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This week I was assigned the task of presenting the learning wall. I was extremely nervous when i was allocated this position. Surprisingly afterwards I was very happy with the performance. I provided a learning wall along with success criteria of the task which was rolls.

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We were back in our primary school this week teaching gymnastics once again. I was allocated the cool down this. I tried to keep it related to gymnastics again which I found quite difficult comparing to the warm up. I used a game called traffic lights which all the students jumped in excitement when I told them. This lasted for 2/3 minutes. Finally, they completed a light stretch in lower and upper body muscles

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This week I was alongside my group where we were had the task of teaching gymnastics to 5th class. I was given the main task to introduce balances to the students. Some had previous knowledge but most were unable to answer a named balance. I used some of my balance task cards which I already had from previous lessons. The students were extremely excited willing to partake.

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This week we went to Bishopstown to meet the principal who allocated us our class for the next three weeks. Myself, Cian, Sean and Michelle were allocated 5th class. We then met the teacher who kindly invited us into his classroom to meet the students we were going to be teaching. Once we were given the class roll and informed about any child who suffered from a disability, how to deal with the student in a correct manner we took a look at the facilities in which we would be working in.

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This was the final week before we went out to meet the principal of Bishopstown primary school. Our group was given the privilege of teaching our peers gymnastics once again. I was given the task to Teach the main body. I provided success criteria sheets with different rolls e.g forward roll. A progression was added due to previous knowledge from previous weeks. two forward rolls with a balance to finish the small routine. Three of my peers were incompetent so I had to turn my attention to them. This led to poor management because of the negligence towards the other class members

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Week four we allocated the task of dance once again. I was asked to to take the warm up for this task. At this particular stage I was comfortable in taking the warm up as I've previous experience in coaching warm ups and cool downs for my local GAA club. Again I concentrated on raising the heart rate, mobility and stretching throughout.

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This week were given the task of teaching Gymnastics. Although I wasn't allocated the main task I had the responsibility of the cool down. I tried to link the cool down with the gymnastics theme. For example rolling of the joints and a lot of mobility work. Unfortunately I didn't get to complete the cool down due to the lack of management times wise. Too much time was spent at the learning wall and warm up.

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The second lesson our group was given the task of adventure ed activities. Myself and Tom were allocated to the main task once again. We researched some tasks that would be suitable for the age bracket. We came up with an idea by Bearison, D. J., & Cassel, T. Z. (1975) where our peers would be using blindfolds to promote auditory senses and communication between classmates is effective. One form the pairs was blindfolded while the other was given them directions. I tried to improve from last week by being more vocal and loader. From my feedback according to Oran I had improved in this particular area.

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The first lesson I was assigned the main body task on Dance. I was extremely nervous with the thought of teaching in front of my peers. However I counteracted this by using the step by step approach as suggested by Marquis, J., & Gurvitch, R. (2015) who “recommended to progress slowly”. This enabled me to provide the knowledge to my fellow peers. In my feedback I was told to improve my voice projection as it was load enough for a class of 24. A positive was that my management and organisation of the class as a whole was good.

