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The AITSL Standards guide teachers in responsible utilisation of ICT's and other essential aspects to enhance their teaching skills and knowledge. In this context, the teacher underscores the importance of teacher confidence in fostering safe and supportive learning environments while employing Information and Communication Technology (ICT) with students. She accomplishes this by assisting teachers in creating small, self-contained projects within secure ICT learning environments. Moreover, she aids them in their planning, teaching, and evaluation processes until they feel proficient in utilizing the toolset autonomously.

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Australian Professional Standards for Teachers

If you are studying teaching, supervising pre-service teachers, or involved in initial teacher education programs, you will be using the Graduate descriptors. All initial teacher education programs, and students graduating from these, must meet the descriptors at this first career stage.

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If you are studying teaching, supervising pre-service teachers, or involved in initial teacher education programs, you will be using the Graduate descriptors. All initial teacher education programs, and students graduating from these, must meet the descriptors at this first career stage.

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ACARA~ Health & Physical Education (HPE)

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ACARA~ Health & Physical Education (HPE)

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HPE Rationale~

The rationale defines the learning area and describes the importance of the learning area within the curriculum.

The Health and Physical Education rationale promotes:

• healthy, safe and active citizens

• critical inquiry skills to engage with emerging knowledge about health, safety, wellbeing and physical activity

• resilience, empathy and active engagement to advocate for and enhance students’ and others’ wellbeing

• a sense of self, as well as the capacity to build and grow respectful relationships

• movement skills and participation in physical activities with confidence, competence and creativity

• an understanding of how the body moves and positive attitudes to participation in physical activity.

Health and Physical Education- enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities. In an increasingly complex, sedentary and rapidly changing world, it is critical for every young Australian to flourish as a healthy, safe, active and informed citizen. It is essential that young people develop their ability to respond to new health issues and evolving physical activity options.

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Health and Physical Education | V9 Australian Curriculum

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This page describes the rationale, aims, structure, key considerations, key connections and supporting resources for the Health and Physical Education learning area.

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In the Australian Curriculum, Health and Physical Education (HPE) is organized into three strands, version 9 of the Australian Curriculum includes the following interrelated strands for HPE:

1. Personal, Social and Community Health: This strand focuses on developing students' knowledge, understanding, and skills to promote personal, social, and community health and wellbeing. It includes topics such as mental health, relationships, safety, and nutrition.

2. Movement and Physical Activity: This strand emphasizes the importance of movement and physical activity for health and wellbeing. It covers fundamental movement skills, different types of physical activities, and the benefits of an active lifestyle.

3. Health Knowledge and Understanding: This strand involves building students' knowledge and understanding of health concepts and issues. It includes learning about factors that influence health, such as biological, environmental, and social determinants, as well as strategies for promoting health and preventing illness.

These strands provide a comprehensive framework for the teaching and learning of HPE in Australian schools, addressing both the physical and mental aspects of health and wellbeing.

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General Capabilities

1. Literacy

2. Numeracy

3. ICT Capability

4. Critical and Creative Thinking

5. Personal and Social Capability

6. Ethical Understanding

7. Intercultural Understanding

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Digital Pedagogy Map ~ HPE & ICT Integration

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Digital Pedagogy Map ~ HPE & ICT Integration

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Map Image Created in Canva~ by S.Burnett

Dig Ped Mapping with ACARA Gen Capabilities HPE

Effective Teaching Pedagogical Strategies Linking to HPE & Digital ICT Capabilities

Inquiry-Based Learning
- Exploration and research in health topics
- Using digital tools for investigation and data analysis

Differentiated Instruction
- Tailoring lessons to diverse learning needs in HPE
- Utilising adaptive technologies and software

Collaborative Learning
- Group projects on health and physical education topics
- Online collaboration tools and platforms

Problem-Based Learning
- Real-world health and physical education scenarios
- Digital simulations and virtual environments & human body systems

Flipped Classroom
- Pre-class digital content on HPE topics
- In-class practical activities and discussions

Blended Learning
- Combining face-to-face and online HPE instruction
- Integration of learning management systems

Formative Assessment
- Continuous assessment strategies in HPE
- Digital tools for real-time feedback and tracking progress

Gamification
- Using game elements to enhance HPE learning
- Educational apps and digital games

Health Literacy Development
- Critical analysis of health information
- Accessing and evaluating online health resources

Physical Activity and Fitness Tracking
- Monitoring physical activity and fitness levels
- Wearable technology and fitness apps

Safety and Wellbeing
- Online safety and digital citizenship in HPE
- Resources and tools for mental health and wellbeing

Data-Driven Instruction
- Using data to inform HPE teaching practices
- Analytics and student performance tracking systems

Virtual and Augmented Reality
- Immersive learning experiences in HPE
- Virtual field trips and augmented reality exercises

Multimedia Resources
- Videos, podcasts, and interactive content in HPE
- Creation and sharing of digital media projects

Professional Development
- Continuous learning for teachers in ICT and HPE
- Online courses and professional learning communities

Inclusive Education
- Strategies for including all students in HPE
- Assistive technologies and accessible digital content

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https://app.education.nsw.gov.au/digital-learning-selector/

General Capabilities~ Positioning my digital pedagogy within the General Capabilities framework is crucial for enriching both the content and process of student learning, particularly in the Health and Physical Education (HPE) area of version 9 of the Australian Curriculum, Assessment and Reporting Authority (ACARA). By integrating digital tools and resources aligned with General Capabilities, educators can enhance students' critical and creative thinking, personal and social capability, and information and communication technology (ICT) proficiency. This holistic approach not only deepens students' understanding of HPE content but also fosters essential life skills such as resilience, collaboration, and digital literacy. For example, using interactive simulations to explore body systems or fitness apps to track personal health goals can make learning more engaging and relevant. Furthermore, this approach encourages students to become active, informed, and ethical participants in a digital world, ultimately supporting their overall development and readiness for future challenges.

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•	An overview of how digital technologies can integrate with the Australian Curriculum: General Capabilities for your discipline area.

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TED TALK teenagers and movement linked to learning

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The Power of Movement | Nicole Predki & Jacob Mora | TEDxMSUDenver

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Achievement Standards Year 10 HPE

Year 10 Health and Physical Education Curriculum

Achievement Standards:

By the end of Year 10, students are expected to:

-Develop and assess personal strategies for managing their identities, emotions, and responses to change.

-Evaluate how attitudes and beliefs about equality, respect, diversity, and inclusion affect relationships.

-Propose and justify strategies for managing health, safety, relationships, and wellbeing in both online and offline contexts.

-Synthesise credible health information to enhance health, safety, relationships, and wellbeing.

-Evaluate and refine movement skills and performances and apply movement concepts in new situations.

-Adapt movement strategies to unfamiliar situations for successful outcomes.

-Propose and evaluate physical activity interventions to improve community health, fitness, and wellbeing.

-Apply and evaluate leadership, collaboration strategies, and ethical behaviours in various movement contexts.

Unit Lesson Sequence Links to Achievement Standards

By the end of Year 10, students critically analyze contextual factors that influence identities, relationships, decisions and behaviors. They analyze the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesize and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialized movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.

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The importance of teachers encompassing TPACK (Technological Pedagogical Content Knowledge) lies in their ability to integrate technology effectively into their teaching. TPACK emphasizes the intersection of three primary forms of knowledge:

1. Technological Knowledge (TK): Understanding how to use technology tools and resources.

2. Pedagogical Knowledge (PK): Understanding teaching methods and educational practices.

3. Content Knowledge (CK): Mastery of the subject matter being taught.

By integrating these areas, teachers can:

1. Enhance Learning Experiences: Create more engaging, interactive, and personalized learning experiences that can cater to diverse student needs.

2. Improve Instructional Strategies: Utilize technology to support innovative instructional methods that can deepen students' understanding of content.

3. Increase Student Engagement: Incorporate digital tools that can motivate and capture the interest of students, making learning more relevant and enjoyable.

4. Develop 21st-Century Skills: Prepare students for a technology-driven world by incorporating digital literacy and critical thinking skills into the curriculum.

5. Adapt to Diverse Learning Environments: Flexibly use technology to support learning in various settings, including remote, hybrid, and in-person classrooms.

Overall, TPACK empowers teachers to blend technology with pedagogy and content knowledge, leading to more effective and dynamic teaching and learning environments.

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https://url.au.m.mimecastprotect.com/s/FnXuC5QZqoCzoEV7iOOzQJ?domain=qcaa.qld.edu.au

The Years 9–10 curriculum builds on students’ prior learning to refine their understanding of contributing to individual and community health and wellbeing. Students frequently engage in physical activities, including outdoor settings, to appreciate the lifelong importance of active recreation.

Students explore practical and creative health promotion actions, such as designing spaces for physical activity, active transport options, and sustainable food choices. Practical experiences help students plan, implement, monitor, and evaluate personal habits to enhance their wellbeing.

Students investigate how societal attitudes and values reinforce stereotypes and role expectations, impacting health behaviours, healthcare options, help-seeking strategies, and physical activity participation.

Students address health issues relevant to young people, including mental health, sexual health, healthy eating, personal and relationship safety, body image, and substance use. They refine help-seeking strategies, assertive behaviours, conflict resolution, and negotiation skills.

Students explore respectful relationships, developing skills to manage evolving relationships, empathy, ethical decision-making, respect, and consent. In physical education, students practice specialised movement skills and complex strategies in various environments, applying movement concepts to evaluate and improve performances. They adapt their movements to different situations and refine leadership, teamwork, and collaborative skills through diverse physical activities.

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evaluating the evidence for educational technology - part 1 - the technologies

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evaluating the evidence for educational technology

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Evaluating the evidence for educational technology - Part 1 - the technologies

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Evaluating the evidence for educational technology - Part 1 - the technologies

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A guide to the 4 C's

file:///C:/Users/sharn/Downloads/A_Guide_to_Four_Cs.pdf

Checking for understanding (CFU) tips:

file:///C:/Users/sharn/Downloads/CFU_strategies.pdf

Top Drawer- resources

https://padlet.com/kbirt4/top-draw-resources-1d4pdjvm0bvj/wish/268159443

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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https://beyou.edu.au/resources/tools-and-guides/wellbeing-tools-for-students

https://studentwellbeinghub.edu.au/students/secondary/year-7-year-9/resources/wellbeing-activities-for-students/

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Theme 1: ME - How do I fit in the digital world?

Key outcomes:

Introduce students to The YeS Project, inviting them to reflect on their online cultures to identify how they could be improved.

Ignite the potential for students to make positive change in their schools and communities with activities and discussions focusing on challenging the status quo.

Explore students' social and digital worlds including the challenges they encounter.

Download:

Workshop 1: Setting the scene, 60 mins

Introduces students to the program and invites them to establish group norms: to feel that their ideas and differences are valued. This workshop 'sets the scene' by reviewing The YeS Project video and ensuring that students know where they can find support for social or digital challenges they may encounter.

Media: YeS Project video (3 minutes, 6 seconds).

Workshop 2: Digital cultures, 60 mins

Explores how social media platforms and other digital technologies shape the potential for what young people do online. Students link ideas about the affordances of media (what they can do with media) to their feelings. This starts them thinking about which aspects of digital cultures they want to enjoy and use more often, or to imagine how they would like them to be.

Workshop 3: Laws, tech and media, 60 mins

Provides an overview of current legal frameworks for digital and technology-based harassment, abuse and discrimination, including image-based abuse and cyberbullying. It might be a new area for students, or consolidate their knowledge and beliefs from other online safety programs.

Workshop 4: Online images - the good, the bad and the ugly, 60 mins

Explores how different people take, use and make meanings from images. It encourages students to consider the possible negative impact of taking or sharing images, and looks at ways to address this.

Workshop 5: Difference and diversity, 60 mins

Considers how digital cultures are often diverse - and reflect our differences in other settings including schools and local communities. Students explore how assumptions about other people, and what they do, can exclude other people.

Workshop 6: Friendship and digital stress, 60 mins

Invites students to identify the unspoken social norms that shape their digital cultures, including their friends' expectations, and the expectations they have of their friends.

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A workshop-based digital and social health program encouraging young people to act as positive leaders and supportive friends in social spaces, especially online.

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What is problem-based learning?

Problem-based learning (PBL) is a style of teaching that encourages students to become the drivers of their learning process. Problem-based learning involves complex learning issues from real-world problems and makes them the classroom's topic of discussion; encouraging students to understand concepts through problem-solving skills rather than simply learning facts. When schools find time in the curriculum for this style of teaching it offers students an authentic vehicle for the integration of knowledge.

Embracing this pedagogical approach enables schools to balance subject knowledge acquisition with a skills agenda. Often used in medical education, this approach has equal significance in mainstream education where pupils can apply their knowledge to real-life problems.

PBL is not only helpful in learning course content, but it can also promote the development of problem-solving abilities, critical thinking skills, and communication skills while providing opportunities to work in groups, find and analyse research materials, and take part in life-long learning.

PBL is a student-centred teaching method in which students understand a topic by working in groups. They work out an open-ended problem, which drives the motivation to learn. These sorts of theories of teaching do require schools to invest time and resources into supporting self-directed learning. Not all curriculum knowledge is best acquired through this process, rote learning still has its place in certain situations. In this article, we will look at how we can equip our students to take more ownership of the learning process and utilise more sophisticated ways for the integration of knowledge.

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Philosophical Underpinnings of PBL

Problem-Based Learning (PBL), with its roots in the philosophies of John Dewey, Maria Montessori, and Jerome Bruner, aligns closely with the social constructionist view of learning. This approach positions learners as active participants in the construction of knowledge, contrasting with traditional models of instruction where learners are seen as passive recipients of information.

Dewey, a seminal figure in progressive education, advocated for active learning and real-world problem-solving, asserting that learning is grounded in experience and interaction. In PBL, learners tackle complex, real-world problems, which mirrors Dewey's belief in the interconnectedness of education and practical life.

Montessori also endorsed learner-centric, self-directed learning, emphasizing the child's potential to construct their own learning experiences. This parallels with PBL's emphasis on self-directed learning, where students take ownership of their learning process.

Jerome Bruner's theories underscored the idea of learning as an active, social process. His concept of a 'spiral curriculum' - where learning is revisited in increasing complexity - can be seen reflected in the iterative problem-solving process in PBL.

Webb's Depth of Knowledge (DOK) framework aligns with PBL as it encourages higher-order cognitive skills. The complex tasks in PBL often demand analytical and evaluative skills (Webb's DOK levels 3 and 4) as students engage with the problem, devise a solution, and reflect on their work.

The effectiveness of PBL is supported by psychological theories like the information processing theory, which highlights the role of active engagement in enhancing memory and recall. A study by Strobel and Van Barneveld (2009) found that PBL students show improved retention of knowledge, possibly due to the deep cognitive processing involved.

As cognitive scientist Daniel Willingham aptly puts it, "Memory is the residue of thought." PBL encourages learners to think critically and deeply, enhancing both learning and retention.

Here's a quick overview:

1. John Dewey: Emphasized learning through experience and the importance of problem-solving.

2. Maria Montessori: Advocated for child-centered, self-directed learning.

3. Jerome Bruner: Underlined learning as a social process and proposed the spiral curriculum.

4. Webb's DOK: Supports PBL's encouragement of higher-order thinking skills.

5. Information Processing Theory: Reinforces the notion that active engagement in PBL enhances memory and recall.

This deep-rooted philosophical and psychological framework strengthens the validity of the problem-based learning approach, confirming its beneficial role in promoting valuable cognitive skills and fostering positive student learning outcomes.

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What are the characteristics of problem-based learning?

Adding a little creativity can change a topic into a problem-based learning activity. The following are some of the characteristics of a good PBL model:

The problem encourages students to search for a deeper understandingof content knowledge;

Students are responsible for their learning. PBL has a student-centred learning approach. Students' motivation increases when responsibility for the process and solution to the problem rests with the learner;

The problem motivates pupils to gain desirable learning skills and to defend well-informed decisions;

The problem connects the content learning goals with the previous knowledge. PBL allows students to access, integrate and study information from multiple disciplines that might relate to understanding and resolving a specific problem-just as persons in the real world recollect and use the application of knowledge that they have gained from diverse sources in their life.

In a multistage project, the first stage of the problem must be engaging and open-ended to make students interested in the problem. In the real world, problems are poorly-structured. Research suggests that well-structured problems make students less invested and less motivated in the development of the solution. The problem simulations used in problem-based contextual learning are less structured to enable students to make a free inquiry.

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In a group project, the problem must have some level of complexity that motivates students towards knowledge acquisition and to work together for finding the solution. PBL involves collaboration between learners. In professional life, most people will find themselves in employment where they would work productively and share information with others. PBL leads to the development of such essential skills. In a PBL session, the teacher would ask questions to make sure that knowledge has been shared between pupils;

At the end of each problem or PBL, self and peer assessments are performed. The main purpose of assessments is to sharpen a variety of metacognitive processing skills and to reinforce self-reflective learning.

Student assessments would evaluate student progress towards the objectives of problem-based learning. The learning goals of PBL are both process-based and knowledge-based. Students must be assessed on both these dimensions to ensure that they are prospering as intended from the PBL approach. Students must be able to identify and articulate what they understood and what they learned.

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Why is Problem-based learning a significant skill?

Using Problem-Based Learning across a school promotes critical competence, inquiry, and knowledge application in social, behavioural and biological sciences. Practice-based learning holds a strong track record of successful learning outcomes in higher education settings such as graduates of Medical Schools.

