This was my teaching philosophy that Andy Vasily asked us to write down on a post it note prior to the first session on provocations at the CEESA PE workshop.
Andy stated (in hindsight, maybe as a provocation) that our role was to be mentors and to ‘forget about physical literacy’. Was this a planned provocation? Regardless, it certainly got my attention and created positive tension. I like Rachel Browns definition of a provocation from her blog, where she says ' ..ultimately the intention of provocations is to provide an invitation for a child to explore and express themselves. It should be open ended and provide a means for an expression where possible....' Andy gave provocative examples he's used throughout his teaching, his videos in particular created an emotional hook. The most useful tool was the @NoTosh brainstorming template;used when designing a provocation for an athletics unit (for a closer look at this please click here).
The provocations that Andy shared throughout the conference created an emotional hook, combined with @NoTosh brainstorming template I hope to find new, more creative ways that get students to rethink or reimagine their thoughts and learnings. How can we ensure a provocation creates an emotional hook for a whole group?
During a practical session Andy focused upon time, more specifically on how we can be smart with our time reducing teacher talk time (target from now on is 20-30%), whilst increasing activity time for students. There have been times when I have reflected upon my lessons and thought about whether or not I was talking too much, not only impacting on students ability to be active but also, limiting the students time to collaborate and construct their own learning. Andy provided practical ideas such as divide classes into smaller groups and teams. (Coming soon: post about how I have integrated this within my lessons and the impact that it is having.)
Post conference goals
*Recording with a stopwatch my teacher talk time daily on specific lessons and reflect on ways to keep this to a minimum (using some of the strategies used at the conference, listed below)
* Being an active member of #physed and using my blog more to reflect on my teaching practice.
* To spend more time on creating my provocations, to get students hooked right away in the unit, using @NoTosh brainstorming tool.
Strategies Throughout the Conference
Learning Nests – Each participant had a piece of chart paper hung in a central location, after each session we’d write down our reflections here.
1 minute Ted Talk – At the end of the conference we had 1 minute to share our learnings, or further questions from throughout the conference.
Walk and Talk – With a partner walking around the space sharing ideas and reflections.
Parking lot – After the walk and talk we are able to post any questions that you had which followed that session.
Demo Slam - Split groups into 8, each participant had to share their main takeaway from the session in 20 seconds.
Compass Points - Big chart paper with North representing 'Need to know', East 'What are you excited about?', South 'Suggestions' and West 'Ways to adapt / modify'. Students walk around looking at a piece of working adding their thoughts.
Gallery Walk - Assessments hung around the gym, walk around a do a 'Chalk and Talk'; where participants walk around, looking at the work that is displayed and adding their thoughts to it using the compass points as a guide.
Give one, Get one - Paper is divided into 6 block, 3 on the top and 3 on the bottom. Across the top you write down three important points, then you go around sharing your points with others. If someone shares something that resonates with you, add it to the bottom row.
Elbow, toe, back to back and hokey pokey groups. Create a friendship circle for anyone who has not found a group or partner.
Andy Dutton - @PEAndyD
A 10 week intensive, pull out program led by @PEAndyD. It is a MRT (motor remedial program) for children 7 and under who do not have appropriate gross motor skills for their age.
Something else shared by @PEAndyD was to get students to create a movement that represents each word of the central idea creating a sequence. repeat throughout the course of the unit and the students will know the central idea. We did it and it was great!