EDN 248 Final Assignment - Mr Lee's E-Portfolio

Bradley 32533011 Assignment 2

EDn 248: Teaching Health and physical education in primary schools

School of Education

EDN248

Cover Sheet

Assignment Two - Reflection on FMS learning experience, use of learning object and

assessment (Individual assessment)

Student Name Bradley Lee

Student Number 32533011

Criteria for assessment

Comments

1. Suggested changes in the FMS learning experience

3 things that went well 6 marks

3 things that you would change 6 marks

2. Lesson implementation (Focus on your role and your specific pedagogical skills)

Communication skills e.g. rapport, non-verbal language, use of voice etc

2 marks

Management & organisational skills e.g. timing, use of equipment, provision of

safe learning environment

2 marks

Professionalism –professional demeanour, e.g. working with partner, knowledge of content/subject matter

2 marks

3. Learning object

How did it help ss learn? OR Why it didn’t help ss learn 4 marks

4. Assessment

Suggested changes diagnostic feedback to maximise learning 6 marks

5. Overall presentation & academic integrity

Your reflections should be supported with at least 3 relevant references to the literature using in text citations APA

1 mark

Accessibility of your work – Titles, subtitles, flow and readability.

1 mark

Mark : ____/30

>15 15 + 18+ 21+ 24+



EDN 248: Assignment 2

Critical reflection on implementation of a FMS learning experience, learning object and assessment process.

Having planned and developed a fundamental movement skill lesson applicable to

an early childhood/primary class, it had come time to trial it in a real life setting. With

the help of Joshua Atkinson, I had to teach a group of students the basic building

blocks or precursor patterns of the more specialised, complex skills of a basic chest

pass (Hands, 2012). I had to plan, implement and assess a basic object control skill

that is imperative within the game of basketball.

We both wanted to ensure that all of our students were able to confidently participate

in a wide range of activities, whilst benefiting from many physical, social and

emotional and health outcomes throughout physical activity. Before the lesson we

identified six key components of the throw that had to be expanded for thorough

understanding. We believed that from this, the skill will be mastered through lots of

opportunities to practice, ideally in a stimulating, challenging, but more importantly,

supportive environment.

So, the lesson began, and from this, here are the findings;

Before the lesson?

We had endeavoured to plan a lesson based on what will engage and sustain young

people’s participation in physical activity, and not what we as adults consider

important (Hands, 2012). So, before the lessons began we were way on top of

things. We had already established outcomes we wanted to achieve in each lesson.

The rehearsals put us in good stead for timing and how each lesson would run. The

equipment had already been organised and our learning objects and resources were

ready to go. Though we were group two, we already had our lesson set up. This

would eliminate any time wasting, and therefore could spend quality time with each

student to practice the skill. We were on task.

What Worked?

Overall we were really happy with the result and received some insightful feedback

from Ross. The most pleasing aspect of the lesson was our use of visual learning

objects. This would allow each participant to visually see and understand each of the

steps that make up a basic chest pass. These visual cues enabled Josh and I to

demonstrate the skill in front of each group, which could then assist each participant

to practice it for themselves. Below are the examples we used;



We have simplified the six steps of a

basic chest which assisted in the learning

process. The advantages of this were;

1) Students had become confident in

applying a learnt fundamental skill

2) It empowered the individual to set

and work toward realistic individual

goals

3) It established a motivating and

nurturing environment resulting in a

greater sense of wellbeing and self

esteem

4) It encouraged all students to

participate in active learning to

stimulate a continued enquiry about

physical education and fitness.

5) They understood and utilised a set

throwing technique

6) They could self-assess their level of

understanding within a skill

7) It created a safe, progressive, and

methodical plan to improve their

efficiency of a skill

8) It minimised the risk of injuries to

each participant

Information retrieved from USC Dornsife

(The Department of Physical Education, USA)

VISUAL LEARNING OBJECTS



The second observation that I believe worked well was my ability to demonstrate

and deliberate the skill being taught, using my strong range of voice. Rather than tell

our groups what to do, I effectively demonstrated each of the six steps required in a

basic chest pass. The advantages of doing this, was each group could see what,

“good looked like”, which could then help each participant to work on each step in

their own time. It maximised student participation and motivation within each activity,

and made those who did not feel confident about their movements to “have a go.”