Educational models using PBL can improve learning outcomes by teaching students how to implement theory into practice and build problem-solving skills. For example, within the field of health sciences education, PBL makes the learning process for nurses and medical students self-centred and promotes their teamwork and leadership skills. Within primary and secondary education settings, this model of teaching, with the right sort of collaborative tools, can advance the wider skills development valued in society.

At Structural Learning, we have been developing a self-assessment tool designed to monitor the progress of children. Utilising these types of teaching theories curriculum wide can help a school develop the learning behaviours our students will need in the workplace.

Curriculum wide collaborative tools include Writers Block and the Universal Thinking Framework. Along with graphic organisers, these tools enable children to collaborate and entertain different perspectives that they might not otherwise see. Putting learning in action by using the block building methodology enables children to reach their learning goals by experimenting and iterating.

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How is problem-based learning different from inquiry-based learning?

The major difference between inquiry-based learningand PBL relates to the role of the teacher. In the case of inquiry-based learning, the teacher is both a provider of classroom knowledge and a facilitator of student learning (expecting/encouraging higher-order thinking). On the other hand, PBL is a deep learning approach, in which the teacher is the supporter of the learning process and expects students to have clear thinking, but the teacher is not the provider of classroom knowledge about the problem-the responsibility of providing information belongs to the learners themselves.

As well as being used systematically in medical education, this approach has significant implications for integrating learning skills into mainstream classrooms.

Using a critical thinking disposition inventory, schools can monitor the wider progress of their students as they apply their learning skills across the traditional curriculum. Authentic problems call students to apply their critical thinking abilities in new and purposeful ways. As students explain their ideas to one another, they develop communication skills that might not otherwise be nurtured.

Depending on the curriculum being delivered by a school, there may well be an emphasis on building critical thinking abilities in the classroom. Within the International Baccalaureate programs, these life-long skills are often cited in the IB learner profile. Critical thinking dispositions are highly valued in the workplace and this pedagogical approach can be used to harness these essential 21st-century skills.

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What are the Benefits of Problem-Based Learning?

Student-led Problem-Based Learning is one of the most useful ways to make students drivers of their learning experience. It makes students creative, innovative, logical and open-minded. The educational practice of Problem-Based Learning also provides opportunities for self-directed and collaborative learning with others in an active learning and hands-on process. Below are the most significant benefits of problem-based learning processes:

1. Self-learning: As a self-directed learning method, problem-based learning encourages children to take responsibility and initiative for their learning processes. As children use creativity and research, they develop skills that will help them in their adulthood.

2. Engaging: Students don't just listen to the teacher, sit back and take notes. Problem-based learning processes encourages students to take part in learning activities, use learning resources, stay active, think outside the box and apply critical thinking skills to solve problems.

3. Teamwork: Most of the problem-based learning issues involve students collaborative learning to find a solution. The educational practice of PBL builds interpersonal skills, listening and communication skills and improves the skills of collaboration and compromise.

4. Intrinsic Rewards: In most problem-based learning projects, the reward is much bigger than good grades. Students gain the pride and satisfaction of finding an innovative solution, solving a riddle, or creating a tangible product.

5. Transferable Skills: The acquisition of knowledge through problem-based learning strategies don't just help learners in one class or a single subject area. Students can apply these skills to a plethora of subject matter as well as in real life.

6. Multiple Learning Opportunities: A PBL model offers an open-ended problem-based acquisition of knowledge, which presents a real-world problem and asks learners to come up with well-constructed responses. Students can use multiple sources such as they can access online resources, using their prior knowledge, and asking momentous questions to brainstorm and come up with solid learning outcomes. Unlike traditional approaches, there might be more than a single right way to do something, but this process motivates learners to explore potential solutions whilst staying active.

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Embracing problem-based learning

Problem-based learning can be seen as a deep learning approach and when implemented effectively as part of a broad and balanced curriculum, a successful teaching strategy in education. PBL has a solid epistemological and philosophical foundation and a strong track record of success in multiple areas of study. Learners must experience problem-based learning methods and engage in positive solution-finding activities. PBL models allow learners to gain knowledge through real-world problems, which offers more strength to their understanding and helps them find the connection between classroom learning and the real world at large.

As they solve problems, students can evolve as individuals and team-mates. One word of caution, not all classroom tasks will lend themselves to this learning theory. Take spellings, for example, this is usually delivered with low-stakes quizzing through a practice-based learning model. PBL allows students to apply their knowledge creatively but they need to have a certain level of background knowledge to do this, rote learning might still have its place after all.
Key Concepts and considerations for school leaders
1. Problem Based Learning (PBL)

Problem-based learning (PBL) is an educational method that involves active student participation in solving authentic problems. Students are given a task or question that they must answer using their prior knowledge and resources. They then collaborate with each other to come up with solutions to the problem. This collaborative effort leads to deeper learning than traditional lectures or classroom instruction.

Key question: Inside a traditional curriculum, what opportunities across subject areas do you immediately see?

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2. Deep Learning

Deep learning is a term used to describe the ability to learn concepts deeply. For example, if you were asked to memorize a list of numbers, you would probably remember the first five numbers easily, but the last number would be difficult to recall. However, if you were taught to understand the concept behind the numbers, you would be able to remember the last number too.

Key question: How will you make sure that students use a full range of learning styles and learning skills?

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3. Epistemology

Epistemology is the branch of philosophy that deals with the nature of knowledge. It examines the conditions under which something counts as knowledge.

Key question: As well as focusing on critical thinking dispositions, what subject knowledge should the students understand?

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4. Philosophy

Philosophy is the study of general truths about human life. Philosophers examine questions such as "What makes us happy?", "How should we live our lives?", and "Why does anything exist?"

Key question: Are there any opportunities for embracing philosophical enquiry into the project to develop critical thinking abilities?

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5. Curriculum

A curriculum is a set of courses designed to teach specific subjects. These courses may include mathematics, science, social studies, language arts, etc.

Key question: How will subject leaders ensure that the integrity of the curriculum is maintained?

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6. Broad and Balanced Curriculum

Broad and balanced curricula are those that cover a wide range of topics. Some examples of these types of curriculums include AP Biology, AP Chemistry, AP English Language, AP Physics 1, AP Psychology, AP Spanish Literature, AP Statistics, AP US History, AP World History, IB Diploma Programme, IB Primary Years Program, IB Middle Years Program, IB Diploma Programme.

Key question: Are the teachers who have identified opportunities for a problem-based curriculum?

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7. Successful Teaching Strategy

Successful teaching strategies involve effective communication techniques, clear objectives, and appropriate assessments. Teachers must ensure that their lessons are well-planned and organized. They must also provide opportunities for students to interact with one another and share information.

Key question: What pedagogical approaches and teaching strategies will you use?

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8. Positive Solution Finding

Positive solution finding is a type of problem-solving where students actively seek out answers rather than passively accept what others tell them.

Key question: How will you ensure your problem-based curriculum is met with a positive mindset from students and teachers?

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9. Real World Application

Real-world application refers to applying what students have learned in class to situations that occur in everyday life.

Key question: Within your local school community, are there any opportunities to apply knowledge and skills to real-life problems?

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10. Creativity

Creativity is the ability to think of ideas that no one else has thought of yet. Creative thinking requires divergent thinking, which means thinking in different directions.

Key question: What teaching techniques will you use to enable children to generate their own ideas?

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11. Teamwork

Teamwork is the act of working together towards a common goal. Teams often consist of two or more people who work together to achieve a shared objective.

Key question: What opportunities are there to engage students in dialogic teaching methods where they talk their way through the problem?

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Knowledge transfer occurs when teachers use their expertise to help students develop skills and abilities.

Key question: Can teachers be able to track the success of the project using improvement scores?

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13. Active Learning

Active learning is any form of instruction that engages students in the learning process. Examples of active learning include group discussions, role-playing, debates, presentations, and simulations.

Key question: Will there be an emphasis on learning to learn and developing independent learning skills?

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14. Student Engagement

Student engagement is the degree to which students feel motivated to participate in academic activities.

Key question: Are there any tools available to monitor student engagement during the problem-based curriculum?

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Problem based learning: a teacher's guide

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Find out how teachers use problem-based learning models to improve engagement and drive attainment.

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Unlocking the Potential of Blooklet in Modern Education

Introduction

In today's rapidly evolving educational landscape, innovative tools are paramount in enhancing learning experiences. "Blooklet," a term that might seem unfamiliar to some, is emerging as a game-changer in this domain. This comprehensive guide delves into the world of Blooklet, exploring its features, benefits, and impact on both educators and students.

What is Blooklet?

Blooklet is an interactive platform that combines the elements of books and gamification to create a unique learning experience. It's designed to make educational content more engaging and interactive, thereby improving student involvement and learning outcomes. At its core, Blooklet offers educators a versatile tool to create, share, and manage educational content in a more dynamic way.

Key Features of Blooklet

Interactive Content Creation: Blooklet allows teachers to create interactive quizzes, games, and learning modules.

Customization and Flexibility: Educators can tailor content to suit different learning styles and levels.

Real-time Feedback and Analytics: It provides immediate feedback and detailed analytics on student performance.

Collaborative Learning: Blooklet encourages collaboration among students through interactive challenges and games.

Benefits of Using Blooklet in Education

1. Enhanced Engagement: By integrating gamification, Blooklet makes learning more engaging and fun for students.

2. Improved Learning Outcomes: Interactive content has been shown to improve retention and understanding.

3. Accessibility: Blooklet's online platform ensures that educational content is accessible anytime and anywhere.

4. Customized Learning Paths: Teachers can create differentiated learning experiences to meet diverse student needs.

Implementing Blooklet in the Classroom

Adopting Blooklet in educational settings is straightforward. Here are some steps to get started:

Training and Workshops: Educators should familiarize themselves with the platform through training sessions.

Curriculum Integration: Blooklet should be integrated into the curriculum in a way that complements traditional teaching methods.

Student Orientation: Introduce students to Blooklet, emphasizing its benefits and how to use it effectively.

Success Stories and Case Studies

Several educational institutions have successfully implemented Blooklet, witnessing notable improvements in student engagement and performance. For instance, [School Name] reported a 20% increase in student participation and a 15% improvement in test scores after integrating Blooklet into their teaching methodology.

Challenges and Solutions

While Blooklet offers numerous advantages, educators may face challenges in its implementation, such as technical issues or resistance to new methods. These challenges can be mitigated by providing adequate technical support and demonstrating the proven benefits of interactive learning.

Conclusion

Blooklet is more than just a technological innovation; it's a new frontier in education. By embracing this tool, educators can significantly enhance the learning experience and outcomes for their students. As we continue to navigate the complexities of modern education, Blooklet stands out as a valuable ally in the quest for effective and engaging teaching methodologies.

Call to Action

Are you ready to transform your teaching methods and elevate your students' learning experience? Explore Blooklet today and discover the immense possibilities it holds for the future of education. Join the educational revolution and be a part of this exciting journey!

Frequently Asked Questions (FAQs) about Blooklet
Q1: What is Blooklet?
A1: Blooklet is an innovative digital platform that merges the interactive elements of books and games to create a dynamic and engaging educational experience. It allows educators to create, share, and manage interactive quizzes, games, and learning modules.
Q2: Who can benefit from using Blooklet?
A2: Blooklet is beneficial for educators, students, and educational institutions. It enhances teaching methodologies for teachers and makes learning more interactive and enjoyable for students.
Q3: Is Blooklet suitable for all age groups?
A3: Yes, Blooklet is versatile and can be adapted to suit different age groups and learning levels, from elementary school students to higher education learners.
Q4: How does Blooklet improve student engagement?
A4: Blooklet uses gamification to make learning more interactive and fun. This approach has been shown to increase student participation, motivation, and engagement in the learning process.
Q5: Can Blooklet be integrated with existing curriculum?
A5: Absolutely! Blooklet is designed to complement and enhance existing curriculums, allowing educators to integrate it seamlessly with their current teaching methods and materials.
Q6: Is there any training required to use Blooklet?
A6: While Blooklet is user-friendly, some basic training or orientation can help educators maximize its potential. Many schools conduct workshops or training sessions for this purpose.
Q7: How does Blooklet support different learning styles?
A7: Blooklet allows for customization of content, making it easier for educators to create learning experiences that cater to various learning styles, including visual, auditory, and kinesthetic learners.
Q8: Are there any costs associated with using Blooklet?
A8: Blooklet may offer different plans, including free and premium options. The cost can vary based on the features and services chosen. Schools and educators should check the latest pricing on the Blooklet website.
Q9: How does Blooklet provide feedback on student performance?
A9: Blooklet offers real-time feedback and analytics, giving educators insights into student performance, engagement levels, and areas for improvement.
Q10: Can Blooklet be used for remote or online learning?
A10: Yes, Blooklet is an excellent tool for remote and online learning environments. Its online platform allows students to access educational content from anywhere, making it a valuable resource for distance learning.

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Introduction In today's rapidly evolving educational landscape, innovative tools are paramount in enhancing learning experiences. "Blooklet," a term that might seem unfamiliar to some, is emerging as a game-changer in this domain. This comprehensive guide delves into the world of Blooklet, exploring its features, benefits, and impact on both educators and students.

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Bloom's Taxonomy serves as a framework for organizing educational objectives, spanning from basic to advanced cognitive skills:

1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating

This framework aids educators in setting clear learning goals and objectives for both students and teachers. It facilitates the development of precise instructions and valid assessment tasks, ensuring effective communication and comprehension of educational objectives.

https://www.digitaltechnologieshub.edu.au/teach-and-assess/assessment-overview/bloom-s-taxonomy/

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What is Bloom's Taxonomy

Bloom's Taxonomy is a classification of the different outcomes and skills that educators set for their students (learning outcomes). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning. These 6 levels can be used to structure the learning outcomes, lessons, and assessments of your course. :

1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long‐term memory.

2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

3. Applying: Carrying out or using a procedure for executing, or implementing.

4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Like other taxonomies, Bloom's is hierarchical, meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. You will see Bloom's Taxonomy often displayed as a pyramid graphic to help demonstrate this hierarchy. We have updated this pyramid into a "cake-style" hierarchy to emphasize that each level is built on a foundation of the previous levels.

You may use this graphic for educational or non-profit use if you include a credit for Jessica Shabatura and citation back to this website.
How Bloom's can aid in course design

Bloom's taxonomy is a powerful tool to help develop learning outcomes because it explains the process of learning:

Before you can understand a concept, you must remember it.

To apply a concept you must first understand it.

In order to evaluate a process, you must have analyzed it.

To create an accurate conclusion, you must have completed a thorough evaluation.

However, we don't always start with lower order skills and step all the way through the entire taxonomy for each concept you present in your course. That approach would become tedious-for both you and your students! Instead, start by considering the level of learners in your course:

1. Are lots of your students freshman? Is this an "Introduction to..." course? If so, many your learning outcomes may target the lower order Bloom's skills, because your students are building foundational knowledge. However, even in this situation we would strive to move a few of your outcomes into the applying and analyzing level, but getting too far up in the taxonomy could create frustration and unachievable goals.

2. Are most of your students juniors and seniors? Graduate students? Do your students have a solid foundation in much of the terminology and processes you will be working on your course? If so, then you should not have many remembering and understanding level outcomes. You may need a few, for any radically new concepts specific to your course. However, these advanced students should be able to master higher-order learning objectives. Too many lower level outcomes might cause boredom or apathy.

How Bloom's works with learning outcomes

Fortunately, there are "verb tables" to help identify which action verbs align with each level in Bloom's Taxonomy.

You may notice that some of these verbs on the table are associated with multiple Bloom's Taxonomy levels. These "multilevel-verbs" are actions that could apply to different activities. For example, you could have an outcome that states "At the end of this lesson, students will be able to explain the difference between H2O and OH-." This would be an understanding level outcome. However, if you wanted the students to be able to "... explain the shift in the chemical structure of water throughout its various phases." This would be an analyzing level verb.

Adding to this confusion, you can locate Bloom's verb charts that will list verbs at levels different from what we list below. Just keep in mind that it is the skill, action or activity you will teach using that verb that determines the Bloom's Taxonomy level.

Bloom's Level

Key Verbs (keywords)

Example Learning Outcome

Evaluate
choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate.

By the end of this lesson, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem.

Learning outcome examples adapted from, Nelson Baker at Georgia Tech: nelson.baker@pe.gatech.edu
How Bloom's works with Quality Matters

For a course to meet the Quality Matters standards it must have learning outcomes that are measurable. Using a verb table like the one above will help you avoid verbs that cannot be quantified, like: understand, learn, appreciate, or enjoy. Quality Matters also requires that your course assessments (activities, projects, and exams) align with your learning outcomes. For example, if your learning outcome has an application level verb, such as "present", then you cannot demonstrate that your students have mastered that learning outcome by simply having a multiple choice quiz.

Course level and lesson level outcomes

The biggest difference between course and lesson level outcomes is that we don't directly assess course level outcomes. Course level outcomes are just too broad. Instead, we use several lesson level outcomes to demonstrate mastery of one course level outcome. To create good course level outcomes, we need to ask ourselves: "what do I want the students to have mastery of at the end of the course?" Then, after we finalize our course level outcomes, we have to make sure that mastery of all of the lesson level outcomes underneath confirm that a student has mastery of the course level outcome-in other words, if your students can prove (through assessment) that they can do each and every one of the lesson level outcomes in that section, then you as an instructor agree they have mastery of the course level outcome.

How Bloom's works with course level and lesson level outcomes:

Course level outcomes are broad. You may only have 3-5 course level outcomes. They would be difficult to measure directly because they overarch the topics of your entire course.

Lesson level outcomes are what we use to demonstrate that a student has mastery of the course level outcomes. We do this by building lesson level outcomes that build toward the course level outcome. For example, a student might need to demonstrate mastery of 8 lesson level outcomes in order to demonstrate mastery of one course level outcome.

