tag:blogger.com,1999:blog-43183197691379539392024-03-18T22:45:55.989+10:30Be You, No One Else CanWelcome to the comments, opinions and reflections of an 8th year Health, PE and OUED teacher. I have taught in Auckland, Adelaide and mid 2023 sees the move to Levin. Feel free to comment or contact me through Twitter, always keen to connect and share!Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.comBlogger219125tag:blogger.com,1999:blog-4318319769137953939.post-51551337567679390402023-12-06T12:30:00.011+10:302023-12-13T06:39:48.010+10:30Terminology Impacts Engagement & Learning<p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU159JHTYJR4caHPo_sg2MRHm6-pxWJOMGtV4cZ_Mha-nr2wPpiLtSF7qpTSpqu0j6cyH73zyAjXOwT3EOJnvkYHV0c0NRMnmsPvaIsaKQR0MdAzeMCp7R_60HM9WVgDH6bkRSCZL-0DagaBanhzwKIAZMXipyNpqTB38gYDMs920fNy49P1a4HatGsUI/s800/Rant.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: justify;"><img border="0" data-original-height="514" data-original-width="800" height="206" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU159JHTYJR4caHPo_sg2MRHm6-pxWJOMGtV4cZ_Mha-nr2wPpiLtSF7qpTSpqu0j6cyH73zyAjXOwT3EOJnvkYHV0c0NRMnmsPvaIsaKQR0MdAzeMCp7R_60HM9WVgDH6bkRSCZL-0DagaBanhzwKIAZMXipyNpqTB38gYDMs920fNy49P1a4HatGsUI/s320/Rant.png" width="320" /></a></div><span style="font-family: helvetica;"><div style="text-align: justify;">I'm nearing the end of almost two terms of teaching at Horowhenua College, back in NZ. I have a long commute and still have boxes to unpack at home, because we arrived into our new town in August and then started working the next day! As a result, my blog has been neglected! I have a few posts I've half written though (in my mind) and would like to finish my year completing some of these. I'm reaaaaally looking forward to creating a routine next year, and I might dedicate 1 hour or so fortnightly to blogging, as I do enjoy the research and reflection. </div></span><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">I have taught in four different schools across the last three years. That's a lot of systems, procedures, values, names to learn. But one thing has stood out across them all, which has frustrated me (yes, I have expressed this frustration). Health lessons being referred to as theory lessons and PE lessons referred to as practical lessons. And actually, any lessons that are in a stereotypical classroom referred to as theory. <b>WHY?! </b>I actually blogged about this briefly <a href="https://beyounooneelsecan.blogspot.com/2023/07/im-crossing-ditch-again.html" target="_blank">when leaving Australia</a>, but this has been a frustration back in NZ too.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">I have observed <b>the terminology and names used to refer to learning activities and spaces directly impact on engagement and attitudes towards learning</b>. I've just spent about 30 minutes trolling through academia to see if there is any research to support this observation but haven't located anything yet (please comment or send through to me if there is some research!). However, I have noticed this issue across several schools. The connotations associated with the word 'theory' for so many students appear to include difficult, work, disengaging, and not hands-on. Students have misinterpreted that 'theory' is the 'Education' of PE and 'practical' is the 'Physical'. Of course, this is inaccurate (not to mention implies that Health and lessons in classroom spaces are the only places learning occurs). </span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Therefore, hearing colleagues use the word 'theory' especially, really annoys me. I do not want our curriculum areas to be misinterpreted by students, other staff or the community. This is something we've been battling for years already! I really hope no one makes kids run laps or gives them push-ups as a 'punishment'! So why is there still the misconception that theory = learning and practical = fun? I genuinely think some of the effects misconceptions can have on students include:</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- A reduction of interest in the subject<br />- Less engagement/participation in tasks<br /></span><span style="font-family: helvetica;">- Barriers for learning progression<br />- Negative attitudes towards courses/classes and<br />- Impacts classroom dynamics<br /></span></p><p style="text-align: justify;"><span style="font-family: helvetica;">There are already several misconceptions about Health and PE (<a href="https://gyansanchay.csjmu.ac.in/wp-content/uploads/2022/09/misconception-about-physical-education.pdf" target="_blank">some here to name a few</a>). I think our terminology can help to reduce these misconceptions and not create more. My suggestions: <b>refer to the physical space you will be in for your learning experiences and frequently remind students they are learning in, through and about movement</b>. Yes, we are learning theoretical ideas, concepts and frameworks, but learning is not just about 'theory'.</span></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-19012608675641211092023-07-10T08:00:00.000+09:302023-07-10T08:41:29.414+09:30I'm Crossing The Ditch - Again!<p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifJRXkfDrvnMpWakyobHbJyyCcBouqa4X1DI9AC6Fo6EXcFSvmxCfBMc_DW0kJdnsPd5t4tMSBcpYPhnZDI5RBZUoqaUaCQJvOMzkb29m_MAp_KsB9dbDETNNHVFCwmJ2CuJt6wp-dnz0XWKDsfH8W9Bx0bV9HX4eVmb64AdACEzcQN36TJe6q7glvcag/s640/beginning.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="422" data-original-width="640" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifJRXkfDrvnMpWakyobHbJyyCcBouqa4X1DI9AC6Fo6EXcFSvmxCfBMc_DW0kJdnsPd5t4tMSBcpYPhnZDI5RBZUoqaUaCQJvOMzkb29m_MAp_KsB9dbDETNNHVFCwmJ2CuJt6wp-dnz0XWKDsfH8W9Bx0bV9HX4eVmb64AdACEzcQN36TJe6q7glvcag/s320/beginning.jpg" width="320" /></a></div><span style="font-family: helvetica;"><div style="text-align: justify;">Last week was the end of Term 2 and my second to last week being a relief teacher before moving back to New Zealand. I have liked having a more flexible working schedule and a greater work life balance - not having to attend meetings has definitely been the highlight! Once I've gotten past the frustrations of no relief being written for me or literally only "kids are working on their assignment", it's been good <b>meeting a lot of new students and learning bits and pieces from different curriculums. </b>Having more time for myself and exploring more of Australia with my fiancé before moving has also been great! </div></span><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">When I have had relief classes when I've felt void and the kids are working well (basically glorified babysitting), I've taken the time to smash out a heap of blogposts in hindsight from the last 18 months. I'm stoked I've managed to write 21 (now 22) blogposts over the last 10 weeks while relieving.<b> I hated that my blogging went by the wayside last year</b> when I went back to full time after being part time in 2021. There were likely other experiences that I could have blogged about and have forgotten, but I'm happy and proud with what I have posted and hope that I can get a good rhythm of blogging when I get back to NZ.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Teaching in Australia has been challenging. I've felt that the South Australian curriculum is behind the NZ curriculum (a bit of a step back in time). <b>Of most frustration was how normalised and embedded into everyday language was teachers and students calling Health 'theory' and PE 'practical'</b>. This reallllllllly ground my gears. Across all three schools I attempted to shift this language and the way the teachers and students viewed the subjects. It really related back to and reinforced the <a href="https://beyounooneelsecan.blogspot.com/2023/05/apparently-i-have-learnt-thing-or-two.html" target="_blank">old school view of HPE</a>. I really hope I never have to have this conversation again, because I honestly and disappointingly just started to give up the longer I've been here!</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">My next step is going to be a whole new learning journey. We are moving to the central North Island next month and I will be teaching at Horowhenua College. I'm looking forward to a smaller school and being immersed in a school with a lot of culture - watch this space!</span></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-5428404721986915122023-06-01T17:00:00.096+09:302023-07-10T07:32:18.258+09:30Mighty Microblog May<p style="text-align: justify;"><span style="font-family: Arial; white-space-collapse: preserve;">Throughout the month of May </span><a href="https://twitter.com/carmelhealth" style="font-family: Arial; white-space-collapse: preserve;" target="_blank">Andy Milne</a><span style="font-family: Arial; white-space-collapse: preserve;"> seeks bitesize blog posts from contributors around the world. These posts cover a whole manner of things depending on what the contributor would like to reflect on or share! This was the fourth year of microblog May and the third year I contributed. To learn more about the month (especially if you are keen to contribute next year!) check out </span><a href="https://slowchathealth.com/2023/03/19/micro-blog-may-2023/" style="font-family: Arial; white-space-collapse: preserve;" target="_blank">this post</a><span style="font-family: Arial; white-space-collapse: preserve;">. <br /></span></p><p style="text-align: justify;"><span style="font-family: Arial;"><span style="white-space-collapse: preserve;"><b>The microblog posts I have written:</b>
- <a href="https://slowchathealth.com/2020/04/07/safe-classrooms/" target="_blank">Classrooms should be safe places, right?</a>: A prompt for teachers to consider what their physical classrooms look like and the impact this has on the general vibe of the room as well as the success of the students
- <a href="https://slowchathealth.com/2021/05/12/out-of-your-comfort-zone/" target="_blank">Outside of Your Comfort Zone</a>: I discussed my experiences leaping into the unknown to move to Australia and why it's important to be comfortable with the uncomfortable
- <a href="https://slowchathealth.com/2023/05/18/silver-lining-2/" target="_blank">From Unprecedented to Familiar</a>: I described some of the positive impacts on my teaching that came from the last few years</span></span></p><p style="text-align: justify;"><span style="font-family: Arial;"><span><span style="white-space-collapse: preserve;">In addition to the 3 microblogs for Microblog May, I have also been a </span><b style="white-space-collapse: preserve;">guest blogger</b><span style="white-space-collapse: preserve;"> for Andy twice on his </span><a href="https://slowchathealth.com/" style="white-space-collapse: preserve;" target="_blank">#slowchathealth</a><span style="white-space-collapse: preserve;"> website.</span>
</span></span></p><div style="text-align: justify; white-space-collapse: preserve;"><div class="separator" style="clear: both; text-align: center;"><span style="font-family: Arial;"><span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjtd7cx-08t1iDO1_V5YxbhiNXIpYiWidandw9XsbRIb7b4TZb1rc62qVJA8jzU0QkvIPxcqvkkwsgvr288l3TqLF-7UObX2VNjyWBYd-kDLewcpROFo37XehvTyqcG4Ztm2XkmxD_vmnMh0mDP-cqxtfLB1yV2flZO6fS8nNdlAQ-8QyomjAcBPPcVa4/s677/microblog.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="677" data-original-width="502" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjtd7cx-08t1iDO1_V5YxbhiNXIpYiWidandw9XsbRIb7b4TZb1rc62qVJA8jzU0QkvIPxcqvkkwsgvr288l3TqLF-7UObX2VNjyWBYd-kDLewcpROFo37XehvTyqcG4Ztm2XkmxD_vmnMh0mDP-cqxtfLB1yV2flZO6fS8nNdlAQ-8QyomjAcBPPcVa4/w296-h400/microblog.png" width="296" /></a></span></span></div><span style="font-family: Arial;"><span><span style="font-family: helvetica; text-align: left;">- <a href="https://slowchathealth.com/2017/04/15/te-whare-tapa-wha/" target="_blank">Te Whare Tapa Whā</a>:</span><span style="font-family: helvetica; text-align: left;"> A brief description of the <a href="https://beyounooneelsecan.blogspot.com/2016/02/my-job-is-better-than-yours.html" target="_blank">M</a></span><a href="https://beyounooneelsecan.blogspot.com/2016/02/my-job-is-better-than-yours.html" style="font-family: helvetica; text-align: left;" target="_blank">āori wellbeing model </a><span style="font-family: helvetica; text-align: left;">based on the concept of a house with four walls</span></span></span></div><div style="text-align: justify; white-space-collapse: preserve;"><span style="font-family: Arial;"><span><span style="font-family: helvetica; text-align: left;">- <a href="https://slowchathealth.com/2019/04/27/mental-health/" target="_blank">Mental Health ≠</a></span><span style="font-family: helvetica; text-align: left;"><a href="https://slowchathealth.com/2019/04/27/mental-health/" target="_blank"> Mental Illness</a>: Hopefully a helpful explanation of the difference between mental health and mental illness and strategies to support with mental health</span></span></span></div><p></p><p></p><p style="text-align: justify;"><span style="font-family: helvetica;"><span style="white-space-collapse: preserve;">I enjoy reading the short posts while I have 5-10 mins to kill or during break times. Much more interesting and beneficial than some of the mindless scrolling I can find myself doing! Here are <b>my favourite posts from this year</b> with a quote from each of them. </span></span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><span style="white-space-collapse: preserve;">- <a href="https://slowchathealth.com/2023/05/01/swish/" target="_blank">Finding Their Swish</a> (<a href="https://twitter.com/jlobianc" target="_blank">Judy LoBianco</a>): "We want students to internalise the joy of physical activity and to do that they must feel a level of personal success".
<br />- <a href="https://slowchathealth.com/2023/05/11/informed-decisions/" target="_blank">Informed Decisions</a> (<a href="https://twitter.com/candorhealthed" target="_blank">Sarah Hawkins</a>): "The STI National Strategic Plan from the U.S. Department of Human Services shares that 15-24 year-olds account for around 50% of the 20 million new STI cases in the United States each year".
<br />- <a href="https://slowchathealth.com/2023/05/10/pre-test/" target="_blank">A More Engaging Pre-Test</a> (<a href="https://twitter.com/ShelbygriggPE" target="_blank">Shelby Hosmer</a>): "A written pretest is not my jam".
<br />- <a href="https://slowchathealth.com/2023/05/18/know-your-why/" target="_blank">Know Your Why</a> (<a href="https://twitter.com/CaraGrant11" target="_blank">Cara Grant</a>): "Sometimes by changing schools or positions our Why can look different, and still maintain fidelity and feed our intrinsic values as we persevere through difficult times".
<br />- <a href="https://slowchathealth.com/2022/05/05/stigma/" target="_blank">Walking Away From The Stigma</a> (<a href="https://twitter.com/donntobin" target="_blank">Donn Tobin</a>): "If we are to truly change the notoriety of physical education, we need to continuously address what is considered best practice. Demonstrate what exceptional teaching looks like, how it can be highlighted, celebrated, and keep those to a higher expectation teaching it".
<br />- <a href="https://slowchathealth.com/2023/05/19/the-joy-of-eating/" target="_blank">The Joy of Eating</a> (<a href="https://twitter.com/nadiamoya4" target="_blank">Nadia Moya</a>): "Food is one of the great joys in life that we can all share. I want students to walk away from health class with excitement and curiosity about eating, and the skills to build a healthy relationship with food".
<br />- <a href="https://slowchathealth.com/2023/05/23/embrace-the-goblin/" target="_blank">Embrace the Goblin</a> (<a href="https://twitter.com/wms_health" target="_blank">Michelle Rawcliffe</a>): "Goblin mode is when we transition from treading water to floating. In other words, our body and brain pin us down and force our head back on the pillow".