Having the two teachers there to intercept at those teachable moments helped. My

voice was firm, but encouraging and student centred.

The third observation that worked well within the lesson was my ability to engage

our students in each activity. Our second activity encouraged each participant to use

their chest pass to hit a moving target. For this activity we used a balloon. As it was

extremely windy, we were unsure how this would work, and, if any balloon could be

popped at all. Well, it did work, and all students had a terrific time trying to hit and

pop the moving balloon. To my surprise a large number of students were successful

in popping balloons. By engaging each group throughout our activities it;

- Avoided the elimination games commonly seen in physical activity - Catered for a range of students with differing abilities - Enabled us to work out ways to ensure everyone was active (NO STATIC

DRILLS) - Avoided activities that focus on winning rather than learning - Gave me the chance to find each participants strengths and weaknesses and

then build upon that - Catered for the child that was not capable of playing that fast moving, strategy

type team game. They found more success and enjoyment in a slow paced and less competitive game.

Information Retrieved from “How Fundamental are Fundamental movement skills. Beth Hands, 2012)

What did not work?

We both believed that our lessons were really strong and had catered for all students

with differing abilities, so it was hard to select three. If we had our time again I would

not change much, however, I have to reflect and expand on any weaknesses or

areas of opportunity within our lesson.

The first thing I immediately took note of was my ability to model sun safety.

Unfortunately, I had taught each group with a singlet on. It was a hot day and we had

run our lessons on a basketball court. The heat coming off the surface was much

hotter. Even though I had the hat and sunscreen on, the message I sent out to each

individual was that of, “singlets are OK to participate in”. A teacher should wear a

hat, sunscreen, long sleeved top, comfortable shorts and comfortable shoes. Next

time I teach outdoors I will be modelling that attire. This was an area I had not

considered before the commencement of the lesson.

Secondly, we were meant to have targets on the wall for activity one. Unfortunately

the butterfly clips had been forgotten. So for activity one, students had to practice

their basic chest pass skill against the fence of the court. This could have promoted

a sense of boredom as they were just throwing ball against a fence with no learning



object to increase student motivation. But, we were good enough to know this and

kept this activity quite short. We quickly moved onto the second activity which was

very engaging for each participant.

The third element I would have changed would have been our ability to cater for an

early finish to a lesson. At times we had found that we had two minutes spare at the

end, and that was after reflecting on the six steps required to complete a basic chest

pass. When integrating this to a primary setting, boredom and distractions would set

in between students. Incorporating some fun and engaging small sided games

between activities will give students extra opportunities to practice their skills. A

strategy that aligns itself directly to Beth Hand’s fundamental movement skill model.

Critical Reflection

When I look back to our lesson and critically reflect on how good or bad it was, it was

clear to me, that it went well. I knew that a great lesson had been delivered. One of

the most important aims in the Health and Physical Education curriculum is to

develop student expertise in movement skills, physical activities and movement

concepts as a foundation for lifelong physical activity participation and enhanced

performance (McMaster, 2013). I believe that each of these outcomes had been met

and each student had fun participating in each of the activities.

My communication was clear and concise. I had a mixture of both verbal and non-

verbal. I used words to express how I was feeling and thinking about situations. My

body language and facial expressions were used to invite students into our lessons.

Expectations were clear and to the point at the beginning of each lesson. I also

delivered instructional feedback throughout each setting. My feedback was focused,

action-orientated and frequent. It was focused and used in bite sized chunks; I

maintained close proximity to students as they practiced their skills.

My management, organisation skills and professionalism were at a high level. As

established in the beginning of this assignment, we had already established learning

outcomes with each group from the beginning. The rehearsals put us in good stead

for timing and how each lesson would run. The equipment had already been

organised and our learning objects and resources were ready to go. Again, even

though we were group two, we already had our lesson set up. This would eliminate

any time wasting, and therefore could spend quality time with each student to

practice the skill. We were on task throughout each of the activities.

