Achpher+PE+Professional+Development+Melbourne

=Achper PE Professional Development=

Perseverance

With Glenn Pearsall from VCAA and numerous other achievements.

VELS - what does the E stand for??? **Essential.** Many schools are incorporating VELS incorrectly.. The E is for Essential. It was designed to take out the essential parts of the curriculum, not just add extra on top of it... VELS was supposed to about teaching less content, but teaching it twice as well.

A lot of assessment informal. Assessment **AS** Learning


 * Burn out and looking after yourself**

Focussing on less teacher effort but being more effective... twice as well.

Take care of yourself and reduce your work load. To many teachers burn out after 5 years+ of doing incredible amounts of planning, preparation and correction...

Correction and reporting writing??? How much effort gets put in for how long reflection by parents / students.


 * Do better with less**

The need to use physicality and activity to engage our students. Link between body and brain. __(Perhaps a future PD on Brain Gym).__

__(A massive thing for our students who a lot tend to be kinesthetic learners.)__


 * Students from a kindergarten were asked, what was the worst thing about Kindergarten?? Carpet time. Why? Cause it was a waste of time. How much do we do is carpet time????*


 * KPI (key performance indicators) of teacher** - how do you map your performance? How effective are you? You need to think about KPI or otherwise you will have one thrust upon you. Get a sense of performance and measuring performance. If you aren't using your own KPI how are you going to measure your own performance.

__Most importantly look after yourself first.__

By being more effective you and your students will have more fun.

Class room management - being involved.


 * Creating groups -** when creating groups - try to use odd numbers 5 is best.

Build **speculation** into activities - **speculation increases interest**, gets students thinking about what they might be doing.


 * Strategies -**

__With all strategies be CLEAR with instructions.__

Traffic Light Work -
Green

Orange

Red

Traffic Light - write up a list of the required work that students need to have completed.

Green - what have they completed

Orange - what they may have started but not complete finished.

Red - what they haven't started or were absent for?

Have red days where students can work on that...

Line Debating
Divide the class into two teams. Have them stand on either side of the room.

Nominate a debating topic and asisgn the affirmative and negative sides to specific teams.

Explain that they are going to have to come up with arguments to support their assigned side of the debate irrespective of their personal views on the topic.

Outline the rules of the debate:


 * The person whose turn it is (teacher selected or volunteer) must come up and with an original argument (no repeats) to support their point-of-view.
 * You can also add a proviso to address the quality of the argument employed or the way it is delivered by students. A fun condition is that students refrain from using "Umm." Other more serious examples include asking students to provide a piece of evidence to support their argument or that they "disagree agreeably" when rebutting opposing arguments.
 * The umpire - the teacher or a nominated student - will decide if the argument fulfils the expectations agreed on by the class. If it does not then the debator joins the opposition team on the other side of the room. If it does they can select on of the opposition team to join their team.

If a class member changes sides three times they are deemed to be locked and can not change sides again. This avoids good debaters being "ping-ponged" back and forth across the room.

Conduct the debate for at least 10 minutes to ensure a wide variety of viewpoints are explored. The game ends when one side of the argument has all the class members of both sides have exhausted potential arguments.

Where possible, finish the activity with a reflective task to help students explore the arguments discussed in the debate. This might include something as simple as recording board notes by a student scribe to write an argumentative essay on the issue.

**Wordle:**
www.wordle.net/create


 * copy and paste the entire text of an article into the box and hit page (one that you will get them to read). The page will create a wordle of the text, with the most frequently used words the largest*
 * Print the world image and photocopy a class set. Explain how this image has been created. As individuals and then as pairs, as the class to study the imagine and predict what the article will be about. Get students to justify predictions in a whole class discussion*
 * continue wth your reading task*


 * a variation of this pre-reading activity is to add a step modifying the amount of words displayed. have students make an initial prection and then have them qualify it once they are offered more information*

Hidden Codes
Use windings to create a code and get students to work through this to - teams.

Windings.

1 page should take 17 minutes

True / False
Split into two teams.

Two contestants out a time..

Question - True or False

The winner returns to his line, and the loser joins onto the winners line..

Challenging - Building persistence.

Get students to write tests - and create an answer page and then assess them on that.

Two coins game (elaboration game)
Analytical response / Assignment Work


 * Heads & Tails:** Write another line clarifying your answer.


 * Two Heads:** Where possible include another quote or reference to primary evidence to support your answer


 * Two Tails:** Where possibly include another example to support your answer.

5 minute count down
List everything you have learned this period (2 mins)

Put this information in order from least to most important (2 mins)

Summarise the information in exactly 14 words (1 min)


 * Reporting**

- 8 weeks out from reports - start writing reports. Give students an indicative grade and comment. Generally this indicative grade will be spot on the money.

Also get students to write there own reports.

Ownership of learning - building persistence. - In charge of learning.

Self Correction