<br /></span></span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><span style="white-space-collapse: preserve;">I would encourage you to get amongst Microblog month next year, even if you don't contribute there are heaps of great posts to peruse!</span></span></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-85231509180449564792023-05-09T10:00:00.158+09:302023-06-30T09:12:30.509+09:30Apparently I Have Learnt A Thing Or Two!<p style="text-align: justify;"><span style="font-family: helvetica;">One of my ex students from Orewa is currently studying to become a HPE teacher. One of her papers required her to think about HPE as a subject, teaching HPE and behaviour management strategies. She created a survey to gather information and thoughts from practicing teachers to inform her assignment (and develop her teaching). This naturally made me reflect on my practice and made me realise how far I have actually come! </span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Below are my answers to her questions. Although not an exhaustive list, I thought these may help others too (and I wrote my answers while travelling to go on holiday so it was very impromptu!). <br /></span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiozXVeSCFK4ISnuCF2DCGsyGiwM_BpYa_23dZud4ys7JKN1AMq85Ov_1vlOfBHVv7MQO7Do6faIJT6cvn7D0IUCqGhMU-Kf41Yq8xJ_d0NPTjeK3UoHoxBYmETszR3jmpxL0AJ-a0nWAGjX-nejKvkCAOIjfct4pJB2tSk1jmcwseOwdttw-GiEUCbJyI/s500/quote.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="500" data-original-width="500" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiozXVeSCFK4ISnuCF2DCGsyGiwM_BpYa_23dZud4ys7JKN1AMq85Ov_1vlOfBHVv7MQO7Do6faIJT6cvn7D0IUCqGhMU-Kf41Yq8xJ_d0NPTjeK3UoHoxBYmETszR3jmpxL0AJ-a0nWAGjX-nejKvkCAOIjfct4pJB2tSk1jmcwseOwdttw-GiEUCbJyI/w400-h400/quote.jpg" width="400" /></a></div><span style="font-family: helvetica;"><b>Strategies for creating lessons that are inclusive and socially just:</b><br />- Student Choice<br />- Don't base everything around ''physical ability"<br />- Don't split by sex EVER<br />- Include a variety of resources/games/terms from around the world<br />- Encourage challenge by choice<br />- Peer teaching</span><p></p><p style="text-align: justify;"><b style="font-family: helvetica;">What methods do you use to reflect on teaching?</b><br style="font-family: helvetica;" /><span style="font-family: helvetica;">- Discussions with colleagues</span><br style="font-family: helvetica;" /><span style="font-family: helvetica;">- Blogging</span><br style="font-family: helvetica;" /><span style="font-family: helvetica;">- Student feedback</span><br style="font-family: helvetica;" /><span style="font-family: helvetica;">- Reflecting on my drive home</span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>How do you ensure your teaching is culturally responsive?</b><br />- Include opportunities for students to share<br />- Create a classroom culture that encourages students to step out of their comfort zone<br />- Include language/customs/traditions from various cultures<br />- Challenge stereotypes and assumptions<br />- Have high expectations for all students<br /></span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>What are some of your key behaviour management strategies?</b><br />- Play music and if this stops I need the kids' attention<br />- "If you have a ball, hold it still"<br />- "Stand still, pause where you are" (When I want to give a short instruction or piece of info but not get them to come in close)<br />- Getting everyone into a circle when I want to give instructions or explain a concept or have a discussion (circles are also great so everyone can see each other)<br />- 3 strikes for forgetting gear and then students choose their consequence<br />- Tone of voice: I try to remain quiet and naturally the kids become quiet (or I literally say, I feel like I'm getting louder because you are getting louder)<br />- "The sooner we are in, the sooner we play!"</span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>How do you create classroom environments that are safe and meet the needs of all students?</b><br />- Set clear and consistent expectations with regard to inclusion, respect, diversity and the importance of "failing"<br />- Encouraging students to struggle / find learning challenging (so they step out of their comfort zone)<br /></span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>Do you believe it's important to educate the "whole child'? If so, what strategies do you use to ensure their wellbeing and educational needs are met?</b><br />Yes!!! I feel by creating that environment aforementioned, students are more likely to be honest about how they are feeling, what is happening in their lives and when they need help/are struggling (personally and/or academically). Establishing that environment and relationships will directly impact on their day-to-day interactions. My students (hopefully) know that if they are having a bad day/week/month then to let me know and things will be adjusted to suit them and their needs (because I say this frequently!).</span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>How do you understand your role as a teacher and implement this into practice? What pedagogies guide your methods - if any?</b><br />My role as a teacher is to facilitate learning. To guide students to discover, practice, challenge things in the world around them! Differentiation, guided discovery, scaffolding, flow between lessons, opportunities to review learning, scenario based tasks, student choice in tasks/activities, mixture of audio/video/hands on activities, open ended questions, reflective tasks/activities<br /></span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>Is there a "gap" in contemporary HPE? What is the subject missing?</b><br />Only thing that comes to mind is greater aquatics education. Basic swimming yes, but more so water safety and awareness of water risks (especially at secondary school).</span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>What does contemporary HPE need in order to add value to the subject?</b><br />- Outdoor Education is a large part of our curriculum area, but is not even in the name! <br />- There also needs to be more education for all teachers around the importance of the subjects (to reduce misconceptions about them). <br />- Greater integration of the subjects, rather than generally being segregated. <br />- Health should be compulsory until the end of high school - as it's a subject about life and being a positive contributing citizen to society<br /></span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>What's important in HPE? What values/subject matter are most of value?</b><br />Everything is important!! But everything should be tailored to the students that are in front of you - their interests, their challenges, and what is topical/relevant in that community. <br /></span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>What resources/knowledge (that you don't have at the moment) would aid in expanding your teaching/the subject area?</b><br />- Greater understanding of the other curriculum areas and how we can blend/integrate more<br />- More time with the students!<br />- Greater access to facilities (and more facilities)<br />- Greater funding for EOTC</span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>HPE is often regulated in school subject hierarchies far beneath the likes of English/Mathematics etc. How do you suggest we work to remove the negative stigma around the subject?</b><br />- Make HPE compulsory for all year levels<br /></span><span style="font-family: helvetica;">- Needs to have equitable time on the timetable</span><br style="font-family: helvetica;" /><span style="font-family: helvetica;">- Could include a course during university for all students (across all sectors) educating around the importance of the curriculum area</span><br style="font-family: helvetica;" /><span style="font-family: helvetica;">- Create more inter-curriculum courses to show the learning can be applied across many areas</span><br style="font-family: helvetica;" /><span style="font-family: helvetica;">- DON'T MAKE KIDS RUN AS A 'WARMUP' OR PUNISHMENT</span><br style="font-family: helvetica;" /><span style="font-family: helvetica;">- Don't test kids on their physical ability (unless of course it is part of a specific course analysing performance improvement or similar)</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">If you are specifically looking for <a href="https://beyounooneelsecan.blogspot.com/search/label/Behaviour%20Management" target="_blank"><b>blogposts about behaviour management</b></a>, I have written a few over the years! Overall though, being asked to complete this survey for <a href="https://twitter.com/hannahstow123" target="_blank">Hannah</a> was a great little reminder of the things that I do know and have learnt/adapted/added to my toolkit throughout my teaching journey. Sometimes when the days are tough or I feel like lessons haven't gone well, I forget how much I have achieved.</span></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-44335015924838988342023-04-14T10:00:00.221+09:302023-07-04T13:37:05.844+09:30Navigating An Unexpected Numeracy Challenge<p style="text-align: justify;"><a href="http://beyounooneelsecan.blogspot.com/2023/02/be-comfortable-with-uncomfortable.html" style="font-family: Arial; white-space-collapse: preserve;" target="_blank">As I anticipated</a><span style="font-family: Arial; white-space-collapse: preserve;"> at the start of this 7 week contract, teaching Maths was challenging. I always felt like I was half a step ahead of some students, on par with other students and even behind some! I hadn't learnt about or practiced multiplying fractions and exponents for probably 13 years, so felt incredibly rusty. I was lucky to have a PE teacher in my office that also taught 8Maths to help me out though. I would've really struggled without him!</span></p><div style="text-align: justify;"><span style="font-family: Arial;"><span style="white-space-collapse: preserve;">I was asked to complete a mini inquiry/professional development plan for the time I was at Plympton. My HOD and her PLG had developed a vocab 'test' for students as part of their PDPs. The purpose of this was for students to <b>demonstrate the key terms/language they understood at the beginning of a unit, identify areas of development (between the teacher and the student) and then complete a post test at the end (to hopefully see progression!)</b>. I thought that this could be a great little tool for me and my Maths students. I liked that this would help students to self-identify their next steps and help me to plan for differentiation. See below the table that I gave students 6 weeks ago and again this week.</span></span></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><span style="font-family: Arial;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDBvkMeoPAJFOfDqdiEcPstJkvS-bQKhQaT0qs9UgiaShDfFcRJls-7psj24aWmN0-NPFP63jePR5nfp74OmhvWlCEJu-BHtWDNoMka2XibJhWfHOiGiBNzjcDpkF0sqyu7pZvLIOGI7qtIvo9NBj42XgeR-D4LkBUPG5EI_n7Xc1KV-meKHqMbFBvahk/s4032/maths%201.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDBvkMeoPAJFOfDqdiEcPstJkvS-bQKhQaT0qs9UgiaShDfFcRJls-7psj24aWmN0-NPFP63jePR5nfp74OmhvWlCEJu-BHtWDNoMka2XibJhWfHOiGiBNzjcDpkF0sqyu7pZvLIOGI7qtIvo9NBj42XgeR-D4LkBUPG5EI_n7Xc1KV-meKHqMbFBvahk/s320/maths%201.jpg" width="320" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoZGUPezaV6qHG5bEx3tQxwMxB6PVH7Pgdq9wZaY-EducpCrtFJpJ0r_Vfo8U6Ty2QRI_VsKlM9LeumcdF7cehPimWqgcwsvRMcOsng7IhJXaBvl2_-8R4rWHnLAwlx9JN3p_YKr8jHn0UJFonmKlABtO0OA2Zr4WuRtVjwuM6-2guNBKzCUXMSXGuTdw/s4032/maths%202.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoZGUPezaV6qHG5bEx3tQxwMxB6PVH7Pgdq9wZaY-EducpCrtFJpJ0r_Vfo8U6Ty2QRI_VsKlM9LeumcdF7cehPimWqgcwsvRMcOsng7IhJXaBvl2_-8R4rWHnLAwlx9JN3p_YKr8jHn0UJFonmKlABtO0OA2Zr4WuRtVjwuM6-2guNBKzCUXMSXGuTdw/s320/maths%202.jpg" width="320" /></a><br /><br /></div></span></div><div style="text-align: justify;"><span style="font-family: Arial;"><span style="white-space-collapse: preserve;">After the students did all they could on the pretest of the vocab, we went through some of the possible answers for each box as a class. Anything they'd left blank or were incorrect I asked them to add a correct answer in a different colour. This then became their study guide for the next 6 weeks (during class time and at home). The kids could refer to this when they were studying at home or when they were learning/completing practice questions at school. In hindsight <b>I should have come up with a way to make this digital </b>or actually given them glue to stick their now study guides into their books because unfortunately throughout the unit a lot of kids lost them! Nevertheless, there were still many who referred to the guide throughout the term. </span></span></div><div style="text-align: justify;"><span style="font-family: Arial;"><span style="white-space-collapse: preserve;"><br /></span></span></div><div style="text-align: justify;"><span style="font-family: Arial;"><span style="white-space-collapse: preserve;">Majority of students struggled to make real life connections during the pretest. They struggled to see the connection between the terms and how they can apply them into the world around them. As a result, <b>I made sure throughout my lessons to include a variety of scenarios that applied the terms</b>. We had vineyards, stores, school systems, stationary, orchards, birthday parties and whatever else popped into my head while I overheard the kids chatting and while I was planning. I actually really enjoyed coming up with these scenarios because they helped me to recognise and explain how and why the terms are relevant day to day. I certainly empathise with the question<i> "when am I going to use this in the real world?"</i> So, I tried really hard to answer this question before the kids asked!</span></span></div><div style="text-align: justify;"><span style="font-family: Arial;"><span style="white-space-collapse: preserve;"><br /></span></span></div><div style="text-align: justify;"><span style="font-family: Arial;"><span style="white-space-collapse: preserve;">Earlier this week the students completed their 'posttest'. I was so proud how many of them took this seriously to see their own progress since I started with them 6+ weeks ago. Conversely, some unfortunately did not take this opportunity with open arms (many of who were also the students who'd lost their pretest). To be honest this process also demonstrated clearly to me <b>the pressure the kids feel when they hear the word 'test'</b>. I noticed several students this week decided that they would rather not try than get things 'wrong', even when this was just an indicator for their learning and the fear of grades was removed! There seriously needs to be a shift away from kids thinking grades make or break them. <b>It was sad how many of them thought it was better to not try, than it was to find out where the gaps were in their learning</b>. I hope in my next gig I can help to change this. </span></span></div><div style="text-align: justify;"><span style="font-family: Arial;"><span style="white-space-collapse: preserve;"><br /></span></span></div><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEKtyzfyUdQgGe6ci3FvVScaTWJfGeTCWfIaPW-CohItxu0mXSu12lQ3FoprmNgTs42WFH8i8wDqlJPXand8_mvBLn-_AVZwszcMKTKXoOrvRn2jL2JMfPS6gvhAb7l1tZOgrwtpx6ShHg4WrRG6Tp5jZQq7XciHfX96VtgJKOdgvFlMHSp2YwJcgAuYU/s1920/Customer%20Feedback%20Instagram%20Story%20.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1920" data-original-width="1080" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEKtyzfyUdQgGe6ci3FvVScaTWJfGeTCWfIaPW-CohItxu0mXSu12lQ3FoprmNgTs42WFH8i8wDqlJPXand8_mvBLn-_AVZwszcMKTKXoOrvRn2jL2JMfPS6gvhAb7l1tZOgrwtpx6ShHg4WrRG6Tp5jZQq7XciHfX96VtgJKOdgvFlMHSp2YwJcgAuYU/w360-h640/Customer%20Feedback%20Instagram%20Story%20.jpg" width="360" /></a></div><span style="font-family: Arial; white-space-collapse: preserve;">When they'd completed their posttest, I asked the students to complete <a href="https://forms.gle/HM1LG14591VvhSJt9" target="_blank">this mini reflection</a> (they also had completed a similar one at the beginning of the unit for me to compare to). It was interesting for me to see their progression (which I could also send to the teacher who I have replaced over the last 7 weeks), but of most interest was the comments they made. Check out alongside some of the responses the students gave to the question 'What has this process shown you and why?' </span></div><div style="text-align: justify;"><span style="font-family: Arial;"><span style="white-space-collapse: preserve;"><br /></span></span></div><div style="text-align: justify;"><span style="font-family: Arial;"><span style="white-space-collapse: preserve;">One skill I developed throughout this contract was my attempt to differentiate learning. I very quickly realised there was a major difference between the levels of understanding in my Maths class. I was <b>genuinely surprised how far apart the top end were from the bottom end</b>. Although it became time consuming, for most of my lessons I actually had 3 levels of tasks/activities. They all helped students to meet/work towards the learning intention of the lesson but were different levels of difficulty. I organised the physical class into 3 spaces; need 1:1 help with the teacher, feeling ok but need more practice and feeling confident and ready to be challenged. The kids were able to choose where they wanted to go and could move between the groups/spaces each lesson. I've had great feedback from the kids about this flexibility and choice between their activities, and I feel it helped many students to self-regulate, so it's definitely something I will keep in my teaching toolbox!</span></span></div><div style="text-align: justify;"><span style="font-family: Arial;"><span style="white-space-collapse: preserve;"><br /></span></span></div><div style="text-align: justify;"><span style="font-family: Arial;"><span style="white-space-collapse: preserve;">Overall, this gig has pushed me out of my comfort zone, but this opportunity to teach Maths has increased my confidence to try new things and attempt to include different levels of learning. Here's to the close of another chapter. I can't wait to be a reliever next term as a bit of a change of scene!</span></span></div>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com1tag:blogger.com,1999:blog-4318319769137953939.post-30348305049198593292023-02-27T17:00:00.070+10:302023-06-26T13:53:38.073+09:30Be Comfortable With The Uncomfortable<p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfPCGt5hnCtF048lSNaEz50vcg7LFJpvRbFNbsZEHJOGiPFIVh_c0gf2lCIVfB9yF2e6BnQrsJedFFsnV4o2bDqKB9m6cDt6JeklJLI76NsT7dx6NCRE5SBbjLMVP0vqt6lM6ob0JYDWFPatLOAoGWvdyGWlubXp8bYgUpP3GiM9mJQ4DB8SZmfdXDFUo/s1280/comfort%20zone.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfPCGt5hnCtF048lSNaEz50vcg7LFJpvRbFNbsZEHJOGiPFIVh_c0gf2lCIVfB9yF2e6BnQrsJedFFsnV4o2bDqKB9m6cDt6JeklJLI76NsT7dx6NCRE5SBbjLMVP0vqt6lM6ob0JYDWFPatLOAoGWvdyGWlubXp8bYgUpP3GiM9mJQ4DB8SZmfdXDFUo/s320/comfort%20zone.jpg" width="320" /></a></div><span style="font-family: helvetica;"><div style="text-align: justify;"><span style="font-family: helvetica;">My fiancé</span><span style="font-family: helvetica;"> and I will be moving back to NZ mid year, so we decided that I wasn't going to take a full time gig this year. We knew this would give us greater flexibility to travel and I would have less stress and pressure being a reliever. The last few weeks we have been skiing in Japan to start these travel adventures. As we were heading to our last chairlift of the trip last Thursday my phone started ringing from a random Adelaide number. It was Plympton International College and they wanted me for a 7 week contract starting today!! This was super unexpected and I was actually looking forward to being a relief teacher for this term, but I decided to jump into the deep end and take the gig. </span><b>I am very out of my comfort zone because I have been given a Y8 Maths class (certainly NOT my strength!)</b><span style="font-family: helvetica;">. I'm nervous about this new curriculum area but I am hoping it'll give me new knowledge to have greater </span><a href="http://beyounooneelsecan.blogspot.com/2022/10/microplastics-tiny-menace-thats-adding.html" target="_blank">numeracy connections</a><span style="font-family: helvetica;"> in HPE in the future, and develop new skills/teaching strategies. </span></div></span><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">Today was my first day and it was awful. I really didn't feel supported and I was expected to be teaching 10 minutes after I had arrived even though I had just been given my classes and I hadn't stepped foot in the school before! I was assuming I would have a couple of hours to have a tour, check out the notes from the teacher I was covering and some prep time for my lessons. Thankfully I was able to wing my way through the day but requested to have the day tomorrow, which was thankfully granted. I left today feeling very rattled, frustrated and like a lone wolf. I left feeling like I made a mistake taking this short contract, so I really hope that changes over the next week or so! This really highlighted to me<b> the importance of support</b> - I would love to become a HOD one day and support will be a major priority!!