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I spent a short three weeks in Bishopstown Primary School. I formed a relationship with many students but one in particular 'Kyle'. Kyle is currently in 5th class in Bishopstown primary school Cork. A  Irish Citizen who was born and bread in the heart of Cork. In the case study i will provide information in which I gathered from Kyle.
Kyle lives in a very small house just on the suburbs of the city. Due to the location in which Kyle lives in he has very little space to play. His Physical Activity levels are quite low as he doesn't quite get on with he other kids surrounding him. Kyle does partake in some form of physical activity, rugby in his local area. He is very fond of it, playing on the wing like 'Jacob Stockdale he said'. Kyle would like to join more club and societies especially a running club as he described to me that he would love to be a long distance runner. As his parents are both very busy due to work commitments he finds it extremely difficult to branch out and try new activities. The lack of opportunity for interaction with creativity and experimentation at a young age is extremely worry as P.E Teachers. Us as Physical Educators want young adolescents to active as much as possible without exertion.
The first gymnastics class I did, Kyle was extremely energetic, bouncing around the place with excitement. It was evident from the first balance that he had experienced gymnastics before along with having good core and balance. From rugby training I could clearly see that his FMS was high for his age profile. His movement ability was up there with the best in his class. One particular moment he asked if he could advance to the next task and be given a more difficult balance to execute. Some of his P.E lesson he described as 'easy peasy'. In week two students were asked to perform the teddy bear roll. After four/five attempts I could see Kyle was no longer interested and not cooperating by getting easily distracted. If I was take 5th class for P.E I would have designated areas for students where their would be certain levels at different mates. You have to perform correctly to move on to the next task. Labeling the designated areas with animal names such as dolphins/sharks etc. Reasoning would be, not isolating any students in thinking their better or worse then their peers.
Personally I was surprised with how well Kyle fitted in to the gymnastics tasks. He had no previous knowledge or partaking in the sport. When i introduced to the class that we would be doing gymnastics most of the boys sighed and one particular comment was 'that's for girls'. After the first task was explained at the learning wall all was forgotten about. From the warm up and leading onto task one which was balancing it wasn't long until enjoyment and even a sense of euphoria engulfed the students. At the end of week three a sequence was the main task which included three balances and 3 rolls or more from the first two weeks. During the sequence it was evident that Kyle and his partner wanted to be the best in the class. They performed some complex balances and rolls that some of the other students did not. When I asked Kyle about his interest in gymnastics he said 'Id love to partake in a 4 weeks gymnastics programme if it was provided'. According to Kyle not enough physical activity is allocated to them throughout the week.
In his P.E classes Kyle gets an opportunity to be as creative as possible and gives him to express himself while he might find a sport he really enjoys and might then continue on for later in life. From observing Kyle throughout week two he was performing the forward roll incorrectly by rolling on his neck instead of his upper back. Kyle found this quite hard to resolve and became a habit when performing the forward roll. I learnt from this that me as the educator needs to provide the correct knowledge before applying it to the students. There are many different types of learning as Howard Gardner (1983) explained. I believe Kyle learns through doing. Kyle is a bodily-kinaesthetic learner according to the information provided too us by Gardner. Kyles eagerness sometimes got the better of him when the class were being given instructions. According to School Matter Report (2006) Kyle would have been making 'low level disruption' while the teacher would be giving instructions/demonstrations. As the his teacher I encouraged him to partake in as many sports as possible cause of his great talent in most physical activity areas.
Kyle will excel in any physical activity that he partakes in but for some student physical activity doesn't come as smoothly but might be academically gifted. For example Kyle isn't the brightest when it comes to academic performance but excels in P.E. Progression in P.E is extremely important for those like Kyle so they don't get bored and end up being disruptive. The same method is applied in the classroom by all teachers progression and extra material for those who are Linguistic intelligence and Logical-mathematical intelligence. It is important that us as teachers promote this for the students. I encouraged Kyle throughout the three weeks to try and join a gymnastics club or any club that took his interest. Hopefully hell be able to balance both rugby and other sports that he might join. One worry is that his father mightn't approve of him joining gymnastics.
Finally, I asked Kyle in some of the task when he completed his task cards correctly he could then move on and help those of his peers who were struggling. Kyle felt a great sense of achievement and power when he helped his fellow students. It benefited bot Kyle and his peers, by keeping him occupied, not disrupting the class and helping his peers complete the task successfully. I've learnt from this experience that progressions are hugely important along with Kyle's interests, strengths and weaknesses.

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Learners wall should be laid out in chronological order with these three being extremely important with the warm up to the cool down.

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Learners wall should be laid out in chronological order with these three being extremely important with the warm up to the cool down.

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Three domains always present in learners wall.

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Three domains always present in learners wall.

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In preparation of my learners wall i try to use as little words and as much pictures as possible. Color and volume in the pictures are very important. For my placement I used simple images of shapes/gymnasts performing a certain roll/balance.

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I used corrective feedback throughout the lesson which I feel is the most important of all the feedback's. Example would be 'Chin wasn't tucked into chest '.

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Currently in my placement in Bishopstown I would be praising certain students 'specifically '. Great technique/balance/posture This is called operant conditioning which enhances enthusiasm.

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Used these when I wasn't fully concentrated on that on specific student for example just said 'well done, excellent work keep it up' Didn't watch he initial attempt so I cant give valid feedback.

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Giving feedback on technique or knowledge. Involves constantly asking questions of much higher standard which the students are unaware of.

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One of the most used forms of feedback that I apply to my lessons. Can be used during or after lesson, where main points are recapped. Example 'who can remember the success criteria for the forward roll form today's lesson?'.

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Certain words used: Augmented feedback/scaffolding/ope-rant conditioning/value statements/corrective feedback.

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“Feedback is the most powerful single moderator that enhances achievement in learning”. (Hattie, J. 1999).

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Finally I would use a feedback sheet on the days lesson. Asking certain questions like 'what did you like from today's lesson', 'what didn't you like', 'what couldn't you understand in today's lesson ' The feedback sheets apply to linguistic intelligence where students can both understand spoken and written language.

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When the lesson is complete I like to use Divergent questioning. Its very similar to open end.  Divergent is used “if you want to see if students understand and are able to transfer knowledge” (McComas and Abraham, 2005). Divergent an open end questioning are great ways for allowing your students to think for themselves. 'Gall (1970) found that 80% of teachers’ questions aimed at remembering, and only 20% were made think'.

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Engagement is key for me personally and open end questions I would highly recommend. It  “provides the basis for their ensuing learning” (Reid et al. 1989). Time is key inbetween each question its said 3 seconds is the most optimum. “lower or higher waiting time leads to unsuccessful student responses” (Cotton, 1988). Example 'how could ye incorporate different rolls and balances'

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When asking questions to the class its important to take into consideration the age of the students. Why? It is important to use the right length and vocabulary to suit the age bracket. so they understand what the instructions are.  5th Class were “pre-operational phase” therefore require basic vocabulary according to Piaget's development stage.

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Convergent or close ended questions are what I use in the start of my lessons. These are mainly used to gain students’ prior knowledge to a task which help me understand the level of explanation involved prior to the lesson. For example in my school placement I asked the 5th class “have ye done gymnastics yet this year?”.

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The learning process, us as teachers play a influential role in helping our students succeed to the maximum of their capabilities. Questioning their strategies can be most influential as it improves their thinking skills.