Because the lesson level outcomes directly support the course level outcomes, they need to build up the Bloom's taxonomy to help your students reach mastery of the course level outcomes. Use Bloom's Taxonomy to make sure that the verbs you choose for your lesson level outcomes build up to the level of the verb that is in the course level outcome. The lesson level verbs can be below or equal to the course level verb, but they CANNOT be higher in level. For example, your course level verb might be an Applying level verb, "illustrate." Your lesson level verbs can be from any Bloom's level that is equal or below this level (applying, understanding, or remembering).

Steps towards writing effective learning outcomes:

1. Make sure there is one measurable verb in each objective.

2. Each outcome needs one verb. Either a student can master the outcome , or they fail to master it. If an outcome has two verbs (say, define and apply), what happens if a student can define, but not apply? Are they demonstrating mastery?

3. Ensure that the verbs in the course level outcome are at least at the highest Bloom's Taxonomy as the highest lesson level outcomes that support it. (Because we can't verify they can evaluate if our lessons only taught them (and assessed) to define.)

4. Strive to keep all your learning outcomes measurable, clear and concise.

When you are ready to write, it can be helpful to list the level of Bloom's next to the verb you choose in parentheses. For example:

Course level outcome 1. (apply) Demonstrate how transportation is a critical link in the supply chain.

1.1. (understand) Discuss the changing global landscape for businesses and other organizations that are driving change in the global environment.

1.2. (apply) Demonstrate the special nature of transportation demand and the influence of transportation on companies and their supply chains operating in a global economy.

This trick will help you quickly see what level verbs you have. It will also let you check that the course level outcome is at least as high of a Bloom's level as any of the lesson level outcomes underneath.

Before you begin constructing your outcomes:

Please read our Learning Outcome : Before and After Examples page.

Additional External Resources:

For a longer list of Bloom's Verbs - TIPS tip: You can also use the "find" function (press: Ctrl-f or command-f on a mac) in your browser to locate specific verbs on this list.

To see how Bloom's can be applied specifically to distance education: Digital Approaches to Bloom's Taxonomy

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Using Bloom's Taxonomy to Write Effective Learning Outcomes

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Bloom's Taxonomy is a classification of the different outcomes and skills that educators set for their students (learning outcomes). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning.

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The SAMR Model is a structured framework that classifies four distinct levels of ICT integration within educational settings. These four components delineate various phases of ICT integration and differentiate between enhancements and transformative integration. SAMR elements: Substitution Augmentation Modification Redefinition

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https://www.3plearning.com/blog/connectingsamrmodel/https://www.3plearning.com/blog/connectingsamrmodel/

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http://technologiesforteaching.weebly.com/australian-professional-standards-for-teachers---ict.html

https://app.education.nsw.gov.au/digital-learning-selector/LearningTool/Browser?cache_id=72514

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Understanding DT

Engage with the Digital Technologies curriculum to plan, implement and assess effective lessons.

Plan and prepare

Guidance and support to develop and implement a whole-school plan.

Teach and assess

Students can learn to code and create using digital technologies, and find out about relevant careers.

For families

Find out about Digital Technologies to support your child to learn skills, create digital solutions and find a related career.

Programming

This series of three infographics provide an explanation of 'Programming' with relevant examples for each Year band and 'I can' statements

Algorithms

This series of three infographics provide an explanation of 'Algorithms' with relevant examples for each Year band and 'I can' statements.

Data representation

This series of three infographics provide an explanation of 'Data representation' with relevant examples for each Year band and 'I can' statements.

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Support for the Australian Curriculum: Digital Technologies with lesson plans, case studies, advice for school leaders, activities for students and for families. See links to the digital technologies industry events and programs. Get support with the development of computational thinking and coding skills in Australian students.

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
Creative Commons
Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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This list is not exhaustive. It provides some examples that schools may wish to explore. Before using any of the AI tools, be sure to conduct a risk assessment. For a comprehensive risk assessment, visit the eSafety Commissioner’s risk assessment tool .

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Queensland College of Teachers - Qld College of Teachers - QCT

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The Queensland College of Teachers is the teacher registration body in Qld. All teachers must be registered with us before commencing employment. Explore the QCT.

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Behaviour Management: A Bill Rogers Top 10

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Behaviour Management Strategies from Bill Rogers Without doubt the greatest personal challenge I’ve faced as a teacher was moving from the Sixth Form college in Wigan where I started teaching…

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https://www.khanacademy.org/science/high-school-biology/hs-human-body-systems

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If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Young programmers -- think playgrounds, not playpens | Marina Bers | TEDxJackson

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Skip to main content

A whole-school plan to implement the Digital Technologies curriculum would typically provide a high-level summary of the coverage of the curriculum area, and reflect the school's goals, vision and any school priorities.

Refer to the templates provided to document your curriculum planning for Digital Technologies. Adjust the document to suit your context. Alternatively use your existing planning documents used for other subject areas.

When creating your plan, your school will need to decide on the approach most appropriate for your context: whether the curriculum will be taught explicitly (as its own entity) or implicitly (integrated into other subject areas).

Other questions to ask include:

What will be covered across year levels?

What connections are there to existing programs?

What are the opportunities for transforming approaches to learning?

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A whole-school plan to implement the Digital Technologies curriculum would typically provide a high-level summary of the coverage of the curriculum area, and reflect the school's goals, vision and any school priorities.

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Every kid needs a champion | Rita Pierson | TED

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It’s Not What You Teach, It’s What Kind of Teacher You Are | Gregory Chahrozian | TEDxAUA

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Random Name Picker - Draw a random name (or names) from a list

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A free online name picker that allows you to randomly select a name from an urn (bag) of names. ➤ Random name picker to draw one or more names from a list of specified names. Useful for raffles, games, team picking, etc. Well-tested and secure randomization algorithm.

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Welcome to our fantastic collection of random name pickers, list pickers, winner pickers, and more!

These visual name pickers feature sounds, and they are all free to use :-)

Got an idea for another Random Name Picker? Or Number Generator? Let us know! :-)

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A massive collection of Random Name Pickers, Random Number Generators - and More! Choose a random Selection of Names, Numbers, Lists and More!

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One popular digital tool for timing options that teachers can use is "Online Stopwatch." It offers a simple and user-friendly interface with various timing features such as countdown timers, stopwatches, and clocks. With Online Stopwatch, teachers can easily time activities, assignments, presentations, or classroom discussions, helping to keep lessons on track and manage time effectively.

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A Free online stopwatch, quick easy to use stopwatch! also an online countdown!

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Dalai Lama Center for Peace and Education

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Nicola Morgan is an expert in teenage brain changes. She is the author of Blame My Brain - The Amazing Teenage Brain Revealed and The Teenage Guide to Stress, and has given hundreds of talks in schools, to teenagers, parents, teachers and other professionals.

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Teen Brains Are Not Broken | Roselinde Kaiser, Ph.D. | TEDxBoulder

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Communication and the Teenage Brain. | Martyn Richards | TEDxNorwichED

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Australian Student Wellbeing Framework

The Australian Student Wellbeing Framework (the Wellbeing Framework) is a foundational document that provides Australian schools with a vision and a set of guiding principles to support school communities to build positive learning environments, and to consider reviewing their current safety and wellbeing policies and support requirements.

The Wellbeing Framework provides school communities with best-practice advice on developing and implementing policies and support mechanisms to help all students from the first year of school to year 12. The five key elements of the Wellbeing Framework are:

Leadership: Principals and school leaders play an active role in building positive learning environment where the whole school community feels included connected, safe and respected.

Inclusion: All members of the school community are active participants in building a welcoming school culture that values, diversity, and fosters positive, respectful relationships.

Student Voice: Students are active participants in their own leaning and wellbeing, feel connected and use their social and emotional skills to be respectful, resilient and safe.

Partnerships: Families and communities collaborate as partners with the school to support student learning, safety and wellbeing.

Support: School staff, students and families share and cultivate an understanding of wellbeing and support for positive behaviour and how this supports effective teaching and learning.

The Wellbeing Framework has been endorsed by Ministers of Education through Education Council with input from all states and territories, education authorities and a range of national and international experts. It is aligned to state, territory and other national wellbeing and safety initiatives and to the Australian Curriculum, the Australian Professional Standards for Teachers and Principals. The Wellbeing Framework is based on evidence that recognises the strong linkages between student safety, wellbeing and learning outcomes. The Australian Student Wellbeing Framework and supporting resources are available for educators, parents and students on the Student Wellbeing Hub website.

Student Wellbeing Hub and resources

The Student Wellbeing Hub contains a wealth of Australian Curriculum aligned information and resources for educators, parents, and students on strategies to build and sustain the wellbeing of the whole school community. The Hub is underpinned by the Australian Student Wellbeing Framework.

The Hub is designed to be responsive to issues affecting students and schools to build positive, respectful and supportive teaching and learning communities.

Resources include:

professional learning modules with videos,

support materials,

podcasts and practical strategies

a school audit survey tool where schools can assess the effectiveness of their policies and procedures in relation to student wellbeing

The Australian Student Wellbeing Framework classroom resources for key topics including:

healthy minds and bodies

protecting against bullying

respecting diversity

building positive relationships

safe and responsible choices

being safe online.

Parents and students have dedicated sections of the Hub.

Parents can browse information and advice to help them:

support their child,

build positive communication with their child's school, and

contribute actively to the wider school community.

Students will find age-appropriate information, advice, and games that build their understanding of topics and issues important to their wellbeing at school and beyond.

The Hub is funded by the Australian Government, working with state and territory governments, the non-government school sector, and Education Services Australia.

Be You - national education initiative for mental health

Be You is an initiative designed to support mental health in schools and early learning services. The initiative provides teachers with the tools to help support the mental health and wellbeing of children and young people by:

Giving them flexible training and clear information, based on solid research, that helps them recognise and respond confidently to emerging mental health issues in their early learning service or schools

Offering tips about how to build resilience in children and young people

Reviewing mental health-related programs and placing them in one, easy-to-use online directory

Giving advice to educators about how they can support their own wellbeing

Involving families and carers in their child's education and wellbeing, and

Providing 70 consultants to guide schools and early learning services through the available resources.

Developed by Beyond Blue in partnership with delivery partners Early Childhood Australia and headspace, Be You is available for free to all 24,000 early learning services, primary and secondary schools in Australia. Selected resources will also be available on the Australian Government's Student Wellbeing Hub. Early learning services, schools and educators can sign up to the Be You website.

Cyberbullying

The Australian Government knows that online safety is an important issue for schools and families. Many Government cyberbullying initiatives provide information for students, teachers, parents and the community on creating safe online environments.

The Office of the eSafety Commissioner is Australia's leader in online safety, helping young people have safe, positive experiences online, and encouraging behavioural change to help ensure a generation of Australian children can act responsibly online.

The Student Wellbeing Hub also provides information about cyberbullying.

Bullying

Bullying and violence of any nature is never acceptable, and all students have the right to be safe at school.

The Bullying. No Way! website provides information, resources and helpful ideas for school communities about how to counter bullying, harassment, and violent student behaviour.

The website promotes the National Day of Action against Bullying and Violence, Australia's key anti-bullying event for schools. On this day, each year, all Australian students are encouraged to take a stand against bullying and violence in their classroom, school and beyond. It is Australia's largest anti-bullying event for schools, giving schools and students the opportunity to promote their own anti-bullying messages and programs to their community.

Schools are encouraged to participate in the National Day of Action against Bullying and Violence by registering at the Bullying. No Way! website.

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Student Resilience and Wellbeing Resources

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A variety of information and resources are available to schools, parents, and students to support the resilience and wellbeing of students.

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Design And Technology Teacher Association QLD

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Welcome to the home of the Design And Technology Teachers' Association of Queensland Inc. We exist to support our members - Design and Tech teachers in Queensland, Australia, and are affiliated with our counterparts in other Australian states and territories, and our national organisation, DATTA Australia.

Membership of DATTA Qld brings the benefits of collegiality, news, events, resources and articles of interest via this website and our quarterly journal, delivered in hardcopy to members preferred address (school, home, PO Box). DATTA Qld also offers a range of professional development opportunities for Queensland teachers of Design and Technology.

DATTA Qld has regional branches that typically meet once per term for an industry visit or social occasion, and is managed by a state executive that meets in Brisbane monthly. DATTA Qld hosts a state conference annually, sponsors pre-service teachers awards and celebrates excellence in Queensland Design and Technology teachers through our prestigious DATTA Qld Teacher Excellence Awards.

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Homepage - Design And Technology Teacher Association QLD

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Welcome to the home of the Design And Technology Teachers' Association of Queensland Inc. We exist to support our members - Design and Tech teachers in Queensland, Australia, and are affiliated with our counterparts in other Australian states and territories, and our national organisation, DATTA Australia.

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https://www.aitsl.edu.au/standards/graduate

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Department of Education, Q. G. (2020). Your Mental Wellbeing - Dear Mind . Department of Education, Queensland Government. https://mentalwellbeing.initiatives.qld.gov.au/

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Your mental wellbeing is the unique way that you handle your emotions, respond to stress and also your general outlook on life. Having a healthy sense of mental wellbeing has many benefits. It lifts your mood, promotes resilience in difficult situations and helps you get the most out of life.

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Supporting Students' Wellbeing & Mental Health  

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Supporting Students' Wellbeing & Mental Health  

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New Findings from Ohio State University Describe Advances in Anxiety Disorders (Gratitude Interventions: Effective Self-help? A Meta-analysis of the Impact on Symptoms of Depression and Anxiety). (2020). Health & Medicine Week, 2988-.

Department of Education, Q. G. (n.d.). Supporting students’ wellbeing and mental health. https://education.qld.gov.au/students/student-health-safety-wellbeing/student-wellbeing

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Blessinger, P., & Carfora, J. M. (2014). Inquiry-based learning for the arts, humanities and social sciences : a conceptual and practical resource for educators (P. Blessinger, J. M. Carfora, & A. Ahmad, Eds.; Vol. 2). Emerald.

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The Development of the Inquiry Complexity Reading Strategy (ICRS) in Online Academic Reading

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Abuhassna, H., Awae, F., Bayoumi, K., & Alzitawi, D. U. (2022). Understanding Online Learning Readiness among University Students : A Bibliometric Analysis. International Journal of Interactive Mobile Technologies (IJIM), 16(13), 81-94. Ally, M. (2008). Foundations of Educational Theory for Online Learning. In T. Anderson (Ed.), The Theory and Practice of Online Learning (2nd ed, pp.

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Social Appearance & Anxiety for Adolescents

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Social Appearance & Anxiety for Adolescents

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Boursier, V., Gioia, F., & Griffiths, M. D. (2020). Do selfie-expectancies and social appearance anxiety predict adolescents’ problematic social media use? Computers in Human Behavior, 110, 106395-. https://doi.org/10.1016/j.chb.2020.106395

Fardouly, V. and P. (2016). Social media shots affect body image because we only show our best side. The Conversation. https://theconversation.com/social-media-shots-affect-body-image-because-we-only-show-our-best-side-69783

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Boursier, V., Gioia, F., & Griffiths, M. D. (2020). Do selfie-expectancies and social appearance anxiety predict adolescents’ problematic social media use? Computers in Human Behavior, 110, 106395-. https://doi.org/10.1016/j.chb.2020.106395

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Do selfie-expectancies and social appearance anxiety predict adolescents’ problematic social media use?

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In contemporary society, social media use has become a widespread daily activity, especially among adolescents, who are often engaged in visual content sharing. Taking and posting selfies on social media is one of the most popular activities associated with teens’ social media use, representing a useful tool to increase their self-presentation via others’ approval. However, higher exposure to visual content on social media might lead to more social comparisons and appearance concerns reinforcement. Therefore, body image-based digital activities might allow dissatisfied individuals with their appearance to create and manage their best online self-presentation, leading to potentially problematic social media use. The present study evaluated the unexplored predictive role of selfie-expectancies and social appearance anxiety on problematic social media use (referred to by some scholars as ‘social media addiction’), as well as examining the possible gender differences between boys and girls. A total of 578 adolescents (mean age 16.1 years) participated in the study. Results showed that boys’ anxiety concerning self-appearance and the expectancy that selfies could improve their self-confidence were both predictors of their problematic social media use. On the contrary, despite a higher level of social appearance anxiety among girls, it did not influence their social media use. The study demonstrated novel findings concerning new gender-related associations in relation to problematic social media use, social appearance anxiety, and teens’ expectancies underlying selfie behavior. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

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Blackwell, D., Leaman, C., Tramposch, R., Osborne, C., & Liss, M. (2017). Extraversion, neuroticism, attachment style and fear of missing out as predictors of social media use and addiction. Personality and Individual Differences, 116, 69–72. https://doi.org/10.1016/j.paid.2017.04.039

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Le Messurier, M. (2019). What’s the buzz with teenagers? : a universal social and emotional literacy resource (M. N. Parker, Ed.). Routledge Taylor & Francis Group.

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Social & Emotional Literacy Resources

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Bullying. No Way! provides trustworthy and practical information about bullying for educators, families and young people. Bullying. No Way! is the trusted government source of quality resources for creating safe and supportive learning environments.