</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Even though I've come home today feeling flat and uncertain about this change, I have reminded myself about the importance of stepping out of my comfort zone and that this is another opportunity to <a href="http://beyounooneelsecan.blogspot.com/2018/05/resilience-easier-said-than-done.html" target="_blank">develop my resilience</a>. <a href="https://twitter.com/yubingzhang" target="_blank">Yubing Zhang</a>'s below Ted Talk is great food for thought with regard to getting to the edge of our comfort zones. A question she posed that you could ask yourself is: </span><i style="font-family: helvetica;"><b>"What is it that you are not doing because of a fear of failure?"</b></i></p><p style="text-align: center;"><i style="font-family: helvetica;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/cmN4xOGkxGo" title="YouTube video player" width="560"></iframe></i></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com1tag:blogger.com,1999:blog-4318319769137953939.post-22139698206899435962022-12-09T18:00:00.039+10:302023-06-20T15:52:01.970+09:30Smoothing Out The Transition To Secondary<p style="text-align: justify;"><span style="font-family: helvetica;">Y6 students who are starting at MHS next year had a transition day today - a little taster into what life will be like at a secondary school next year. As part of the day, the Y6 students had a double lesson of PE and my OUED class were asked to run this. This was a great opportunity for us to spend the last couple of weeks leading up to transition day linking back to our Group Dynamics unit and <b>compare how my students were interacting with each other now to the beginning of the semester</b>. We had some great discussion around Tuckman's stages of group development and where there had been shifts across the stages.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Unfortunately some of my students didn't show up for transition day, but we made the day work and the kids that were there did a great job. It was a great final lesson for the year. Running activities for a large group of students with a lot of energy is challenging for teachers let alone 13/14 year olds! They knew that <b>this was a great opportunity for leadership experience though, which is a key skill to develop in OUED</b>. A few of them really took the role seriously and I could see they were reflecting with their partners after each of their rotations to try and make their activity 'better'.</span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRpBz8YBXwqPzgKmwen-QxXKzdTuAL1KcT0PSmgza-qIKjjwKItfW36sovWtPKZlXpJljIEa4sDokyFz2C74oAM9IvFnDvJvy3Puq-lfvNz16ZL32yc0eKtH7S53pF4USUoqVZKezB92TV4d6zt63CcyDbetFwolEi7K0wmrl5NQOk3nsUL1HMPdV9N28/s1481/Transition%20Day%20Map.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="729" data-original-width="1481" height="317" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRpBz8YBXwqPzgKmwen-QxXKzdTuAL1KcT0PSmgza-qIKjjwKItfW36sovWtPKZlXpJljIEa4sDokyFz2C74oAM9IvFnDvJvy3Puq-lfvNz16ZL32yc0eKtH7S53pF4USUoqVZKezB92TV4d6zt63CcyDbetFwolEi7K0wmrl5NQOk3nsUL1HMPdV9N28/w640-h317/Transition%20Day%20Map.jpg" width="640" /></a></div><span style="font-family: helvetica;"><div style="text-align: justify;"><b style="font-weight: bold;">The structure of the day, the number of students and several teachers was an organisational experience for me too</b><b>. </b>I don't often plan events like this and in fact I don't know whether I had organised anything with this many moving parts on my own before! I certainly enjoyed <a href="https://beyounooneelsecan.blogspot.com/2022/06/tic-of-camp-tick.html" target="_blank">planning and going on camps more</a>, but it was still experience nevertheless. Although I was running around like a headless chicken for nearly two hours (great for my steps!) and there were some things that could have been changed, overall the session ran pretty smoothly. The Y6s had a taste into a variety of team building activities (such as obstacle courses, creating shelters and relays) as well as a mixture of invasion and target games including floor hockey, number games and beanbag throws - so I feel we met the brief!</div></span><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">I do enjoy organising things so event management could be something I dabble in more. In the future maybe I could keep an eye out for opportunities to develop these skills further. Next week is Activities Week so today was also my last teaching day at Marryatville! Here's to the next chapter, whatever that may bring...</span></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-71948363447155026582022-12-04T17:00:00.008+10:302023-06-26T10:30:53.293+09:309OUED Units: What Did The Kids Think?<p style="text-align: justify;"><span style="font-family: helvetica;">I asked my 9OUED class for some feedback about each of the units in the form of ratings as well as general feedback. Initially they were hesitant to share their thoughts. I think this was because they didn't want to offend me or hurt my feelings if they didn't enjoy something. However, after some prompts and reminders that this is a genuine opportunity to adapt the course for future students and I would actually be disappointed if they didn't share how they were feeling, they opened up a bit! We actually had some great discussion. </span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: helvetica;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdLf79u-LmNT2jkXEszizdRCzW4ex1LNFU0PqB317vxdXixHztPWg3ueSbv1P2YYhk1niNEHcrTZ4ml8w_wn1y6LIMBG4ziY3hTmCcUrZP_GXkU-7QBcH55YL1TMhgqR2Ea9v1f_RTeZi8HUEtItjIFtIrqB8YbSVm2fJ7GB-HSBbIXTg55ArRORBsxjs/s809/Screenshot%202023-06-20%20090728.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="504" data-original-width="809" height="249" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdLf79u-LmNT2jkXEszizdRCzW4ex1LNFU0PqB317vxdXixHztPWg3ueSbv1P2YYhk1niNEHcrTZ4ml8w_wn1y6LIMBG4ziY3hTmCcUrZP_GXkU-7QBcH55YL1TMhgqR2Ea9v1f_RTeZi8HUEtItjIFtIrqB8YbSVm2fJ7GB-HSBbIXTg55ArRORBsxjs/w400-h249/Screenshot%202023-06-20%20090728.png" width="400" /></a></span></div><p></p><p style="text-align: justify;"><span style="font-family: helvetica;"><span style="font-family: helvetica;"></span>We went through each of the 4 units and discussed 3 areas for each; their overall enjoyment throughout, their experience and thoughts of the excursion/camp for that unit and the skills and knowledge that they learnt (how much and how interesting). Students were asked to rate from 1-4 between the 4 units (1 being the highest). For example, I could have said that I enjoyed the ecology unit the least and the rock-climbing unit the most. As a result, I would have given rock climbing a 1, bushwalking a 2 or 3, group dynamics 2 or 3 and ecology a 4.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;"></span></p><div class="separator" style="clear: both; text-align: center;"></div><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiz0bPuStc_x_1Vz8E937gv_5-iGI3kca4ASOcrDxpHuWWjddRwyIhGJ_s2XDizBA90iwgEe3m-e5D-zBSt6QtxBfKUnzILim553937HiSLLLX5mdT_y3Vhk9dt7U2_F4O2ffODbktv8-rtczMg2zl32plCdRAno5U7SHfPb6NWR2LnLg49oDOGmqfk/s810/Bushwalking.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="498" data-original-width="810" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiz0bPuStc_x_1Vz8E937gv_5-iGI3kca4ASOcrDxpHuWWjddRwyIhGJ_s2XDizBA90iwgEe3m-e5D-zBSt6QtxBfKUnzILim553937HiSLLLX5mdT_y3Vhk9dt7U2_F4O2ffODbktv8-rtczMg2zl32plCdRAno5U7SHfPb6NWR2LnLg49oDOGmqfk/w400-h246/Bushwalking.png" width="400" /></a></div><span style="font-family: helvetica;">I have created the alongside graphs as visuals to show what the students said (unfortunately some units have less feedback than others because we had students join us partway through the semester and/or they didn't come on the excursion(s)). Some of the clear pieces of feedback from the quantitative data (alongside the in-class discussion) include:</span></div><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Bushwalking in general was clearly the most enjoyed unit of the 4 but less than half of the students actually enjoyed the <a href="http://beyounooneelsecan.blogspot.com/2022/06/tic-of-camp-tick.html" target="_blank">overnight bushwalking camp</a> experience. Chatting with them though, it wasn't necessarily that specific camp, just that they realised they don't like bushwalking. </span></p><p style="text-align: justify;"></p><span style="font-family: helvetica;"><div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCKRaExwsYIHp3sMore_7Puk5kjRpo8egIZw2kW7Gf8MCUDAt98eejSzsVBTd8LcJ4bjhIiUgHw21RPWWzMzbZRzciqdcK0pg4rgVxYrxgmZylLoaR1pxCwU7EC-_esVWOcKv1CtGMZGqEtr6fPlVAAsiA2PWLN0tCxV1iyt5ILSVYHzs3XW-T6oyf/s806/Ecology.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="502" data-original-width="806" height="249" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCKRaExwsYIHp3sMore_7Puk5kjRpo8egIZw2kW7Gf8MCUDAt98eejSzsVBTd8LcJ4bjhIiUgHw21RPWWzMzbZRzciqdcK0pg4rgVxYrxgmZylLoaR1pxCwU7EC-_esVWOcKv1CtGMZGqEtr6fPlVAAsiA2PWLN0tCxV1iyt5ILSVYHzs3XW-T6oyf/w400-h249/Ecology.png" width="400" /></a></div>- They clearly learnt the most skills and or knowledge throughout the ecology unit. This didn't surprise me but was great they were able to recognise this! Despite learning the most though, the <a href="https://beyounooneelsecan.blogspot.com/2022/10/microplastics-tiny-menace-thats-adding.html" target="_blank">excursion to the beach</a> was their least favourite of the four throughout the semester. The general consensus was that there was a lot of talking from the people facilitating the microplastics experience and not enough hands-on. I agreed with this and as a result there will be some changes next year (such as borrowing the equipment and the teacher running the session). </div></span><p></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYlamwlKiGUbFFqGpZT5Jsw4WE1IrekHLRHZ5OZHpSr0ksZYuKDwSBRFXl5b5kPtQVeclmf1wYemBZTIusN_6SxRk1fxfAtOryJkTbkuvupPxHA7-J_CwYEoa0Yuxnrc5JpwfoKhz4MVrZMe32GBjFFZ5jGoSOWE8YXkpDIal1sIllerpR8CY38sh3/s811/Rock%20Climbing.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="503" data-original-width="811" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYlamwlKiGUbFFqGpZT5Jsw4WE1IrekHLRHZ5OZHpSr0ksZYuKDwSBRFXl5b5kPtQVeclmf1wYemBZTIusN_6SxRk1fxfAtOryJkTbkuvupPxHA7-J_CwYEoa0Yuxnrc5JpwfoKhz4MVrZMe32GBjFFZ5jGoSOWE8YXkpDIal1sIllerpR8CY38sh3/w400-h248/Rock%20Climbing.png" width="400" /></a></div><span style="font-family: helvetica;"><div style="text-align: justify;">- Generally the rock climbing unit was enjoyed and the experience of actually rock climbing was positive for many of the students. I observed lots of positive involvement in the learning around the safety considerations and preventative measures in the outdoors (both at school and at the rock climbing wall). I started to include some more specific scenarios to break down/discuss after attending the <a href="https://beyounooneelsecan.blogspot.com/2022/10/fatality-prevention-grim-but-necessary.html" target="_blank">fatality prevention PD</a> and the students were really engaged in these conversations.</div></span><p></p><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">I have enjoyed creating this 9OUED course this year and felt so lucky to be able to teach the first groups of kids. Using the kids' feedback and my own reflections, I have created a <a href="https://docs.google.com/document/d/13dXfYH1ksMflUBD9wPdTBpi4XwQHtnZG6mO8t_TRe24/edit#heading=h.gjdgxs" target="_blank">semester unit plan</a> with all resources and activities for the teacher who will be taking over next year. I'm proud of this and know it is a great place to start for anyone who may take over the course (and can't wait to see how it develops over the next few years). This brings me to the end of my time teaching OUED for this year. I have learnt lots and have really been pushed out of my comfort zone. Here's hoping in the future I have more opportunities to teach OUED! (Will certainly need a lot more development though!)</span></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-73489313235095037412022-11-20T18:00:00.107+10:302023-06-05T14:57:40.558+09:302022 Goals - How'd I Go?<p style="text-align: justify;"><span style="font-family: helvetica;">This year I have completed a '</span><span style="font-family: helvetica;">Professional Development Plan' for the first time. Although there is a specific structure that is supplied by the Dept of Ed and specific questions my mentor has needed to ask, it's very similar to an NZ inquiry.</span><span style="font-family: helvetica;"> </span><span style="font-family: helvetica;">My full PDP </span><a href="https://docs.google.com/document/d/1kGMarkQNISdXWysLVtS5-D2OE5FAYIxs/edit" style="font-family: helvetica;">can be accessed here</a><span style="font-family: helvetica;">, which includes a little more detail around my planning, the criteria my goals link to and some of the discussion points I had with my mentor.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">I have created the below visual which gives some of the key ideas/topics that I have been focused on throughout the year. Included are some of the possible ways to learn more about these areas of development (which I wrote at the beginning of the year). Although these goals aren't written as SMART goals, they were fleshed out more in my PDP meetings with my mentor (HOD HPE).</span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuAhJrvbYIFPHiBZI9WHdubQKd2XB5MObPJ7KBfDKtD2fdMjfF_69QbuU5Nvi-74lSvjlvLVnMtAE_HBV7J-FNF7x2ve69eYbf03LPtSwp55NwgYQDc8BcKOlxd2gP5AsDF1e4XUJnPwpuW_MFQHhYBisTzunwZ--uo_sxEBPwIRvw-665Io4NtBF1/s1920/2022%20Goals.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuAhJrvbYIFPHiBZI9WHdubQKd2XB5MObPJ7KBfDKtD2fdMjfF_69QbuU5Nvi-74lSvjlvLVnMtAE_HBV7J-FNF7x2ve69eYbf03LPtSwp55NwgYQDc8BcKOlxd2gP5AsDF1e4XUJnPwpuW_MFQHhYBisTzunwZ--uo_sxEBPwIRvw-665Io4NtBF1/w640-h360/2022%20Goals.png" width="640" /></a></div><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">Reflecting on the some of the specific knowledge and skills I have wanted to develop throughout this year, </span><b style="font-family: helvetica;">these are some of the things <i>I have achieved</i> this year</b><span style="font-family: helvetica;">:</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Gave <b>student choice</b> in the activities/tasks/assignments they complete (including topics and modes of presentations)</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Provided <b>exemplars</b> and explained what grades they are and why (generally got students to do this themselves first and then broke the criteria and grading down with them)</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Gave <b>suggested structures</b> with sentence starters (student choice whether they used or not!)</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Used <b>colour coding</b> between the task, the criteria and what students created</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Created <b>pre written questions</b> to prompt in class discussion</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Created several tasks and assignments directly related to the <b>ACARA objectives/criteria</b> (and of course assessed against them)</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- 1:1 <b>verbal feedback meetings</b> with Y12s as well as written feedback opportunities on their drafts (i.e. <b>checkpoints</b>)</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Completed a <a href="https://beyounooneelsecan.blogspot.com/2022/03/self-care-stress.html" target="_blank"><b>Coping With Stress program</b></a> alongside my Y12s</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Gathered and reflected on <a href="https://beyounooneelsecan.blogspot.com/2022/06/student-feedback-straight-from-source.html" target="_blank"><b>student feedback</b></a></span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Had multiple meetings and discussions with colleagues about <a href="https://beyounooneelsecan.blogspot.com/2022/10/marking-and-moderation-should-come-hand.html" target="_blank"><b>SACE marking and moderation</b></a></span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Attended a <a href="https://beyounooneelsecan.blogspot.com/2022/03/first-aid-is-more-than-broken-leg.html" target="_blank"><b>Mental Health First Aid</b> course</a>, a <a href="https://beyounooneelsecan.blogspot.com/2022/06/tourniquets-in-timbuktu.html" target="_blank"><b>Remote First Aid</b> Course</a> and a <a href="https://beyounooneelsecan.blogspot.com/2022/10/fatality-prevention-grim-but-necessary.html" target="_blank"><b>Preventing Fatalities</b> Workshop</a><br /></span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Learnt a significant more about <b>risk managemen</b>t and <a href="https://beyounooneelsecan.blogspot.com/2022/06/tic-of-camp-tick.html" target="_blank">planned my own trips and camps</a></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsK_2TqBTfqPq6tnIUzRGjcw8cDouWsLPGDrBvzCjBgl-xeABI3q3sglwB5NyPVNrs5J7ImuQzvBoLvGOtal0ArCdDDHAMu1L4PYC1xewwAvctX-Ec957MFTIAjfe48hQRHYLEEhqSIhLpJWj6kzijzj8IJKzrRS-BbZ7eSU9flAu3hugBD6MkjuXX/s3840/goals.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2160" data-original-width="3840" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsK_2TqBTfqPq6tnIUzRGjcw8cDouWsLPGDrBvzCjBgl-xeABI3q3sglwB5NyPVNrs5J7ImuQzvBoLvGOtal0ArCdDDHAMu1L4PYC1xewwAvctX-Ec957MFTIAjfe48hQRHYLEEhqSIhLpJWj6kzijzj8IJKzrRS-BbZ7eSU9flAu3hugBD6MkjuXX/w400-h225/goals.jpg" width="400" /></a></div><p style="text-align: justify;"><span style="font-family: helvetica;">Moving forward, <b>areas I would like to <i>further develop/build on</i> include</b>:</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Greater confidence and understanding about facilitating <b>OUED debriefs</b></span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Use of different <b>tools and strategies to gather and analyse feedback</b> (I did not use Ziplet as it seemed very confusing I didn't think would give me anything additional Google Forms would)</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- More specific <b>differentiated tasks for students with learning challenges</b> or who have been identified as students needing modified or adjusted tasks (and learn more about neurodiversity in general)</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Attend PD and complete more reading around <b>literacy and how to increase literacy</b> in HPE/OUED</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Actively <b>engage students with risk management planning</b> and have more specific scenarios to help prepare students more before they go into the outdoors</span></p><p style="text-align: justify;"></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-7265840673767134632022-10-31T18:00:00.099+10:302023-06-29T12:49:09.515+09:30Teaching Strategies With High Impact<p style="text-align: justify;"><span style="font-family: helvetica;">One part of our teacher only day today was looking at the </span><b style="font-family: helvetica;">high impact teaching strategies</b><span style="font-family: helvetica;"> and how these can be embedded within our classrooms. There are 10 HITS which are the dark blue puzzle pieces below. HITS are instructional practices that have been proven to increase student learning when they are applied. The numbers I have written are the effect size of the strategy - it was not surprising that multiple exposures and feedback had the highest effect sizes! Our jigsaw activity was to individually learn about and reflect on one strategy and then share back with our group. </span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFvVA9ZFGvDLtZX2YPUZVHkVqF6IOQeRhTv_C7bex20HVDfu75WF4Is9xrdLxPQtoTIaqUr4tYhm6TU6N20eBkVrjj-I1pHQfpGunDZ_8CqojtvYryOjWu67Gi03XNriT8oVBLkhbCdIbal2faHWozUz6LwDnanqd2DgKAlMgRhTel4TO-K4uUMY0J-hI/s3798/IMG_9292.