When have I experienced this in the

Focus questions How have I used this strategy as a teacher?

past?

Organising a team of 15 people for a 3 week

Finding new ways of keeping students
store setup project with a large amount of
Are higher-order thinking and critical engaged and help find a link between their
hurdles and set backs which forced me to
analysis occurring? interests and values towards the subject topic
have to think critically about the best way to
at hand.
complete required tasks.

In grade 10 I was excited that I was not

longer going to be forced to do science, it
was no longer in the core curriculum, and I When teaching concepts in Senior PE, it is
Does the lesson sequence cover was going to be able to go head strong into important that the students have an
operational fields in any depth, detail my PE classes. However, I wound up being understanding of the fundamental and in depth
Deep knowledge
or level of specificity? in two senior science classes and ended up concepts that give all the skirting information
and higher order
having a great love for how my science validity.
thinking
knowledge and PE knowledge became so
integrated.

I felt very accomplished in senior high

Do the work and response of the
students provide evidence of depth
of understanding of concepts or
ideas?
school, as I was achieving high results in all
my classes, particularly PE and Rec studies,
Have the students name linking concepts of
but i put this down to the extra work i did in
the new learnings are and relate them back to
completely my Cert III in Fitness
concepts we have learnt in previous lessons
simultaneously. I found all of it flowed into
one, helping me to obtain a more in-depth
pool of knowledge.

Collaborative and Does classroom talk break out of the
social learning initiation/response/evaluation pattern
and lead to sustained dialogue
between students, and between
teachers and students?
When instructing fitness/sporting classes at
summer camp, I allowed the girls to have
some say in what we did in that period. I had
a focus on what the aims for the class would
be, but allowed the girls to decide our we did
it, i.e. an aerobic class, a circuit class, a
fitball class, partner work, individual work
i believe people engagement is one of the
strongest learning tools and will look to always
implement it into my classes in some way.
However, when and how I use this form of
engagement is what will differ. i.e., whether
group discussion starts the lesson or ends it,
whether it is group work or partner work etc
 etc.

Again, when studying senior PE, Rec

studies, certain strands of senior science
and my Cert III in Fitness, I was able to
delve into the cross overs that all the
subjects brought together, On top of this, it Having the students identify where they would
Are students critiquing and second-
helped me to grow as an inquisitive person, rate their physical ability on a scale and give
guessing texts, ideas and
as the human body isnt always the same on reason as to why they believe they are at that
knowledge?
every level. From senior school onwards, I level.
did have a much more science structured
mine. It is because it is or it isnt because it
Knowledge as
isnt, but it just might be a good mixture of
complex and
both. Its exciting.
linked to interests
and experience
As a team leader of a large group of people, Allow opportunities for students to highlight
Does the lesson sequence range I had to find the best way to engage peoples their strengths, but also time to improve their
across diverse fields, disciplines and strengths within their store department weaknesses, including creating an
paradigms? disciplines and find the best way to manage environment where the students dont deem
our daily tasks to meet strict guidelines their weaknesses as failures

In senior PE, my teachers knew that I was Starting each class involving students by
Is there an attempt to connect with pretty handy on the tennis court, so opted to having them each recall and explain something
students background knowledge? have me coach some of my fellow students they have previously learnt in class or
for the practical portion of our classes. independently about the subjects
 When in high school, my senior PE class
was learning the skills of touch. I was able to
Linking the in depth learning concepts to
Do the lesson sequence and the then apply those skills learnt in class to my
relative understandings for the students.
assigned work have any weekly games (often against the teachers
i.e. showing the link between learning physical
resemblance or connection to real- that taught me) and was able to see
tasks in HPE and showing how it may relate to
life contexts? considerable improvements in my game just
everyday finer motor skill movements
by having that resource to apply in a real
Problems that are
world situation
real and relevant
to students
Being able to draw from my learnings in both
Allowing the students to link in class learnings
high school seniors classes, my CERT and
to their everyday life. If we were to be learning
Is there a focus on identifying and my Bachelors degree, it has given me the
about the energy systems and their energy
solving intellectual and/or real-world range of knowledge from so many areas
sources, the students can then apply that to
problems? which I believe has landed me in so many
their everyday lives by seeking the appropriate
opportunities within the sporting community,
nutrients for the nature of their physical activity
including overseas work.

I always enjoyed in class when we would

negotiate how the ratio of practical to theory
would play out in our three lessons a week. Giving the students the opportunity to engage
Do students have any say in the
There was always a chance for extra in a way that allows their effort to decide how
Student direction pace, direction or outcomes of the
practical, if we could prove we were charing and when we structure our classes in terms of
lesson sequence?
through our theory responsibilities. It felt like practical and theoretical elements.
not only did we have a hand in when we
were learning, but also how.

In year 12 Rec Studies, our practical tasks
was to complete a Bi-Athlon and your grade
Explicit quality was dependant on how fast you completed
Are the criteria for judging student
performance it.
performance made explicit?
criteria ie, grades A-E had different time frame
stipulations in place to decided your grade
for you practical that term.
Outlining a class where the students are asked
to perform in a setting where there is a coach,
a captain and a team, with all position having
their specific ways to engage and interact with
the others, giving students the opportunities to
take on various responsibilities within a
sporting community
 Again in Rec studies and senior PE, we
would often look into where the sport In biological science, more in-depth knowledge
originated, who created and why. Having a may be provided from a range of different
Are diverse cultural knowledges
sense of the history of the sport always culture backgrounds and how certain areas of
brought into play?
struck an interest with me and I sometimes biological science may be present in their
find myself thinking of those origins when I culture.
play now.

Cultural
As a councillor at a US Summer camp, a big
knowledges
part of my job as an international staff
Active citizenship Sports and science both have cultural richness
member, was to give a taste of my culture to
that can be used in the classroom.
the campers. Allow them to gain an
In science and HPE, biology and integrated
Are attempts made to foster active understanding of our differences and our
bodily structures can be looked at with cultural
citizenship? similarities. Twice a summer, I would get up
differences, but always inclusive. Looking at
infront of the whole camp and give insight
our muscle fibres, fast and slow twitch and how
into the Australian lifestyle. In doing so, I felt
they can differ.
it became a culture experience not only for
them, but myself as well.