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Swanson, J., Valiente, C., Lemery-Chalfant, K., & Caitlin O’Brien, T. (2011). Predicting Early Adolescents’ Academic Achievement, Social Competence, and Physical Health From Parenting, Ego Resilience, and Engagement Coping. The Journal of Early Adolescence, 31(4), 548–576. https://doi.org/10.1177/0272431610366249

Hugh van Cuylenburg, C.-F. and P. (n.d.). The Resilience Project: Schools Education Program. The Resilience Project. https://theresilienceproject.com.au/education/

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Relationships Australia. (2020). Relationships Australia. https://relationships.org.au/

Michael Grose. (1920, Winter). Respectful relationships start at home  . Respect.gov.au. https://www.respect.gov.au/respectful-relationships-start-at-home/

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Cregg, D. R., & Cheavens, J. S. (2020). Gratitude Interventions: Effective Self-help? A Meta-analysis of the Impact on Symptoms of Depression and Anxiety. Journal of Happiness Studies, 22(1), 413–445. https://doi.org/10.1007/s10902-020-00236-6

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Queensland Government. (n.d.). Student protection: Policy and Procedure Register. https://ppr.qed.qld.gov.au/pp/student-protection-procedure

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Department of Education International (DEi) staff, school staff, students, homestay providers, international partners, teachers, chaperones, parents/legal custodians of students and their agents.

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Karsay, K., & Schmuck, D. (2019). “Weak, Sad, and Lazy Fatties”: Adolescents’ Explicit and Implicit Weight Bias Following Exposure to Weight Loss Reality TV Shows. Media Psychology, 22(1), 60–81. https://doi.org/10.1080/15213269.2017.1396903

Santarossa, S., & Woodruff, S. J. (2017). SocialMedia: Exploring the Relationship of Social Networking Sites on Body Image, Self-Esteem, and Eating Disorders. Social Media + Society, 3(2), 205630511770440-. https://doi.org/10.1177/2056305117704407

ReachOut. (n.d.). Understanding body image . ReachOut Australia. https://au.reachout.com/articles/what-is-body-image

National Eating Disorders Collaboration. (n.d.). Body Image. NEDC. https://nedc.com.au/eating-disorders/eating-disorders-explained/body-image/

Body image . (2019). healthdirect. https://www.healthdirect.gov.au/body-image

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Seekis, V., Bradley, G. L., & Duffy, A. (2017). The effectiveness of self-compassion and self-esteem writing tasks in reducing body image concerns. Body Image, 23, 206–213. https://doi.org/10.1016/j.bodyim.2017.09.003

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Blogger.com - Create a unique and beautiful blog easily.

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Publish your passions your way. Whether you’d like to share your knowledge, experiences or the latest news, create a unique and beautiful blog.

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Key Considerations:

•Health and Physical Education propositions

•Importance of a healthy school environment

•Organisation of learning

•Protocols for engaging First Nations Australians

•Meeting the needs of diverse learners

Incorporating the ACARA Cross Curriculum Priorities in (HPE) classes can help enrich students' learning experiences by integrating important themes into physical activities and health education. 3 Cross-Curricular Priorities are Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia’s Engagement with Asia, and Sustainability. Here’s how you can integrate each of these priorities into HPE:

Aboriginal and Torres Strait Islander Histories and Cultures

1. Traditional Games:

Introduce students to traditional Aboriginal and Torres Strait Islander games such as "Buroinjin" and "Kai."

Discuss the cultural significance and historical context of these games.

Explore the values and skills these games promote, such as teamwork, agility, and respect for nature.

2. Health and Wellbeing:

Examine traditional Aboriginal and Torres Strait Islander approaches to health and wellbeing, including bush medicine and holistic health practices.

Invite local Aboriginal or Torres Strait Islander health practitioners to speak to the class.

3. Nutrition and Diet:

Study traditional diets and food sources, such as bush tucker, and compare them with modern diets.

Organize cooking classes or taste-testing sessions featuring traditional ingredients.

Asia and Australia’s Engagement with Asia

1. Cultural Sports:

Introduce students to sports popular in Asia, such as Sepak Takraw, martial arts (like Taekwondo or Karate), and table tennis.

Discuss the history and cultural significance of these sports in their respective countries.

2. Health Practices:

Explore traditional Asian health practices such as yoga, meditation, Tai Chi, and their benefits for physical and mental health.

Incorporate these practices into regular class routines.

3. Global Health Issues:

Discuss global health issues and how Australia engages with Asia to address these challenges.

Create projects or presentations on topics like the spread of infectious diseases, nutrition, and physical activity trends in Asian countries.

Sustainability

1. Environmental Impact of Physical Activities:

Educate students on the environmental impacts of various sports and recreational activities.

Promote eco-friendly practices, such as using sustainable sports equipment and minimizing waste at events.

2. Outdoor Education:

Plan outdoor activities and excursions that focus on environmental education, such as hiking, orienteering, and nature walks.

Teach students about the importance of preserving natural environments and the role they play in physical and mental health.

3. Sustainable Living:

Incorporate lessons on sustainable living practices, such as recycling, reducing waste, and conserving water, into health education.

Engage students in projects that promote sustainability in their local community, such as clean-up campaigns or creating a school garden.

Practical Tips for Implementation

Collaborate with Local Communities: Work with local Aboriginal and Torres Strait Islander communities and Asian cultural organizations to ensure authentic and respectful integration of cultural elements.

Interdisciplinary Projects: Combine efforts with other subject areas, such as geography, science, and history, to create interdisciplinary projects that reinforce cross-curricular priorities.

Professional Development: Invest in professional development for teachers to build their knowledge and confidence in teaching these priorities.

Student-Led Activities: Encourage students to research and lead activities related to the cross-curricular priorities, fostering ownership and deeper engagement.

By weaving these priorities into HPE classes, educators can provide a richer, more diverse educational experience that prepares students to be informed and respectful global citizens.

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Health and Physical Education | V9 Australian Curriculum

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This page describes the rationale, aims, structure, key considerations, key connections and supporting resources for the Health and Physical Education learning area.

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Ethical Responsibly Online Safety for Learners

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Ethical Responsibly Online Safety for Learners

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Endorsing safe online practices for students is crucial for teachers, as it ensures that young people are equipped with the knowledge and skills needed to navigate the digital world responsibly and securely. With the increasing prevalence of digital technologies in education and everyday life, students are exposed to various online risks, including cyberbullying, privacy breaches, and exposure to inappropriate content. By promoting digital literacy and online safety, teachers help students understand the importance of protecting their personal information, recognizing and responding to cyber threats, and maintaining respectful and ethical behaviour online. This proactive approach not only safeguards students' well-being but also fosters a positive and productive learning environment where technology can be used to enhance educational experiences.

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Practical advice for young people about staying safe online

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What is problem-based learning?

Problem-based learning (PBL) is a style of teaching that encourages students to become the drivers of their learning process. Problem-based learning involves complex learning issues from real-world problems and makes them the classroom's topic of discussion; encouraging students to understand concepts through problem-solving skills rather than simply learning facts. When schools find time in the curriculum for this style of teaching it offers students an authentic vehicle for the integration of knowledge.

Embracing this pedagogical approach enables schools to balance subject knowledge acquisition with a skills agenda. Often used in medical education, this approach has equal significance in mainstream education where pupils can apply their knowledge to real-life problems.

PBL is not only helpful in learning course content, but it can also promote the development of problem-solving abilities, critical thinking skills, and communication skills while providing opportunities to work in groups, find and analyse research materials, and take part in life-long learning.

PBL is a student-centred teaching method in which students understand a topic by working in groups. They work out an open-ended problem, which drives the motivation to learn. These sorts of theories of teaching do require schools to invest time and resources into supporting self-directed learning. Not all curriculum knowledge is best acquired through this process, rote learning still has its place in certain situations. In this article, we will look at how we can equip our students to take more ownership of the learning process and utilise more sophisticated ways for the integration of knowledge.

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Philosophical Underpinnings of PBL

Problem-Based Learning (PBL), with its roots in the philosophies of John Dewey, Maria Montessori, and Jerome Bruner, aligns closely with the social constructionist view of learning. This approach positions learners as active participants in the construction of knowledge, contrasting with traditional models of instruction where learners are seen as passive recipients of information.

Dewey, a seminal figure in progressive education, advocated for active learning and real-world problem-solving, asserting that learning is grounded in experience and interaction. In PBL, learners tackle complex, real-world problems, which mirrors Dewey's belief in the interconnectedness of education and practical life.

Montessori also endorsed learner-centric, self-directed learning, emphasizing the child's potential to construct their own learning experiences. This parallels with PBL's emphasis on self-directed learning, where students take ownership of their learning process.

Jerome Bruner's theories underscored the idea of learning as an active, social process. His concept of a 'spiral curriculum' - where learning is revisited in increasing complexity - can be seen reflected in the iterative problem-solving process in PBL.

Webb's Depth of Knowledge (DOK) framework aligns with PBL as it encourages higher-order cognitive skills. The complex tasks in PBL often demand analytical and evaluative skills (Webb's DOK levels 3 and 4) as students engage with the problem, devise a solution, and reflect on their work.

The effectiveness of PBL is supported by psychological theories like the information processing theory, which highlights the role of active engagement in enhancing memory and recall. A study by Strobel and Van Barneveld (2009) found that PBL students show improved retention of knowledge, possibly due to the deep cognitive processing involved.

As cognitive scientist Daniel Willingham aptly puts it, "Memory is the residue of thought." PBL encourages learners to think critically and deeply, enhancing both learning and retention.

Here's a quick overview:

1. John Dewey: Emphasized learning through experience and the importance of problem-solving.

2. Maria Montessori: Advocated for child-centered, self-directed learning.

3. Jerome Bruner: Underlined learning as a social process and proposed the spiral curriculum.

4. Webb's DOK: Supports PBL's encouragement of higher-order thinking skills.

5. Information Processing Theory: Reinforces the notion that active engagement in PBL enhances memory and recall.

This deep-rooted philosophical and psychological framework strengthens the validity of the problem-based learning approach, confirming its beneficial role in promoting valuable cognitive skills and fostering positive student learning outcomes.

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What are the characteristics of problem-based learning?

Adding a little creativity can change a topic into a problem-based learning activity. The following are some of the characteristics of a good PBL model:

The problem encourages students to search for a deeper understandingof content knowledge;

Students are responsible for their learning. PBL has a student-centred learning approach. Students' motivation increases when responsibility for the process and solution to the problem rests with the learner;

The problem motivates pupils to gain desirable learning skills and to defend well-informed decisions;

The problem connects the content learning goals with the previous knowledge. PBL allows students to access, integrate and study information from multiple disciplines that might relate to understanding and resolving a specific problem-just as persons in the real world recollect and use the application of knowledge that they have gained from diverse sources in their life.

In a multistage project, the first stage of the problem must be engaging and open-ended to make students interested in the problem. In the real world, problems are poorly-structured. Research suggests that well-structured problems make students less invested and less motivated in the development of the solution. The problem simulations used in problem-based contextual learning are less structured to enable students to make a free inquiry.

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In a group project, the problem must have some level of complexity that motivates students towards knowledge acquisition and to work together for finding the solution. PBL involves collaboration between learners. In professional life, most people will find themselves in employment where they would work productively and share information with others. PBL leads to the development of such essential skills. In a PBL session, the teacher would ask questions to make sure that knowledge has been shared between pupils;

At the end of each problem or PBL, self and peer assessments are performed. The main purpose of assessments is to sharpen a variety of metacognitive processing skills and to reinforce self-reflective learning.

Student assessments would evaluate student progress towards the objectives of problem-based learning. The learning goals of PBL are both process-based and knowledge-based. Students must be assessed on both these dimensions to ensure that they are prospering as intended from the PBL approach. Students must be able to identify and articulate what they understood and what they learned.

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Why is Problem-based learning a significant skill?

Using Problem-Based Learning across a school promotes critical competence, inquiry, and knowledge application in social, behavioural and biological sciences. Practice-based learning holds a strong track record of successful learning outcomes in higher education settings such as graduates of Medical Schools.

Educational models using PBL can improve learning outcomes by teaching students how to implement theory into practice and build problem-solving skills. For example, within the field of health sciences education, PBL makes the learning process for nurses and medical students self-centred and promotes their teamwork and leadership skills. Within primary and secondary education settings, this model of teaching, with the right sort of collaborative tools, can advance the wider skills development valued in society.

At Structural Learning, we have been developing a self-assessment tool designed to monitor the progress of children. Utilising these types of teaching theories curriculum wide can help a school develop the learning behaviours our students will need in the workplace.

Curriculum wide collaborative tools include Writers Block and the Universal Thinking Framework. Along with graphic organisers, these tools enable children to collaborate and entertain different perspectives that they might not otherwise see. Putting learning in action by using the block building methodology enables children to reach their learning goals by experimenting and iterating.

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How is problem-based learning different from inquiry-based learning?

The major difference between inquiry-based learningand PBL relates to the role of the teacher. In the case of inquiry-based learning, the teacher is both a provider of classroom knowledge and a facilitator of student learning (expecting/encouraging higher-order thinking). On the other hand, PBL is a deep learning approach, in which the teacher is the supporter of the learning process and expects students to have clear thinking, but the teacher is not the provider of classroom knowledge about the problem-the responsibility of providing information belongs to the learners themselves.

As well as being used systematically in medical education, this approach has significant implications for integrating learning skills into mainstream classrooms.

Using a critical thinking disposition inventory, schools can monitor the wider progress of their students as they apply their learning skills across the traditional curriculum. Authentic problems call students to apply their critical thinking abilities in new and purposeful ways. As students explain their ideas to one another, they develop communication skills that might not otherwise be nurtured.

Depending on the curriculum being delivered by a school, there may well be an emphasis on building critical thinking abilities in the classroom. Within the International Baccalaureate programs, these life-long skills are often cited in the IB learner profile. Critical thinking dispositions are highly valued in the workplace and this pedagogical approach can be used to harness these essential 21st-century skills.

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What are the Benefits of Problem-Based Learning?

Student-led Problem-Based Learning is one of the most useful ways to make students drivers of their learning experience. It makes students creative, innovative, logical and open-minded. The educational practice of Problem-Based Learning also provides opportunities for self-directed and collaborative learning with others in an active learning and hands-on process. Below are the most significant benefits of problem-based learning processes:

1. Self-learning: As a self-directed learning method, problem-based learning encourages children to take responsibility and initiative for their learning processes. As children use creativity and research, they develop skills that will help them in their adulthood.

2. Engaging: Students don't just listen to the teacher, sit back and take notes. Problem-based learning processes encourages students to take part in learning activities, use learning resources, stay active, think outside the box and apply critical thinking skills to solve problems.

3. Teamwork: Most of the problem-based learning issues involve students collaborative learning to find a solution. The educational practice of PBL builds interpersonal skills, listening and communication skills and improves the skills of collaboration and compromise.

4. Intrinsic Rewards: In most problem-based learning projects, the reward is much bigger than good grades. Students gain the pride and satisfaction of finding an innovative solution, solving a riddle, or creating a tangible product.

5. Transferable Skills: The acquisition of knowledge through problem-based learning strategies don't just help learners in one class or a single subject area. Students can apply these skills to a plethora of subject matter as well as in real life.

6. Multiple Learning Opportunities: A PBL model offers an open-ended problem-based acquisition of knowledge, which presents a real-world problem and asks learners to come up with well-constructed responses. Students can use multiple sources such as they can access online resources, using their prior knowledge, and asking momentous questions to brainstorm and come up with solid learning outcomes. Unlike traditional approaches, there might be more than a single right way to do something, but this process motivates learners to explore potential solutions whilst staying active.

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Embracing problem-based learning

Problem-based learning can be seen as a deep learning approach and when implemented effectively as part of a broad and balanced curriculum, a successful teaching strategy in education. PBL has a solid epistemological and philosophical foundation and a strong track record of success in multiple areas of study. Learners must experience problem-based learning methods and engage in positive solution-finding activities. PBL models allow learners to gain knowledge through real-world problems, which offers more strength to their understanding and helps them find the connection between classroom learning and the real world at large.

As they solve problems, students can evolve as individuals and team-mates. One word of caution, not all classroom tasks will lend themselves to this learning theory. Take spellings, for example, this is usually delivered with low-stakes quizzing through a practice-based learning model. PBL allows students to apply their knowledge creatively but they need to have a certain level of background knowledge to do this, rote learning might still have its place after all.
Key Concepts and considerations for school leaders
1. Problem Based Learning (PBL)

Problem-based learning (PBL) is an educational method that involves active student participation in solving authentic problems. Students are given a task or question that they must answer using their prior knowledge and resources. They then collaborate with each other to come up with solutions to the problem. This collaborative effort leads to deeper learning than traditional lectures or classroom instruction.

Key question: Inside a traditional curriculum, what opportunities across subject areas do you immediately see?

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2. Deep Learning

Deep learning is a term used to describe the ability to learn concepts deeply. For example, if you were asked to memorize a list of numbers, you would probably remember the first five numbers easily, but the last number would be difficult to recall. However, if you were taught to understand the concept behind the numbers, you would be able to remember the last number too.

Key question: How will you make sure that students use a full range of learning styles and learning skills?

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3. Epistemology

Epistemology is the branch of philosophy that deals with the nature of knowledge. It examines the conditions under which something counts as knowledge.

Key question: As well as focusing on critical thinking dispositions, what subject knowledge should the students understand?

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4. Philosophy

Philosophy is the study of general truths about human life. Philosophers examine questions such as "What makes us happy?", "How should we live our lives?", and "Why does anything exist?"

Key question: Are there any opportunities for embracing philosophical enquiry into the project to develop critical thinking abilities?

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5. Curriculum

A curriculum is a set of courses designed to teach specific subjects. These courses may include mathematics, science, social studies, language arts, etc.

Key question: How will subject leaders ensure that the integrity of the curriculum is maintained?