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2672" data-original-width="3798" height="450" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFvVA9ZFGvDLtZX2YPUZVHkVqF6IOQeRhTv_C7bex20HVDfu75WF4Is9xrdLxPQtoTIaqUr4tYhm6TU6N20eBkVrjj-I1pHQfpGunDZ_8CqojtvYryOjWu67Gi03XNriT8oVBLkhbCdIbal2faHWozUz6LwDnanqd2DgKAlMgRhTel4TO-K4uUMY0J-hI/w640-h450/IMG_9292.jpg" width="640" /></a></div><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">I was given Setting Goals, as below. We were required to think about what the strategy was, how it is already included within teaching and learning and then specifically link with the school's pedagogical framework. I enjoyed this task because it really <b>encouraged me to think in detail about whether that strategy is a) already within learning programmes, b) how effectively the strategy is included in programmes and c) where there could be greater inclusion</b>. To help determine these three things we also had to consider where the faculty is currently sitting along the progress continuum for the use of the strategy (emerging, evolving, embedding or excelling). Having the group discussion about each of the strategies indicated that although all the strategies are currently employed within the HPE department (some subconsciously), some are more common than others (which also changed across teachers). Moving forward therefore, there needs to be <b>more conscious inclusion of the HITS</b> across the board - i.e. actively planning to use the practices. </span><span style="font-family: helvetica;">I really liked having the continuum to refer to, because this made it quite clear what level we were. I like when things are this clear, to help determine what the next steps are to continue the progression.</span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzk3nzX2K3syqM4k8S0RRmbeA51PF8dqjtC9YsTL8zOhZVKbcjD6yPBOPlpCsGlh0p110Aj_f_YuZw40fMsmPc0vAgRImCPcmGDRXdknTQ5PTsS90qJAuZWH4u-b4N7AEK3UKkpQb8SVWkY7KFxue7xwyOhe-wn3Lhd1qYd5sYE3uXF7V1sitkmTiXc-U/s4032/IMG_9293.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzk3nzX2K3syqM4k8S0RRmbeA51PF8dqjtC9YsTL8zOhZVKbcjD6yPBOPlpCsGlh0p110Aj_f_YuZw40fMsmPc0vAgRImCPcmGDRXdknTQ5PTsS90qJAuZWH4u-b4N7AEK3UKkpQb8SVWkY7KFxue7xwyOhe-wn3Lhd1qYd5sYE3uXF7V1sitkmTiXc-U/w640-h480/IMG_9293.jpg" width="640" /></a></div><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">If you would like to learn more about the HITS, <a href="https://www.inquisitive.com/au/blog/a-quick-guide-to-high-impact-teaching-strategies/" target="_blank">this website</a> breaks them down for a quick read. The Victorian Department for Education has <b><a href="https://www.education.vic.gov.au/Documents/school/teachers/support/high-impact-teaching-strategies.pdf" target="_blank">explained the 10 HITS in greater detail</a></b> with examples to demonstrate how they can be included in teaching and learning (this was also what we were referring to for our jigsaw activity and discussion).</span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTNQ47A2zoNyoGvnAzhhUCnb6WefczZYY5j85MZflv9VBEHn255T1PP1ed1ZwOsCIE5V2fJq75z2GfOgc5dJeoohtesK4SVYDuoWdOgrDyGjI3UVfmM2fB1I_NDxlnxAroKiKMAFmGa2vk4nW-zLG3n01-hb9U4vs-rpkfnf9PEtjwStbCzMvlNry31RA/s3935/IMG_9294.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3935" data-original-width="2975" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTNQ47A2zoNyoGvnAzhhUCnb6WefczZYY5j85MZflv9VBEHn255T1PP1ed1ZwOsCIE5V2fJq75z2GfOgc5dJeoohtesK4SVYDuoWdOgrDyGjI3UVfmM2fB1I_NDxlnxAroKiKMAFmGa2vk4nW-zLG3n01-hb9U4vs-rpkfnf9PEtjwStbCzMvlNry31RA/w484-h640/IMG_9294.jpg" width="484" /></a></div><br /><span style="font-family: helvetica;"><br /></span><p></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-38209703065458395882022-10-30T17:00:00.208+10:302023-06-06T10:20:26.887+09:30Microplastics: The Tiny Menace That's Adding Up<p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg27ASyDvAgqxiXsDYlT-dvSjdNJ1mvf5ydYNHW_ZxMn_eK_x1i8WUfXtSLYTAzMEOoBvWrYcYl7zA7-VJdFzu4n398I_BHTtIw4RUWIpe-P-T7CKp1c6MN-GN8K1UWuarLiHSVP_sbGpXoK5UKrSE1s-Y1-QRHu_YUX_BvMF7pcarDoZaGprLqsW8L/s4032/IMG_1236.HEIC" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="4032" data-original-width="3024" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg27ASyDvAgqxiXsDYlT-dvSjdNJ1mvf5ydYNHW_ZxMn_eK_x1i8WUfXtSLYTAzMEOoBvWrYcYl7zA7-VJdFzu4n398I_BHTtIw4RUWIpe-P-T7CKp1c6MN-GN8K1UWuarLiHSVP_sbGpXoK5UKrSE1s-Y1-QRHu_YUX_BvMF7pcarDoZaGprLqsW8L/s320/IMG_1236.HEIC" width="240" /></a></div><span style="font-family: helvetica;"><div style="text-align: justify;">To build on our learning and <a href="https://beyounooneelsecan.blogspot.com/2022/10/we-need-to-protect-our-planet.html">reflections from the Attenborough doco</a>, we had Michelle from <a href="https://www.ausmap.org/">AUSMAP</a> visit our OUED class for a presentation about microplastics. Michelle shared what some of the microplastics in Australian waterways are, some of the places these microplastics come from and the impact they are having on our environments and wildlife. The stats and images from our shores made the reality hit a little harder for the students and gave some the spark to make a difference. </div></span><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">Following from Michelle's presentation, we headed to Tiranna Reserve at West Lakes. <b>West Lakes has been proven to have a significant amount of microplastics compared to other waterways (some of the highest numbers in the country)</b>. Check out <a href="https://www.ausmap.org/hotspot-map" target="_blank">the hotspot map</a> AUSMAP have created to show the data they have collected so far. Our job at Tiranna Reserve was obviously to remove some microplastics, but also to collect further data.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">In addition to this experience, recently our faculty has been learning about key numeracy terms and topics. The aim of this learning is to increase numeracy across the school and the HPE teachers were given the task to create at least one lesson with a numeracy focus. I decided that there were so many opportunites for connections with numeracy vocabulary and skills throughout the learning and microplastics experience. Many of these connections were natural, I just hadn't been using the correct/consistent vocab! Check out my lesson plan below:</span></p><p style="text-align: center;"><iframe height="400" src="https://docs.google.com/document/d/e/2PACX-1vRIsa0o2J1sOZYojLdYJUIbAZ38_kRltGtvKs6tcdqZoUY06WqqZTCodFlUlwYAfoMje9nhOUfYtsy7/pub?embedded=true" width="100%"></iframe></p><p style="text-align: justify;"><span style="font-family: helvetica;">As an addition to our lesson plan, we were given a 360 degree camera to film (I ended up with 6 clips as the camera saves them as 8 minute files). A local uni is analysing our lesson plan, video and reflection from our lessons (see my reflection below). Unfortunately this process is continuing into next year so I won't get to see the results. However, watching myself back is always interesting. <a href="https://sites.google.com/a/tamaki.ac.nz/georgia-dougherty-class-on-air/home?pli=1" target="_blank">Several years ago I filmed myself</a> and refelcted on the lesson. I remember being so surprised how much I missed in the moment of the lesson! Some thoughts after watching my recording back from last week:</span></p><p style="text-align: justify;"></p><div class="separator" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhMzLPyuHL-CUBG8AL_yJnHRRmFN5HkcgJGnELAeT1__-h_sMMJvAJJYabo4sdoTmkm4IgCfDXGAtIavOW85Hb_ahyvtiwVQmiLgL8pQhQ5DkdoAy2OGP5Dv8zottE4fchhlq_3LCdzGJYsaPP91AQHwMh4gF3vAeVmD_2LfG2SK3Vwa_WF6ZEUSWd5" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1080" data-original-width="1920" height="180" src="https://blogger.googleusercontent.com/img/a/AVvXsEhMzLPyuHL-CUBG8AL_yJnHRRmFN5HkcgJGnELAeT1__-h_sMMJvAJJYabo4sdoTmkm4IgCfDXGAtIavOW85Hb_ahyvtiwVQmiLgL8pQhQ5DkdoAy2OGP5Dv8zottE4fchhlq_3LCdzGJYsaPP91AQHwMh4gF3vAeVmD_2LfG2SK3Vwa_WF6ZEUSWd5" width="320" /></a></div><span style="font-family: helvetica;">- When kids share their ideas in a group discussion, I repeat back what they say and then add a little further information. I didn't realise how often I did this and I think it was actually useful for students! <br /></span><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">- I used a lot of jargon throughout the lesson. Jargon that was relevant to our excursion and our unit of learning, but there were also several numeracy terms. I made assumptions that the students would know what all of these terms are, but I should have spent a minute or two checking in with them they they understood the terms/jargon. I did this partway through the lesson but not at the beginning, so I must have reflected on this subconciously!</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- I quite liked the presence that I had in the class. I was always nearby if the kids had any queries and I could overhear the conversations they were having. I knew I paced a lot, but I actually think it was a good thing. Hopefully the presence is the same in a larger class!</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- There were a few moments when I said "I'm not sure about that sorry" or "I don't know the answer to that". I like how I was clearly open to learning with, alongside and from the students. We don't know everything, and the kids certainly highlighted this!</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Their results for their estimations were all so different. I knew this in the moment (and reflected below), but I definitely should have chatted with a Maths teacher prior to the lesson so their results were closer. </span></p><p style="text-align: justify;"><span face="Roboto, Helvetica, sans-serif" style="background-color: white; color: #111111; font-size: 16px; text-align: left;"><iframe height="400" src="https://docs.google.com/document/d/e/2PACX-1vSgO9SO7KXDlwbu98OPOT0Q8aetRgOPN-dF6fxQqe9AryaBzrSKjXs1tLuY2yl3pGP347VJTxLqI4-g/pub?embedded=true" width="100%"><p style="text-align: justify;"><span style="font-family: helvetica;">reflection</span></p></iframe></span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>The trip to the beach was incredibly eye opening</b> as the students found so many bits of plastic (macro and micro). The discussions they had while sifting through the sand were great to listen to because there was true amazement with what they were finding. I'</span><span style="font-family: helvetica;">m glad that we managed to include this experience for the students this semester, because informal chats with the students have indicate they feel they've</span><span style="font-family: helvetica;"> learnt quite a bit about our environment. I also became more confident with my trip planning and inclusion of numeracy terminology and skills. Unfortunately this whole process was incredibly time consuming, so I will need to think about how I can realistically learn and embed more numeracy within my teaching (without having to invest a tonne of time that I don't really have!).</span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizS1RhjXZCbRtdwkXBblKb7PmKiQnSjxAojhFAMrY3ihITFEDdRTysUcjcbvgrzouth8yciU9-vlot89N9ecrZOnhQ-1fNzQGMJCSlYBuuuLQYdenj2bn1pt5kvtX6VqOP-GdMTG-Q29dLtADav3e_omdvZnMe3LcbzPMfSBWte1GZzNKu8DogQG48/s3520/IMG_1252.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1980" data-original-width="3520" height="173" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizS1RhjXZCbRtdwkXBblKb7PmKiQnSjxAojhFAMrY3ihITFEDdRTysUcjcbvgrzouth8yciU9-vlot89N9ecrZOnhQ-1fNzQGMJCSlYBuuuLQYdenj2bn1pt5kvtX6VqOP-GdMTG-Q29dLtADav3e_omdvZnMe3LcbzPMfSBWte1GZzNKu8DogQG48/w309-h173/IMG_1252.JPG" width="309" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSRBE61Jo39EYKo7v339GU4bHnR6QtPMpBS5tImMH4DP4LUWWGgOIs2pnCIOJ4KeIDu3kkBUY7VcTKTmytSRXalH-g5hRgkie_QinI5CYWHVF-iXfTa8tX394jOdJkGK-NI7fjl71tQvhSISKcxI418aFsxvqeW0_dp5HV12SGfNT1XaYUCbx5WC7M/s4032/IMG_1256.HEIC" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSRBE61Jo39EYKo7v339GU4bHnR6QtPMpBS5tImMH4DP4LUWWGgOIs2pnCIOJ4KeIDu3kkBUY7VcTKTmytSRXalH-g5hRgkie_QinI5CYWHVF-iXfTa8tX394jOdJkGK-NI7fjl71tQvhSISKcxI418aFsxvqeW0_dp5HV12SGfNT1XaYUCbx5WC7M/w232-h175/IMG_1256.HEIC" width="232" /></a></div><p></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-45804071490364634932022-10-27T19:30:00.175+10:302023-06-02T10:38:25.573+09:30Fatality Prevention: Grim But Necessary<p style="text-align: justify;"><span style="font-family: helvetica;">Today I went to an <a href="https://www.oeasa.com.au/" target="_blank">OEASA</a> workshop called Preventing Fatalities in Nature Based Outdoor Activities. Yes, it was as morbid as it reads. I knew when I signed up that it was going to be quite a confronting day and really challenging emotionally. But I also knew that <b>conversations around preparing for the possibility of deaths are important</b>! </span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlMnbdN_diXS9SEM53CXoufLUYIZtjzouU7xYq29KU_jaKCxZzglp4iNrWLrhNwZiO3l8bgtf0pAqpUf2pueVK4lOboxkRdoToxSL6XAdYgw7FybgEOAo0M_EymaVVnWrGjB2o68mmv6u673lymOv7UxDE_g-CA9Gdd-yrjvlZPSPaqouyWiwnccJA/s3840/safety.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2160" data-original-width="3840" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlMnbdN_diXS9SEM53CXoufLUYIZtjzouU7xYq29KU_jaKCxZzglp4iNrWLrhNwZiO3l8bgtf0pAqpUf2pueVK4lOboxkRdoToxSL6XAdYgw7FybgEOAo0M_EymaVVnWrGjB2o68mmv6u673lymOv7UxDE_g-CA9Gdd-yrjvlZPSPaqouyWiwnccJA/w400-h225/safety.jpg" width="400" /></a></div><span style="font-family: helvetica;"><p style="text-align: justify;">We had some pre reading to complete before the workshop - one paper covering 4 cases that have occured for whole group discussion this arvo and one case that was specifically designated to me to share with the group. I really enjoyed having this prep time beforehand, as it gave me time to process some of the information, reflect on the scenarios and how I would have responded in them and also complete some further research about what could have been done to prevent/reduce the possibility of the tragedies. I also felt like I was back at uni, which I loved because I love learning!</p></span><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">The key things I took away from the pre-reading were;<br />- Competitiveness can have significant impacts on young people's choices and ultimately their safety. <b>The word 'challenge' therefore, should be used carefully</b>!<br />- <i>"Adolescents tend to wrongly assume something is safe if they try it and experience no adverse consequence" </i>(Reyna & Farley, 2006). We know that assuming generally has it's own consequences...<br />- There shouldn't need to be a near miss or incidents to occur for people to act on it/prepare for the possibility of something occuring. This shows the importance of having discussions about a variety of scenarios that could occur, no matter how low the likelihood is.<br />- <b>Prepare for the worst case scenario in any setting - and prepare the students for this too</b>. They need to understand that the teachers/facilitators/instructors are vulnerable in the outdoors too, so at some point they need to be the 'leader'!</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">A large section of the day was sharing the narrative of the case we were given, and then discussing how the fatality could have been prevented. In all of the cases, something could have been done. Majority of the cases were water based - mostly drownings. Many of them were also based in New Zealand, which made me super uncomfortable (but I had an early colleage, Adam, in my mind saying <i>'be comfortable with the uncomfortable!'</i>). I found the discussions with the group incredibly valuable too though, because people were able to see things from different perspectives as well as share their own experiences. </span></p><p style="text-align: justify;"><span style="font-family: helvetica;">My case was about a young boy who drowned only a few metres away from the edge of a lake with his peers and teachers closeby. Truly devastating. Unfortunately <b>there were several steps that could have been taken to prevent (or at least significantly reduce) this fatality from occuring</b>; more active supervision, education for the students, flotation aids available, greater knowledge about the depth and colour of the water, aquatic knowledge and skills taught, risk managament discussion and plans for this swim (this was not an aquatics camp or a planned activity), confidence and competence checks of students in, near and around water and more efficient procedures in first aid scenarios (such as faster contact with emergency services). See below the quick drawing I created while I was explaining the case with the group (it's a bit messy, but I find visuals to give more context! The x's represent people, and there were others that I did not include). Honestly, it was gobsmacking to read and gut-wrenching to recount.</span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg14j670Y8pqpd8KWqPROShdXe3LKXgAnEa0t7F9E36f7_dbRd3Au33uHSQni62xru3RDUNzRISIKNQj9JvzH7mwlRCnRCoZGHE6Jt2GfxcfQoVbEP0orNdMmitam2RLEnYmanDM0DeVrIpH0zv073DKzKvRV2qXE5sj-nY7iTB_l1cIIjwd3KM6U7C/s4032/IMG_1203.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg14j670Y8pqpd8KWqPROShdXe3LKXgAnEa0t7F9E36f7_dbRd3Au33uHSQni62xru3RDUNzRISIKNQj9JvzH7mwlRCnRCoZGHE6Jt2GfxcfQoVbEP0orNdMmitam2RLEnYmanDM0DeVrIpH0zv073DKzKvRV2qXE5sj-nY7iTB_l1cIIjwd3KM6U7C/w400-h300/IMG_1203.jpeg" width="400" /></a></div><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">Throughout the day we had a lot of great discussion - it was so eye opening for me. There were parts of some of the scenarios that I thought 'how on Earth could you make that dedcision', but then other times I was left thinking 'I actually could have been in that position'. I feel like I will certainly be a lot more aware of fatality prevention and will certainly include this in my prep with students too. Here are a few things I was left thinking more about:<br />- <b>Just because you have safety considerations, does not mean that you have fatality preventions. </b>RAMS often consider low to medium level possibilities, but I don't think I have actually ever seen one that specific considers the possibility of a death.<br />- If there is an incident or tragedy - what measures could have been put in place to prevent this? (Note this can be any situation, not a personal one!)<br />- Many of the scenarios discussed today were the 'same story with different actors' - so they could have been prevented.<br />- <b style="font-style: italic;">"Experience is an unreliable guide to fatality prevention." </b>Assume you know nothing.<br /><i>- </i>The use of real case/scenario based learning in class is helpful to prepare students for the possibility they find themselves in that situation. This rang particularly true with the fatality case of a student passing from anaphylaxis and another student wasn't sure if they could use an Epipen on them.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">If you are wanting to learn more, <a href="http://www.outdoorcouncil.asn.au/wp-content/uploads/2019/02/brookes_a_oe_fatalaties_in_Australia.pdf" target="_blank">check out this paper</a> by Andrew Brookes, who was our workshop faciltator today. <b>With regard to safety, you can never learn too much</b>!</span></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-71183132176251382352022-10-24T17:00:00.012+10:302023-05-15T15:01:31.629+09:30Marking and Moderation - Should Come Hand in Hand<div style="text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp-D-C6ewxxVbxp_umixDyHzewJiaEg1RBTr_f2OrIRjMEOqf1RGxIHzDJ3Q5HHCZVWLO3jWmNn6QgIdfaMpJy4kNwpLpHOnLczdi3FeqZNEBKvbrHxDiVfHtCMtGP0GW1VQilczQxcRm-xDLJwXlqA9TfX1pHR2dFnfNs-FwhLfoY-IGLX6BUldGn/s799/Why%20Moderate.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="799" data-original-width="317" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp-D-C6ewxxVbxp_umixDyHzewJiaEg1RBTr_f2OrIRjMEOqf1RGxIHzDJ3Q5HHCZVWLO3jWmNn6QgIdfaMpJy4kNwpLpHOnLczdi3FeqZNEBKvbrHxDiVfHtCMtGP0GW1VQilczQxcRm-xDLJwXlqA9TfX1pHR2dFnfNs-FwhLfoY-IGLX6BUldGn/w254-h640/Why%20Moderate.PNG" width="254" /></a></div><span style="font-family: helvetica;">Having a Senior class is a lot of fun, but also a lot of work. If a teacher has never taught an NCEA or SACE class, they often cannot comprehend the hours that go into giving feedback and marking assignments. <b>To give detailed feedback and have 1:1 meetings with the kids on top of general teaching and learning takes a lot of time, energy and effort</b>. Thankfully I actually enjoy this part of my role (I just wish it didn't send me to bed late or force me to get up at stupid o'clock sometimes). </span></div><div style="text-align: justify;"><span style="font-family: helvetica;"><br /></span></div><div style="text-align: justify;"><span style="font-family: helvetica;">One of the pieces of <a href="http://beyounooneelsecan.blogspot.com/2022/06/student-feedback-straight-from-source.html" target="_blank">feedback that I received last semester</a> (and continue to receive) is that I "mark too harshly". This is something I take really seriously, because I genuinely try my best to <b>mark directly against the marking criteria, to leave justified feedback to support my grades and I compare my grades and justifications against exemplars</b>. The final stage, which I always find valuable, is the moderation process. Throughout the year Cass (the other Y12 teacher) and I have met several times to moderate each other's classes. We would send 3-4 assignments from our classes to each other, mark them independently and then have a chat together with what grade we gave and why. I like the<b> rich discussion that we have and how this can encourage us to read/view things from another perspective, or to see the variety of examples or pieces of evidence that can be used in support of different criteria</b>.