All 2 entries tagged Physical
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July 25, 2016
Teaching without research, really?
Teaching without research, really?
Although my teacher training year is coming to an end, I feel that my learning and development as a PE teacher is only just beginning. As I sit and reflect on my progress this year, I consider the impact that research has had on my practice; the action research that I have carried out myself as part of my masters, the literature I have read and explored to develop my pedagogy and behavioural management, alongside the continuing professional development sessions I have attended at school, university and teaching school alliance days that have been centralised on research and key practitioners. I cannot think of an element of my teaching that has not had at least some influence from a form of research and therefore I cannot entertain the idea that I will not continue to engage within research as I enter my newly qualified teaching year.
Most importantly for me, I have engaged with research in order to develop my classroom pedagogy. As I enter my NQT year and in my future teaching profession, I have every intention to continually develop my teacher toolbox, so that my teaching is up to date and innovative to ensure pupils make the best possible progress. As a teacher I can experiment with my own ideas within the sports hall and conduct my own research about how successful or unsuccessful these prove to be, even if time is limited to write up the findings. However, I question whether alone I would have been able to develop the variety of ideas, teaching styles and models that exist for the teaching of the PE. For example, the Teaching Games for Understanding Model developed by Bunker and Thorpe has become renowned within PE for teaching pupils the skills through game based contexts and without the research that details how to implement the model, the discussions about the positives and drawbacks of the model within other PE teacher’s lessons, I would not have known about this pedagogical model and therefore may not have taught in such a way. One of my favourite journals that I have engaged with so far is the Association for PE’s “Physical Education Matters”. This has been particularly useful because I can read about the practice of other PE teachers and trial out methods that have already been tried and tested by other practitioners allowing me to make comparisons with my own experience. Not only this but each article within the journal, is both informative but relatively short meaning it doesn’t take too long to read. This removes one of the existing barriers that may prevent practitioners from engaging within literature.
Furthermore, I have had first-hand experience of how research can allow me to perfect and develop elements of my teaching practice through my action research around peer assessment. I intend to continue this approach throughout my career, experimenting with the findings of other researchers and implementing these within my own practice. By conducting research into the effectiveness of strategies used within my own lessons, I will be able to draw conclusions from my observations, the thoughts and feelings of the pupils (if relevant) and the impact of my teaching on pupil progress.
I spent a well-needed day at my alliance, exploring the ways in which we as teachers can help our pupils to make good progress within our lessons. The ideas presented were focused on research, allowing us to explore a variety of strategies and analyse the impact on progress. Without research and the contribution of practitioners sharing and discussing their experiences, we would only have our own singular vision of teaching and how best to do it. Some may consider research to be a very time consuming activity in our already very busy schedules but contrary to this view, seeking more effective ways to enable children to make progress could prove to save us time in the future. This could simply be through learning a new behaviour management strategy, experimenting with a teaching style to push gifted and talented pupils, seeking resources, learning about how best to implement peer assessment or self-assessment activities or understanding the factors of a lesson that allow for pupils to make the best progress. Of course the research doesn’t come with a one size fits all, but it allows you to see what worked for other teachers so you realise you aren’t completely alone!
July 16, 2016
The pivotal role of Peer Assessment in PE
The Pivotal Role of Peer Assessment in PE… WWW and EBI?
Since learning about assessment for learning within my undergraduate degree and developing this knowledge further within my teacher training year, I have become a keen advocate for embedding, in particular, peer and self-assessment activities within my lessons. As supported by numerous research articles, feedback is critically important in helping pupils to make progress within PE, and peer assessment is key to allowing all pupils to receive immediate, individual feedback - an impossible task of the teacher! A number of sources suggest how peer assessment is not only a great way of engaging pupils within the lesson (rather than just allowing pupil to be stood ‘waiting for their turn’) but also in aiding their peers to progress and scaffold their own progression. As a result they are able to develop a better understanding of the standards they are aiming for within their own performance. With university, literature and my school all advocating the role of peer assessment within PE lessons, it seemed a relevant topic to inform my action research.
As there is already a vast selection of existing research around peer assessment and its benefits within PE, I decided to explore how peer assessment impacts the perceived competence of girls within their PE lessons. It is reported that girls are the more sedentary sex and it is has been found that girls are less likely to lead a lifelong participation in sport; linked to the negative perceptions girls have about their ability in sport and a fear of the negative evaluation they might receive from others. I therefore wanted to explore if the frequent use of a pedagogic tool, peer assessment, would change this. So how did this research impact my practice?
Firstly, the research that I carried out around peer assessment was supportive of the findings of other researchers; peer assessment can support the progress that the pupils make within PE. It also taught me about the importance of structuring peer assessment activities within a lesson. I am sure many teachers are familiar with the more common feedback practices of asking pupils to tell their peers what they did well and what they could to do to improve or to give three stars and a wish- myself included. But this alone without any scaffolding often leads to a lack of quality feedback and instead the pupils identifying and providing superficial feedback such as something “looking good” but not really influencing the way a pupil feels about their ability in an activity. Although, of course, some feedback is better than none at all! I therefore invested time into creating peer assessment resources with an explicit success criteria supported by pictures, alongside key words that the pupils should try to include within their feedback. These resources scaffolded the peer assessment activities really well and the quality of the feedback was much better as well as the pupils cognitive knowledge of teaching points and technical vocabulary increasing. One example of this was that a pupil, during a synchronised swimming lesson, provided feedback suggesting her peer’s body was streamlined and fully extended, as opposed to saying straight, flat or some other synonym. I also learnt that pupils need time to be able to analyse and identify the success criteria within their peer’s performance and pupils need to be clear on what each skill or success criteria should look like, through a modelled example, so that they can more effectively evaluate their peer’s achievements.
My research showed that the participants involved had mixed feelings about how the peer assessment activities impacted their perceived competence, with lots of them saying that this is affected mainly by their own perceptions of their ability and other people’s views. It was very interesting to capture the thoughts and opinions of the pupils about peer assessment activities. Although some of the participants felt that they liked being able to get instant feedback from a peer who was just focusing on them, lots of them doubted their peer’s ability to give accurate feedback and stated they themselves found it hard to give feedback even though the success criteria did make it easier.
The participants expressed lots of concern about offending their peers and admitted that when receiving critical feedback they ignored it due to not valuing or believing what was being said. This suggested to me the importance of my role as a teacher in teaching pupils to peer assess effectively before implementing peer assessment activities, the groupings of pupils for peer assessment and the important role that ICT and videoing performances could have in allowing pupils to show and justify they feedback that they give. Based on my research, it appears the most significant factor could be the facilitation of the peer assessment. It has become evident that I need to support the feedback the pupils make (as long as it is accurate) in order to help develop relationships of trust between the pupils, encourage reflective and justified feedback and dialogue between peers and guide them to see the fully understand the benefits of peer assessment to enhance their learning.