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6. Broad and Balanced Curriculum

Broad and balanced curricula are those that cover a wide range of topics. Some examples of these types of curriculums include AP Biology, AP Chemistry, AP English Language, AP Physics 1, AP Psychology, AP Spanish Literature, AP Statistics, AP US History, AP World History, IB Diploma Programme, IB Primary Years Program, IB Middle Years Program, IB Diploma Programme.

Key question: Are the teachers who have identified opportunities for a problem-based curriculum?

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7. Successful Teaching Strategy

Successful teaching strategies involve effective communication techniques, clear objectives, and appropriate assessments. Teachers must ensure that their lessons are well-planned and organized. They must also provide opportunities for students to interact with one another and share information.

Key question: What pedagogical approaches and teaching strategies will you use?

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8. Positive Solution Finding

Positive solution finding is a type of problem-solving where students actively seek out answers rather than passively accept what others tell them.

Key question: How will you ensure your problem-based curriculum is met with a positive mindset from students and teachers?

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9. Real World Application

Real-world application refers to applying what students have learned in class to situations that occur in everyday life.

Key question: Within your local school community, are there any opportunities to apply knowledge and skills to real-life problems?

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10. Creativity

Creativity is the ability to think of ideas that no one else has thought of yet. Creative thinking requires divergent thinking, which means thinking in different directions.

Key question: What teaching techniques will you use to enable children to generate their own ideas?

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11. Teamwork

Teamwork is the act of working together towards a common goal. Teams often consist of two or more people who work together to achieve a shared objective.

Key question: What opportunities are there to engage students in dialogic teaching methods where they talk their way through the problem?

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Knowledge transfer occurs when teachers use their expertise to help students develop skills and abilities.

Key question: Can teachers be able to track the success of the project using improvement scores?

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13. Active Learning

Active learning is any form of instruction that engages students in the learning process. Examples of active learning include group discussions, role-playing, debates, presentations, and simulations.

Key question: Will there be an emphasis on learning to learn and developing independent learning skills?

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14. Student Engagement

Student engagement is the degree to which students feel motivated to participate in academic activities.

Key question: Are there any tools available to monitor student engagement during the problem-based curriculum?

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Problem based learning: a teacher's guide

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Find out how teachers use problem-based learning models to improve engagement and drive attainment.

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Professional development is of paramount importance for Australian educators as it not only enhances skills and knowledge but also keeps us up to date with the latest educational trends and methodologies. In a rapidly evolving educational landscape, continuous professional development ensures we can adapt to new teaching techniques, technology integration, and diverse student needs.

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Online Professional Learning

Our certified online courses combine the information, resources and activities of our workshops with the convenience of learning when and where it suits you.

Self Paced
Each course is structured to allow you to easily work through the material at your own pace.

Certified
All of our courses are certified and can contribute to your annual required professional learning hours.

No assignments or exams
There are no assignments or tests to complete, just a series of reflection questions to stimulate your thinking.

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Teacher Professional Development Services |

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Our certified online courses combine the information, resources and activities of our workshops with the convenience of learning when and where it suits you. Self Paced Each course is structured to allow you to easily work through the material at your own pace.

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Future HPE Professional Development Options

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Future HPE Professional Development Options

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Links to HPE PD's-

~https://www.pesta.com.au/

~https://www.teacherprofessionaldevelopmentservices.com.au/

~ACHPER QLD Home

~Professional development resources for teachers - Find CPD | QCT

~Teacher Professional Learning Guidelines | Australian Sports Commission (sportaus.gov.au)

Professional development for teaching Health and Physical Education (HPE) is essential for educators to stay updated with the latest pedagogical strategies, health trends, and physical activity research. It ensures that teachers are well-equipped to deliver a comprehensive and dynamic curriculum that addresses the diverse needs of students. Through ongoing professional development, HPE teachers can enhance their understanding of contemporary health issues, effective instructional methods, and innovative ways to engage students in physical activities. Training sessions and workshops focused on topics such as mental health education, inclusive practices, and the integration of technology in physical education can significantly improve teaching efficacy. Additionally, professional development opportunities provide a platform for teachers to collaborate, share best practices, and develop new skills, ultimately contributing to the overall health and wellbeing of their students and fostering a positive, active learning environment.

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Home : Physical Education Studies Teachers’ Association (PESTA)

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Latest updates WA PES Hard Copy Textbook PDF 147 KB WA PES eBook PDF 164 KB PESTA Unit 1&2 3&4 ATAR Examination Flyer for all Editions with Order Form PDF 581…

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https://www.youtube.com/watch?v=ZxAWF39sgnU

https://www.digitaltechnologieshub.edu.au/search/?keywords=Health&p=1&items=8

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Virtual reality is quickly proving to be the antithesis of traditional sit-down video gaming performed on a couch. This revolutionary medium is actually improving human health by getting participants onto [...]

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ACARA ~ Linking My Subjects ~Home Economics & HPE

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ACARA ~ Linking My Subjects ~Home Economics & HPE

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Linking my two teaching subject specialities (Home Economics & Health and Physical Education) is my passion as a future educator, informing students on healthy life choices can drastically their overall health and well-being.

Home economics develops students’ capacity to make decisions, solve problems and respond critically and creatively to practical concerns of individuals, families and communities in local and global contexts. Elements of learning in home economics draws from content in both Health and Physical Education and Technologies in the Australian Curriculum.

The primary content drawn from the Health and Physical Education curriculum is in relation to food and nutrition, growth and development, identity and connecting to others. The Health and Physical Education curriculum focuses on developing knowledge, understanding and skills needed to make healthy choices about food and nutrition. Students learn about this by exploring the influences on these choices and developing skills to access and assess nutritional information to support healthy choices. In Health and Physical Education, students learn about different stages of life and take increasing responsibility for their own growth and development. They explore and learn how to manage the many different factors that influence their identities. They also develop a practical understanding of how connections to other people influence health and wellbeing.

Visit the ‘Food and wellbeing’ page of the Australian Curriculum Version 9.0 website for more information.

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Personal, social and community health Being healthy, safe and active
Content descriptions with elaborations

Explore how success, challenge and failure strengthen identities (ACPPS033)

examining factors that support personal achievement and development of personal identities, such as the influence of family, friends and school

suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking

Explore strategies to manage physical, social and emotional change (ACPPS034)

discussing physical, social and emotional changes that occur as individuals get older, and exploring how these changes impact on how they think and feel

about themselves and different situations

exploring how friendships change as they grow older and identifying strategies to manage change

identifying people or sources of information that they can access if they have questions about the changes that are occurring

Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)

examining their own eating patterns by researching The Australian Guide to Healthy Eating and identifying healthier food choices
Communicating and interacting for health and wellbeing
Content descriptions with elaborations

Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)

describing behaviours that show empathy and respect for the rights of others

creating an online connection with another school and identifying similarities and differences between students

predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them

recognising that bullying behaviour can take many forms, not only physical

Investigate how emotional responses vary in depth and strength (ACPPS038)

recognising own emotional responses and levels of their response in different situations

understanding that emotional responses vary across cultures and differ between people and different situations

analysing scenarios and identifying possible triggers and warning signs to predict emotional responses

describing strategies they can use to identify and manage their emotions before making a decision to act

Discuss and interpret health information and messages in the media and on the Internet (ACPPS039)

accessing different sources of health information and examining the accuracy of these sources

examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages

investigating how health messages influence health decisions

Contributing to healthy and active communities
Content descriptions with elaborations

Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)

establishing a small fruit and vegetable garden for the class that can be used to create healthy lunches or snacks

exploring and developing responsible and sustainable classroom practices such as recycling, composting and energy saving

Research own heritage and cultural identities and explore strategies to respect and value diversity (ACPPS042)

investigating how food practices differ between families, communities and cultural groups, and how food preparation and consumption are used to celebrate and pass on cultural beliefs, practices and values

planning a day that celebrates the cultural diversity of students in their class by sharing food, stories and games from their cultural background

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If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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GoNoodle is a wonderful movement and brain break tool as it provides a variety of short, high-energy videos that include dance routines, physical exercises, and mindfulness activities designed to get students moving.

https://www.gonoodle.com/

Just Dance Now is a popular dance game which can be utilized within educational settings. Offering educators a healthy movement based brain-break options and it a fun and interactive way for students to engage in dancing & movement, which is healthy!

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Instantly access and explore the world of Just Dance.

Play the world's favorite dance video game without a videogame console! All it takes to turn any room into a crazy dancefloor is an internet-connected screen and a smartphone to use as a controller!

Experiencing the fantastic world of Just Dance has never been so easy and fun!

Access an ever-growing catalog of more than 700 songs!

Whether you prefer today's hottest hits or golden oldies, you'll find something you like in Just Dance Now!

A host of amazing features!

Play with an unlimited number of friends! Anyone with a smartphone can join the party!
Play with an unlimited number of friends! Anyone with a smartphone can join the party!

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Play the world's favorite dance video game without a videogame console! All it takes to turn any room into a crazy dancefloor is an internet-connected screen and a smartphone to use as a controller! Experiencing the fantastic world of Just Dance has never been so easy and fun!

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Use apps like Headspace or Calm to guide students through short mindfulness and relaxation exercises.

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Improving the health and happiness of the world, one educator at a time.

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physical movements digital resources for educators

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Physical Education Resources

Australian

International

Resources for all areas of Physical Education from fitness to body image & self-esteem, P.E. portals to sports measurement, games to playground fun. Some material has been transposed from the previous Sports page.

We have tried to ensure resources are free to use wherever possible.

You should also check the Physical Education page. This contains state and territory information, a much larger listing of associations and other sport related bodies and links to specific areas. A number of resource links from that page have now been moved to this page.

Remember some sites are not Australian. Check carefully to be sure they conform to Australian requirements before use, e.g. spelling, terminology, guidelines, … .

Australian Sites

ASSOCIATIONS

ACHPER
Resources for activities as well as professional learning. Most are fee-based though some are free downloads. .

Australian Curriculum - Health and Physical Education [R.I.C. Publications]
‘Offers educational resources to support the Australian Health and Physical Education curriculum while promoting understanding and application of positive lifestyle habits in students’. Use the filters on the left to find the appropriate year, age, format, product type, series and price range.

Gymnastics for All Resources
Gymnastics Australia. Multiple options including down to KinderGym. Fee-based.

Play by the Rules
South Australia. ‘Here you can find a wide range of free downloadable resources for you to use in your organisation. Simply click on the resource area that interests you. Templates; Articles; Magazine; Interactive Scenarios; Audio Files; ebooks; Infographics; General posters and post cards; Safe, fair and inclusive case studies’.

Playing for Life - Sport Australia
‘Fun and active games to develop children’s skills, confidence and lifelong interest in sport’.

Resources - Sport Australia
‘We have a range of tools and information that are designed to help sporting organisations create great sporting environments for children. Browse the Sport Australia website or view some of the featured resources below’.

School Courses
‘The listed courses are offered by SASMA for school students’. Fee-based. For further details about courses and cost check on this School Courses page.

School Sport Australia
Education through school sport. ‘Our purpose is to provide a strong and connected representative school sport system that is educative, inclusive, collaborative, dynamic and sustainable’. Championship Calendar, Sports, International Tours, News and much more.

Sport Integrity Australia - Secondary Schools Resource Kit
‘This document contains free resources for teachers, coaches, students and parents that cover key sport integrity and anti-doping topics’.

EDUCATION DEPARTMENTS, BOARDS, MUSEUMS, CURRICULUM, …

Health and Physical Education
Education and Training Victoria. ‘Materials and approaches to teach health and physical education in schools’.

Health and Physical Education : An introduction for teachers
Short video from ACARA. ‘Listen to members of the Health and Physical Education Advisory Group and critical friends discuss the features of the curriculum’. [6.25min.]

Health and Physical Education - Scootle
‘Aligned with the Australian Curriculum : Health and Physical Education. Use the filters to refine the curriculum results shown by year level, strand, general capability or cross curriculum priority’.

PE Pulse - Resources
ACT. ‘Click through our list of resources to find quality programs and useful information that can help educators to plan and implement physical education and sport in schools’. Healthy Kids to Curriculum and Government links, Kids at Play to Sports Rules for Primary Teachers.

Physical activity and health
Education Queensland. Introduction followed by four health and activity sections at the bottom geared to different age groups. Click on each for access to collection of links to a wide range of resources and other support..

Physical Education and Sport Resources
Education and Training, Victoria. Select your particular area of interest and find a wide range of appropriate resources

Physical Education Resources
NSW Dept. of Education. Annotated links to a range of resources. NSW teachers can also access further physical literacy information and resources by using their staff only access. The School Sports Unit also provides access to multiple resources.

UniSport Australia
‘UniSport Australia [UniSport] is the peak governing body of university sport in Australia. We promote and foster the importance of university sport as an integral part of university life at 43 member universities, who collectively represent more than one million students nationwide’.

GOVERNMENT BODIES

Australian Sporting Commission
Information on Australian sports, Institute of Sport, supporting sport, participating in sport, research, sports news, more. A number of specific links from this body are included in other sections of this page.

Fun Moves - Teaching fundamental movement skills in the early years
‘These Fun Moves videos were developed by the Central Coast Local Health District Health Promotion Service to support early childhood educators teach preschool children the 13 fundamental movement skills’. Includes Manual, Fact Sheets, Videos, Music, Posters, Storybooks and a Family Information Session Package.

Healthy Eating Active Living - Teaching resources
Health NSW. ‘A guide to syllabus and other resources provides teachers with some support materials for physical education and physical activity within the school’. Also check the links in the menu at the top, left.

Kids’ health - healthdirect
There is a range of topics covered under this heading. Some you will just find interesting for other reasons, but there are a number relating to physical health such as Safe exercise for children, Benefits of physical activity for children and Developing life skills through sports to name a few. There are also links to further articles on the same topics. You can also search for other sections related to this through the “Health topics A-Z” link in the top menu.

Sporting Schools
‘Sport Australia, in partnership with key supporting organisations, has developed resources to help schools and sports deliver high quality, modified sporting games and activities. Choose from the options below to view some of the resources available’. Also check their Resource Hub.

Safe and Inclusive Sport
‘Building the capacity and capability of sport to provide safe, ethical and inclusive sporting environments’. Multiple sections covered.

Munch & Move
Lessons, lesson ideas, professional development, more. Replacement option for previous Healthy Kids website.

Safety Guidelines for Children and Young People in Sport and Recreation
Sports Medicine Australia. ‘The Australian Government has moved to make sport safer for young Australians with the launch of new national guidelines to promote safety in sport and a national sport injury prevention program’.

OTHER RESOURCES

AcePE
Don’t be fooled. There is a great collection of links to physical education resources covering multiple areas available through this site. They include adapted physical activities. Worth a visit.

Australian Curriculum Lessons - Health and PE
Select options from a range of lessons linked to the Australian Curriculum for this area.

Australian Screen, Sport and Health
The clips available range from Body Image [including teacher’s notes] to History of Australian Sport, Human Growth and Development to The Olympic Games, covering a spectrum of 13 topics.

Body Image [Health Direct]
Links to resources about Body Image and related conditions. Health Direct, Australia.

Clearinghouse For Sport
‘Connecting people in sport to a world of ideas, experience and knowledge’. Knowledge base and Resources.

Gorgeous
Looks at body image and self-esteem. Activities, information, teacher resources. Based on an Australian book of the same name. Video, teacher’s notes available at no charge.

Gymnastics Resources for Primary Schools [Gymnastics 4 Hire]
Site includes Teaching Tips, Resources including Lesson Plans and related material, Gymnastics Articles, Links, even equipment hire.

Health and Physical Education : An introduction for teachers
Short video from ACARA. ‘Listen to members of the Health and Physical Education Advisory Group and critical friends discuss the features of the curriculum’. [6.25min.]

Online Classroom - Physical Education
12 books covering the AHPES Physical Education series, the Life Fit Books, PE Activities, PE Games books and Teaching Skills for Ball games.

OzSwoosh Education [Coach Craig Rowe]
‘Basketball basics for Beginner Coaches and Teachers’. A significant range of short videos on specific aspects. Check the Playlists for specific topics. Examples include Youth Basketball Drills for Kids, Popular Uploads and many more. Well worth visiting.

PE Games for Primary School
TES Australia. ‘A selection of popular games for the PE lesson’.

Physical Education Resources
A significant range of resources from TES Australia. Most are fee-based but generally are less than $10. Those that are free are clearly marked.

Primary School Teaching Resources
‘Explore the many factors that influence health, wellbeing, physical activity and sporting performance with VEA’s videos’. Curriculum aligned.

Teach Starter - Physical Education Teaching Resources
‘Physical education teaching resources for primary school students and teachers. This large selection of educational resources includes posters, borders and banners to decorate your classroom, as well as comprehensive learning activities such as comprehension pieces, worksheets, activities and inquiry tasks to immerse your students in learning about physical education. Within the Physical education category, you will also find resources for teaching and playing different types of sports’. Fee-based but reasonable.

Teacher Superstore - Health & Physical Education Resources and Supplies
450+ products at time of updating. Use filters to narrow the selection - Year Level, Publisher [if known], Product Type and Price Range. You can also narrow the choice using the area links at the top of the products.

The PE Geek
‘I am a Physical Education Teacher from country Victoria, Australia. As I am also Information Technology trained I delight in aiming to engage students in my classes using Web 2.0 tools. The purpose of my blog is to detail the different ways I am trialling these technologies in my classes’.

Twinkl - Key Stage 3 Physical Education Secondary Resources
A wide range of resources including some designed for UK GCSE level but still usable in Australia.

International Sites

RESOURCES

Ace Fitness
American Council on Exercise. ‘our ACE Fit® Exercise Library offers a variety of movements to choose from. Browse through total-body exercises or movements that target more specific areas of the body. Each comes with a detailed description and photos to help ensure proper form’. USA.

