using underlying concepts as a framework for teaching and learning in health & pe

Using underlying concepts as a framework for teaching and learning in HPE

Natasha Low | Albany Senior High School | PE & Outdoor Ed | Asst HOD PEAuckland PENZ Scholarship PE workshopsEpsom Girls Grammar School | Health & PE | Asst HOD PE Gifted & Talented Coordinator | elearning mentor

How does a framework for teaching and learning in HPE help teachers?

Clear objectives can allow us to put our energy into innovation

Clear objectiveswhat learn in HPE

Be innovative & open about how we achieve them

So That

why Create an engaging learning environment

To

Differentiationfor teachers:

Personalise learning for students:

How they teach, be creative

Needs/preferences/interests

Value creativity, take risks

Value teacher strengths

Encourage range of ways to reach common goals

Encourage culture of sharing

How they learn

Needs/preferences/interests

Value student voice

Value student strengths

Encourage range of ways to reach common goals

Encourage culture of sharing

Teachers and students learn!

Create an engaging learning environment

Innovation

Create an engaging learning environment

Students recognise, get excited about learning opportunities in HPE.

Create a stimulating environment representing what we value and reminding us why we are here.

Assumption: Clearer Easier to engage in

Clear objectives

Developing a clear framework for teaching and learning in HPE

Clear objectives

What is learned in HPE?

What are we looking to see? Visible learning

What are students looking to learn?

NZ Curriculum (NZC) and...and....

Is the NZC where we should start?Should these objectives be explicitly shared with the students?

Developing a clear framework for teaching and learning in HPE

4 underlying concepts in Health & PE

Hauora

Attitudes and values

The sociological perspective

Health promotion

4 strands and their Achievement Objectives

A - Personal health and physical development

B - Movement concepts and motor skills

C - Relationships with other people

D - Healthy communities and environments

7 key areas of learning

Mental health

Sexuality education

Food and nutrition

Body care and physical safety

Physical activity

Sport studies

Outdoor education

5 key competencies in the NZC

Thinking

Using language, symbols, and texts

Managing self

Relating to others

Participating and contributing

The learning activities in health and PE arise from the integration of

The NZ Curriculum Online - Health and PE

Feel frustrated, confused, even burdenedorAssume covered and doesn't need attention

Developing a clear framework for teachers

View: Integrated and cohesive

Visible frameworkSee A3 handout

Why?Clear objectives

Shared understanding

So that innovative & still stay on track

How? Looked for connections


KCsStrands

TRUMPThinkingRelating to othersUnderstanding lang.. Managing selfParticipating & C.ABCDPersonal healthMovement skillsRelationshipsHealthy community


Is there something more important to develop a framework around?

Socio-ecological perspective emerged as a framework

Underlying concepts as a framework for teaching and learning in HPE

Hauora

Attitudes and values

The sociological perspective

Health promotion

Underpin teaching and learning in HPEEnduring ideas and understandings

Key concepts are the big ideas and understandings that we hope will remain with our students long after they have left school. www.seniorsecondary.tki.org.nz/Health-and-physical-education/Key-concepts/Key-concepts-in-physical-education

Activity:
Review underlying concepts

1. See A4 handout Underlying Concepts2. Read about each underlying concept3. Create a symbol for each underlying concept4. How else could these symbols be created?a) using your bodyb) on the field, e.g. with ropec) on the court or in the gym, e.g. using lines on the court

5. Would you share these with studentsand teachers? How? Why?

Shared underlying concepts with students

Why? Students:ownership

understand what learning

connect their learning

How?Visible e.g. symbols on the board, displayed in class

Teachers - shared understanding of the underlying concepts

Teachers - use the same symbols

Your ideas?How else could these symbols be created?a) using your bodyb) on the field, e.g. with ropec) on the court or in the gym, e.g. using lines on the court

Would you share these with students and teachers? How? Why?

Socio-ecological perspective

Socio-ecological perspective e.g. camp review (AS 1.1)

Using the socio-ecological perspective as a framework

Visible

Integrated & cohesive

Clear objectives

Shared understanding

See A3 handout

Activity:
Using the framework

1. See A4 handout Level 6 Achievement Objectives2. Imagine in your level 1 PE course you decide to use:A1, B1, C2 & D3

3. Read each AO and use 1-2 words to represent that AO 4. Record these 1-2 words on a piece of small paper5. Repeat for the other AOs selected6. Place these on the framwork in the allocated spotWhat would you do if you identified that this AO was met by students? What next?Would you share these with students and teachers? How? Why? YOUR IDEAS?

Framework for teaching and learning in HPE (draft)

Example level 4 in year 9 PE

Thanks for coming

@NatashaLowNZ

Email: [email protected]

Blog: www.natashalownz.blogspot.co.nz

Links & Credits

For more information, see natashalownz.blogspot.com, posts titled:Part 2 - How does a clear view about the learning in PE help PE teachers?Visible learningVisible learning - developing a clear framework for teachers

Image on slide 7: https://www.flickr.com/photos/dearbarbie/277490538/ (Creative Commons)

Group photos: Health/PE department at Epsom Girls Grammar School 2013

NZC online:www.seniorsecondary.tki.org.nz/Health-and-physical-education/Key-concepts/Key-concepts-in-physical-education

Health and Physical Education online http://health.tki.org.nz/

Natasha Low at 2014 PENZ National Conference, Christchurch | July 2014