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Rationale for selection of instructional model: Personalised System of Instruction-Gymnastics 

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Rationale for selection of instructional model: Personalised System of Instruction-Gymnastics 

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"The Personalised System for Instruction teaching model is governed predominantly by the psychomotor learning domain, since PSI is underpinned by mastery and achievement-based goals." (Chambers, 2013)

This instructional model will be of particular benefit to this group of students. As this group have a wide range of ability it is important that I utilise this and allow the students to learn off of each other. There are also a few students in my class with mild learning disabilities and so they find getting instructions difficult. This model will give the students the chance to learn off of each other and to ask each other questions that they may not ask in front of the entire class. PSI is also known as the Keller plan. ... PSI combines mastery learning with principles of reinforcement learning theory. Mastery learning requires that the desired student performance be stated precisely using performance or learning objectives. I feel that this model will help this group work together.
This model will also be suitable for the teaching of gymnastics as the students will be doing mainly group work and pair work. This will allow them to work together and learn off of each other. Gymnastics will be new to the majority of the class and as it there are many new skills and movements that they will be using, it is important that they can develop these in a comfortable environment.
The following are the main goals of PSI that will be focused on:
- Provide more individual instruction.
- Allow students to progress at their own pace through a sequence of prescribed learning tasks.
- Allow students to be independent.
- Allow teachers to use high rates of instructional interaction and feedback. --- Empowers students to assume responsibility for learning progression.

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Learning Intentions and Learning Outcomes

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Learning Intentions and Learning Outcomes

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Learners will be able to:
- Show proficiency in basic shapes and positions in gymnastics
- Be able to complete a performance including various shapes, positions and rolls
- Work together in groups to create a sequence that is aesthetically pleasing

Cognitive Domain:

Students are introduced by interacting with the learning wall about the topic and what it entails at the first of the class.

Psychomotor  Domain:

Begin students with the topic associated to flights and shapes. They will be using their knowledge associated to FMS (jumping, running, hopping) but other skills such as locomotion, co-ordination and agility will be targeted.

Affective Domain:

Student’s work individually associated to each shape and flight but bringing their knowledge and skills together in a group so a sequence can be performed

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Differentiation is an important part of the PSI instructional model. Students will be able to learn off each other and will be able to help their peers who may be struggling. PSI is a suitable instructional model for teaching gymnastics as not all students will be confident in performing it. By getting a group of mixed ability students together they will be able to learn off each other and will progress in the class better.

It will be achieved by:

Variety in group size (individual, pair, small, whole class)

Variety in level of challenge

Resource choice by student

Variety in time allowed to complete tasks (by ability)

Student choice (of task or order of completion)

Variety in resources

Variety in assessment

Variety in teaching strategy

Types of questioning

Extension activity

Task outcome

Type of task (specify) Practical

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Technology can be used in different ways during this scheme of work. PSI is all about the students learning from each other. It is important that students are given this chance to peer-assess. Videos may be recorded on the school's iPad and played back. Students will be able to video performances or individual movements and will then be able to play them back. This can be done with the use of a slow-mo camera so that the students can get a good look at the other student's performance. This will benefit all students as they will receive feedback on their skills and will also be able to analyse their peers.

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Similar to literacy, numeracy will be improved during this 6 week scheme. It is important that the students understand sequences as they are a crucial part of gymnastics. This will be used when the students are performing different sequences in their groups. It is necessary for all students to be aware of sequences for the group performance to work. As well as this, developing sequences will be important, for example first do a roll, second do a jump. Patterns are also an important element in gymnastics as students must be able to perform individual movements together. There can also be a cross-curricular link with maths when doing gymnastics as the students will be performing different shapes and positions at different angles such as a right angle.

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Literacy will be improved during the 6 weeks of gymnastics by introducing the students to new words in relation to gymnastics. As many of the students have not participated in any form of gymnastics before, most of them will be unaware of the words associated with it. It is important that the students know the names of the different shapes and positions that they are carrying out so they become competent in gymnastics. New words will be introduced through a learning wall and skills cards which will clearly display the new words they are learning. Having a visual aid when learning new words can benefit the students as they can see what they are learning.

“Literacy and numeracy are among the most important life skills that our schools teach. No child should leave school without having mastered these skills to the best of their abilities. Literacy and numeracy skills are crucial to a person’s ability to develop fully as an individual, to live a satisfying and rewarding life and to participate fully in our society”
Ruairí Quinn, TD

Minister for Education and Skills

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Gym mats
Speaker
Bibs
Learning wall

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Prior Knowledge:

Students have a good standard related to gymnastics i.e, rolls, cartwheels and handstands, but in relation to the skills and techniques required to execute each task they only know a small portion of the content in regards to what they need to understand. Students will learn this content through investigating, reasoning and solving problems associated to the individual tasks. Students have completed various components of gymnastics while attending primary school.

Prior Skills

Students have good fundamental movement’s skills such as running, jumping, throwing, jumping and catching which were targeted in the previous scheme associated to athletics. In relation to gymnastics, they have good fundamental skills such as balancing, direction change and agility but they find transferring of weight difficult and incorporating this into a sequence a long with movements associated to flight and locomotion will be challenging. Mt students are competent movers which is proven through a variety of physical activities. As this strand is very complex and tactical, students have mixed abilities in regards to two students you excel in gymnastics and compete at a national level.

Prior Attitudes:

In the classroom setting, the majority of the students enjoy participating in the different activities associated to gymnastics. To keep students interested and enjoyed throughout each lesson I will allow students to perform a sequence related to what component we covered in class. At the end of the six week scheme students will incorporate all components of gymnastics into a final sequence which they will be assessed on. With this sequence assessment, at the end students will know what their CBA’s (classroom-based assessments) entails for 2nd year.

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Each gymnastics lesson will take place in the PE hall as this is the best environment to do the classes in. The lesson will begin after the students get changed. Each lesson is a double so the class will go on for 80 minutes. This allows us to cover a lot in the class while also allowing the students time to practice what they are learning. The lesson will begin at the learning wall after the roll has been called. All students will be asked to engage with the learning wall and become familiar with the new words on the learning wall. The lessons will be a progression of different shapes and movements in gymnastics. It is important that we do not move to quickly as they must get the basics right before they can move on to the more difficult movements. Each week will focus on a different element of gymnastics. The last lesson will then allow the students to showcase what they have learned in the 5 weeks prior.

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Students well-being will be focused on for this scheme of work. It is important that students are comfortable when participating in the class as if not this may affect their overall well-being. Throughout the 6 weeks, the students will be told of the importance of exercise for their well-being. With the new junior cycle, more time and awareness has been allocated to student's well-being. With this is mind, I will try to ensure that students become more aware of their well-being and how different forms of exercise can help to improve it.

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Assessment will be done through peer assessment mainly. Students will be asked to assess their peers performance in different fundamental movement skills and will note where they are doing well and where they may improve. Assessment is important so that the teacher can see which students may be struggling it can also be an indicator that a certain skill or task was explained poorly. Assessment will be carried out each week in different forms in accordance to NCCA guidelines.
Teacher Assessment: Visually observe both child motor skill proficiency and activity engagement over the next 6 weeks.

Self-Assessment: Individual student must reflect upon content of lesson within the re-capitulation phases particularly during the cool – down activity.

Peer Assessment: Students give feedback to each other during development stage 2 and the cool down activity. Homework: Fill out student physical activity journal weekly journal.