Approaches to physical activity in the primary years - Scotland
‘These films [and other information] highlight a range of approaches which have been used in different settings to embed daily physical activity into the life of the school’. Scotland.

Child Nutrition Resources
Child Nutrition Sharing Site. While US-based, there are sections of value. Resource Hub and Programs. USA. Includes the ‘Healthy Meals Resource System’ previously listed separately. USA.

Elite soccer drills for Kids
‘If the child enjoys playing football and wants to improve then this article is for you with some elite soccer drills for kids that can be practised at home without the need for team mates’. Suitable for children from 6 to 14. Annual fee for access. UK.

Field Day Activities
Running a PE Field [curriculum] Day ? PE activities successfully used for this. Each done in detail, so adopt or adapt as needed. USA.

Fit for Life : Online Resources for Encouraging Physical Fitness
Education World. ‘Jog to the Web when you need fitness facts and ideas that will get your students up and moving !’ An Archive page still has a number of active links to lesson plans. USA.

Free Physical Education Worksheets [Teachers Pay Teachers]
More than 300 available at time of update. Wide range of material. Note that dollars are US not Australian. USA.

Getting Healthy is Fun
‘Lesson Plans, Recipes, Activities and games to teacher Healthy Living’. Dole. USA.

Healthy Living Resources
‘Healthy Living, Active Living and Healthy Eating Resources, including Eat Smart Meet Smart’. Each of the three sections has multiple listings of activities and/or information. Canada.

Kids in Motion [PBS LearningMedia]
Physical Education/HealthFrom Public Broadcasting Service in America. Along with their other Health And Physical Education resources you have access to documents, a significant number of videos on specific topics and much more, all of high quality. USA.

Lesson Plans
Lesson plans - Pre-School, Grades K-2, 3-5, 6-12. Each has briefly annotated links providing title, grade level and a brief description. Links to other curriculum areas from the menu on the left. USA.

MyPlate.gov
US Dept. of Agriculture. ‘Eat Healthy; Life Stages [includes Toddlers, Preschoolers, Kids, Teens, … ]; Resources [Tools, Print Materials, Graphics, Videos]; Professionals [Toolkits]; MyPlate Kitchen’. USA.

Ophea Teaching Tools
Healthy Schools, Healthy Communities. ‘Login and browse by topic or grade to find ready-to-go resources to help you implement physical activity and Health & Physical Education [H&PE] and build healthy active schools and communities’. Canada.

PE Office
‘The new PE Office VLE is a knowledge bank of unique and essential resources for PE departments, coaches, sports leaders and any one involved in Sport’. PE Lesson Plans, Schemes of Work, Interactive PE, Primary PE, Secondary PE, more. Registration required. Fee-based. UK.

PE Scholar
‘Access hundreds of high-quality teaching resources, saving you hours of planning time and helping you to create outstanding lessons that inspire and motivate students’.

PE & Sports
Education World. ‘Be sure to see our PE & Health Subject Centre for more great lesson ideas and articles’. USA.

PE Teacher’s Websites - [Teachphysed]
‘If you are looking for some great information and tools to use in your class, you need to check out some of these teacher’ s websites. There is enough here to keep you learning for hours’. Includes websites, blogs and YouTube presentations. USA.

PHYSEDGAMES
‘Click a category for great P.E. games !’ Options include grade levels to Grade 8 and a number of sports and activities. They even include a section on Covid Games. USA.

Physical and Health Education K
British Columbia. ‘Background Information, Core Competencies, Big Ideas, Curricular Competency, Content and Change Grade [to find different levels, e.g. Y4]’. Canada.

Physical Education
Extensive selection of annotated links for Physical Education. USA.

Physical Education Central [PECentral]
Links to all aspects of Physical Education. Major sections include the following. USA.

App Central for Health and Physical Education Teachers

PEC Dance Adapted PE Sites
Annotated links to various sources of information and other resources, particularly for students with disability. Use the menu at the top to look at an even wider list of resources and other assistance.

PEC Fitness Web Sites

PEC Top Sport-related Web Sites

PE Videos/Pictures

Physical Education Guide
‘Knowing how to stay active and which foods you need is part of your overall physical education. You can find plenty of resources online to help you build strength and energy and keep your body healthy’. Games, Nutritional activities, exercises, activities and more. Interesting sources for some inclusions. USA.

Physical Education Links
Extensive selection of annotated links for Physical Education. USA.

Physical Education Links, Resources and Activities
Internet4Classrooms. ‘The portal is used by teachers, parents and students of all ages on six of the seven continents [there are not many classrooms in Antarctica] and is available to anyone with an Internet connection’. USA.

Physical Education Practitioner Research Network
‘The aim of this website is to bring together physical education teachers, coaches, physical activity leaders, volunteers and university practitioners from around the world to talk about practice, young peoples’ experiences of physical activity, and research’. UK.

Physical Education Printables, Lessons & References
TeacherVision.com. Collections of links related to PE and other curriculum areas. US-oriented, but many are still suitable. USA.

Physical Education Update
‘PE Update’s condensed, illustrated article format, videos and super-fast article abstracts allow you to learn what you need’.
You need to be a member to access the materials. Membership is not free, but is quite cheap. However, there are hundreds of free articles available from the home page. Canada/USA.

Preschool Physical Education [PE Central]
‘Information that should be helpful to those who are responsible for providing movement programs for young children’. Instructional Videos, Lesson Ideas, Homemade Pre-K Equipment, Research Articles/Resources, FAQs, Web Sites, Books and Products. USA.

Primary Resources
Warm-up Activities, Dance & Gymnastics, a range of games, Fitness & Athletics, more. UK.

Saskatchewan Physical Education Curriculum
This opens to the Kindergarten level. Select other levels using the Browse by Grade link at the top, or the grades in the menu across the top of the main section. Curriculum Document, Outcomes and Indicators, Resources. You can also download a PDF version of the Curriculum for each level, including Outcomes and Indicators. Canada.

Sports Coaching Made Easy
‘Search 1 000’s of ideas; Build & Share Training Plans; Get Expert Advice; Ask a Question; Select your Sport and more’. Includes a School section. Also has some videos. USA.

Physical Education Printables, Lessons & References
TeacherVision.com. Collections of links related to PE and other curriculum areas. US-oriented, but many are still suitable. USA.

Staying Healthy and Avoiding Injuries in Sports
Contains multiple sections covering areas such as Sprains and Strains, Knee Injuries, Fractures and more. Each has general information and advice plus links to further information on specific areas of these. USA.

TeachPE
Major areas covered include Coaching, Anatomy &Physiology, Sports Psychology, Fitness & Training, Biomechanics and Quizzes. ‘TeachPE draws on the expertise and experience of many talented people in specific areas including specialist teachers and coaches’. UK.

The PE Shed
‘The PE Shed aims to provide PE resources which are easy for education teachers to understand and teach. All of the resources can be downloaded as a PDF document’. Video Channel, Shop, PE Resources, PE Game Ides, Sport Themed Ideas, Blog and more. UK.

The Physical Educator
‘Rethinking what can be done in Physical Education’. Sections include Learn, Resources and a Shop. Their Visuals are an interesting concept. Canada.

PHYSICAL EDUCATION MEDIA and SOFTWARE

15 Physical Education Youtube Channels To Follow in 2021
A fascinating collection even including Australian and New Zealand videos. They range from Adaptive PE [2 channels] to professional learning. India.

22 Best Physical Education/Tech Integration ideas
22 “Pins” that range from Match Minis - Videos for Teachers to Adapted Physical Education and Assistive Technology.

Best PE Apps and Online Resources to Keep Kids Moving At Home
2021. ‘With so many PE apps, videos and online resources available, it’s easier than ever to incorporate P.E. into your daily learning plan. This list will have you and your students sweating in no time !’ Quite a list ranging from Just Dance to 7-Minute Workout for Kids App. Selected by an experienced high school teacher they cover all levels and a variety of skills. USA.

Best Practice P.E. Videos
Videos covering most activities and sports. USA.

FitStats Education
‘The most powerful web-based fitness assessment, physical activity tracking, survey and health promotion software available today for K-12 Schools. It can be extensively customised in order to use any custom measurement, … ’. If you are looking for technology to achieve this, then this might be for you. USA.

muve Dance-along Video blog
Something a little different but still linked to fitness. Developed in Hawaii and used by young people and adults alike. Could easily be used as something different to still achieve a given aim. USA.

PE Central Videos
‘In this section we feature a number of PE and Health related video clips. We want to thank our friends at SchoolTube.com for hosting our videos’. USA.

PE Teacher’ s Websites - Teachphysed
In addition to websites and blogs, this site links to a range of YouTube presentations, many covering specific PE aspects. USA.

Physical Education Playlist
Select from the extensive range of videos available. Everything from TEDx talks to Team Teaching in PE, 12 Fun Physical Education Games to Effective Warm-up Routines and much more. Select only what you find useful. A second listing can be found at Physical Education Teaching Playlists. This site contains several of the same videos but many additional videos as well.

Sports Media’s Best Practice P.E. Videos
There are multiple channels for these videos. In total, there are hundreds of actual videos. Simply select the specific topic, then the individual video you want to use.

#ThisIsPE – Supporting Parents to Teach PE at Home
Association for Physical Education. ‘Short two-minute videos have been created that show parents [and teachers] free, fun and easy to follow PE activities for the whole family to enjoy together. The videos, delivered by PE teachers, will help children and young people to continue their skill development in PE during this period when we are having to stay at home, to save lives’. UK.

We Have the Moves ! Physical Activity Resource
Sesame Street - PBS Learning Media. ‘Inside We Have the Moves, child care providers can find fun-filled activities to help incorporate physical activity into everyday moments’. USA.

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Physical Education Resources - Aussie Educator

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Resources for teaching Physical Education, sports, health and drug education in all Australian schools.

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Discovered this brilliant Numeracy digital resources & learning tool I could incorporate in future lessons. Thank you Jake.

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Google Classroom is a versatile digital tool that streamlines the management of educational workflows by allowing teachers to create, distribute, and grade assignments in a paperless environment. It integrates seamlessly with other Google Workspace apps like Google Docs, Sheets, Slides, and Forms, enhancing collaboration and communication. Teachers can post announcements, share resources, provide real-time feedback, and facilitate discussions, creating an interactive and engaging learning experience. By leveraging Google Classroom, educators can efficiently organise coursework, track student progress, and foster a collaborative learning environment, making it an invaluable asset in the modern classroom.

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Classroom Management Tools & Resources - Google for Education

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Get started with Google Classroom, a central hub for tools and resources designed to help educators manage classrooms and enrich learning experiences.

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Q-Learn

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High-quality, ready-to-go, affordable resources designed to save you time, stress and money! Get individual resources at our Members access

Teachers Pay Teachers page .
resources here

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Resources | PE Buddy | Online PE Resources

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PE teachers always need more resources! Save time, stress and money with PE Buddy resources: get PowerPoints, worksheets, assessments, printibles and more. These resources are designed to make physical activity more engaging, fun, and accessible, helping individuals of all fitness levels and backgrounds to participate.

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Warmup & Activities for Movement  Lesson + Resources

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Warmup & Activities for Movement  Lesson + Resources

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How do you Start Your PE Class Each Day?

When my kids walk into their Physical Education class, our routine is that I give them a quick greeting and then we get into a quick warm-up or instant activity. After that we do a little stretching with our Daily Warmup Routine while we're spread out at our Home Base Spots. While we get stretched out I take attendance and give any needed announcements and then get into our lesson for the day.

Rules Review

For every K-2nd Grade class I always start by reviewing 3 important rules that my kiddos struggle with (see below)

Start Simple

At the beginning of the year I usually keep the warm-up really simple and do walking lines and jogging lines (jog the sidelines and walk the end lines) to some upbeat music for about 2-3 minutes ( here are my PE Playlists). As the year progresses we'll add some more locomotor movements on the lines like skipping, galloping, sliding.

Sometimes we also add in some footwork ladders on the lines or even going over and under hurdles while traveling around the room.

Skill Related Instant Activities

Once my kids are in a good routine I start to mix it up with some other instant activities. Sometimes we add challenges related to the unit or lesson we are working on that day - for example balancing a ball on a paddle or dribbling a basketball while you are traveling around.
Skill Formula = 5 Reps of any skill - Jog a Lap - Repeat For an example, check out the video below for an instant activity that I use in my Frisbee Unit.
The formula above works great for any unit that you're teaching just change the skill challenge to apply to your lesson, you can change the number of reps and change the skill, for another example in the video below we're working on throwing and catching off the wall and only doing 3 catches.

You can also add more levels if you want them to work on more than one variation of the skill, see an example below for a format that I use often to allow students to self progress using animated GIFS to show skill specific instant activity challenges.

I usually don't introduce games as instant activities until after at least the first quarter since I want my kids to get into a good routine and learn the dynamics of each class and student. Once I feel we are ready I will introduce some fun quick games or challenges as instant activities for my classes that can handle it. For my K-1st students I normally keep it pretty simple and use the same activities I've mentioned above, but with my 3rd-5th grade classes (and sometimes a mature 2nd grade class) I find that most of the games below work pretty successfully.

The Thunderstick Challenge

This is a classic activity that I always do with my kids during our Jump Rope Unit, but I also bust it out every now and then just for fun to switch things up for our instant activity.
Check it out below for an example:
Basically, I have the kids all come to the middle and if the rope hits their feet - they either head to the walk/jog lines, or grab a jumprope and practice until the 3 minute timer is done.

Another great Jump Rope Warmup if your students already know how to do it is doing the " Whirlwind Challenge" for 3 minutes, same rules as Thunderstick if you get eliminated (Shoutout to J.D. Hughes for showing me this awesome jumprope game).

I spend an entire lesson of our jump rope unit on the Whirl Wind challenge with my 3rd - 5th graders and then once they already know the rules we might use it for an instant activity in a following lesson.

SWITCH

Switch is a really fun no equipment game that's perfect for recess and can be played on a 4 square court or using 4 cones, spots or tape to mark the 4 corners of a square.

If you've never seen it, check out the video below:

If you want more info about SWITCH you can head over to this page for a more detailed breakdown of the game

The Cone Flip Mixer

This is a game that I used for a Field Day Relay Race and the kids loved it so much that I started using it as a mixer or instant activity as well to talk about winning and losing and learning to be a good sport.
Check out the video below for an example:
If you want more info, check out this page for a more detailed breakdown of the game

The Fastest Class Challenge

This is a fun class running challenge that I do with all my classes in 1st - 5th grade.

I run the challenge 3 times a year and it's been super motivating for students and allows for some healthy competition between classes.
You check out the video below for an overview of the Fastest Class Challenge: All Links from the video linked on the page below:
There are definitely times that I need to setup or take down equipment to transition from one class to the next or do some other management task - in those situations I use warm-ups that are plug and play - so the kids are engaged and active while I'm getting ready for the lesson.

These are some of my Favorite Plug and Play Warm-Up Activities. They are great for those situations when need to transition or prepare for the next lesson, but also need to get your class warmed up. Just setup a projector or plug into a TV and you are good to go.

If you don't have to do another task like setup equipment or take attendance you can join in the activity with your kids and lead by example, while also offering feedback and refinements throughout the activity.

Note: The first 3 activities will require a screen, TV or projector of some kind.

Youtube Follow Alongs

After the year most teachers had in 2020 and many of us going virtual for at least part of the time, there are TONS of awesome follow along videos that would work great for kids warming up. Some of my favorite channels for quick warmups are Go Noodle, Fitness Blender, Just Dance Videos and Get Kids Moving

When I was teaching virtually I also made a cool resource for our Membership and TPT store with over 100 of my favorite follow along workouts and warmups - you can check it out on TPT here: The Youtube Resource Guide or if you're a member you can download it in the membership area.

Sometimes I even put my own Daily Warmup Follow Along up for the kids if I am setting up for an activity

Follow the Leader Skills Videos and Animated GIFS

After I got a TV installed in my gym I started creating follow the leader videos for each unit that I was teaching my students. I really loved having them warmup using skills that are specific to the lesson and would contribute to the overall focus of the unit.

It was a ton of work figuring out how to use a green screen and deciding what skills to use, but I'm so glad I did because it's been a great tool to use when teaching. In the videos I take students through different skills related to the unit and move to a new skill every 30 - 60 seconds depending on the video

I also used the videos to create some great Animated GIF Slideshows that I use to progress. students through a lesson and sometimes use as Instant Activity challenges as well, see the video below for an example:

Or sometimes instead of having a sequence 1-4, I'll just throw up a few different skill challenges and let the students choose the one they would like to work on

You can see below for an example of a summary slide from our Jump Rope Unit, so students could choose out of these 4 skills which one they'd like to work on.

If you want to see the whole process I used to create these Follow The Leader Videos and Animated GIF Packs, check out this post

The Sworkit App

Sworkit is a great App and also has an online version as well now with a "Kids" section that is free for anyone to use. If you want to see a walkthrough of how to sign up and what the workouts look like check out this video.

It's an awesome tool for PE Teachers. You can create custom workouts with your own exercises and choose any length that you'd like.

The examples are all appropriate for elementary age students and the app has kids performing the exercises as well. Just plug your iPad, iPhone or computer into a projector or TV and have your kids follow along.

You can sign up for a free account at https://sworkit.com/

Offer a Choice

Another fun and motivating thing to do is to offer your students an option to choose between 2 warmup activities.

For example sometimes I tell my students they can either do a Just Dance video in the middle of the gym jog and jump hurdles on the jogging lines.

