IB PYP PE Job Alike 2016

Primary Years Programme (PYP)Physical Education job-alikeMariskha Primasari & Yohana Windy W

Friday, 19 February 2016Gandhi Memorial International School, Jakarta

Introduce Educational Background: From Sport science faculty in UNJ1

Human GraphHow long have you been teaching PE?How long have you been teaching PE in PYP?

Give a brief overview of the presentation. Describe the major focus of the presentation and why it is important.Introduce each of the major topics.To provide a road map for the audience, you can repeat this Overview slide throughout the presentation, highlighting the particular topic you will discuss next.2

Learning Intentions

This is another option for an overview slide.

The Backward by Design ProcessPRE-ASSESSMENT

ConsensusPLACEMAT ACTIVITY (group of 4)1234

A method of designing educational curriculum by setting goals 4

The Backward by Design ProcessA method of designing educational curriculum by setting goals before choosing instructional methods & form of assessment.


The Backward by Design Process

Identify desired results.Determineacceptableevidence.Plan learningexperiencesand instruction.




Use a section header for each of the topics, so there is a clear transition to the audience.

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What should students know, understand and be able to do?

What is worthy of understanding?

What enduring understandings are desired?(In this stage we consider our goals, standards and curriculum expectations)

THE BACKWARD BY DESIGN PROCESSStage 1Identify Desired Result

Add slides to each topic section as necessary, including slides with tables, graphs, and images. See next section for sample table, graph, image, and video layouts. 8




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How will we know if students have achieved the desired results and met the standards?

What will we accept as evidence of student understanding and proficiency?THE BACKWARD BY DESIGN PROCESSStage 2Determine Acceptable Evidence





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Giving clearly identified results (enduring understandings) and appropriate evidence in mind, educators can plan instructional activities.THE BACKWARD BY DESIGN PROCESSStage 3Planning learning experiences and instruction


ICE BREAKER

The Desired ResultPYP Pedagogy

This is another option for an overview using transitions to advance through several slides. 14

Standard and PracticesIB scope and sequenceSchool scope and sequence

Curriculum Mapping

PE PYP Planner (Stand alone & Integration, including Assessment Plan)

Weekly Plan

Curriculum Mapping: Collaborative from all subject PYP Planner, Stage 3 assessing LOI1st stage 3rd Stage 4th Stage15

THE ESSENTIAL ELEMENTS

Knowledge Pre Existing - FactsConcepts Conceptual Understanding (Cover CI & LOI)Skills Discipline based and Transdiciplinary ThemesAttitudes DemonstratingAction What next Show in students portfolio

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GAME: KICKET

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ATTITUDES & IB LEARNER PROFILESMaking PYP Happen page 4 & 35Guiding Question

How do students demonstrate attitudes and IB learner profiles in the PE lesson?

Keep it brief. Make your text as brief as possible to maintain a larger font size.

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TEACH PE BEYOND SPORT SKILLSStudents enjoy solving very specific, challenging movement problems that require the utmost concentration and inspire a high level of personal expression. Movement and dance are integral to learning-from exploring a curriculum topic, such as letter shapes, or concept, such as cause and effect, to making a dance.


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TEACH PE BEYOND SPORT SKILLSThe benefits of inviting students to work with movement and dance are numerous and far-reaching. Movement and dance help students:

Focus and engage in learning Apply their kinesthetic intelligence Understand concepts and themes Develop and refine their higher level thinking skills Communicate in unique ways and appreciate the artistic expression of others Develop spatial awareness Cooperate and collaborate with each other


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STAND ALONE & INTEGRATION UNIT OF UNQUIRYWhat do the stand alone and integration unit of inquiry look like in the PE lesson?How do we put these planning in the PYP Planner?

GROUP DISCUSIONPractice stand alone PE PYP Planner

Microsoft Engineering ExcellenceMicrosoft Confidential21If there is relevant video content, such as a case study video, demo of a product, or other training materials, include it in the presentation as well.

ICE BREAKER

Prepare Chocolate3 Successful Criteria:Stance & posture (Head Up & triple treat position)Duration (Right & Left Hands)Ball under control23

MOVIE

Discuss outcomes of the case study or class simulation.Cover best practices. 24

WALT We Are Learning To

Microsoft Engineering ExcellenceMicrosoft Confidential25LEARNING INTENTION (What & Why)

WILF What Im Looking For..

Microsoft Engineering ExcellenceMicrosoft Confidential26Success Criteria (How to recognize success)

What a planner has been designed toTo facilitate planningTo help teachers construct meaning and deepen understanding of planning in the PYPTo prompt discussionTo scaffold inquiry processTo improve learningTo focus on conceptual development

The next question is: How do we know that the students understand about their learning?After this we are going to talk about the assessment.When we assess the students?27

WHEN TO ASSESSFormativeassessmentTeachingCollecting evidenceAdjustment of teachingFeedbackto studentsAnalysisof evidenceMaking judgementGradingReportingSummative Assessment

Microsoft Engineering ExcellenceMicrosoft Confidential28The way we assess the students understanding.

