AfL in Physical Education

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AfL in Physical Education

• Cornwall Secondary Schools
• 16th April
• Penweathers Centre

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Objectives

• To define assessment for learning (AfL)
• To recognise key features of AfL
• To consider the impact of AfL on learners and
  teachers
• To identify strengths and areas of development in
  our own practice
• To consider AfL strategies that are most
  applicable and relevant to PE

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By the end of the session

• Professional learners will
• Be able to define AfL
• Be able to recognise key features of AfL in
  practice
• Be able to identify strengths in own practice and
  at least one area for development
• Know where to find out more about AfL in order to
  pursue independent learning beyond what we have
  covered today

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Outline of the day

• 9-915 Register and coffee
• 915 Big Picture
• 940 What do you think AfL is?
• 950 What is AfL
• 1005 Active Engagement example 1
• 1015 Coffee
• 1040 Sharing learning objectives
• 1100 Feedback
• 1120 Lesson Observations
• 1150 Pupils Voice
• 1200 Teachers as learners
• 1220 Lunch
• 110 Success criteria
• 130 Questioning
• 145 Scenerios
• 205 Reflection on What is AfL
• 230-300 Action plan and evaluation

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Timescales

• 2 phases
• 1 more day of training
• County PE conference July 6th
• Young Peoples Conference July 10th

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What is AfL?

• What do you understand by AfL?
• By your self
• Share with partner
• Snow ball in a group
• Share as a class

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Active Engagement-Continuum Line

• 1 example of active engagement

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Continuum linePE example

• strength, stamina,
• suppleness, speed

LESS IMPORTANT
ESSENTIAL
IMPORTANT
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STRENGTH
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SPEED
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STAMINA
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SUPPLENESS
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AGILITY
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What is AfL?

• Independent learning
• Personalised learning (Differentiation by
  default)
• Empowering pupils
• Giving pupils ownership of their learning
• Five key strategies

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Lesson Observations

• 2 lessons
• Use sheet to focus observation
• Feedback from pupils (student voice)
• Experience as learners
• Feedback from teachers

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Active Engagement-Collective memory

• A thinking skills strategy
• 1 example of active engagement

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Sharing learning objectives
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Success Criteria

• Sharing learning objectives with pupils at the
  beginning of the lesson
• Use language that pupils can understand
• Use objectives as the basis for questioning and
  feedback during plenaries
• Check how far objectives have been met in order
  to plan future lessons
• Use objectives to create success criteria
• Show pupils work that has met success criteria
• Model what successful work should look like

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Juggling
Where are you now?
Where do you want to be?
How are you going to get there?
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Progression in Juggling

• Targeting Misconceptions
• www.thejimshow.com/juggle

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Juggling Plenary

• Show of hands
• Did you achieve success in the juggling?
• What about
• the house?

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• What were the things that made it easy to
  achieve success in the juggling, and made it
  difficult to succeed in the house-drawing?

How will knowing these things impact on your
practice? Note down three ways
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Oral feedback
Specific
Positive
Negative
Non-specific
Slide 4.1.5
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Visual literacy - PE
Opening the dialogue
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Pose
Effective questioning
Pause
Plan sequenced questions that focus on the
learning objectives
Pounce
BOUNCE!
Increase wait time
Use of no Hands up rule
Ask other pupils to comment on the answers
provided by their peers
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Questioning Which is the odd-one-out and why?
B
A

• There are three main categories that games fall
  into
• wall/net games
• invasion games
• striking games
• Use these categories to work out which photo is
  the odd-one-out and explain why

C
D
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PE/Games Odd-one-out What makes B the odd-one-out
here?
A
B
B
C
D
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A
C is the odd-one-out. Explain why you
agree/disagree.
B
C
PE Odd one out
D
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Questioning

• More effort has to be spent in framing questions
  that are worth asking
• Increase wait time to several seconds
• Ask questions that help pupils to reflect on
  their thinking and learning process
• Plan sequences of questioning to develop pupils
  thinking (Bloom)

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Consider the benefits of each of these techniques
Having a No hands- up strategy
Extending wait time beyond 3 seconds
Encouraging pupils to Think, pair, share
Asking questions that promote reasoning
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Scenarios
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Next steps

• Think of a group of pupils that you are
  currently working with
• Which questioning technique will you trial next
  lesson?
• What would be a pleasing learning outcome?
• How could you ensure other teachers in your
  department heard about this technique and its
  potential benefits?

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AfL action planning

• SHORT TERM
• During the next two weeks I/we intend to
• MEDIUM TERM
• By the Summer I/we will have
• LONG TERM
• By the end of the Summer beginning of next year
  I/we will have