Before I had a TV in my Gym, I would just offer students the choice to do a Line Dance in the middle or jog the outside, here's a fun line dance if you need an idea.

Interval Timer Pro

No TV or Screen? Then this one is for you. I use this App any time we are doing a tabata style or crossfit style warmup. I use indicate a few exercises or activities for students to choose from at each station and then input what intervals I want to use - play some music and then the app rotates the kids around the room for a set number of rotations automatically.

If you do have a screen you can plug the app into the screen so students can see the countdown timer for each rotation as an added bonus.

You can use any exercises, but I created my own set of 25 Exercise Posters that I use for interval workouts, see an example below:

I usually do a 30 seconds on - 15 seconds rest/rotate - If you have 6 stations that means you have a 4.5 minute warmup activity (3 minutes of work, 1.5 minutes of rest/rotation)

This is also a great way to use stations to give a quick review of content you've already taught or give your students practice for something you are planning to teach soon.

Workout Posters
You can check out the 25 Exercise Posters Pack Here if you're Interested

If you haven't taken advantage of the hundreds of free workout posters at you really need to check them out. You can also find posters homemade by some great Phys Ed teachers around on the internet... Like these Darebee.com super hero posters for example.

Workout posters are great - they give students a few options to choose from and are self paced. Just set a time limit and see how many times your kids can get through the workout before the time limit is up. I leave a few permanently up on my walls in the gym.

I also created some pretty cool One Page Workouts myself using the exercise posters I mentioned earlier, which you can check out here if your interested

Daily Stretching Routine

After my students complete one of the instant activities I mentioned in this post we will head to our Home Base Spots which is how I do assigned seats in my gym. I will lead a quick stretching routine (or have a student lead) and take attendance while the kids are getting stretched out.

You can check out the poster from the video above by clicking the link below:

I hope some of those instant activities and warmups are useful for you and spark some new ideas for you to try with your students!

Got some ideas I didn't mention? Leave them in the comments!

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Awesome Instant Activities and Warmup Ideas - Great for PE Class

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When my kids walk into their Physical Education class, our routine is that I give them a quick greeting and then we get into a quick warm-up or instant activity. After that we do a little stretching with our Daily Warmup Routine while we're spread out at our Home Base Spots.

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Many teachers are fond of using PowerPoint as their mode of teaching. Not only does it engage students who individually respond to different types of learning styles, it is more apt to hold the attention of learners who have grown up in a digital world of visual interaction.

In addition to traditional educational formats, many tuition agencies have its tutors incorporating this technique and many aspiring tutors are also encouraged to pick up the necessary skills to conduct lessons using PowerPoint slides.

#1: SIMPLICITY

Teachers should keep their slides as simple as possible. PowerPoint gives a lot of options for teachers to use such as many colors, fonts and interesting transitions and animations. Using them effectively can help to make the slides more interesting but overusing them will be more detrimental than helpful.

Students will tend to be distracted if there are too many animations and transitions. Simply assigning transitions to each slide just for the sake it is the equivalent of playing random keys on a keyboard. All animations and transitions should only be used with a purpose.

#2: THE AESTHETICS

Tutors tend to focus more on their content as compared to the format of their slides. They need to remember that they are making the slides for their students to learn from and make sure that the slides are pleasant for their eyes. Especially when you are doing an online tutoring job, where your focus is to make the topic easier to understand. This means that teachers should refrain from using bright and annoying colors like yellow and use more pleasing colors like black or white.

Moreover, teachers should also keep in mind that the words on the slides should be big enough such that all the students can read the content comfortably without straining their eyes. Using an education ppt template can be beneficial in achieving these objectives because it can help enhance the visual appeal of the slides and create a more engaging learning experience for students.

#3: MAKE IT READABLE

Teachers should use contrasting colors to signify important parts of the slides. For example, keywords can be bolded or colored with a complementary color of the background. At the same time, teachers should not get carried away with colors as sometimes the color of their words may blend in with their slides making it difficult to read.

Another problem with colors is teachers may use certain combinations of colors without considering how it affects students who are color-blind. This includes color coding of charts and graphs. Thus, teachers should pay extra attention to see if the color scheme that they use caters to color-blind students.

#4: BEYOND WORDS

Reading paragraphs of words after paragraphs of words is not fun for anyone and can easily become boring and tiring after a while. Thus, teachers should add interesting features like pictures, charts, symbols, videos, gifs, etc.

These visual components can be very effective tools to capture the attention of all the students quickly and keep them engaged throughout the entire presentation.

#5: KEEP IT CONCISE

Sometimes the previous tip may not be enough to make the slides more engaging for students. Simply adding occasional images will not make reading paragraphs of words any more exciting. Thus, teachers should learn to make their points as concise as possible. The slides should not be a script containing all necessary information.

It should instead be small pointers that help the teacher refer to and elaborate on the spot. The words that teachers use should also be selected carefully. Teachers should refrain from using complicated vocabulary words that students may not know.

#6: TRANSITIONS

When moving onto a new slide, teachers should use transitions and animations so that they do not present all the information at once. Doing so may overwhelm students as they will try to read all the information as a whole which may be confusing and take away from the main point the teacher may be trying to cover.

Teachers can avoid this confusion by revealing each of their bullet points only when they are talking about it instead of all the words on the slide appearing at once.

#7: PRESENTATION

Following all the previous tips should set teachers on the right path to prepare slides of good quality. However, making the slides is only half the journey; teachers will also have to present it correctly.

Teachers should practice presenting what is on their slides so that during the lesson they are able to present in a coherent manner. Reading from the slides is a very amateur mistake that no teacher should be making and yet it is not too uncommon.

#8: EMPHASIZING ON IMPORTANT INFORMATION

Teachers can use certain tricks to help students focus on the more important part of the lesson. One simple but very effective trick is to blank the projector when the teacher wants to say something important. When students cannot see anything on the screen, they will naturally divert their attention to what the teacher is saying and this can help teachers emphasize which part is the most important.

#9: CLARIFYING DOUBTS

Sometimes it can be unclear which part of the slide the teacher is talking about. Although students can simply ask and clarify, this problem should in fact never rise in the first place. Teachers should always present with a laser pointer in their hand, constantly pointing to which point they are talking about. Pointing simply with their finger is also usually not enough as it can be very unclear exactly where they are pointing to from the students' perspective.

#10: PLANNING

It is difficult to plan everything accurately and perfectly before the lesson. Teachers will always run into the problem of the presentation taking too long or finishing too quickly. For the latter, the problem can be easily solved. Teachers should share something interesting related to the topic such as a story or a personal experience.

The first problem is however difficult to solve. Teachers will have to learn how and when to skip slides so that they can save time without it being difficult for the students to follow. This is a skill that only comes with practice. Whether in the classroom, in a home school environment or online with a tutor, PowerPoint is a great way to engage students who respond to different types of learning, such as auditory or visual learning.

Provide additional resources for students, such as engaging study notes. Start with easy design in Microsoft Word and then convert to PDF.

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PowerPoint Tips for Teachers: Best 10 Tips to Create Engaging PPT

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PowerPoint Tips for Teachers: Best 10 Tips to Create Engaging PPT | Education

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Virtual PE provides a comprehensive library of physical education resources, including instructional videos, lesson plans, and fitness assessments. Teachers can use it to supplement their HPE curriculum with engaging digital content.

https://www.youtube.com/@VirtualPE1000

Fitness Blender Kids

Fitness Blender Kids provides a selection of kid-friendly workout videos and fitness challenges suitable for HPE classes. Teachers can use it to introduce students to different exercise techniques and encourage them to stay active.

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Virtual Physical Education Lessons, Activities and Games. On a mission to encourage, train and support active kids. We want to provide an online resource for children, parents and teachers.

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Active Academics- offers a collection of movement-based learning activities that integrate academic concepts with physical activity. Teachers can use it to reinforce classroom lessons while keeping students active and engaged.

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Using Active Academics®

Active Academics® has been developed by teachers for teachers. It is designed to help teachers offer more activity opportunities for students while still teaching core content in the regular classroom environment. Teachers can use Active Academics® ideas for moving breaks throughout the day, to add activity to content area lesson or to give students a constructive recess or lunchtime activity.

Teachers can also contribute to the activity database and share those ideas that you have been using for years! We value the experiences of quality teachers and want this website to be a tool for sharing those great ideas.

Below you will find documentation that will help you get the most out of Active Academics®

Movement Integrated in Active Learning

Integrating movement in the learning process draws on the research supported idea that students learn better when they are active in the learning process through hands-on activities and applying the principles of inquiry, discovery, investigation and interpretation. Integrating physical activity into the classroom environment gives students an opportunity to increase their heart rate and thus blood flow to the brain allowing them to become more alert and engaged in the learning process.

Classroom Energizers

Classroom Energizers allow for short activity breaks from the regular classroom structure that can be done in a small classroom area, often times right by the students' desks. Movement activities that get children up and moving at a moderate to vigorous level for five to ten minutes will help too.

Sound instructional practices for delivering short physical activity breaks from the academic instruction include:

Short, simple instructions (or previously taught skill)

Organized management skills that allow students to quickly form groups, get equipment, prepare to move, get back in the learning mode, etc.

All children are moving simultaneously

Activity is developmentally appropriate for most children (skill, attention, and interest levels)

Appropriate for the classroom space available

Use of music to accompany activity (see Equipment Needed)

Recess and Outdoor Unstructured Play

All children need opportunities for moderate to vigorous unstructured play during the school day. The National Association for Sport and Physical Education (NASPE) recommends that all elementary school children be provided with at least one daily period of recess of at least 20 minutes in length. Recess should allow the children time to move freely, make personal choices in the play activity in which they engage.

Teachers should provide a variety of activity opportunities during a recess period. It is important to have available different types of equipment and activities from which to choose. It is best to offer a variety of games and activities that have been previously learned by the children that can be done alone or in a small group organized by the children

A quality recess experience takes into account these instructional practices:

Recess should not take the place of a structured physical education program

Recess should not be viewed as a "reward" - students should not be denied recess as a means of punishment or to complete class work

Children must practice positive personal and social skills (cooperation, conflict resolution, etc) during recess

Space and equipment should be adequate and safe

Safety rules must be taught and practiced

Recess should not be scheduled immediately before or after physical education class

Large / Small Space

Many of the activities in Active Academics® take into account the small space available in a classroom setting. However, many of the recess/lunch break ideas require a large play area or gym. Each lesson idea is designated with an icon indicating the most appropriate activity space. The lesson activity can be adapted as needed for the play space available.

Equipment Needed

Most activities require no (or very little) equipment. If equipment is required, it is likely something you already have in the classroom or have access to from the school physical education program. Some lesson ideas that require equipment will include links to equipment that can be purchased online.

Music is a helpful addition to any classroom physical activity (PA). Music helps keep the noise level down during PA, is pleasing and motivating to the students, and can be used as a management tool for starting and stopping activities. One important consideration is the music choice - make sure you, the teacher, are familiar with the song, its lyrics, etc. Never play a song without reviewing the entire song to gain a full understanding of the lyrics or its purpose.

Classroom Management

There are a few management techniques that teachers should always use when children are engaged in physical activity to ensure an organized, controlled, enjoyable experience for everyone. The most important are:

Use a "go" and "stop" signal for each activity (and REQUIRE student adherence to these signals EVERY time)

Require that students STOP, LOOK (at you), and LISTEN on every stop signal. You want to have their full attention when giving them another task to do, or providing more instructions

If using equipment, have an "equipment protocol" for each activity. For example, if students are using beanbags, on your "stop" signal, have students place the beanbags on the floor in front of them. This keeps the student focused on what you are saying and keeps equipment quiet.

Safety Tips

To allow for safe movement of your students, it may be necessary to move desks/tables before the activity begins to allow for a large open space.

Require students to stay in their "personal space" at all times - this means they will not touch or interfere with other students during activity.

What constitutes an Enjoyable Movement Experience for Children

A quality movement experience takes into account these instructional practices:

Everyone is moving - no waiting in lines or for a turn

No one is ever "Out"

Enough equipment for everyone available

Tasks are made harder or easier for individual students, if necessary

No one is put on "display"

Bullying or teasing is not tolerated

Good and supportive behavior is required

Positive reinforcement is provided often (by the teacher)

Choices are available

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Active Academics - Learning on the Move!

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Using Active Academics® Active Academics® has been developed by teachers for teachers. It is designed to help teachers offer more activity opportunities for students while still teaching core content in the regular classroom environment. Teachers can use Active Academics® ideas for moving breaks throughout the day, to add activity to content area lesson or to give students a constructive recess or lunchtime activity.

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FitQuest offers a collection of virtual fitness challenges and activities that students can participate in individually or as part of a team. Teachers can track students' progress and motivate them to achieve their fitness goals.

https://play.google.com/store/apps/details?id=com.trainerize.fitquestllc&hl=en&gl=US&pli=1

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Sworkit Kids provides customised workout routines and fitness plans designed for children. Teachers can use it to create fun and age-appropriate exercise sessions tailored to their students' needs and fitness levels.

https://app.sworkit.com/collections/kids-workouts

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Fitness made simple with home workouts that fit your life. Whether you’re an absolute beginner, intermediate, or advanced, Sworkit makes it simple to get in shape and stay in shape.

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Digital interactive word searches offer educators a dynamic and engaging way to reinforce learning objectives while fostering student engagement and participation. These interactive activities leverage technology to provide a modern twist on the traditional paper-based word search puzzles. With the ability to customise features and a wide range of themes and topics available, educators can tailor word searches to align with specific curriculum goals and student interests. Additionally, digital word searches offer benefits such as immediate feedback, interactive elements, and accessibility across various devices, making them suitable for both in-person and remote learning environments. By integrating digital interactive word searches into their teaching toolkit, educators can promote active learning, enhance vocabulary retention, and create opportunities for collaborative problem-solving and discussion among students.

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A handy word search generator to use for spelling, vocabulary or fast finisher tasks.

Our awesome Create Your Own Wordsearch Widget not only allows you to customise the word list included in your word search, but you can also choose the board size, school font and select lower or uppercase letters.

Follow these simple steps to create your own customised word search:

1. Add the title of your word search.

2. Enter your list of words or select a word list.

3. Select your board size.

4. Choose the school font required.

5. Choose from upper or lower case letters.

6. Select Yes or No for diagonals words to be included in the find a word.

7. Now just click download on the top right corner to access your Word Search.

Check out many more ideas on our blog, 25 Ways to Use Our Word Search Widget.

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Create Your Own Word Search | Teach Starter

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A handy word search generator to use for spelling, vocabulary or fast finisher tasks. Our awesome Create Your Own Wordsearch Widget not only allows you to customise the word list included in your word search, but you can also choose the board size, school font and select lower or uppercase letters.

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https://yogainschools.org/index.php/programs/hpe-teacher-professional-development/

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Peer learning is a dynamic process wherein I delve into the wealth of knowledge possessed by my fellow peers, transcending boundaries of grades, faculties, skill sets, and experiences. Through this collaborative exploration, I not only gain insight into novel ideas but also expand my pedagogical horizon. Engaging with diverse perspectives fosters a rich learning environment, igniting creativity and innovation. Each interaction becomes an opportunity to absorb unique viewpoints, challenge assumptions, and refine my understanding of complex concepts. Ultimately, peer learning cultivates a vibrant community of learners, where the exchange of ideas becomes a catalyst for personal and collective growth.

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Bring your school community together to connect, communicate, and share learning in one place. Free, always!

#1

easiest-to-use and most-trustworthy communication platform, according to teachers.

Source: YouGov 2021 Market Landscape Study

We're always here to help

What is a ClassDojo School?

A ClassDojo school is one that intends to use ClassDojo schoolwide to help their community stay connected-inside the classroom and out. Along with the convenience of having all your school communication in one place, ClassDojo Schools get access to sweet perks and exclusive swag!

How do I know if we're ready to become a ClassDojo School?

If you believe it takes a village for kids to flourish, you're in the right place! Becoming a ClassDojo School can help you strengthen a vibrant and thriving school community.

As a ClassDojo School, you'll have one shared place for the whole school community to connect and communicate. Each teacher has the freedom to individualize ClassDojo for their own classroom and the whole school can easily share updates between staff, parents, and students. And don't worry about roll-out and setup: we'll be there to help you every step of the way.

Is ClassDojo Schools really free?

Yes! ClassDojo was founded with the vision of giving every child on Earth an education they love. To make sure every child can benefit, we're committed to keeping everything 100% free for schools, forever. No catch, no extra fees, and no future charges. Ever.

How many teachers do you need to be a ClassDojo School?

Schools of any size that have an intention of using ClassDojo schoolwide can become a ClassDojo School. You'll maintain your status as a ClassDojo School so long as your school intends to continue to use ClassDojo schoolwide.

Have other questions?
ClassDojo Help Desk

Become a ClassDojo School
Get started
100% free for schools. Always.

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ClassDojo gives your entire school one place to connect, communicate and share their learning for free

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Using Media to Enhance Teaching and Learning

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Using Media to Enhance Teaching and Learning

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Developed by G. Dirk Mateer , Penn State University, with considerable help from Linda S. Ghent, Eastern Illinois University, Tod Porter, Youngstown State University and Ray Purdom, University of North Carolina at…

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Final Reflection Evaluation~

Importance, Value, and Rationale Behind Online Professional Learning Communities

Online professional learning communities (PLCs) play a crucial role in the continuous development of educators by providing platforms for sharing resources, discussing best practices, and engaging in professional experiences. The theory behind PLCs is rooted in interactions, which emphasizes learning as a social process where knowledge is constructed through interaction curation and collaboration. Engagement in online PLCs, especially for graduate teachers, fosters an environment of continuous professional growth. These communities such as the Padlet Digital Pedagogies forum offer access to diverse perspectives and resources, which can enhance teaching strategies and improve student outcomes. The value lies in the closeness and accessibility of professional support and the opportunity to stay updated with current educational trends and research.

