Skip to 0 minutes and 12 seconds SPEAKER 1: Hello, and welcome to Week 2. Now, last week, we focused on the process of diagnosing as the first step in activation. Diagnosing involves focusing on our students’ learning needs first and identifying targeted learning outcomes that would help our students learn and achieve in physical education. This week, we’re going to focus on the second step of activation, and that is responding, and how we respond to students’ diverse and complex learning needs. Now, responding means putting the identified targeted learning outcomes into practice and ensuring that our aims are realized in practice for our students. Now, as you can imagine, there are many different ways in which we can respond to students’ learning needs.
Skip to 1 minute and 1 second This week, we’ll introduce you to some ideas that you might need to consider when responding to students’ learning needs. First of all, we will introduce the concept of touching in physical education. And we’ll have a guest speaker from Sweden, Maria [? Ohman, ?] from the University of Orebro. Second, we will explore how we need to continuously learn through CPD if we are going to be able to respond to students’ learning needs effectively. Third, we’ll look at the opportunities available through online learning. And finally, we’ll look at how we might design a curriculum that is able to cater for students’ diverse and individual needs through models-based practice.
Skip to 1 minute and 42 seconds And the Buckingham School will provide an example of their experiences and design of that curriculum. So as with any other week, there are interactive tasks for you to apply in your lessons and apply your understandings, but also interact with each other. We hope you enjoy this week and the learning outcomes for you on the following part of this video.
Introduction to responding
In this video Dr Vicky Goodyear introduces the focus for this week, responding, and the core learning outcomes
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