch’s workshop. Find amazing resources on her website, from where, as an educator you can build a stronger understanding of what inquiry represents in today’s education. I hope you find this helpful and, as Kath Murdoch wrote in her autograph: ‘Stay Curios!’

References:

Erickson, L. H and Lanning, L.A. 2014. Concept-based Curriculum and Instruction. Sage, CA.

Murdoch, K. 2015. The Power of Inquiry. Seastar, Australia.

Nicolescu, B. 1996. La Transdisciplinarité. Paris, France: Rocher.
International Congress What university for tomorrow ? Towards a transdisciplinary evolution of the university. Locarno, Switzerland. Available: http://perso.club-internet.fr/nicol/ciret.

Visible Thinking Routines. Available: http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/QuestionStarts/QuestionStarts_Routine.html

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Writing a conceptually transdisciplinary unit

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Great professional development opportunity with 4 Generations 4 Education.

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The Becoming Gift

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No man ever steps in the same river twice.’ (Heraclitus)

In the sixth century BC Heraclitus said that nothing in the world around us is constant except the change and becoming. Far away from trying to be philosophical I just had one of the greatest opportunity to experience both concepts today, with physical education teachers and a cohort of students. Taking in consideration that I am an international educator for the past thirteen years and that personally I don’t favor gifts, I have to be honest and say that this is one of the best gifts in life; one of those small ‘essences’ that motivates you, keeps you smiling and on your toes, when some others will need coffee or boosters to keep you going

During a job-alike session, I visited my former school, SEK Qatar, where we had to interact and collaborate with a group of international educators and two classes of grade 5 students. In its big majority the group was made of the same students that I taught when they were in KG2 and grade 1 levels at the same school. So, not only that I could see the physical transformation of these students for the past four years, but I have also experienced the questioning, understanding and hands on activities of their learning process. I smiled when recognizing them by their faces, gestures or even more interesting, by their walk, which in turn reminded me their names. How rewarding and how grateful one can be!

 

I have reflected and reached one conclusion that is connected with my previous posts: as educators we hold a great responsibility over what we instill in our students and how we empower them, always with a purpose in mind. Once they grasp meaning from the learning we plan for them, we are, then, artisans of memorable learning experiences that last for a life time. With a bit of luck, one day we could witness with our own eyes the outcomes of their becoming process. And what a day that would be!

Are these some of the ‘every morning thoughts’ that may keep us engaged and motivated as educators, on the long run? Have I stepped in the same river again?

4 Generations 4 Education – Professional Development 2018

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Worth checking 4 Generations 4 Education for valuable professional development opportunities!

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Say ‘YES’ to PE #FitWork!

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The purpose of #Fitwork is to empower our students to transfer knowledge and understanding beyond school’s environment and to initiate meaningful actions that may enhance their physical activity level and change lifestyle behaviors.

The first monthly PE homework in grade 4 will be aired this weekend. Initiated by @mrobrienman, the activity is planned by the PE educators (@FitnwitPE,@physedsais@BriarJohns) involved with this grade level and supported by their collaboration with Home Room Teachers. Here’s the activity for this month:

#FitWork 1 – Dare or Bear!™ FitnwitPE

What shall I do? Call an animal of your choice (bear, frog, crab, etc). Make sure you can imitate and demonstrate its movements. Animal sounds are allowed too!

How long? For 3 minutes, everyone in your family has to use the moves of the animal you called: going to the kitchen, moving to the pool and back or scratching the back on the door). 

How many times? Each family member can call ‘Dare or Bear’, twice a day. Feel free to use it in key moments: getting up and out of bed,  MRT waiting line, movie time or when playing in the park.  

What else? Add a twist of fun by being as creative as you can when deciding the rules of your ‘Dare or Bear’. If you don’t Dare (animal walks), then choose to Bear (consequences: 5 Burpees, 10 Jumping Jacks or let your imagination loose). 

Remember:

  • Be clear, concise and demand commitment. 
  • You can only be famous for 3 minutes!
  • Have fun and let us know what went good or…what needs            improvement!

Next #FitWork, in a month time! Until then, have fun and keep it simple!

 

Time For a Conceptual Understanding in Physical Education

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We enjoy educating, we embrace challenges and most of the time we do spread the positive around us. We are looking for inspiration in our quest for making the difference and often we  surpass ourselves.

We enter the students’ world and we explore mistakes in our lives. We allow ourselves to fail, often, and we are comfortable with not knowing what is about to happen.

We are vulnerable but we step outside the comfort zone. We believe we can learn anything starting by questioning everything.

We dream big.

According to Erickson (2014), ‘children need to grapple with the content, knowledge, and skills they are learning in order to reach conceptual understandings’.

Join me in this workshop to explore together how conceptual understanding will help students decode life and adapt their learning to different situations.

Time For a Conceptual Understanding in Physical Education

Reference:

Erickson. H.L. 2014. Transitioning to Concept-Based Curriculum and Instruction. How to bring content and process together, p. 55. Corwin.