PE PYP Job Alike – Constructing a Learning Community and Enhancing Learning Through Collaboration

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The Physical Education programme at Arab International Academy is adding strength to the educational values of our institution by placing emphasis on learning through play and focusing on purposeful learning. Our physical education teachers are curriculum designers and we are employing the Teaching Games for Understanding pedagogical approach, which emphasizes play, where tactical and strategic problems are posed in a modified game environment, empowering students’ agency in making decisions.

With the purpose of promoting and establishing high-quality of learning and creating a culture of collaborative planning, the Primary PE Department at Arab International Academy organized a job-alike event focused on Invasion Games.

Physical education teachers from the main IB schools in Doha attended, participated and collaborated in a grade 5 practical session that involved students in inquiry, play, critical thinking and problem solving. Group interaction and communication skills were practiced in a meaningful way by students who inquired into the invasion games category by playing, comparing and contrasting 4 different games. The students’ PE session concluded with an exit permit in which they expressed the outcomes of their learning in a written form by using a ‘Traffic Light’ strategy.

In the second part of the event, teachers planned and reflected on a comprehensive range of assessments and opportunities for learners to take action upon their learning. Developing conceptual questions that spark students’ interest was another key element of the session that supports the Teaching Games for Understanding pedagogical model. We have analyzed the strengths of our programmes and brain-stormed different ways to extend our collaboration beyond this event.

The Physical Education department in the PYP at AIA continues to focus on the progression and development of knowledge, understanding and skills and how students will make meaning and apply them in a variety of environments. Physical education in our school is more than just student participation in sports and games. Our students develop a combination of transferable skills promoting physical, intellectual, emotional and social development and they are provided with learning opportunities to practice, create, apply and evaluate them.  

As teachers, we are revisiting this key information about their learning both, horizontally and vertically, progressively increasing its complexity. Creating connections between what students know and the new learning, moving from simple to complex representations are features of a spiral curriculum, which is one of our strengths at AIA.

We are looking forward to promote collaborative practices at all levels and to co-construct learning, therefore we invite you to strengthen our learning community so that all its members benefit individually and collectively and contribute to our global success. Join our future events and let’s celebrate together learning through collaboration.

Superburst – Slow Motion Video

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IMG_02896When focusing on a gymnastic element or game technique I often share with my students a slow motion capture of the highlighted element. I do this this by using Superburst app. This is a real time feed back that can turn into a formative assessment enhancing students learning, and the next stages of planning.  Sometimes I compile a couple of movies created from these bursts into the Replay app, to create a short clip which I will mirror on a big screen at the end of the lesson. Then, I encourage my students to reflect in small gorups about their perfomance. Superburst comes in a bundle with some other useful apps such as SuperSlo,  Supercut, Square Video, Reverser, Snap Still, and Flow. Give them a try and share your ideas or creations!

Digital Technology Tools

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Recently I have been presenting with my colleague Carmen Fernandez at the Qatar Academy during a joint PD session. We have shared some of the strategies and tools that we are using in our lesson when integrating technology.

I have talked about QR codes, video analysis assessments in the early ages and how to record, report and share evidence of IMG_0094these assessments with students, parents, and teachers.

Carmen presented tools that can boost the summative and formative assessment or her Spanish lesson: Kahoot, Tagxedo, Vocaroo, and Socrative.

The highlight of the presentation was our collaboration during an integration unit about ocean animals with pre 5 students. Carmen recorded the students pronouncing various names of ocean animals in Spanish. With these files she created QR codes. I posted the QR codes in the gym and the students had to scan them with the iPads, listen to the recordings, and then imitate the moves IMG_0087of those animals for a number of times. Having a great mix of students for all around the world, this formative assessment turned into a peer assessment and a great way to differentiate. Students with good Spanish phonetics skills helped their partners to identify the animals and facilitated learning.

Acquiring  Spanish or any other language through movement is possible with the help of technology like the one I have described. Students are engaged in the learning process, teachers are learning, and the efficiency of the lesson is increased.

Share your ideas if you have other relevant learning experiences!