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Mr C The Slide Man - Cha-Cha Slide (Official Video)

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Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for college teachers.

Bailey, R. (2001). Teaching physical education: a handbook for primary and secondary school teachers.

Bloom, B. (1956). Taxonomy of Educational Objectives.

Brookhart, S. M. (2017). How to give effective feedback to your students.

Dörnyei, Z., & Ushioda, E. (2009). Motivation, Language Identity and the L2 Self.

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Questioning is an important tool used by every teacher in the classroom setting. It allows teachers to assess students, track progress, identify gaps in learning and support students in with any difficulties they may have. It provides faculty with feedback about their effectiveness as a teachers, and it gives students a measure of their progress as learners. (Angelo & Cross, 1993).   Questioning opportunities appear throughout the lesson, specifically:

Before the lesson begins/ at the learning wall.

Before the activity

During the activity

After the activity

Post Lesson Reflection

Planning is vital in developing effective questioning and various phases of the lesson demand different styles of questions for maximum learning effect (Bailey, 2001). At the beginning of the lesson it is essential to question the students to discover their previous experiences and past knowledge of the topic at hand. For our lessons, a learning wall was used to visually stimulate our students to provoke memories of past knowledge and to discuss elements of the learning wall they did not understand. This correlates with Bloom's Taxonomy cognitive level one ,which require students to recall or recognize specific information.  Asking questions before, during and after a lesson gives the teacher opportunities to dissolve any issue the students may have at within the task. The teacher may then decide to regress or progress the activity to challenge or engage the students further. Questioning post lesson is a strategy used to assess students of their progress. This is useful for practical subjects such as Physical Education where a formal written exam is not suitable. In our lessons, we assessed the students after each task by asking them their attitudes towards each task. This benefited us as teachers as we can adapt our lessons to suit their needs.
Feedback says to a student "somebody cared enough about my work to read it and think about it'(Brookhart, 2017) . Teachers can provide the students with both positive and constructive comments about their ability and technique. There are different types of feedback that we included in our lesson including:

Visual Demonstrations

Constructive Criticism

Positive Praise

Peer Assessment

Self Reflection.

Effective feedback takes into account both what the students was suppose to be learning and who the learner is (Brookhart, 2017).  I found that positive praise was the most effective during our lessons as the students were not over confident in performing dance in front of their peers. Once students feel reassured in their actions, they will become a more active participant in the activities and more engaged in the task before them. Peer Assessment also worked very well in our third lesson as they students had to watch their peers perform sequences of dance and comment what they liked about it. I found that constructive criticism proved more effective when used with my peers. They have a keen interest with improving their own techniques, thus constructive criticism is suitable.
Learning walls are an easily accessible resource that outlines what the lesson entails. It is displayed to students at the beginning and the end of the lesson. They are generally visually stimulating, colorful and vibrant, to catch the attention of the students. Learning walls contain key buzz words and diagrams to enhance the learning of the students. Students can observe the learning wall and then analyze and discuss their opinions on the topic. Learning walls are often associated blooms taxonomy. The students try to understand the information put in front of them, blooms taxonomy level two, and apply the information to task, blooms taxonomy level three.  Students return to the learning wall after the lesson to review the new knowledge that they learned. This correlates with Blooms Taxonomy with the students recalling the information they had just processed.

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This lesson revisited the theme used in the first lesson and was mainly focused on creative themes. The creative theme of the day was 'Animals' and gave the students the opportunity to create their own sequence of dance with more confidence.

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Lesson Plan 3

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Over the course of this module I felt I have developed and grown as a teacher. At the beginning I found the teaching environment challenging and found it tasking to use the correct tone of voice to control the students. I gained confidence throughout the lessons to use a more assertive voice to gain control of the class.
I have learned that the key to keeping the students engaged is a well constructed lesson plan that entices students to participate. Especially with dance, the activities and choice of music must be to the students enjoyment.
In the beginning I found time management a difficult aspect to the lesson but by the end I was in more control of the time keeping of each activity.
I have benefited greatly from being able to teach a range of age groups, my own classmates and the primary school children. This has broadened my horizons on how a lesson must be adapted to the audience before you.

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I felt the Baby Shark dance activity was slightly too childish for the 6th class and i would not recommend using it for that group. I found it hard as a teacher to engage the students in this activity.
The second activity the class took part in was Creative theme, which related back to the first lesson. The students enjoyed this activity as it was well controlled by the teachers. We used a gather and disperse technique in to help the students create a dance sequence to the theme 'animals'. The students enjoyed their ability to create their own movements rather than being told what movements to do by the teachers.
Our time management was altered today as our lesson started late due to no fault of our own. Because of this, we adapted the cool-down and warm-up to be shorter to suit the lesson better.
I believe our classroom management was good today as we split the class in to five equal groups to give them instructions.

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This was our second lesson teaching the sixth class pupils of Cork Educate Together N.S. I felt more confident going in to class and right throughout the lesson.
Reflecting on the lesson, i would adapt the Simon Says game to be more challenging to the students. I must develop my lessons to challenge my students further in the future.
The students received overall feedback after the 'Cha Cha Slide'. Ideally the students should receive individual feedback or feedback in small groups. I will try to incorporate this in to my lessons in the future.
The technique 'Management By Walk About' is an excellent strategy to use in the classroom. By doing so I was able to keep the students under control whilst keeping them engaged and active. My time management was greatly improved in this lesson and everything went according to plan. My class was slightly more excited than usual and I feel I need to have a more assertive tone to gain control of the class easier.