Learning Objects

Our learning objects that were used within the lesson were;

- Visual Cards (One for each step shared amongst the class) - Soft and Fluffy Balls - Balloons - Coloured Step Matts - Coloured targets

These were very effective throughout each lesson. They provided colour, motivation

and engagement within each group. Our basic chest pass had been broken into six



parts. This had given each student a step by step guide on how to complete a pass.

It allowed each student to confidently participate in each of the activities, and to

continuously develop their skills. Our coloured step mats aligned itself with step four

of the visual cue cards. The important thing to note, was that each of the learning

objects were integrated with each other. It allowed each student to make better

meaning of their learning whilst demonstrating what they have learnt in a number of

ways. These skills learnt were delivered in active ways. I feel that without the

learning objects, a number of children in the lower skill spectrum, would have lost

interest in each of the activities. My use of verbal cues were excellent as well. Words

like “chicken wings and long arms” were integrated into the learning process. Once a

member of the group heard these words, they knew immediately, that they had

performed the action incorrectly. These are a must when delivering a lesson to a

group of primary school students.

Two ways I would provide diagnostic feedback to maximise learning

Diagnostic feedback is one of the most important parts of the learning cycle. A lot of

students may complain that any feedback is unhelpful or unclear, and sometimes

even demoralising. The important thing to note is that teachers may sometimes see

feedback in isolation from other aspects of the teaching and learning process.

Generally, this particular type of feedback has to be given as soon as possible after

the completion of the learning task. There are a number of key guidelines for

effective practice that could be used by myself in future lessons. They are;

1) Breaking feedback into stages. Rather than pouring a mountain of information into a student, the feedback can be broken down into a number of stages for comprehension. At times a student may not get the teachers language, so making it more accessible can deliver better results for the participant. The feedback given will be essential to the successful navigation throughout those subsequent stages. In addition to this I could encourage students to document how they will advance to the next level of exercise. This will make each child an active participant within the feedback learning cycle (Spiller, 2009).

2) Encourage reflection of the feedback comments. A strategy that I could take on board for the next lesson would be to encourage each student to reflect on the feedback I give. I would invite student’s thoughts and opinions on how a skill deficiency can be improved. From here, the teacher and student work together to master the skill before moving onto the next phase. Students need to be actively involved in learning what, the criteria means, and in understanding the goals and purposes of feedback. This way they find it in way which aligns itself to the teacher.

Overall, the evidence suggests that when students are active in the entire feedback

process, and, the conversations around feedback are extended, then the feedback is

likely to be the most useful to students learning. It encourages both the teacher and

the leaner to focus on future learning (Spiller, 2009).

Word Count 2112



References:

Dornsife, D., Dornsife, D. (2016). Physical Education Learning Objectives. Retrieved

from https://dornsife.usc.edu/phed/learning-objectives/

Hands, B. (2012). How fundamental are fundamental motor skills? Active & Healthy

Lifestyle Magazine. 19(2) ACHPER.SA. pp. 14-17

McMaster, N. (2013) Generalist teachers in primary physical education; Ideal

candidates for providing developmentally appropriate, best practice instruction

in physical education in early childhood and primary settings. Active and

Healthy Magazine. 20(1). Published by ACHPER

Spiller, D. (2009). Assessment: Feedback to promote student learning. Teaching

Development | Wāhanga Whakapakari Ako. Retrieved from:

http://www.waikato.ac.nz/tdu/pdf/booklets/6_AssessmentFeedback.pdf

https://dornsife.usc.edu/phed/learning-objectives/

http://www.waikato.ac.nz/tdu/pdf/booklets/6_AssessmentFeedback.pdf

EDN 248 Final Assignment - Mr Lee's E-Portfolio

Documents

Transcript of EDN 248 Final Assignment - Mr Lee's E-Portfolio