Personal and Professional Learning Experience

As a graduate teacher specialising in HPE and Home Economics, my participation in online PLCs has been transformative. Contributing to and engaging with peers on platforms such as Padlet and Moodle has allowed me to explore innovative resources and teaching strategies. Commenting on ITD Padlet posts has broadened my understanding of different pedagogical approaches and digital tools. This interactive process has enriched my professional practice, enabling me to implement new ideas and methodologies in my teaching. One significant experience was discovering resources related to nutritional education with VR digital tool which I aim to integrate into my HPE curriculum and Home Economics classrooms. These resources, shared by colleagues in the Padlet community, have enhanced my lessons and made my digital pedagogies unit interactive and engaging.

Demonstration of AITSL Standards 6.2 and 7.4

Standard 6.2: Engage in professional learning and improve practice

My engagement in online learning communities has been pivotal in improving my professional practice, particularly in the effective use of digital resources and tools and curating. Regularly evaluating and reflecting on current research and professional practices have become integral to my teaching approach. For instance, through collaboration with other graduates, I have gained insights into innovative teaching methods and digital tools that have improved my instructional techniques. Evidence of this can be seen in my Padlet posts and comments, where I have received shared and discussed various digital resources and their application in the classroom.

Standard 7.4: Engage with professional teaching networks and broader communities

I have actively engaged with professional teaching networks and broader communities, recognising the opportunities these platforms provide for sharing and enhancing professional practice. Participating in online discussions has expanded my professional network and exposed a wealth of knowledge from experts and community representatives. Reflecting on these interactions within the assessment has highlighted the rationale, purposes, and outcomes of engaging in these online professional learning networks. This educational engagement has been instrumental in enhancing teaching practices and aligning with AITSL standards 6.2 and 7.4.

Evidence of Demonstrating AITSL Standards

Padlet Comments: See Appendix & Padlet

Resource Sharing & Collaboration-:  My Padlet comments both given and received throughout this task have been acknowledged and thoroughly appreciated from feedback on resource links, Padlet design and content evident. Documenting my engagement with online PLCs and the subsequent impact on my teaching methods showcases my adherence to AITSL standards. In conclusion, active participation in online professional learning communities has significantly contributed to personal and professional growth. By engaging with these learning communities it has enhanced overall teaching practice, demonstrated the AITSL standards 6.2 and 7.4, and continuously striving for excellence in education embracing the digital elements is future focus and is fundamental to educate future generations.

My focus as a graduate educator is to build on my pedagogical approaches, overall this unit as demonstrated how ICTs have the potential to significantly enhance students' creativity, problem-solving skills, and critical thinking skills. By leveraging digital technologies to create dynamic and engaging learning experiences, teachers the higher order critical thinking in students. Embracing innovative and inquiry-based pedagogy empowers learners to thrive in the wider community.

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Screenshot 2024-05-28 124146 ICT ATSIL Standards Grad level

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http://authenticlearning.weebly.com/

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From concept to completion, an authentic learning event takes good planning, a huge investment of time and lots of work. The good news is that once you've experienced an authentic learning event from planning to performance you've learned a new process and it makes the next event a little easier to navigate. Its interesting, but in my experiences I've noticed that as my learning curve increases so does my student's engagement level. It's as if my excitement in learning and learning new things is directly transferred to my students. There is another advantage of teaching using this education model. Teachers have lots of opportunity to develop their skills and learn new things in developing authentic learning events. If you're a focused, motivated learner, and you're students observe this, then you're modelling exactly what they need to become better students themselves. Students love that genuine approach.

​Another great benefit in completing a successful authentic initiative is "the words now out". Other teachers, parents, community members and experts will understand the context and impact of your authentic initiative and be more willing to contribute to the next event. It's at this point where you'll understand there's a whole plethora of possibilities and the world's been waiting. A common parent and community response I consistently receive is "Why don't more schools do this type of learning?" And they are right!

​It's very important to understand that the examples I've included on this site are refined events that took shape over time. When I implemented my first egg drop experiment it was like many, a one off activity. It was completed over a day and it didn't have the signature four weeks of connected curriculum or design back criteria. It was the seed. It was an experiment for me as well. Take small steps, refine, consult redesign and plan for a more complex event next year. Start with simulations or project-based challenges, then move into the authentic. I urge all educators to seek collaboration in creating authentic initiatives. If not a teacher at your school, then perhaps another teacher in another school. With today's Skyping and FaceTime communication, teachers in other parts of the country or other countries for that matter can be included.

It's important that all stakeholders have been consulted. Students, parents, administrators, teacher colleagues, community members, custodial staff and any other skill providers are all contributors that will make your authentic learning event a successful one. Those teachers who provide subjects other than you to your students can make fantastic collaborators in enhancing the student experience. For instance in French it's an excellent way to spend time on Latin based words when you're immersing your students in ancient Rome. Learning and playing medieval recorder pieces in music is a great compliment to a medieval authentic learning event. The possibilities are endless!

Generally speaking, I've used a pyramid of planning scheme (seen left) when designing my events. Each event requires a clear goal (tangible product) but planning for success, to reach that goal means developing a solid foundation. It doesn't matter what event is being created, this general planning model can help you achieve success.

Many of my authentic learning initiatives came to me when I was away from the school environment. It really became my own interpretation of "out of the box". Seeing new things, traveling and introducing myself to new technologies always kept my imagination flowing. It also reflects how important the environment is in nurturing creative thought and I always tried to bring that to my students in some form or other. It's wasn't just the product they were designing, it was the environment those students were immersed in that really created those contagious, creative sparks. Immersing students in classrooms that were going to be transformed into something exciting was a big incentive. We always kept our eyes on the prize. Watching a plan come together in concrete ways, just as we planned it, was always exciting. As we worked down the check list of things to do, the students became even more empowered and focused and this positive energy gathered real productive energy.

I've included a planning template for an Intermediate Level (Canada) Middle School (USA) that I've used to support planning for an authentic initiative. I've also included an idea matrix that provide examples of authentic learning initiatives across the grade spectrum.

Below is a typical web planning chart I use when starting an authentic learning event. Although I usually start my planning out on napkins, chart paper or note pads, I've created this one into an easy-to-read display to clearly see my subject integration plan. This is an example of one year's Ancient Roman Living Market Museum plan but each time, depending on availability, opportunities, time restrictions, physical or personal limitations the plan can be different.

Authentic learning is learning by creating a tangible product which has real world applications. What goes into preparing it, is what will make it a successful product in the end.

Once you have an idea of what you'd like to do, its imperative that you can clearly define what the product is and try the idea out on others. Remember that the higher the skill level of those you consult, the more integrity your authentic unit will have.

Here's a sample list of questions that may need to be considered by the teacher and especially the students to initiate the project. Teachers, students, colleagues and community must work together to develop a successful plan. Personally, I prefer the students to come up with as many questions as they can.

Example of Questions to be Asked Before Starting An Authentic Event What is the game concept going to be? How are board games manufactured?
What do most board games for that demographic look like?
What materials does one need to create their own prototype?
How are board games manufactured?
How are they designed?
How are game boards packaged?
How are board games marketed?
How can one be sure that the new game(s) work?
What kind of themes, colours and interest are children interested in today?
What about working with earth-friendly materials?
What are some of the greatest game board successes?
What made them successful?
Is there a history of board games.
How are we going to present them and to whom?
When's a good time to introduce the games and market them?
What kind of expertise do I have at my disposal?
Where and how can we get professional development?
How will we integrate our subjects? Is there a niche (market) for this concept?
How many connections can be extracted from the curriculum?
What's the target market? (age appropriateness)
What do most successful board games for this age look like?
Who shall we consult?
What materials does one need to create their own prototype?

The success of the board game, when publicly presented, is directly related to the quality of planning and workmanship that went into the board game's production.

Authentic Goal: To design and create a commercially viable math problem board game.

Subject Integration: Math (money, simple accounting, data management, graphs & surveys, math game concepts - problem solving), Art (board design, graphic arts, logos, advertising, set designs, packaging) Creative Writing (letter writing, advertisements, radio commercials, manual writing), Reading/English (oral presentations, research, rule books, board game history, problem solving agendas, comprehension, making predictions) Drama (role playing, advertising video, voice over dramas)

Consultants: J. Blevins, Manager at ToyLand, London, ON, Robert McKinley, Designer, The Graphitorium, London, ON

Parent Support: Jean Islington, Owner of Islington's Hobby Shop, London, ON, Jessie Grapluck, Supervisor of Submarine Subs, London, ON, Laura St. Jacobs, Secretary at FM99, London, ON Grade Level: Gr. 5/6

Target Market: Parents of children age 7 to 11

Timeline: September to December 18 (Christmas market)

Team will contact Scholastics Canada (product marketing), Pay Pal (internet sales), Masonville Mall (pre-Christmas mall stall sales), FM99 (advertisements, story interest), Scholars Choice (product niche, marketing) (Bigfish Web Designers (eCommerce), Carson Packaging (budget, manufacturing product), Just The News Community Paper (story interest, advertisements) Networking for Success:

Please Note: As in real life, things happen. Flexibility, timing, read and react qualities all will come into play. There will be market changes, design alterations, personnel changes and a variety of hidden challenges await. When your students observe your abilities to skillfully manage all of these, a higher education comes into play. You are their model for success. You don't have to have all the answers, but you should know where you can look for the answers. Remember, it's the process that counts. Event success all comes down to realistic event expectations, appropriate resources, a realistic, flexible schedule, quality skill sets and community support.

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From concept to completion, an authentic learning event takes good planning, a huge investment of time and lots of work. The good news is that once you've experienced an authentic learning event from...

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Research demonstrates that students achieve enhanced learning outcomes through engaging in creative problem-solving activities. Neuroscience findings corroborate what skilled educators have long understood: that fostering creative problem-solving skills and critical reasoning abilities facilitates profound learning experiences. learning.mindresearch.org

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The Power of 5 Minutes for Youth Mental Health | Tessa Zimmerman | TEDxCherryCreekWomen

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Students Details

Name- Hannah*

Age- 15

Gender- Female

Learning Style & Environment- Kinetics & Visual

Interests/ Strengths/ Weakness- Dance, Sport, Movement, family, friends, pets. Strengths- effective communicator, good team leader, active, competitive yet fair, positive group member, creative and empathic. Weaknesses- can be easily distracted and disrupt others, struggles to remain on task if not engaged, can be inattentive and struggle with motivation if tasks are monotonous and repetitive.

Student Learning Requirements & Adjustments-

Diagnosed ADHD & medicated she does require movement breaks, uses specific sitting chair/movement stool, and has permission to use her headphone pass for music if heightened and feeling anxious.

Student Background Summary ~

Hannah is a lively and social 15-year-old girl who loves spending time with friends, her pet dogs, and engaging in sports and exercise. She enjoys social media, particularly TikTok, and has a great sense of humour. Hannah is health-conscious, regularly eating healthy snacks like apples and bananas before class and is passionate about healthy food options. Recently diagnosed with ADHD and anxiety, she uses medication and various strategies such as movement breaks, a special chair, headphones for music, breathing exercises, fidget toys, and sketching to manage her condition.

Dance is Hannah’s primary passion, and she excels in ballet, jazz, and modern contemporary dance, performing at local and state levels. She dreams of becoming a professional dancer. Additionally, she participates in female sports such as WNRL, AFL, and Netball, and is a dedicated NRL fan, obsession with Reece Walsh very apparent.

Hannah is active and talkative, enjoying collaborative and team activities. She frequently updates others on her latest digital content, sports events, and dance routines, often struggling with the school’s phone policy due to her constant engagement with social media.

In class, Hannah can become distracted if the content isn’t engaging, particularly in subjects that lack movement, artistic aspects, or visual stimulation. She performs better in her new HPE classes, which are more active and engaging, compared to her previous experiences with Mr. Smith, whose classes she found dull and repetitive. Hannah hopes for more innovative and engaging theory lessons, ideally incorporating dance.

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Hannah's Storyboard Experience

Let's follow Hannah's story as she explores creative and critical thinking with her peers in in Year 10 HPE class with Ms Burnett.

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Why I meet my students at the door | Andrew Campbell | TEDxKitchenerED

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Teachers Create what they Experience | Katie Martin | TEDxElCajonSalon

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Using insights of neuroscience to improve teaching and learning | Veerle Ponnet | TEDxPatosdeMinas

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A teacher changed my life | Darren August | TEDxPretoria

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https://www.visiblebody.com/teaching-anatomy

Visible Body offers a suite of apps designed to visualize anatomy, physiology, pathology, and more. It provides detailed, interactive 3D models and animations of body systems.

Features:

Comprehensive 3D models of human anatomy

Interactive tools to explore body systems

Animations of physiological processes

Quiz and assessment features for students

This resource does require payment however is very extensive as a teaching tool.

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Visible Body Courseware is a robust teaching and learning platform that puts our interactive 3D science content and course management tools all in one place. Assignments in Courseware are fully immersive, offering a seamless, on-rails experience for students as they walk through short learning modules and test their knowledge with dissection and multiple choice quizzes.

With Courseware you can:

Choose from our bank of premade assignments and assessments or design your own with our easy-to-use assignment builder tool!

Download one of our ready-made courses or work with our team to design a course correlated to your textbook, lab manual, or program curriculum

Track student performance and time-on task in a synced Gradebook

Integrate your course with your existing LMS

Want to try our 3D, interactive anatomy learning? Schedule an instructor tutorial web meeting with a member of our Education Team. In 30 minutes, they'll give you a walkthrough of our 3D content and course management tools and then they'll set you up with a free trial!

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See why Visible Body is the ultimate tool for teaching anatomy, physiology, pathology, and biology in interactive 3D. Learn how our products can take your health and life sciences teaching to the next level!

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The VR simulations offered by XReady Lab provide immersive and interactive virtual reality experiences that assist teachers in delivering engaging and effective lessons. By leveraging advanced VR technology, these simulations allow students to explore complex concepts in a visually stimulating environment, enhancing their understanding and retention. Teachers can utilize these tools to create dynamic lesson plans that cater to various learning styles, making education more accessible and impactful.

For more details, you can visit their website: XReady Lab.

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Twinkl is an educational resource platform offering a vast array of teaching materials, including lesson plans, worksheets, interactive activities, and assessments for various subjects and grade levels. It supports teachers with ready-to-use, high-quality resources that align with curriculum standards. Twinkl's resources cater to different learning styles and include tools for both classroom and remote learning environments, enhancing teaching efficiency and student engagement.

For more information, visit: Twinkl.

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Check out our interactive series of lesson plans, worksheets, PowerPoints and assessment tools today! All teacher-made, aligned with the Australian Curriculum.

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InnerBody's digital resource on the human body & systems offers detailed, interactive 3D models and information about the anatomy and physiology of the human body. Teachers can use this resource to visually explain complex anatomical structures and physiological processes, making it easier for students to grasp how the cardiovascular system functions. The interactive features allow students to explore different components and understand their roles within the system, enhancing engagement and comprehension.

For more information, visit: InnerBody Cardiovascular System.

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Interactive Guide to the Skeletal System | Innerbody

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Explore the skeletal system with our interactive 3D anatomy models. Learn about the bones, joints, and skeletal anatomy of the human body.

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https://create.kahoot.it/details/a6ecea93-5ccd-45bd-b764-a85ca0245c5b

Kahoot is an interactive learning platform used in education to create engaging quizzes, discussions, and surveys. Teachers can use Kahoot to gamify lessons, making learning more dynamic and enjoyable. It enables real-time feedback and encourages student participation through competitive, game-like activities. This approach fosters a fun and collaborative classroom environment, helping to reinforce learning objectives and assess student understanding effectively.

For more information, visit: Kahoot.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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The Years 9–10 curriculum builds on each student’s prior learning. During this time, students refine their understanding of how they can contribute to individual and community health and wellbeing. Students have frequent opportunities to participate in physical activities, including in outdoor settings, to value the importance of active recreation as a way of enhancing their health and wellbeing throughout their lives.

Students explore practical and creative actions that promote their own health and wellbeing and that of their wider community, such as designing spaces promoting physical activity, active transport options and sustainable strategies for selecting food sources. Practical learning experiences in these years support students to plan, implement, monitor and evaluate personal habits to enhance their wellbeing.

Students explore how societal attitudes and values can reinforce stereotypes and role expectations. They investigate how these can impact young people’s choices in relation to health behaviours, healthcare options, help-seeking strategies and physical activity participation.

Students investigate a range of health issues relevant to young people, including mental health, sexual health, healthy eating, personal and relationship safety, body image and behaviours associated with substance use. As they do so, students further refine their help-seeking strategies, assertive behaviours, conflict resolution and negotiation.

Students have opportunities to explore the nature and benefits of respectful relationships. They further develop skills to manage their relationships as they change over time. They have opportunities to explore empathy, ethical decision-making, respect and consent, and analyse the role they play in establishing and maintaining respectful relationships.

Students practise and refine more specialised movement skills and complex movement strategies and concepts in different movement environments. They apply movement concepts and strategies to evaluate and refine their own and others’ movement performances.

Students further investigate techniques to assess the quality of movement performances. They adapt and improvise their movements to respond to different movement situations, stimuli and challenges. Students refine and consolidate their leadership, teamwork and collaborative skills through participation in a range of physical activities.

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The Australian Curriculum, Version 9.0 sets the expectations for what all young Australians should be taught, regardless of their background or where they live.