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This was our first week teaching a class that was not compromised of our peers. Naturally I was intimidated but soon settled in to the lesson.
The lesson had music in the background of the lesson throughout and for the individual performances the students were given the choice of songs. I felt that this was a good idea as the students became more focused in the lesson.
I felt students needed more time to compile their sequence of dance as this may of been a new experience for them. I feel I need to work on my time management of the lesson for this to work.
Two students in one group had little interaction with the performance of the choreography. To prevent this in the future, I would try include them in the dance by asking each person in the group to create a dance move to contribute to the sequence.
Overall I felt the lesson went well and the students enjoyed it. My voice projection was clear and I kept my instructions concise and simple, which I felt was a positive aspect to the lesson. My classroom management could be improved as my time management went slightly over schedule, but I'm sure this will be corrected with time.

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Our Second Day of teaching in Cork Educate Together focuses on learning sequences of dance through the song 'The Cha Cha Slide'. The aim of the class was for the students to perform 'the Cha Cha slide' as a group.

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Lesson Plan

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Our first lesson introduces the students to dance as for some students it may be their first experience with the topic. The main topics focused on in this lesson are creative themes and different dance genres.

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Compile a microteaching e-journal which tracks your learning and development as a teacher in this module.

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I was assigned Sean as my pupil to observe him as part of my Case Study. Sean is a twelve year old male student who is currently attending Cork Educate Together National School. He is a sixth class pupil and lives on the outskirts of Cork City. He commutes to school with his parents who work in the city. Physical Education is one of Sean's favourite classes of the week, as he is given the opportunity to get out of the classroom and move about.

Sean has a keen interest in sport, particularly in hurling, gaelic football and ice hockey. Sean plays hurling and football  for his local club Lee Gaels and thoroughly enjoys it. During the GAA season, Sean trains twice a week with a possible game on the weekends. He enjoys playing with his local team as it is a good way to meet his friends from outside of school. Sean has a great interest in both inline and ice hockey, where he plays with Cork Wolf Pack Hockey and also the Irish Team. It is clear Sean thoroughly enjoys his team sports and is a highly active individual.
From my first encounter, I learned Sean is a quiet individual that learns from viewing demonstrations rather than instructions. Sean would be described very much as a visual learner. Visual Learners rely heavily on the visual channel when processing and internalizing experiences. They relate to such words as see, look, picture, observe, show, and imagine. (Dörnyei & Ushioda, 2009).  As mentioned previously, Sean is highly engaged in team sports and works well as team player. Sean will excel in group activities and tasks that require team work.

After the first lesson and observation, I met with Sean to ask him a few questions in relation to his first experience in our class. Sean outlined to me that he had no previous experience to dance and felt quite nervous to the idea prior to the first lesson. One of Sean's main concerns was the concept of dancing in front of the class without any previous experiences. This was almost expected as at his age of adolescents it is quite common for people to feel self-conscious in front of their peers. His opinion of dance was quite low, but I believe that the reason for this was his lack of knowledge and experience on the subject. Sean learned about the different genres of dance and took a particular interest in hip hop.Sean didn't expect much from the lessons but admitted to me after the first lesson and thoroughly enjoyed the activities. This thrilled me as a teacher, as it showed that Sean was willing to experiment with dance and engage in the lesson. From my own observation, Sean was slow to engage with the tasks,  but once he became comfortable with his environment and surroundings he became a more active participant in the class.

I was keen to meet with Sean after his second lesson of Dance, to see had he felt more comfortable in the class. Sean explained to me that he felt slightly more confident in himself throughout the class especially after seeing demonstrations displayed by the teacher and other peers. He felt more at ease in the lesson as the main activity was in a large group setting. Once his peers were confident in performing the dance sequence, Sean followed suit. Alongside this, Sean participated in 'the Cha Cha Silde' when he was in 4th class. It was evident to me that he was more engaged in the lesson as it was familiar to him. He explained to me that he thoroughly enjoyed this aspect of the lesson and would happily take part in the Cha Cha Slide again. His attitude towards dance is improving as he is finding the lessons more and more enjoyable.

On our third and final lesson and encounter with Sean I noticed a significant change in his attitude. Sean was an active participant in for the entirety of the lesson and engaged in all the tasks put before him. The lesson revisited creative theme which was also in the first lesson. Sean was relaxed and competent in giving ideas in the group activities, which highlights his teamwork and leadership skills. Sean had a high contributing factor to the group work and also helped out his peers when they were stuck. Sean engaged well in the performance, which took part in front of the rest of the class. It is clear that his confidence and self esteem has boosted from this module as he felt competent enough to perform in front of the class.

For our last encounter together I asked Sean his overall opinion on dance and questioned him whether or not his attitude has changed. He admitted to me that his original opinion of dance has been changed for the better and highlighted to me that he really enjoyed the dance lessons from the last three weeks. He mentioned that he would not necessarily go and join a dance club now, but would definitely be more comfortable and active if asked to participate in a dance class or activity again. Sean complimented our teaching and lessons as we included every student in the lesson, whilst helping the students like him who found it difficult at the beginning. Overall Sean enjoyed his experience with us and our lessons, and has benefited personally from taking part.