</span></div><div style="text-align: justify;"><span style="font-family: helvetica;"><br /></span></div><div style="text-align: justify;"><span style="font-family: helvetica;">Because final SACE grades are due to be submitted in a couple of weeks, Cass and I were released from our afternoon classes to spend a few hours together this afternoon. <b>It was interesting that we agreed on a majority of grades but there was one specific criterion which we viewed vastly differently</b>. What I thought evidence for this criterion may look like differed quite a bit from Cass. This meant that our expectations differed and so did our grades. Surprisingly though, it wasn't like Cass gave A's and for the same I gave C's - they varied a lot. We asked for feedback from another Health teacher in another school, to eliminate the possibility of bias of the students and they were also blind to which grades Cass and I gave. She came back basically with a mixture of thoughts of what Cass and I had discussed! So, we could reevaluate and slightly alter our feedback and justifications, and change grades if needed. This really highlighted the importance of moderating - something that needs to happen more often, in my opinion.</span></div><div style="text-align: justify;"><span style="font-family: helvetica;"><br /></span></div><div style="text-align: justify;"><span style="font-family: helvetica;">I have created the alongside with some of the <b>many positive reasons for moderating</b>. While creating the infographic, I referred to <a href="https://assessment.tki.org.nz/Moderation/Moderation-purposes" target="_blank">this resource</a>, which has a lot more information about why we should moderate and what should be moderated. </span></div>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com2tag:blogger.com,1999:blog-4318319769137953939.post-16922904380079826962022-10-19T16:00:00.063+10:302023-05-23T09:07:18.771+09:30We Need To Protect Our Planet<p style="text-align: justify;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg13h0S_NRpSNMmJHbCf2HTuQT6NGCH4bsMvp7gkaMiEzsbnJBANMl50o1U8JDbMwmbQruRNFB2G5KiRXn913JFwiclGR0xYnuw8cbMRH84lmiBZ1X7BGIWMC9mViTasujJDFMrOw16s12qOx7JjYt0wxKY55ylNiA0eQasyFvlbmYH7O1lrafnllqD/s2746/biodiversity.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" data-original-height="1764" data-original-width="2746" height="206" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg13h0S_NRpSNMmJHbCf2HTuQT6NGCH4bsMvp7gkaMiEzsbnJBANMl50o1U8JDbMwmbQruRNFB2G5KiRXn913JFwiclGR0xYnuw8cbMRH84lmiBZ1X7BGIWMC9mViTasujJDFMrOw16s12qOx7JjYt0wxKY55ylNiA0eQasyFvlbmYH7O1lrafnllqD/w320-h206/biodiversity.png" width="320" /></a><span style="font-family: helvetica; white-space: pre-wrap;">We have recently started our Ecology unit in Outdoor Ed. Some of the key topics include ecosystems, food chains and microplastics in our oceans. Soon we will be having a presentation from </span><a href="https://www.ausmap.org/" style="font-family: helvetica; white-space: pre-wrap;" target="_blank">AUSMAP</a><span style="font-family: helvetica; white-space: pre-wrap;"> and then a trip to the beach to remove some microplastics (I plan to blog about this later). So far, most of the students actually seem to be quite interested in the conversations we have been having which is a great start! </span></p><p style="text-align: justify;"><span style="white-space: pre-wrap;"><span style="font-family: helvetica;">To begin, we had several discussions around what ecosystems are and <a href="https://www.youtube.com/watch?v=GlWNuzrqe7U" target="_blank">why it is important we understand biodiversity</a>. To give a bigger scale and more real-life contexts, we watched David Attenborough's <i>A Life on Our Planet</i> documentary. I watched this with my OUED class last semester near the end of our unit but realised it would fit well at the beginning! If you haven't watched it yet, head to Netflix ASAP because it is truly <b>eye opening</b>. </span></span></p><p style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/64R2MYUt394" title="YouTube video player" width="560"></iframe></p><p style="text-align: justify;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjxBYKisf3XTGFh5OBAwmS3CXocLR68ptDNnpJOSNjaRELCXPcDtsKRE6aD8NDh3LEYWS426utI80XdriSfZ3ab294yX5PhbyBKr1PGzQkE6qV1-6pfrOtkI8lhI5Ho8hHj3jxa26T0myD5wyd8bRq1g5r4_H6kCYQjAgKPdCUY3xC3sZxPjiS7dQT/s2048/graph.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjxBYKisf3XTGFh5OBAwmS3CXocLR68ptDNnpJOSNjaRELCXPcDtsKRE6aD8NDh3LEYWS426utI80XdriSfZ3ab294yX5PhbyBKr1PGzQkE6qV1-6pfrOtkI8lhI5Ho8hHj3jxa26T0myD5wyd8bRq1g5r4_H6kCYQjAgKPdCUY3xC3sZxPjiS7dQT/w300-h400/graph.jpg" width="300" /></a><span style="font-family: helvetica; white-space: pre-wrap;">Throughout the doco it moves through time, from the past through to the future. </span><b style="font-family: helvetica; white-space: pre-wrap;">As time passes stats are shown on the screen: human population goes up and wildlife goes down.</b><span style="font-family: helvetica; white-space: pre-wrap;"> Check out my quick graph I created of the stats up until 2020 alongside. This visual encouraged great discussion and students started to ask a variety of questions we could research together. </span></p><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">I planned a few questions to promote discussion;<br />- What do these stats suggest/show?<br />- How do these stats make you feel?<br /></span><span style="font-family: helvetica;">- Why do you feel this way?<br />- What are the impacts happening and why are these an issue?<br /></span><span style="font-family: helvetica;">- How are we contributing to these impacts?</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">(Sidenote: Preplanning questions is a great way in any class or topic to help you to guide discussion. Of course they can be ignored if there is great chat already, but it helps to reduce tangents and actually go back to the learning intention of the lesson).</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">The most impor</span><span style="font-family: helvetica;">tant part of our discussion I think, was our brainstorms around what we can do to reduce these impacts individually as well as globally. Please note this obviously isn't an exhaustive list, but a great place to begin! The kids were surprised <b>how much of a difference turning lights off as we leave a room or not having the tap running while we brush our teeth can make</b>.</span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXThOl7lECwDMJKRPuyh8r8L8hxotn3e4qby-MZdnmKOvOOl5kZVKiG9Od-8bkeUwDgnENU6QxIaRghGj9WpQzBS8VXflAm5VG4HooBN918vPynrSREJKs3zfWC6SkrujDx0XNC5V0DcHnofEsYbMKtjEWA8bwuaA2gUrKukTTghjjN1VL8YiA89qX/s2048/brainstorm.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXThOl7lECwDMJKRPuyh8r8L8hxotn3e4qby-MZdnmKOvOOl5kZVKiG9Od-8bkeUwDgnENU6QxIaRghGj9WpQzBS8VXflAm5VG4HooBN918vPynrSREJKs3zfWC6SkrujDx0XNC5V0DcHnofEsYbMKtjEWA8bwuaA2gUrKukTTghjjN1VL8YiA89qX/w640-h480/brainstorm.jpg" width="640" /></a></div><span style="font-family: Arial; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script></span><p></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-41389896192503333652022-06-30T17:00:00.011+09:302023-05-08T12:36:38.066+09:30Student Feedback: Straight From The Source<p style="text-align: justify;"><span style="font-family: helvetica;">Because Marryatville courses are currently only one semester long (aside from Y12s), this means that we are about to have a change in timetable with a bunch of new classes. I know that I will be keeping my 12Health and getting a new 9OUED, otherwise I'm not sure! Nevertheless, I thought that this was a good opportunity to get some feedback on the courses and my teaching in general, to help shape next semester. Unfortunately, time has raced away from me so I didn't get as much feedback or as detailed responses as I would have liked, but anything is better than nothing, right?! I am a little gutted though, that there wasn't much for me to analyse.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">However, to keep the surveys simple for the kids I asked then to rank each topic from 1 to 5 related to their engagement and enjoyment, and then justify their response. Unsurprisingly, there were lots of different opinions because students clearly have different interests. What did surprise me though (positively) was a greater interest (generally) in the Health units. <b>Historically, many students see Health as a 'theory lesson' and a lesson they would prefer to be 'doing PE'. I am very honest that I believe this directly stems from the language that teachers use and how they refer to the subjects</b>. I have always been frustrated when the words theory and practical are used, as these insinuate to students that learning only occurs when in the classroom. This language has been used in both schools I've taught in Adelaide and I loathe it! So, to get some more positive feedback about engagement and learning in Health topics, was a great surprise! </span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Please see below some of the key themes that were present throughout the feedback I gained from students (Year 7-Year 12). I have briefly reflected on most of these themes and what they may mean moving forward. Here's to the next semester!</span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbUiBx4oImjexTWlGzWo5O91bm3cNxVtq-ya7jHahaBA15h_vnhXudhB_SUXVIDkP4FXlfxBzOl3RQWJHpNi55EFZS7sA6pIneB_ZXMmId_XzZF6km4PxjE3fdy7hwjStsdHdJNg3cc6bIReC7nhmbJwKRK5LMWP5AfYyOeeJ07qhAlJMWk3IFmZNS/s1920/Pink%20And%20Yellow%20Colorful%20Doodle%20Mind%20Map%20Brainstorming.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbUiBx4oImjexTWlGzWo5O91bm3cNxVtq-ya7jHahaBA15h_vnhXudhB_SUXVIDkP4FXlfxBzOl3RQWJHpNi55EFZS7sA6pIneB_ZXMmId_XzZF6km4PxjE3fdy7hwjStsdHdJNg3cc6bIReC7nhmbJwKRK5LMWP5AfYyOeeJ07qhAlJMWk3IFmZNS/w640-h360/Pink%20And%20Yellow%20Colorful%20Doodle%20Mind%20Map%20Brainstorming.png" width="640" /></a></div><p></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-13810540983798154802022-06-20T10:00:00.072+09:302023-05-16T12:42:00.427+09:30TIC of A Camp - Tick!<p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiogvVnrPvjt4ZyNmKEKZmXo9cN-FfxK-nDg01djyv6S8PPBvERIufoyh13HNo88L-65oDikdb2O8vXLdhGPvi_1QZwetpr-q19RyOIuSIdC7xKAwRR2qF5m2HNUSYc4Ae7yiD1YqxehrBlIjNGezIvB7rshsNpuDkaa9FD-v7B4rPr_ZDXNS4U3umH/s1772/crawford%202.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1772" data-original-width="1772" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiogvVnrPvjt4ZyNmKEKZmXo9cN-FfxK-nDg01djyv6S8PPBvERIufoyh13HNo88L-65oDikdb2O8vXLdhGPvi_1QZwetpr-q19RyOIuSIdC7xKAwRR2qF5m2HNUSYc4Ae7yiD1YqxehrBlIjNGezIvB7rshsNpuDkaa9FD-v7B4rPr_ZDXNS4U3umH/w200-h200/crawford%202.jpg" width="200" /></a></div><span style="font-family: helvetica;">Last week I ran my first camp (well actually 2 back to back camps because of 2 classes!). I have been on a few camps as an extra pair of hands and eyes before, but I have never been the teacher in charge. There's certainly a lot more responsibility.... and a tonne more paperwork! </span><b style="font-family: helvetica;">Preparing for these camps took a lot of admin from phone calls to bookings to rebookings to emails to RAMS forms to supermarket stops</b><span style="font-family: helvetica;">. I've always known how much was needed to prep for a camp, and I've </span><a href="https://beyounooneelsecan.blogspot.com/2019/07/planning-trips-not-yet-my-cup-of-tea.html" style="font-family: helvetica;">planned a day trip before</a><span style="font-family: helvetica;">, but I don't think I've actually ever fully understood or empathised how time consuming everything is! My mind is blown that there is never additional time given for camp prep. <br /></span></div><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">Not only was there a lot of prep I needed to do behind the scenes, but I obviously needed to prepare the students in the weeks leading up to camp too. There was a lot of being one step ahead of the kids throughout because there were skills/knowledge that were new to me too! Here are some of the key things we covered in class:</span></p><div class="separator" style="clear: both; text-align: center;"></div><p></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b><span style="font-family: helvetica;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzNRTYRpTA3cfehztJAW8w_qoMfBkHxNkOoyi6es43M59F0vVNoc408h3201Gqa5_Y4aabceN4X0j5o4De8ier74v0_bwOd0fDRqwlLey-RcXauf54pn1yiLz8vFCxsj7E6KPrlqEbHUrL82YkiSUzEHtVDBGfQ3_YEDGDm6fIDFlThDflGxLhQPox/s1920/Trangia%20checklist.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1920" data-original-width="1080" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzNRTYRpTA3cfehztJAW8w_qoMfBkHxNkOoyi6es43M59F0vVNoc408h3201Gqa5_Y4aabceN4X0j5o4De8ier74v0_bwOd0fDRqwlLey-RcXauf54pn1yiLz8vFCxsj7E6KPrlqEbHUrL82YkiSUzEHtVDBGfQ3_YEDGDm6fIDFlThDflGxLhQPox/w360-h640/Trangia%20checklist.png" width="360" /></a></span>Why bushwalk?</b></span></p><p style="text-align: justify;"><span style="font-family: helvetica;">This is the question I was expecting many students to ask, so we started with a big brainstorm and discussion around the varieties of reasons why people bushwalk. It baffles me when people have never bushwalked before, particularly when it's free and reasonably accessible - especially in Adelaide! There are HEAPS of reasons; exercise, mindfulness, able to disconnect, social time or self-care time, increase mood, environmental awareness, the opportunity to see wildlife and so much more!</span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>Basic navigation</b></span></p><p style="text-align: justify;"><span style="font-family: helvetica;"></span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Navigation certainly isn't my strength, but I do find it interesting! It has been great to learn a little more about compasses and map reading (but I certainly am not super comfortable yet!). On camp the students were thrown into the deep end as they were given the task to navigate the group using their navigational skills. I was happy to see that some of the things we covered in class the students were able to apply into a real life setting. Key skills;<br />- How to read a compass<br />- Getting red in the shed<br />- Taking a bearing<br /></span><span style="font-family: helvetica;">- How to orient a map<br />- How to use a compass with a map</span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>How to cook on a trangia</b></span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Before moving to Australia I had never heard the word 'trangia' before, and now it's well and truly embedded in my day to day chat! When I move back NZ I will definitely be suggesting purchasing trangias because they are easy to carry and set up (let's not talk about the cleaning though!). During class we had a practice cook to discuss nutrition, what to pack and the safety considerations. This created great discussion and reflection for the kids to think about what they were actually going to take on camp. I've created a little checklist alongside for others who may not have used a trangia before and for me to refer to in the future.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><b>How to pack your bag</b></span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Carrying a pack with all of your food, water, clothes, sleeping bag, tent etc can be a big challenge if you haven't experienced it before (and actually every time after your first time!). I remember the first time I went on a multi-day hike and my pack (here they call it a rucksack) was about 18kg! That's a lot of extra weight to be carrying for hours of walking. I think I managed to get this down to 14kg and now I aim for about 11kg (but some people have much less than this!). To help with the comfort of carrying a full hiking bag, you need to consider how you are packing it. There are several videos and articles out there, but I liked the below one the best. I think it helps with creating an equipment list and she breaks down why she is putting each item in a particular place.</span></p><p style="text-align: center;"><span style="font-family: helvetica;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/jBDido6uX9k" title="YouTube video player" width="560"></iframe></span></p><p style="text-align: justify;"><b style="font-family: helvetica;">Basic knot tying</b></p><p style="text-align: justify;"><span style="font-family: helvetica;">This is also an area that I don't know too well (but I am less interested in, so I guess that's why this knowledge hasn't stuck over the years!). I gave the students some rope, and videos and step by step pictures of how to do the figure 8, the clove hitch and the double fisherman's knot. Although they may not be specifically needed to bushwalk, they may be needed to create shelters, to secure a tent, to hang up washing and so on. I also knew that these knots are beneficial for students to learn for their rock climbing unit. I personally underestimate how knot tying can be useful in so many settings (which became apparent during my <a href="https://beyounooneelsecan.blogspot.com/2022/06/tourniquets-in-timbuktu.html" target="_blank">remote first aid course</a> as well as camp last week). </span></p><p style="text-align: justify;"><span style="font-family: helvetica;">To practice using the knots straight away though, students got into small groups, were given ropes and a tarp and headed outside to create a little shelter. While creating this shelter they needed to think about which knots would hold, how their shelter would protect against the elements and the positioning/location of their shelter. This activity created great discussion and reminded me of a <a href="https://beyounooneelsecan.blogspot.com/2020/11/co-teaching-celebrations.html" target="_blank">Junior Outdoor Ed unit I co-taught</a> a few years ago.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">I was feeling a little nervous about going away and being responsible for this bunch of kids, but I knew that I had dotted my i's and crossed my t's and I was excited to actually get out there! Coming off the three-day course last week and then a long weekend where I was camping with my friends probably didn't help with feeling a little frazzled, but I was grateful I had my colleague Sam come along with me for the first overnight to get my confidence up a little. Aside from a couple of aches and pains, and a LOT of rain, I feel the camps ran smoothly and majority of the students enjoyed the opportunity. <b>The kids had a genuine experience of getting 'lost', seeing wildlife, picking and cooking wild mushrooms (the guide had incredible experience and knowledge), basic first aid, weather changes and new social interactions</b>. The best decision I made was making this camp phone free!</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">To encourage the students to reflect on their experiences and surroundings, I asked students to <a href="https://docs.google.com/document/d/1UUGyW2TjOaNqSBJFE4f7_ktatZbaDMnw/edit?usp=share_link&ouid=105319215760009668410&rtpof=true&sd=true">complete this journal</a> before, during and after camp. <b>We even had a 20 minute silent walk where students were not allowed to speak at all! Many noticed smells, sights and sounds they hadn't previously</b> - I think this was a powerful 20 minutes for many of them. Overall, I am looking forward to giving this a crack again next semester with a new bunch of students and to continue to learn more about EOTC! Can't wait to hopefully have a Senior class in a few years when camps are more student-led.</span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmvWpoay0Gx0cxkzIHEdgPC6YfPNVb3Yf5WNk4Dcm6xB6cOxa6L2r8Wp_gbOdZjSsVqt9E2ZexYV4L2o2_5nozZLCS0jsP6PlKSHKCvKWbmMpRjwpxQJ2_zp51uwkQehqUJHUEouweL0e-9vWv3bG-hIyE9mH1vH_3m3iowBW8_Ey4JQGVDS3iP4rZ/s2048/crawford%201.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmvWpoay0Gx0cxkzIHEdgPC6YfPNVb3Yf5WNk4Dcm6xB6cOxa6L2r8Wp_gbOdZjSsVqt9E2ZexYV4L2o2_5nozZLCS0jsP6PlKSHKCvKWbmMpRjwpxQJ2_zp51uwkQehqUJHUEouweL0e-9vWv3bG-hIyE9mH1vH_3m3iowBW8_Ey4JQGVDS3iP4rZ/w150-h200/crawford%201.jpg" width="150" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4OLcS6dZtY65GdZxyeySzDkgooObZ-RBEaWar7B1kDa8nmGPkZtUq7ok6NOLgXiYeohmp6vhPw2w83J4osHDHwvERyt02QvgKlNbsJ_ZbMtrcLR4KXGgw6w-meb7tStnkSfdA-yjOEnMgj-FfilozH0KwBvBQU2dk_Kr7AnBrPeLPd1IW49bzKtXX/s2048/crawford%203.