The Desired ResultGRASPSGoalRoleAudienceSituation Product/performanceStandard & Criteria: (Indicators)

Microsoft Engineering ExcellenceMicrosoft Confidential29Is your presentation as crisp as possible? Consider moving extra content to the appendix.Use appendix slides to store content that you might want to refer to during the Question slide or that may be useful for attendees to investigate deeper in the future.

The Desired ResultSummative Assessment: GRASPSGoal: Create movementsRole: You are a choreographerAudience: same class studentsSituation: You are a choreographer that will perform your movementProduct (performance): Movement performanceStandard & Criteria: (Indicators)

Microsoft Engineering ExcellenceMicrosoft Confidential30Is your presentation as crisp as possible? Consider moving extra content to the appendix.Use appendix slides to store content that you might want to refer to during the Question slide or that may be useful for attendees to investigate deeper in the future.

StandardGrade 1Combine simple movement to create sequences:Creativity, rhythmical movements

Grade 2Combine locomotor and non-locomotor skills in order to improve, rhythmic responses:Uses locomotor and non-locomotor skills, creativity, rhythmical movements

Grade 3Master a dance containing basic step patterns with a partner or in small groups:Uses locomotor and non-locomotor skills, creativity, rhythmical movements harmony, collaboration

Add a case study or class simulation to encourage discussion and apply lessons. 31

StandardGrade 4Create simple dance that includes locomotor movement and balance:Applies the elements of dance, uses locomotor movement, creativity, rhythmical movements

Grade 5Create simple dance that includes locomotor, non-locomotor movement and balance:Applies the elements of dance, uses locomotor, non-locomotor movement, creativity, rhythmical movements, balance

Grade 6Create and evaluate line dance that includes loco-motor patterns and combinations, with emphasis on pathways used, relationshipsand timing:Applies the elements of dance, knows how to do line dance, uses locomotor patterns and combinations, creativity, rhythmical movements, balance, pathways used, timing

Add a case study or class simulation to encourage discussion and apply lessons. 32

GAME: MUSICAL THROW

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Activity: Group Discussion Learning Experiences

Inquiry basedRead MPYPH p. 29: How Does Inquiry Looks LikeChoose one PE strandDesign the WALT, WILF and learning experiences that uses inquiry approachPlease consider the characteristic of an Inquiry class

Microsoft Engineering ExcellenceMicrosoft Confidential34If there is relevant video content, such as a case study video, demo of a product, or other training materials, include it in the presentation as well.

Inquiry Characteristics (Making PYP Happen Book pg. 29)

Exploring, wondering and questioningExperimenting and playing with possibilitiesMaking connections between previous learning and current learningMaking predictions and acting purposefully to see what happensCollecting data and reporting findingsClarifying existing ideas and reappraising perceptions of eventsGetting deep understanding through the application of a conceptMaking and testing theoriesResearching and seeking informationTaking and defending a positionSolving problems in a variety of ways.

This is the character of Inquiry Based Learning35

Inquiry Based Learning

The tasks here is how to change the learning experiences into inquiry based learning.So, we break it down so you can address as many as characteristic looks like.To make sure it is more inquiry.

Because sometimes, we plan the learning experiences without focusing on the inquiry in PE.36

SHARE YOUR INQUIRY BASED LEARNING ACTIVITY

GALLERY WALK

Sharing Your School PracticesReflect your learning experiences using checklist providedIs it inquiry based? Is it based on the learning intention?How do you decide your learning experiences?Share your reflection with your group Share how your school uses the PYP plannerPresent interesting findings from your group

Microsoft Engineering ExcellenceMicrosoft Confidential38

Microsoft Engineering ExcellenceMicrosoft Confidential39

null225895.05WALT(What Are Learning To)WILF(What Im Looking For)LearningExperiencesInquiry BasedLearning

Students are going to learn about throwing & catching.

Perform basic throwing Perform basic catching skills over a short distance, using a variety of equipment.

Gathering information and experiences to develop an understanding of throwing and catching terms, skills and knowledge.

Use beanbags and balls of varying shapes, textures and sizes for the throwing and catching activities that follow.(Exploring, wondering)

Find maps, booklets, newspaper articles and other forms of media that relate to throwing and catching activities. They make a display of these and discuss the range of opportunities for students to participate in throwing and catching activities.(Researching and seeking information)

Student throw balls/beanbags over a short distance using underarm, overarm, one-handed, two-handed, overhead techniques.

Explore as many ways as possible for throwing and catching and describe which of these they found best and discuss the findings.(Experimenting and playing with possibilities)

Student use appropriate body movements to catch balls/ beanbags correctly.

Students demonstrate and explain the correct throwing technique, including ball grip, for underarm, overarm, one-handed, two-handed, chest and overhead passes.(Deepening understanding through the application of a concept)

They practice throwing using the correct techniques.(Solving problems in a variety of ways)