PE Display Ideas

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Physical Education is not the easiest subject to organize boards, but is definitely attainable with dedication and  clear purpose in mind. 

This year I moved to a new school and thanks to the principal’s vision we have a display policy in place that regulates the way we communicate students’ learning, actions and outcomes. The PE department has allocated a generous corridor with plenty of pin boards where we have the opportunity to showcase and advocate for the quality of our programme. In this post I will share some examples of displays that fit best our learning context.  

Grade 3 Health Related Fitness

I want to start with a display where grade 3 students express their suggestions and actions that they will take as a result of their knowledge, understanding and skills acquired in the unit. Inspired by Kath Murdoch’s book – Power of Inquiry – I have deepened the questioning empowering students to communicate their thinking effectively. To be concise, I will just point out what we have displayed, mentioning that some displays are work in progress, as they are part of a learning continuum that we aim to illustrate.

Essential Agreements

This is a practice that I enforce at the beginning of each year with the cohorts of students that I teach: we discuss together what makes our PE environment safe and enjoyable for learning. We reach consensus, then students write down their group statements and we all sign the poster. We define ourselves as a team of learners and we often go back to our agreements to refresh or highlight their importance. 

Approaches to Learning

We post the approaches to learning in both English and Arabic, and we add relevant pictures for each of the five skills categories. We have a similar display with the IB Attitudes .

Play with Purpose

This is the core of our activity and the posters communicate and illustrate snapshots of the Teaching Games for Understanding approach that we employ in our school. I created collages that evidence students’actions and the intended learning outcomes.

PE Assessments

On this board I choose students’ reflections, games creation outcomes and learning  continuum, that evidence the formative and summative assessments of various units. As other displays exemplified in this post, this is a dynamic one that gets refreshed on unit basis. 

Wonder wall

Finally, I got to organise the Wonder Wall and give it the attention it requires. I made a poster with each grade and the name of the unit. Our students write their questions on post-its during or after group inquiry, pre-assessments, provocations and exit permits. We answer all the questions and we encourage students’ agency by informing our planned and taught curriculum.

Exit Permits

By using the white board we invite students to communicate how they feel about their learning, through Smiley Faces and Traffic Light tools. I find these tools effective at the end of the sessions: some students help organizing the equipment while others communicate their learning. I also encourage social and communication skills by asking them to share their learning with a peer (Think. Pair. Share.) or by letting them justify their reflection. 

Ideas and suggestions

I would be happy to hear about your ideas and suggestions, or even more, to see how you advocate for the quality of the PE programme at your school. 

In my next post, I will be sharing a personal reflection following Kath Murdoch’s workshop that I attended last month. I intend to share some of the pedagogic approaches, strategies and tools that can enhance our activity in the PE environment. 

Have fun and keep it simple!

Tinker Target Games – Summative Assessment

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Personalized PE Badges

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I am using Badge Maker to create PE badges that I award when students demonstrate IB attitudes or strive to be one of the IB Learner profiles.

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End of the Year Reflection

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In the rush of the last three weeks of school, I couldn’t miss the chance to connect with my students and the learning that happened this year. Technology is ubiquitous now days and I am happy that I have got a glimpse from my favorites partners in this learning journey: the students!

I created a Padlet for each grade that I work with and I have shared it on their grade Seesaw online portfolio. The aim was to enhance the value of all the learning experiences we have been through.

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Then I edited a Google Form document for each grade that contained a set of relevant questions for the PE context. Since the end of the year is busy with events, I have managed to navigate and take from my free time and not their PE time, to apply the form and collect students’ answers.

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The answers were nothing but simple thoughts that learners felt comfortable to talk about: While some “wish to do more swimming and dancing”, others dream to “get to run in the speed of light and getting a six-pack”. The students are “proud of working in a group and they wish they could “get better working independently”. Some they learn best “by making mistakes”, others enjoy “playing games, listening and asking questions”. “We should have chocolate or ice-cream fountains” and they feel very proud and motivated when playing Go Home, Stay Home and everyone is cheering their name.

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Lastly I have worked in Canva to display an overall presentation of this reflection, including the Padlet and the answers.

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I feel that the power of reflection may enable students to better express and acknowledge their achievements or areas of improvement and it constitutes a great opportunity to generate meaningful feedback. I would definitely use this experience in the beginning of the next academic year, when it can prove beneficial in harnessing information related to students’ prior knowledge. With an increased value of the pre- and formative assessments in learning, I am curios and excited about the road that lies ahead. It keeps me engaged and motivated on a path that I am passionate about: Learning.

Let’s connect if you want to exchange similar learning experiences or to find insights about this reflection!

Building Communication and Trust Towards a Powerful School Culture

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Under the 4 Generations 4 Education generous agenda of events I have presented a workshop that focused on communication and trust as successful elements to construct a powerful school culture.

Hosted by the the Swiss International Scientific School in Dubai, this event was an excellent opportunity to identify, explore and broaden the perspective over the settings we are activating as educators and to share strategies that give results.

We have inquired over various concepts such as constructionism, trustworthiness, listening, Activity Theory, assessment, Zone of Proximal Development and scaffolding, school culture, vision and mission, learning environments and most of all we had fun in a group of dedicated educators.

We examined the characteristics of elevated communication and we have identified challenges of how communication is shaping relationships. Investigating conceptual understandings for constructing a positive learning environment and reviewing the purposes of assessment were areas that often positioned us out of our comfort zone.

The time will prove the success of this event, as when returning inspired to our schools we will empower students and colleagues towards continuing this learning adventure that started on the 28th and 29th of October.

As educators, I believe  we are seeking more for learning in adventure  than adventure in learning! This workshop has been an adventure where learning happened at a high level and I’ve felt inspired by the professionals I worked with!  Thank you!

When looking for valuable opportunitie to develop professionally, 4 Generations 4 Education takes this mission beyond expectations and sets a high standard in international educational services.

 

Leadership Understanding in Grade 3

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We were impressed about the homework that connected with Alex’s unit of inquiry in grade 3. The central idea is: “Leadership can be exhibited in different settings and scopes”.

Through the key concepts of form, perspective and responsibility, students inquire about the characteristics of leaders, circumstances that shape them, and various opportunities for leadership that they can explore in the community.

Using his thinking skills, researching and communication, Alex shortlisted his grand mother, Khaled Abdul Malak, his mother, Sue, a Stamford educator, and he decided to illustrate  Marcus Smith and his leadership skills in the homework. Marcus is the founder of InnerFight, and he is a highly qualified performance coach and an international athlete. Although they have met only a few times in Marcus’ Dubai based gym (once at 5.00 am), Alex is definitely inspired and has a strong understanding of the powerful messages sent through living this lifestyle. His perspective on leadership is exemplified in the homework.

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Thanks to Mandala Barab, Alex’s class teacher  and the group of educators collaborating on the unit’s strategies, grade 3 students are starting the year equiped with meaningful experiences that empower them to make connections and transfer them into real life.