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4OLcS6dZtY65GdZxyeySzDkgooObZ-RBEaWar7B1kDa8nmGPkZtUq7ok6NOLgXiYeohmp6vhPw2w83J4osHDHwvERyt02QvgKlNbsJ_ZbMtrcLR4KXGgw6w-meb7tStnkSfdA-yjOEnMgj-FfilozH0KwBvBQU2dk_Kr7AnBrPeLPd1IW49bzKtXX/w150-h200/crawford%203.jpg" width="150" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuZMNZIhMTsgymN58paeYiY8Lvtx0TtavQKSppfRHk0-5HQ2txWEpkYxwh8h9gsDaQ6ssrY_eSu7xwLsZxhAJbZm9VXHnTeffGDqvROdMN-tU8MU5ANZ-TxHYk0VfM1QWfLZHH10p28ouBkC6g2uHtDo15uwb3j4rQzarl6o_hzsYKaA8zKvslYZAv/s2048/crawford%204.jpg" style="clear: left; display: inline; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuZMNZIhMTsgymN58paeYiY8Lvtx0TtavQKSppfRHk0-5HQ2txWEpkYxwh8h9gsDaQ6ssrY_eSu7xwLsZxhAJbZm9VXHnTeffGDqvROdMN-tU8MU5ANZ-TxHYk0VfM1QWfLZHH10p28ouBkC6g2uHtDo15uwb3j4rQzarl6o_hzsYKaA8zKvslYZAv/w150-h200/crawford%204.jpg" width="150" /></a></div><p></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-28746436421783549272022-06-10T18:00:00.010+09:302023-05-23T08:52:59.108+09:30Tourniquets in 'Timbuktu'<p style="text-align: justify;"><span style="font-family: helvetica;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: helvetica;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi861UEE7QIfoZF6nfz1bQOAUq0Ck6e5FEViM2gIRSOrctTSOLEH97XPEB96bEHtLzc-3PiEJbQYamJjX16xDi4Y32eH5YHZXsdI24Qv91o6wdXjomnDZeRKLoLu4fFIGtDqJ8gbsYPvF4HkYXvZknOOoEuviBxdYDcTh7XXlVBiaaHCsCrYIVeChRC/s566/Screen%20Shot%202023-05-01%20at%2010.27.23%20am.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="566" data-original-width="397" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi861UEE7QIfoZF6nfz1bQOAUq0Ck6e5FEViM2gIRSOrctTSOLEH97XPEB96bEHtLzc-3PiEJbQYamJjX16xDi4Y32eH5YHZXsdI24Qv91o6wdXjomnDZeRKLoLu4fFIGtDqJ8gbsYPvF4HkYXvZknOOoEuviBxdYDcTh7XXlVBiaaHCsCrYIVeChRC/w280-h400/Screen%20Shot%202023-05-01%20at%2010.27.23%20am.png" width="280" /></a></span></div><div style="text-align: justify;"><span style="font-family: helvetica;">Over the last three days I was fortunate to complete a <a href="https://www.stjohnsa.com.au/courses/rafa-0" target="_blank">Remote Area First Aid</a> course facilitated by <a href="https://twitter.com/stjohnaustralia?lang=en">St John Australia</a>. Because I have started teaching my own Outdoor Ed classes this year, I thought this would be valuable, especially for camps. When I arrived I quickly realised most of the other participants were freelance outdoor instructors or tradies working in remote areas. I felt a little inexperienced and out of place as a result, but knew to get experience you need to start somewhere! </span></div><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">Across the three days there was some repetitiveness across basic first aid courses, which is never a bad thing! I liked that most of the second half of the course were hands-on practical demonstrations and practice runs of a variety of scenarios that we could be faced with though to mix it up. Although the scenarios were as realistic as they could be in an office space, I do think that <b>the course would be much more beneficial, rewarding and enjoyable if they were actually based in an outdoor setting</b>. I was hoping that I would go on a course like this and actually be camping / in a remote area. </span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM5rWWyIPkaAZNfG9w9GddY7fhkbGEsVghXziQhGw55WlVsg0xrIaA3ckgAlLQ6caMwRx7gMlc04fnEJutA4EuDzsT99Q1HZ0ANtXgRziujRbx83vo9TAZ3RxpMyUB9Lq0ei-mwzFy586zxTzM0G374m89-AcyWAVnTU5FwQilGqUWjmNMB5bTDy9S/s1800/first%20aid.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: right;"><img border="0" data-original-height="1800" data-original-width="1800" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM5rWWyIPkaAZNfG9w9GddY7fhkbGEsVghXziQhGw55WlVsg0xrIaA3ckgAlLQ6caMwRx7gMlc04fnEJutA4EuDzsT99Q1HZ0ANtXgRziujRbx83vo9TAZ3RxpMyUB9Lq0ei-mwzFy586zxTzM0G374m89-AcyWAVnTU5FwQilGqUWjmNMB5bTDy9S/w200-h200/first%20aid.png" width="200" /></a></span><span style="font-family: helvetica;">The most lifelike experience was a fake arm with an open wound that water could be pumped through to replicate blood gushing out. On this we needed to practice stuffing the wound to slow the bleeding and encourage a clot and then place a tourniquet. I<b>t was incredible how many gauze pads needed to be stuffed into the wound to even slow down the 'bleeding'</b>. I can only imagine if you had to do that for real for someone!</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">There is an array of evidence to show that the more people know, </span><span style="font-family: helvetica;">the more confident they feel and the more empowered they feel to respond to a medical emergency. As described by </span><a href="https://thefirstaidcoursemelbourne.com.au/blog/how-emergency-first-aid-training-can-save-a-life-first-aid/" style="font-family: helvetica;" target="_blank">First Aid Melbourne</a><span style="font-family: helvetica;">, </span><b style="font-family: helvetica;"><i>"a study conducted by the Red Cross showed that a staggering 59% of deaths from injuries could have been prevented if only first aid had been given in the first few minutes of the incident before an ambulance arrived". </i></b><span style="font-family: helvetica;">So, even though I feel I still know very little there is to know about first aid in the grand scheme of things, every little bit helps. I've been lucky to only have been involved in a couple of responses that would be considered mild, and hope I never have to respond to someone in a critical or dangerous scenario. Therefore, I encourage everyone to complete at least a basic first aid course - please don't hesitate! </span></p><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">I do hope to get the opportunity in the future to learn about more preventative strategies, as the last few days have mostly had a focus on responses. I have heard about a course based around preventing fatalities in the outdoors that I may try go to - watch this space! Finally, as I have previously blogged about, <a href="http://beyounooneelsecan.blogspot.com/2022/03/first-aid-is-more-than-broken-leg.html" target="_blank">first aid is more than a broken leg</a> - mental health first aid is another great course to complete.</span></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-85164177423792928212022-05-25T17:00:00.004+09:302023-05-01T15:35:16.643+09:30GEM: An Acronym For Your Pathway To Resilience<p style="text-align: justify;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVF6lrfdgbESWJ3MOyFHsH9XSEImjBVuShAEUAL9FvIBZiQDwMYdIj16AYX0Fbp3QjM6NraVz_BZvjCN8GpRVB4XU3R3d95xZJknEFzgDlejjwPlwNfCIvdiI6Fkjj5PtffRH7Ym7Fa0cZ167qqe-oCjhrMG3_Y2LREPQlsNrcU046Bqe1v7XTeWTm/s668/Screen%20Shot%202023-05-01%20at%201.51.04%20pm.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="374" data-original-width="668" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVF6lrfdgbESWJ3MOyFHsH9XSEImjBVuShAEUAL9FvIBZiQDwMYdIj16AYX0Fbp3QjM6NraVz_BZvjCN8GpRVB4XU3R3d95xZJknEFzgDlejjwPlwNfCIvdiI6Fkjj5PtffRH7Ym7Fa0cZ167qqe-oCjhrMG3_Y2LREPQlsNrcU046Bqe1v7XTeWTm/s320/Screen%20Shot%202023-05-01%20at%201.51.04%20pm.png" width="320" /></a><span style="font-family: helvetica;">After discussing with my friend the <a href="http://beyounooneelsecan.blogspot.com/2022/03/first-aid-is-more-than-broken-leg.html" target="_blank">Youth Mental Health First Aid course</a>, she suggested that I read <a href="https://theresilienceproject.com.au/" target="_blank">The Resilience Project</a>. <a href="https://theresilienceproject.com.au/media-posts/extract-from-hughs-book-in-mamamia/" target="_blank">Here is a small extract</a> from the book, to give some context about some of the stories that are explored (please note this story explores eating disorders and sexual abuse). Everything throughout the book is related back to mental health, and the overall goal of the project is to educate about mental health strategies (and of course reduce the stats surrounding mental health). </span></p><p style="text-align: justify;"><span style="font-family: helvetica;">The three pillars embedded within the project are </span><b style="font-family: helvetica;">gratitude, empathy and mindfulness</b><span style="font-family: helvetica;"> - GEM. Hugh explores these in detail in the below interview and there is a heap of more info and resources on the website.</span></p><p style="text-align: center;"><span style="font-family: helvetica;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/n3cNJ__SGUY" title="YouTube video player" width="560"></iframe></span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Hugh frequently refers to <a href="https://www.youtube.com/watch?v=4J93pi0Hg_s" target="_blank">the story of a child he met in India</a> who would say 'dis!' every time he saw or learnt something he was grateful for. This story has inspired many people share their gratitude and there was even a <a href="https://www.youtube.com/watch?v=cFrhwrWnihY" target="_blank">#dismoment challenge</a> circulating social media. How powerful is that?! Can you challenge yourself to take a moment to reflect on 'dis'?</span></p><p style="text-align: justify;"><span style="text-align: left;"></span></p><blockquote class="twitter-tweet"><p dir="ltr" lang="en"><span style="text-align: left;">“If you use as the primary measure of success how much you’re improving people’s lives, as opposed to how much money you’re making, the former will take care of the latter in the long term.” <a href="https://t.co/M0ddwPS681">pic.twitter.com/M0ddwPS681</a></span></p><span style="text-align: left;">— Georgia Dougherty (@_gmdougherty) <a href="https://twitter.com/_gmdougherty/status/1529279163311747073?ref_src=twsrc%5Etfw">May 25, 2022</a></span></blockquote><span style="text-align: left;"><div style="text-align: justify;"><span style="font-family: helvetica; text-align: justify;">To learn more, see some of the sample presentation </span><a href="https://theresilienceproject.com.au/wp-content/uploads/2023/02/Martin-Heppell_website-presentation-slides-.pdf" style="font-family: helvetica; text-align: justify;" target="_blank">slides here</a><span style="font-family: helvetica; text-align: justify;"> or read through the website. The Resilience Project offer so much more than just the book! I have also <a href="http://beyounooneelsecan.blogspot.com/2018/05/resilience-easier-said-than-done.html" target="_blank">reflected on my own </a></span><span style="text-align: justify;"><span style="font-family: helvetica;"><a href="http://beyounooneelsecan.blogspot.com/2018/05/resilience-easier-said-than-done.html" target="_blank">resilience</a></span> </span><span style="font-family: helvetica; text-align: justify;">previously and some of the resources I found. Of course, reading the book is also a great place to start!</span></div> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script></span><span style="font-family: helvetica; text-align: justify;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqlQPt26W4GSowr5LOURsKB4WHtPRCU-lQVKUzC9iyUqm8W5IBVCZCco-dq30Bj-XgKGTAR1Tqrw-A63_bh-NaiAjvwyuRWzhsJeDDo4liRL1IT1T26XLch73FYo5ndQ47WIWLAXEYPBlHIoDiDGbwqmIGQje34ZQ466eJYogTr4hgdAtgfZ4svZrG/s802/Screen%20Shot%202023-05-01%20at%202.26.32%20pm.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="335" data-original-width="802" height="134" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqlQPt26W4GSowr5LOURsKB4WHtPRCU-lQVKUzC9iyUqm8W5IBVCZCco-dq30Bj-XgKGTAR1Tqrw-A63_bh-NaiAjvwyuRWzhsJeDDo4liRL1IT1T26XLch73FYo5ndQ47WIWLAXEYPBlHIoDiDGbwqmIGQje34ZQ466eJYogTr4hgdAtgfZ4svZrG/w320-h134/Screen%20Shot%202023-05-01%20at%202.26.32%20pm.png" width="320" /></a></span><p style="text-align: justify;"><span style="font-family: helvetica;">Reading the book has motivated me to start a gratitude journal. I'll reflect each day on 3 things that I was grateful for that day and then one thing I am looking forward to the next day. The Resilience Project do have an app but I think I'll start in a physical journal. The stats that support implementing this process daily over a period of time are astounding, such as the alongside.</span></p><p style="text-align: justify;"></p><p></p><p></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-64582000953357855952022-05-09T21:00:00.012+09:302023-05-04T12:05:18.384+09:30Take Me Back to Face to Face Interviews!<p style="text-align: justify;"><span style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;"><span style="font-family: helvetica;"><span style="font-weight: inherit;">Today was an incredibly long day of online meetings with caregivers. Although there are several positives of being online (especially the ability to say I need to move onto the next meeting being much easier than face to face), I really did not like it. Being seated for that long (interviews were 10am to 7pm) should not be a thing - it was a great reminder that </span><b>I could never be in an office job</b><span style="font-weight: inherit;">!</span></span></span></p><p style="text-align: justify;"><span style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;"><span style="font-family: helvetica;"><span style="font-weight: inherit;"></span></span></span></p><blockquote class="twitter-tweet"><p dir="ltr" lang="en"><span style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;"><span style="font-family: helvetica;"><span style="font-weight: inherit;">Parent interviews 10am-7pm online today. I’m just over halfway and about to have two hours back to back. My brain hurts. My eyes hurt. My back hurts. Whyyyyyyyy <a href="https://t.co/xbsyAKnztT">pic.twitter.com/xbsyAKnztT</a></span></span></span></p><span style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;"><span style="font-family: helvetica;"><span style="font-weight: inherit;">— Georgia Dougherty (@_gmdougherty) <a href="https://twitter.com/_gmdougherty/status/1523554616109301760?ref_src=twsrc%5Etfw">May 9, 2022</a></span></span></span></blockquote><span style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;"><span style="font-family: helvetica;"><span style="font-weight: inherit;"> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script></span></span></span><p></p><div dir="ltr" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-stretch: inherit; font-variant-alternates: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-size: 12pt; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica; font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit; font-weight: inherit;">I was very disappointed that we were not allowed to be at home, but at least this meant we had on site support if needed. I liked that there was greater flexibility throughout the day though, managing my own time and breaks as needed. Historically, when in person, gaps between interviews invited anyone to sit down and have a convo. Being online has meant these impromptu chats have not happened, which has reduced the workload and the feeling of not being prepared! (</span><b style="font-family: helvetica; font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;">Don't get me wrong, I love a chat with home, but 9 hours of this is not ideal</b><span style="font-family: helvetica; font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit; font-weight: inherit;">). I did also like that because I needed to be on my own in a classroom to reduce ambient noise, this meant there was plenty of quiet time to be able to complete my own work between interviews.</span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-size: 12pt; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-variation-settings: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica;"><br /></span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-size: 12pt; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica;"><span style="font-weight: inherit;">I actually generally enjoy meeting with families, especially when I have the time to prepare what I want to say. Something I have reflected on though, is how </span><b>there doesn't appear to be a lot of preparation for teachers to actually hold interviews</b><span style="font-weight: inherit;">. Looking back, I cannot recall anyone sitting down with me in my beginning years (or offering in recent years) to give me some help around structuring an interview. I think it would be incredibly beneficial for mentors to sit with their mentees and run through practice scenarios. Although this may not be necessary for all teachers as some do feel comfortable diving straight in, I do know some teachers find conversations with caregivers confronting and/or uncomfortable. I hope I can be a mentor for someone in the future, as I think I would be helpful and receptive to their needs.</span></span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-size: 12pt; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica;"><span style="font-weight: inherit;"><br /></span></span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-size: 12pt; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica;">If you aren't sure of <b>some of the questions you may be asked as a teacher</b> during a caregiver interview, here are some of the common ones from my experience:</span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-size: 12pt; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica;">- What is my child learning about right now?</span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-size: 12pt; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica;">- How are they interacting with others in the class?</span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-size: 12pt; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica;">- What are their areas of improvement?</span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-size: 12pt; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica;">- Do you have any concerns with their achievement and/or behaviour in class?</span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-size: 12pt; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica;">- How can I support them further at home?</span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-size: 12pt; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica;">- What are their expectations moving forward?</span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-size: 12pt; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica;"><br /></span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-stretch: inherit; font-variant-alternates: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span style="font-family: helvetica;"><span style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;">Of course the conversation should not be one way. <b>Encourage the student to be involved in the discussion and for the caregivers to comment their observations too</b>. I've witnessed "interviews" where the teacher has literally spoken the entire time. I empathasise we have a lot to </span>discuss and sometimes<span style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;"> having only </span><a href="https://beyounooneelsecan.blogspot.com/2018/08/quick-paced-whanau-meetings.html" style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;" target="_blank">5 minutes like I've had previously</a><span style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;"> is not a lot of time! </span>But<span style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;"> we need to remember these chats should be as three way as possible! I love that some schools are starting to have </span>student<span style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;"> conference style "interviews", as these are giving the kids so much more agency and involvement in their learning journey. I'm hoping future schools I am part of move more towards this style. Below is a great little video with some tips for interviews from one of my current colleagues.</span></span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-stretch: inherit; font-variant-alternates: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: center; vertical-align: baseline;"><span style="font-family: helvetica;"><span style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;"><br /></span></span></div><div class="x_elementToProof elementToProof" style="border: 0px; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-stretch: inherit; font-variant-alternates: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-variation-settings: inherit; line-height: inherit; margin: 0px; padding: 0px; text-align: center; vertical-align: baseline;"><span style="font-family: helvetica;"><span style="font-size: 12pt; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/I37YGFX20Ls" title="YouTube video player" width="560"></iframe></span></span></div></div>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-3079257950965341522022-03-18T17:00:00.016+10:302023-04-27T15:14:19.786+09:30First Aid Is More Than A Broken Leg<p style="text-align: justify;"><span style="font-family: helvetica;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiD8hSyNRjBAZkx_1RVsBJd9r0NEBQK3ENSEqE2G-YB-oe0tSV3o7N5I8ihN72BpzjJD4RGOzIb9BnWI5aKtngsQwJ7zmKEM7RjOTRiJDe-hxfvSvAmmgIVe5aZsvHCdTDpj2wEBId4J8N8FbWzv_GKD6quJ1T2wabY2gc5W2Qu5RhWZ-ClBC49Y3ez/s539/Screen%20Shot%202023-04-27%20at%2012.08.00%20pm.