Module 2

1. Two Stars and a Wish

http://www.assessmentforlearning.edu.au/professional_learning/peer_feedback/peer_strategies_enhance.html 

In using this artifact, students identify two positive aspects of the work of a peer and then express a wish about what the peer might do next time in order to improve another aspect of the work.

I selected this artifact because it is a useful tool to use in the classroom. Peer feedback is so important in the classroom and students should understand how it works and what it looks like. In order to help students understand, I would model this strategy several times, using samples of student work, before asking the students to use the strategy in pairs on their own. I would then have students check the process and ask pairs who have implemented the strategy successfully to demonstrate it to the whole group. I would coach students in completing the peer-assessment form by encouraging students to focus their attention on the task, rather than on getting the answer right. It provides them with ideas for adjusting, rethinking, and articulating their understanding, which will lead to another round of feedback and another extension of learning.

Since there can be little physical movement in this activity, this is important in the context of HPE and can be overcome and differentiated. To incorporate more movement and activity, students can be encouraged to switch seats, and while doing so, engage in some stretching activities. This will appeal to students who learn best while engaging in some physical activity (bodily/kinesthetic learners). This transitory activity will help students to focus on the serious nature of providing feedback to their peers. Teachers who recognize the need for such activity are essentially promoting optimal conditions for learning in an inclusive learning environment. Simply asking students to move from their desks is a good way to create movement. Other options include: partners working together in a different space; playing soft music without lyrics to promote calmness and control (musical learners), and representing feedback in different ways (e.g. the feedback can be drawn rather than written) (visual/spatial/verbal/linguistic learners). Co-establishing a variety of routines and rules for feedback-time or journal writing makes it an enjoyable experience.

How is this artifact related to the five Standards of Practice? 

This artifact is related to the Professional Practice Standard of Practice. Since this artifact is a useful assessment and evaluation tool, it allows members to apply their professional knowledge to promote student learning. In using two stars and a wish, educators are better able to plan for and respond to the needs of individual students and learning communities. Peer feedback is critical in the classroom and members should ensure students understand how it works and what it looks like. In doing so, members are able to refine their professional practice through ongoing dialogue and reflection.     

2. Aboriginal Games 

http://www.cepn-fnec.com/PDF/coin_jeunes/eng/Part3.pdf

Traditional Longball Stick

I chose the artifact Aboriginal games because Ontario is continuing to strengthen relationships with Aboriginal people. Thus, as educators, I believe it is our responsibility to further and develop students’ understanding of First Nations, Metis, and Inuit ways and perspectives and integrate this knowledge into our teachings.      

I selected this artifact because there are numerous fun, engaging, and inclusive games or activities found in Indigenous cultures in Canada. For example, Longball was a game played by the Plains Cree and other Nations related to them. Two evenly matched teams played the game on as flat a pitch as possible. Equipment was minimal, as it consisted of a bat and a ball. The team that was batting stood behind the start/finish line and nominated a hitter. The other team stood between the safety zone and the start/finish line and nominated a pitcher. The hitter’s teammates then waited behind the start line, while the pitcher’s team took up position between the start/finish line and the safety zone. A marker checked on which players successfully made it back to the finish line and a referee controlled the safety zone. The goal of this game was to hit the ball towards the opposing team, upon which the hitter’s teammates all ran to a predetermined line and back, trying not to get hit with the ball. Players from the opposing team had to catch the ball and tried to hit at least three players with it before they could get back to the hitter. If they managed to do this, the two teams changed sides. One point was scored for every player who managed to get back to the line where the hitter was standing. Since this game is very similar to baseball/softball, I would incorporate this into my class by playing softball with a bat and ball. Baseball has many benefits to students in HPE including improved hand-eye coordination and the ability to make split-second decisions on which is the correct strategy to implement on a certain play (helps keep the mind sharp and alert).    

Aboriginal games are important in the context of HPE because they enhance physical health, provide essential training in social interaction, and bring together Indigenous and non-Indigenous people. Although traditional Indigenous skills may no longer be necessary for survival, many are still extremely relevant and desired if our students are going to lead full, healthy lives. As HPE teachers, we must emphasize the holistic value of HPE to our student’s physical, mental, emotional, and spiritual health. In First Nations culture, everything had a purpose, value, or skill. Life was rich in relationships, teamwork, art, music, dance, and gaming. Although the word “games” is probably not appropriate for practicing the skills necessary for survival, much education occurred through physical activity. Each activity had a purpose such as increasing endurance, improving hunting and observation skills, or learning social values. As we begin to acknowledge the effectiveness of traditional First Nations education, we should also look for opportunities to incorporate these methods into our teaching.

How is this artifact related to the five Standards of Practice? 

This artifact is related to the Commitment to Students and Student Learning Standard of Practice. Aboriginal games is a critical artifact because Ontario is continuing to strengthen relationships with Aboriginal people. As such, this artifact clearly represents members’ commitment to furthering and developing students understanding of First Nations, Metis, and Inuit people. In doing so, members are facilitating the development of students as caring, knowledgeable, and contributing citizens of Canadian society. Furthermore, understanding these various perspectives allows members to respectfully and sensitively integrate this knowledge into our teachings.