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="539" data-original-width="398" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiD8hSyNRjBAZkx_1RVsBJd9r0NEBQK3ENSEqE2G-YB-oe0tSV3o7N5I8ihN72BpzjJD4RGOzIb9BnWI5aKtngsQwJ7zmKEM7RjOTRiJDe-hxfvSvAmmgIVe5aZsvHCdTDpj2wEBId4J8N8FbWzv_GKD6quJ1T2wabY2gc5W2Qu5RhWZ-ClBC49Y3ez/s320/Screen%20Shot%202023-04-27%20at%2012.08.00%20pm.png" width="236" /></a></div><div style="text-align: justify;"><span style="font-family: helvetica;">Over the last two days I have completed a Youth Mental Health First Aid Course facilitated by <a href="https://mhfa.com.au/" target="_blank">Mental Health First Aid Australia</a>. This is something I had heard about several years ago but the stars never aligned for me to complete a course. I was grateful to finally get the opportunity to attend. </span></div><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">The other participants actually ended up getting COVID or being sent into isolation, so I ended up being the only one! This meant for a great 1:1 experience, but I also felt that I missed out on conversations with others a little. One thing I like about attending PD is to be able to compare stories and experiences with others. There was lots of scenario based learning across the two days though, which helped to solidify the learning a little.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">This specific course was designed for youth because <b>the median age for depression is 25, the median age for anxiety is 15, in 2020 480 Australians under the age of 24 died by suicide and 1 in 4 people experience a common mental health illness in one year</b>. These stats really surprised me and were quite confronting. This really reinforced the importance of quality mental health education in schools (as well as the importance for as many adults as possible to be mental health first aid accredited). Check out some of my previous posts related to mental health <b><a href="http://beyounooneelsecan.blogspot.com/search/label/Mental%20Health" target="_blank">here</a></b>. Just like physical first aid, mental first aid should help people to have preventative strategies, rather than an ambulance at the bottom of the cliff. </span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Beverley introduced me to the mental health continuum below. She encouraged me to <b>consider these questions while observing young people</b>; <br />- To what level has someone moved towards 'illness'? How long have they been at this point of the continuum and how quickly did they get there?<br />- Are they bouncing back to 'health', staying where they are or moving closer to 'illness'? <br />- Does the place on the continuum change at school, home and/or hobbies, or remain much the same?<br />These questions can help to gauge a students 'wellness', but also help to form a conversation with them and/or their caregivers. It is also very important to note that <b><a href="https://slowchathealth.com/2019/04/27/mental-health/" target="_blank">mental health is not the same as mental illness</a></b>.</span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSUR-_6GkLgLtQlMNDEt9ByFm0HMX7-6slPOBATR4i11eQXX2j0X9siCCcVykD06xJctMEcuBBPcHzEyGbpa7Lt9aeO6uX8xSjt-u9N0lke8xwmeSPseLF9AAwzQRPU2tG33xn3kGLVRRlUeivyqhNECVZyq3_9lPfvFWQImtR5RADkOw-L6JDzviE/s645/Screen%20Shot%202023-04-27%20at%202.57.30%20pm.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="287" data-original-width="645" height="178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSUR-_6GkLgLtQlMNDEt9ByFm0HMX7-6slPOBATR4i11eQXX2j0X9siCCcVykD06xJctMEcuBBPcHzEyGbpa7Lt9aeO6uX8xSjt-u9N0lke8xwmeSPseLF9AAwzQRPU2tG33xn3kGLVRRlUeivyqhNECVZyq3_9lPfvFWQImtR5RADkOw-L6JDzviE/w400-h178/Screen%20Shot%202023-04-27%20at%202.57.30%20pm.png" width="400" /></a></div><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">One thing that stuck with me, which shouldn't be surprising, was the comment <i>"the more that we can support the brain in any illnesses they are presenting, the more likely they are able to learn". </i>When we are having challenging mental days as adults, we generally aren't as productive, might not focus much or could have a shorter wick than usual (these are certainly my observations of myself). So of course <b>if a student is feeling stressed, down, anxious or all of the above then they too may not be as productive as usual, may not be as focused or have a shorter wick</b>. Teachers can see these as signs of disrespect or defiance, but really they may be signs that the student needs some support in that moment. Signs to look for and to ask the student about.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Here are several points that left me thinking a little further and for you to also ponder;<br />- Teachers should be modifying tasks like we would in a practical sense. We wouldn't ask someone with a broken leg to play a sport, so why would we ask someone with anxiety to 'keep on trying'?<br />- Empowerment is important for young people to make their own decisions about themselves. the feeling of powerlessness can significantly impact on mental health, so people need opportunities and tools to make decisions for themselves.<br />- <i>"It is important that during the first response </i>[to the person] <i>we do it well, so that there is a positive result for them long term"</i>.<br />- Dendrites in the brain are responsible for neuro pathways and severe mental illnesses can impact on these pathways such as thickening them. Medication can help with repair of these dendrites, which can then help someone to have clearer thought processing and decision making. BUT <b>medication is NOT the first answer for majority of people</b>.<br />- We can recognise in student language, artwork, texts, interactions etc possible expressions or depictions which may indicate the student needs support.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Finally, the acronym ALGEE was referred to several times throughout the course. Like the <a href="http://beyounooneelsecan.blogspot.com/2017/05/restoring-relationships-through.html" target="_blank">WARM acronym for restorative conversations</a>, ALGEE is a structure to create a conversation and an action plan with someone as a mental health responder. To gain my accreditation, I had to demonstrate this structure through practice discussions in a range of scenarios. </span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg83vfR9yPJvUPjNFgtFYkxdP2fjQlTbSGNwhO-BqmIfcHh31cj_Ua55ybn2aTiZgteGG6OcOV8Tafv-AdEGoeCmM4r_yDN_CNH8cWLxPmSVgSeX3VWhK7gNMVxIkoFZjsDDHElw-vTXa-TBGkSFJyTuZTwri1WbD48FFmM_SP5DHLN2RVbWsroij9x/s1280/ALGEE.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="854" data-original-width="1280" height="268" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg83vfR9yPJvUPjNFgtFYkxdP2fjQlTbSGNwhO-BqmIfcHh31cj_Ua55ybn2aTiZgteGG6OcOV8Tafv-AdEGoeCmM4r_yDN_CNH8cWLxPmSVgSeX3VWhK7gNMVxIkoFZjsDDHElw-vTXa-TBGkSFJyTuZTwri1WbD48FFmM_SP5DHLN2RVbWsroij9x/w400-h268/ALGEE.jpg" width="400" /></a></div><p style="text-align: justify;"><span style="font-family: helvetica;">Even before completing this course I knew student mental health was just as important to understand and know how to respond to as physical health. Now, I feel even more so. </span><b style="font-family: helvetica;">It blows my mind that physical first aid courses are compulsory for all teachers in South Australia but mental health first aid is not </b><span style="font-family: helvetica;">- here's hoping that changes in coming years and that NZ mandates too!</span></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-78252862591312563462022-03-13T20:00:00.148+10:302023-04-20T21:07:18.395+09:30Self Care > Stress<div style="text-align: justify;"><span style="font-family: helvetica;">This year <b>I am excited to have a Senior class again</b>. I really enjoy teaching Seniors for a variety of reasons. Majority of the time they have chosen to be in that class and I like being able to have 'real' conversations with the students. I have a Year 12 SACE Health class - which is the equivalent of a Year 13 NCEA class. My biggest challenge for this class is learning about SACE and the Health course on the go, especially because Health as a SACE course is new in general, not just to Marryatville.</span></div><div style="text-align: justify;"><span style="font-family: helvetica;"><br /></span></div><div style="text-align: justify;"><span style="font-family: helvetica;">The first unit of the year is based around stress and stress management. Over the last few weeks the students have been involved in an Australian online learning platform called <b><a href="https://thiswayup.org.au/" target="_blank">This Way Up</a></b>. <b>This website has been developed by a myriad of medical professionals, with the aim to help support people and their mental health</b>. There are several programs people from anywhere and of any age can access for support, resources, strategies and tools for several areas of mental health. The creators of the website intentionally designed This Way Up to be accessible, to help reduce the barriers some people may face for self help.</span></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><span style="font-family: helvetica;">My class have been individually completing the 4 lesson <b><a href="https://thiswayup.org.au/programs/stress-management-program/" target="_blank">Coping with Stress program</a></b>. I completed the program before the students, so that I could determine what the in-class activities and tasks were going to be. <b>The program is scenario based and throughout there are several strategies taught and 'implemented' to help the character to identify, prevent and reduce stress</b>. </span></div><div style="text-align: justify;"><span style="font-family: helvetica;"><br /></span><span style="font-family: helvetica;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnOH37urWYhg8gHWwjFIwFbgkdNdo1pC9ZL8YiIJFzt9AytJxpMQH20z5mAdyDnKQ2I3WvyVEeKmluDaNdKd0uGrh0OOZ0d4JnhuZfearg44VjT1jlPA5BWaWgb_xx9J-xz10uG45F7flm8JElu3rzxfxaIA_LKtvR-bXZFFQ4HiQ-xFHgbb-6XeyE/s848/Screen%20Shot%202023-04-20%20at%208.49.07%20pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="602" data-original-width="848" height="283" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnOH37urWYhg8gHWwjFIwFbgkdNdo1pC9ZL8YiIJFzt9AytJxpMQH20z5mAdyDnKQ2I3WvyVEeKmluDaNdKd0uGrh0OOZ0d4JnhuZfearg44VjT1jlPA5BWaWgb_xx9J-xz10uG45F7flm8JElu3rzxfxaIA_LKtvR-bXZFFQ4HiQ-xFHgbb-6XeyE/w400-h283/Screen%20Shot%202023-04-20%20at%208.49.07%20pm.png" width="400" /></a></div></span></div><div style="text-align: justify;"><span style="font-family: helvetica;"><br /></span></div><div style="text-align: justify;"><span style="font-family: helvetica;">To encourage students to apply their knowledge of the tools and strategies they learnt from the program, I gave students tasks to do after each of the 4 lessons, as <a href="https://drive.google.com/drive/folders/1wDc5eb-leyLjrLOIPDeDHMQ5jzWx9Vec?usp=sharing" target="_blank">can be accessed here</a>. These lessons are screenshots of One Note pages students received. One Note gives me real time information about what the student is working on (like Google Docs), which I have really missed! This has helped me to give more feedback to students and to track their progress. <b>These tasks gave students the time to reflect individually on their stress levels, created opportunities for peer conversation and provided a foundation for class discussions, so were a great addition to the Coping with Stress Program</b>. (Sidenote: I am finding it really challenging to ignite full class discussions with this group of students, but they are great chatting within their tables... watch this space!).</span></div><div style="text-align: justify;"><span style="font-family: helvetica;"><br /></span></div><div style="text-align: justify;"><span style="font-family: helvetica;">There are several great learnings from the program, but I did find there could have been some adaptations to make it more accessible and engaging. For example, the program could be available in multiple languages, there could be a variety of audio and video added and/or there could be interactive tasks throughout (it was mostly a story to click through). I did like that the students were able to access and complete the program at their own pace, which directly impacted on how much they 'got out' of the program. Students commented that the program itself 'wasn't very memorable' and that it was 'too long', but <b>overall the stress unit (combination of the program and the additional tasks) was 'beneficial towards helping [them] to reduce [their] personal stress factors'</b>. If you would like to learn a little more about stress and stress management in general, <a href="http://beyounooneelsecan.blogspot.com/2017/02/managing-overload-in-our-lives.html" target="_blank">I blogged about this</a> a few years ago.</span></div><div style="text-align: justify;"><span style="font-family: helvetica;"><br /></span></div><div style="text-align: justify;"><span style="font-family: helvetica;">I would recommend any teacher to complete this program to determine whether it may be beneficial for your students to also complete. If not, you will still learn/reflect/create/ponder some key thoughts/ideas/tools that you may be able to embed within your teaching. Irrespective of teaching though, <b>these programs have been created with a great intent and will be helpful for anyone who would like further support for their mental health</b>.</span></div><div style="text-align: justify;"><span style="font-family: helvetica;"><br /></span></div><div style="text-align: center;"><span style="font-family: helvetica;">Remember, if you need help, don't hesitate to ask for it.</span></div><div style="text-align: center;"><span style="font-family: helvetica;">Australia: 1300 22 4636 (Beyond Blue)</span></div><div style="text-align: center;"><span style="font-family: helvetica;">New Zealand: 1737 (Need to Talk)</span></div>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-65113911604310317692022-03-03T10:00:00.000+10:302023-05-15T11:18:55.933+09:30Discovering the Wonders of Kaurna Seasons<p style="text-align: left;"></p><div class="separator" style="clear: both; text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEBNgxK9xjdmCc2X9CcjsYHPdjD14eH9Id4kMJGk3kH14BuoyQsG74Q76wGkGdK7_9omF3m_SEQfn35DN4Mfy4E8HiCFo8VIXx5Jn-or2EPew_S65KrNiIGwpLir-aF4j4tgXp3sn-yJL0YPythkyzKAVfca5GcHrEEWHyc0FJTvH_jruz6SxmXQGy/s873/Kaurna%20Seasons.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="848" data-original-width="873" height="311" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEBNgxK9xjdmCc2X9CcjsYHPdjD14eH9Id4kMJGk3kH14BuoyQsG74Q76wGkGdK7_9omF3m_SEQfn35DN4Mfy4E8HiCFo8VIXx5Jn-or2EPew_S65KrNiIGwpLir-aF4j4tgXp3sn-yJL0YPythkyzKAVfca5GcHrEEWHyc0FJTvH_jruz6SxmXQGy/s320/Kaurna%20Seasons.PNG" width="320" /></a></div><span style="font-family: helvetica;">Weather is obviously an integral part of the outdoors and Outdoor Education. </span><b style="font-family: helvetica;">Not only do we want our OUED students to be aware of weather, we also want them to be aware of the environment and its history</b><span style="font-family: helvetica;">. The traditional custodians of the Adelaide Plains are the Kaurna people, and the Kaurna people have different seasons than we recognise in the Western world</span><span style="font-family: helvetica;">. <br /></span><span style="font-family: helvetica;"><br />The four seasons </span><span style="font-family: helvetica;">(Warltati, Parnati, Kudlila and Wirltuti) directly relate to weather patterns that we may recognise as summer, autumn, winter and spring and determine the lifestyle choices the Kaurna people make during that season. </span><a href="https://www.abc.net.au/btn/classroom/indigenous-seasons/10522128" style="font-family: helvetica;" target="_blank">Here is a short video</a><span style="font-family: helvetica;"> with a little more information. I met with our Aboriginal and Torres Strait Islander education officers to learn a little more about the seasons, as well as how to pronounce the Kaurna language. Check out the video below for the correct pronunciation. Sidenote - <b>I have noticed and reflected on how ahead New Zealand is with the inclusion of our indigenous language and customs</b> - Aussie is still very much in the early stages and as a result the language is not yet embedded within day-to-day chat. So, others were learning with me too, not only the students.</span></div><p style="text-align: center;"><span style="font-family: helvetica;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/St-7WTwo3jc" title="YouTube video player" width="560"></iframe></span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Rather than having seasons linked to specific dates throughout the year, the times of the Kaurna seasons change. <b>The general time of year is somewhat predictable, but the seasons actually start and end based off what the weather is doing and how the animals are acting and interacting with each other and the environment</b>. For example, during Warltati the yabbies come out of the mud, during Parnati skin rugs and seaweed cloaks are made to prepare for the cold, the ducks and water birds are nesting during Kudlila and crustaceans are collected during Wirltuti. I really enjoyed teaching about these seasons and feedback from the students was that many thought it was interesting too.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;"><a href="https://drive.google.com/file/d/1ilLg5IfAufJYnRt9yhNZ4tQDFmybAa7D/view?usp=share_link" target="_blank">Here is the task</a> that I gave the students to encourage them to learn more and compare the Kaurna seasons to the Western world seasons. To extend this learning further, students researched another cultural perspective around seasons and weather around the world. Turns out there are heaps! Some cultures have 2 and others have 7+! </span></p><p style="text-align: justify;"><span style="font-family: helvetica;">To learn more about the Kaurna seasons, <a href="http://www.bom.gov.au/iwk/calendars/kaurna.shtml" target="_blank">check out this detailed website</a>.</span></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-46237993715571032092022-02-11T20:00:00.026+10:302023-04-20T19:59:01.745+09:30A Tricky Blended Experience<p style="text-align: justify;"><span style="font-family: helvetica;">This was the first year I have had to start the year 'meeting' some of my students online. New year, new school, new experience! Not only have the past two weeks been challenging because of teaching online to students who I have not met yet, this was only for some of my classes! South Australia decided to have Y7 and Y12 students face to face and the rest of students online. This meant <b>I had to switch my energy levels and general 'vibe' much more frequently than usual</b>. I found this super hard and mentally draining.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">I had no clue where to begin trying to develop relationships across a screen. This wasn't something I had experienced before. I genuinely <b>didn't realise how much easier it was to engage students and try to start discussion when I already knew them</b>! Because Adelaide also has had few lockdown experiences, majority of students wouldn't turn their microphones on, let alone their cameras! </span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Naturally I turned to Twitter and got some great ideas as can be seen below. <a href="https://slowchathealth.com/2020/08/10/student-relationships/" target="_blank">Andy Milne's post</a> was also helpful to get me thinking and for some starting activities/resources. Finally, I reread through my previous posts <a href="https://beyounooneelsecan.blogspot.com/search/label/Engagement" target="_blank">tagged engagement</a> to try and get some inspiration. <a href="https://beyounooneelsecan.blogspot.com/2020/04/engaging-students-from-afar.html" target="_blank">My reflection</a> after a webinar facilitated by <a href="https://twitter.com/educationhubnz" target="_blank">The Education Hub</a> reminded me of some key things to consider too.</span></p><p style="text-align: center;"><span style="font-family: helvetica;"><br /></span></p><p style="text-align: justify;">
</p><blockquote class="twitter-tweet"><p dir="ltr" lang="en" style="text-align: center;">For the first time I’m starting my year with some classes online learning. Looking for get to know you/relationship building activities for meeting kids! 🙏🏼🤞🏼 <a href="https://twitter.com/carmelhealth?ref_src=twsrc%5Etfw">@carmelhealth</a> <a href="https://twitter.com/NicholasFerroni?ref_src=twsrc%5Etfw">@NicholasFerroni</a> <a href="https://twitter.com/ScottAmpersand?ref_src=twsrc%5Etfw">@ScottAmpersand</a> and anyone else - any ideas?? 😬</p><div style="text-align: center;">— Georgia Dougherty (@_gmdougherty) <a href="https://twitter.com/_gmdougherty/status/1488312293414739969?ref_src=twsrc%5Etfw">February 1, 2022</a></div></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script><p style="text-align: center;"><br /></p><p style="text-align: justify;"><span style="font-family: helvetica;">A few things that I attempted over the last two weeks (from several people's suggestions) include the following;</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- A survey to compare the things myself and students have in common</span></p><p style="text-align: left;"><span style="font-family: helvetica;">- Personality tests for students to discuss their character strengths and how they can be utilised in our classroom as well as the character qualities they would like to develop</span></p><p style="text-align: justify;"><span style="font-family: helvetica;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: helvetica;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKFslxOoOAbt5wXwfyxj0yiYzbwsrwyrfnnM5EvyRHNwYrIFk1BXL7pgXvGTwTijKOXjzl2FzfNN0avMiI0N6Lwdj6d0GjkYPjK31tQ8MUD5238CHcJoCCCazzoL15mD4Q2Xx2dHQU9xplVIsFJRXqX8SyANmdJBkgDVV7I18X78Ahe1ymBI3Yu8CR/s1920/hybrid.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKFslxOoOAbt5wXwfyxj0yiYzbwsrwyrfnnM5EvyRHNwYrIFk1BXL7pgXvGTwTijKOXjzl2FzfNN0avMiI0N6Lwdj6d0GjkYPjK31tQ8MUD5238CHcJoCCCazzoL15mD4Q2Xx2dHQU9xplVIsFJRXqX8SyANmdJBkgDVV7I18X78Ahe1ymBI3Yu8CR/s320/hybrid.jpg" width="320" /></a></span></div><span style="font-family: helvetica;">- What 5 things in your home would you save to be stranded on an island and why, then a discussion around what each of these things and decisions mean for the group </span><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Projects that develop key skills students will need throughout the course such as technique breakdown or skill analysis using YouTube videos and designing their own camping trip</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Group contributions to shared spaces such as Google Jamboard</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Scenario based learning prompts and discussions</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">- Small group discussions for questions/queries/challenges (which I also do face to face to give student choice how they use their time)</span></p><div style="text-align: justify;"><span style="font-family: helvetica;">This half online and half face to face experience has been really strange and I am glad that it's over! I cannot imagine what it must have been like for teachers that have/had hybrid within the same class, that's a whole different level. I empathise with anyone who has been in this space or similar before and here's hoping this is the end of it!</span></div><p></p>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-46221915585523520862021-11-10T10:00:00.068+10:302021-11-10T11:23:29.615+10:30Let's Talk About Sex, Baby<div style="text-align: justify;"><span style="font-family: helvetica;">At the end of last term we had Dr Tessa Opie from <a href="https://www.inyourskin.co/"><b>In Your Skin</b></a> visit the Y8 HPE teachers for a Relationships and Sexuality Education PD. I was proud to see how ahead New Zealand is in this space - there were even Kiwi resources used such as the notorious <a href="https://www.youtube.com/watch?v=nYsUKPoW-Qo">pie ad</a>.This year Pedare has started an RSE programme with the Y8 students and this was the prep for it. </span></div><div style="text-align: justify;"><span style="font-family: helvetica;"><br /></span></div><div style="text-align: justify;"><span style="font-family: helvetica;">As many know, sexuality education is one of my passions (<a href="http://beyounooneelsecan.blogspot.com/search/label/Sexuality">see here some posts</a> that reflect this). As a result, there were lots of reminders throughout this PD around gender, sexuality and stereotypes (the key topics of the unit). If you are learning or new to this area of the curriculum, the genderbread person is always a great place to start. The visual clearly helps to differentiate between sex, sexuality, gender and expression. So much discussion comes from this picture alone. I often then use the <a href="https://www.youtube.com/playlist?list=PL1qhITQ33Nj_Be3Tacr850sLFXUnsIB2I"><b>Real Sex Talk</b></a> videos (especially the <a href="https://www.youtube.com/watch?v=MMlo0MK0FiU&t=1s">gender</a> one and the <a href="https://www.youtube.com/watch?v=RQd3aUwWQeM">sexuality</a> one) to create further discussion.</span></div><div><span style="font-family: helvetica;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-4fB6Lcio1_A/YYnu0JFP3zI/AAAAAAAAA0Q/RA4FJPhS7EQgVvLiPZU7d8XwaI1hGwBqQCLcBGAsYHQ/s1200/Genderbread%2BPerson.jpg" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: helvetica;"><img border="0" data-original-height="900" data-original-width="1200" height="300" src="https://1.bp.blogspot.com/-4fB6Lcio1_A/YYnu0JFP3zI/AAAAAAAAA0Q/RA4FJPhS7EQgVvLiPZU7d8XwaI1hGwBqQCLcBGAsYHQ/w400-h300/Genderbread%2BPerson.jpg" width="400" /></span></a></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: helvetica;"><br /></span></div><span style="font-family: helvetica;">Without elaborating on each of the below points, these are a few things that I was left thinking about after our session with Tess. I feel leaving them as points may encourage you to also ponder and complete further research;</span></div><div><span style="font-family: helvetica;"><br /></span></div><div><span style="font-family: helvetica;">- <i>"The issue isn't porn. It's the complete lack in our society of an open, healthy, honest conversation about sex in the real world." </i>(<a href="https://www.irishtimes.com/life-and-style/people/cindy-gallop-you-need-to-educate-children-not-just-about-sex-but-also-about-porn-1.2691951"><b>Cindy Gallop</b></a> - Twitter <a href="https://twitter.com/cindygallop?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor">here</a>)</span></div><div><span style="font-family: helvetica;"><br /></span></div><div><span style="font-family: helvetica;">- Consent is a noun, not a verb</span></div><div><span style="font-family: helvetica;"><br /></span></div><div><span style="font-family: helvetica;">- Body autonomy can be taught at any age including kindy - Do you want a hug or a kiss?</span></div><div><span style="font-family: helvetica;"><br /></span></div><div><span style="font-family: helvetica;">- <i>"Don't put the red dot on the traumatised kid's folder" </i>(Tess). This was referring to removal of students from sexuality education - just because a student has experienced trauma, does not mean they don't deserve the education or want to be there. </span></div><div><br /></div><div><span style="font-family: helvetica;">- <i>"There is a very real difference between <a href="https://cheryl-80279.medium.com/dear-allies-and-adversaries-youre-not-unsafe-just-uncomfortable-80994080b999">feeling uncomfortable and feeling unsafe</a>"</i> (Tess). </span></div><div><span style="font-family: helvetica;"><br /></span></div><div><span style="font-family: helvetica;">- We are aiming to <b>empower students</b>. If they can own their own Medicare card at 15, can we empower them to feel comfortable to go and get an STI screening and/or contraceptives? </span></div><div><span style="font-family: helvetica;"><br /></span></div><div><span style="font-family: helvetica;">- <i>"The more positive you feel about your own sexuality, the more likely you are going to have positive sexual experiences with someone else" </i>(Tess). </span></div><div><span style="font-family: helvetica;"><br /></span></div><div><span style="font-family: helvetica;">- The impact of having teachers that aren't competent or confident teaching sexuality education can be significant. </span></div><div><span style="font-family: helvetica;"><br /></span></div><div><span style="font-family: helvetica;">- <i>"Pornography is the most prominent form of sexuality education for young people today unfortunately" </i>(Interview with <a href="https://twitter.com/MareeCrabbe">Maree Crabbe</a> as embedded below).</span></div><div style="text-align: center;"><span style="font-family: helvetica;"><br /></span></div><div style="text-align: center;"><iframe allow="autoplay; clipboard-write; encrypted-media; picture-in-picture; web-share" allowfullscreen="true" frameborder="0" height="280" scrolling="no" src="https://www.facebook.com/plugins/post.php?href=https%3A%2F%2Fwww.facebook.com%2FTopBlokesFoundation%2Fposts%2F845785392135532&show_text=false&width=500" style="border: none; overflow: hidden;" width="500"></iframe></div>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com0tag:blogger.com,1999:blog-4318319769137953939.post-46505187186528588002021-09-14T08:00:00.002+09:302021-09-14T08:46:47.060+09:30Where are you on the Spectrum of Teaching Styles?<p style="text-align: justify;"><span style="font-family: helvetica;">I was excited to attend my first <a href="https://www.achper.org.au/">Australian Council for Health Physical Education and Recreation</a> conference. I miss <a href="https://twitter.com/PENZ_TeAoKori">PENZ</a> and my involvement in PENZ back home, so when I had the opportunity to attend an <a href="https://twitter.com/achpersa">ACHPER</a> PD I jumped at it! I was especially interested in this one, because it was based around Mosston's Spectrum of Teaching Styles, which is something I've always been interested in. His spectrum was referred to often during my degree and something I often think about when designing new units. </span><span style="font-family: helvetica;">The PD was about unpacking </span><a href="https://twitter.com/DrbrendanSues" style="font-family: helvetica;">SueSee</a><span style="font-family: helvetica;">, </span><a href="https://twitter.com/drmitch_hewitt" style="font-family: helvetica;">Hewitt</a><span style="font-family: helvetica;"> and <a href="https://twitter.com/pilly66">Pill</a>'s book </span><i style="font-family: helvetica;"><a href="https://www.routledge.com/The-Spectrum-of-Teaching-Styles-in-Physical-Education/SueSee-Hewitt-Pill/p/book/9780367357184">The Spectrum of Teaching Styles in Physical Education</a>, </i><span style="font-family: helvetica;">in which they've redesigned Mosston's initial spectrum.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Shane Pill</span><span style="font-family: helvetica;"> is someone I have followed on Twitter for a while and am fascinated by his thoughts. I knew the day was going to be interesting when he was the opening speaker and one of his first sentences was </span><b style="font-family: helvetica;"><i>"you need to use a variety of teaching styles, there is no one way of teaching"</i></b><span style="font-family: helvetica;">. The redesign of the spectrum to be more like a flower, like a cluster, demonstrates that all styles are equal and we should in fact be moving in and out of them as opposed to linearly (as initially designed and can be seen below). Isn't it incredible how visual presentations of something can genuinely impact how you interpret them? Unfortunately I cannot find any pictures of their design, without buying the book (which I have requested school to do!), but it is kind of visible in my picture below).</span></p><p style="text-align: justify;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-5XGuIodZUk8/YT6P0jA-cLI/AAAAAAAAAys/zgJ8KhlUV7oKwCepZQI2PfWwht5JS8VUACLcBGAsYHQ/s480/Mosston%2527s%2BSpectrum.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="237" data-original-width="480" height="317" src="https://1.bp.blogspot.com/-5XGuIodZUk8/YT6P0jA-cLI/AAAAAAAAAys/zgJ8KhlUV7oKwCepZQI2PfWwht5JS8VUACLcBGAsYHQ/w640-h317/Mosston%2527s%2BSpectrum.jpeg" width="640" /></a></div><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">The teaching styles can be divided into reproduction (A-E) and production (F-K). As it sounds, this relates to the role the students play within those teaching styles. Generally speaking, when in the reproduction styles students are mostly replicating something they have learnt and the lesson is more 'teacher driven'. Production is more-so related to the application or creation of something to demonstrate learning - more 'student driven'. The clear theme throughout this PD day is that <b>there needs to be frequent movement between these different styles</b>, as they are all valuable. If we blend styles together, they are called canopies.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: helvetica;"><a href="https://1.bp.blogspot.com/-VNabMLMsFao/YT9EUC8bxbI/AAAAAAAAAzA/Rr32Bk5kh6EEjpBW9naUCApf6kGZZNKRwCLcBGAsYHQ/s2048/IMG_7001.HEIC" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://1.bp.blogspot.com/-VNabMLMsFao/YT9EUC8bxbI/AAAAAAAAAzA/Rr32Bk5kh6EEjpBW9naUCApf6kGZZNKRwCLcBGAsYHQ/s320/IMG_7001.HEIC" width="240" /></a></span></div><span style="font-family: helvetica;"><div style="text-align: justify;">In particular though, there was a large focus on the three discovery styles. <b>Guided discovery is when there may be a series of activities or tasks for students to discover something throughout the process of completing these tasks. Convergent discovery is when there may be a problem and you are guiding them to discover there is only one answer. Divergent discovery is when there may be multiple answers to a problem/situation.</b> We referred to these often throughout the day and there were practicals to demonstrate the differences, especially between convergent and divergent. For instance, participants were set up in a piggy in the middle structure, and the aim was to pass the ball between the players without the defender in the middle getting the ball. Their convergent discovery question was "what pass is the most appropriate to receive the ball?" To encourage students to think, they were only able to use the width of an area. This increased the pressure so the students needed to use lob passes to try and get it over and away from the defenders. After, they changed the boundaries to be able to pass lengthways and the question changed to "how many different ways can you receive the ball" (clearly showing the 1 answer to multiple answers differentiation between the learning styles). To further probe the students to think critically to be able to be self regulated learners, the questions asked need to be open ended to encourage the students to think, discover and analyse information/ideas on their own.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-GjZY8bFL9b4/YT9EKb-CrSI/AAAAAAAAAy8/MFbTLbYj1tkg2sTwKlEBKYxXQd7r25ELgCLcBGAsYHQ/s2048/IMG_6998.HEIC" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://1.bp.blogspot.com/-GjZY8bFL9b4/YT9EKb-CrSI/AAAAAAAAAy8/MFbTLbYj1tkg2sTwKlEBKYxXQd7r25ELgCLcBGAsYHQ/s320/IMG_6998.HEIC" width="240" /></a></div></span><p></p><p style="text-align: justify;"><span style="font-family: helvetica;">Throughout uni and my initial teaching years, I was often discouraged to teach in command style. As the name suggests, the activity and instructions are all based around the teacher. The students must follow the teacher's commands. <b>Although I agree this approach is not appropriate for many activities (as we want the students to be at the centre of the thinking and learning), I believe there is a time and place for command style</b>. Sometimes we just need to get information across and command style is the most effective and efficient way to do so (such as information regarding safety on equipment). Hewitt noted that we need to consider whether command is the most appropriate for that particular lesson/learning objective and how long we are in that teaching style. He said his fear with command style teaching, especially when teaching the technique of a skill, is although the students may increase confidence with how to perform the skill itself (technical mastery), they may be strangers to the game. This is where game sense approach comes in.</span></p><p style="text-align: justify;"><span style="font-family: helvetica;">Game sense approach is an umbrella term, with several areas coming underneath it. <b>Essentially, GSA is a pedagogy that focuses on developing players that cognitively and critically think about the game they are immersed in</b>. As outlined in Pill's chapter <i><a href="https://www.researchgate.net/publication/323986418_The_Game_Sense_Approach_Developing_Thinking_Players">Game Sense Coaching: Developing Thinking Players</a></i>, there is significant research to support that a traditional method of coaching or teaching limits players' ability to be able to make effective decisions within a game. This is often as a result of behaviours/techniques learnt in a non-contextualised environment. However, when immersed in a Game Sense Approach, a player <i>"is trained to use a wide focus of attention and becomes adapted to placing attention more broadly than on a primary task" </i>(Pill, 2018, p.46) because of activities that are more representative of the complexity of an actual game. Relating back to the teaching styles, although command style has a time and place, it's important command style does not lead to players being strangers of the game. GSA is a practice style pedagogy with discovery and command episodes. The teaching should be inquiry based, educating through the game but with a purpose. <a href="https://learningthroughsport.blogspot.com/2020/08/sport-coaching-as-play-with-purpose.html">See more here</a> - Pill's Play with Purpose blogpost.</span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-twqn5ryXsLs/YT8hR8AKYfI/AAAAAAAAAy0/W5bJh5INg404HNMfETbOdD4RrHMAdxGHACLcBGAsYHQ/s1144/Traditional%2Band%2BGame%2BSense%2BApproach.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="416" data-original-width="1144" height="232" src="https://1.bp.blogspot.com/-twqn5ryXsLs/YT8hR8AKYfI/AAAAAAAAAy0/W5bJh5INg404HNMfETbOdD4RrHMAdxGHACLcBGAsYHQ/w640-h232/Traditional%2Band%2BGame%2BSense%2BApproach.png" width="640" /></a></div><span style="font-family: helvetica;"><div><span style="font-family: helvetica;"><br /></span></div><div style="text-align: justify;">There were a lot of other interesting topics of discussion, and some other things I was left thinking about were;</div></span><div><div style="text-align: justify;"><span style="font-family: helvetica;"><br /></span></div><div style="text-align: justify;"><span style="font-family: helvetica;">- <i>"The game is not the teacher... The game can have an educative purpose, but in order for that purpose to be realised, the teacher comes in to get the educative purpose that is desired" </i>(Pill).</span></div><div style="text-align: justify;"><span style="font-family: helvetica;">- "<i>All teaching is deliberate - even the choice of not planning is a deliberate teaching choice... but <b>teaching can only be purposeful if the teaching has been planned</b>" </i>(Pill). </span></div><div style="text-align: justify;"><span style="font-family: helvetica;">- One of the teachers posed a question to us at the beginning of a practical session for us to think about throughout. The teacher referred to this question frequently and it then became a point of discussion at the end of the lesson. This actually made me think of the statement of inquiry and the <a href="http://beyounooneelsecan.blogspot.com/2021/09/grasping-myp-assessments.html">overarching question of the unit</a> being asked. </span></div><div style="text-align: justify;"><span style="font-family: helvetica;">- Depending on the learning style employed, depends if and when we tell the students the learning objectives of the lesson.</span></div></div><div style="text-align: justify;"><span style="font-family: helvetica;"><br /></span></div><div style="text-align: justify;"><span style="font-family: helvetica;">Overall, it was a very informative day, which made me think specifically about my questioning and the importance of mixing the teaching styles to suit the learning objectives, activities and students in front of me.</span></div><div><span style="font-family: helvetica;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-eIpx_GWoqv4/YT9JFbFEWgI/AAAAAAAAAzM/nu0oTawVlo0-Jk7HWRRWRfk8aGHnnZ42gCLcBGAsYHQ/s1013/Screenshot%2BACHPER%2BPD%2Bcertificate.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="714" data-original-width="1013" height="452" src="https://1.bp.blogspot.com/-eIpx_GWoqv4/YT9JFbFEWgI/AAAAAAAAAzM/nu0oTawVlo0-Jk7HWRRWRfk8aGHnnZ42gCLcBGAsYHQ/w640-h452/Screenshot%2BACHPER%2BPD%2Bcertificate.png" width="640" /></a></div></div>Georgia Doughertyhttp://www.blogger.com/profile/03514904252290455266noreply@blogger.com2