Skip to 0 minutes and 12 secondsVICTORIA GOODYEAR: So we hope you've enjoyed the last three weeks. We have certainly enjoyed learning with you. We've taken you on a journey through learning how to become an activator of learning. We've focused on how you diagnose learning, how you're to respond to students' learning needs, and how you can evaluate the impact of your practice.
Skip to 0 minutes and 34 secondsSPEAKER 1: So in week one, we started off at the University of Birmingham learning about activations, the key aspects of diagnoses, and pedagogical cases. We then had a really [? interesting ?] perspective by Dr. Okseon Lee from Seoul National University, South Korea on competent bystanders before listening to parents about their children's experiences of PE. In week two, we start to explore how we might respond to our students' identified and targeted learning needs. [? Marie ?] [? Oman ?] from the University [? Waterbury ?] spoke to us about ethical consideration of touching and no touching in physical education. The Buckingham School PE department provided an example response through models-based practice.
Skip to 1 minute and 10 secondsColleagues then from the University of Birmingham showed us how we take ownership of our CPD and create effective learning experiences that are school based and online. In week three, we've explored evaluation. Dean Dudley from Macquarie University, Australia introduced a new assessment framework of observable learning. It will hopefully help you to evaluate your students' learning in physical, cognitive, social, and effective domains. We then heard from [? Annie ?] [? Vasily ?] from China and [? Hattie ?] Stemp from the University of Birmingham School on the importance of reflection. And now we are here. [CHEERING AND CLAPPING]
Skip to 1 minute and 50 secondsKATHLEEN ARMOUR: So now we get to the so what question. So you've spent three weeks with us. You've learned with people from around the world. But actually, unless you take this further, it's not really going to have the effect it could have. As we noted in an earlier session, effective CPD is continuous. It's sustained. You keep looking at your practice. You look for new opportunities to help your pupils. You look with fresh eyes again and again. So if this MOOC has been a success for you, please use it as a stimulus to go and do some further study.
Skip to 2 minutes and 23 secondsThere are lots of opportunities out there, and if you keep learning your pupils are going to keep learning and you will be that outstanding PE teacher.
Skip to 2 minutes and 35 secondsVICTORIA GOODYEAR: We hope you can use many of these skills and knowledge and content that you've developed throughout this course to continue to grow and improve your practice of course for the benefit of your students. So we hope that this course has hopefully impacted on your practice. If you're interested in further ideas or information, you can look at the School of Sport, Exercise, and Rehabilitation Sciences, and the masters courses or the undergraduate courses that we offer. But we've very much enjoyed learning with you and we hope that your learning journey will continue. We hope you've enjoyed this MOOC. We've certainly enjoyed learning with you and we hope the discussion can now continue.
Skip to 3 minutes and 17 secondsALL: Bye!
Skip to 3 minutes and 20 secondsSPEAKER 2: That's the one. [CLAPS]
Skip to 3 minutes and 22 secondsKATHLEEN ARMOUR: Yes. [CHILDREN PLAYING AND LAUGHING]
Skip to 3 minutes and 40 secondsVICTORIA GOODYEAR: What is, uh. This is so hard. All four of us will be taking you through the content each week with international guests-- [LAUGHS]
Skip to 3 minutes and 51 secondsMARK GRIFFITHS: Effective physical education program is one that engages student's fully, clearly. Oh. [MAKES NOISES]
Skip to 4 minutes and 6 secondsSPEAKER 3: Sounds really good.
Skip to 4 minutes and 7 secondsVICTORIA GOODYEAR: Just one intro video to go. 11 videos left.
Skip to 4 minutes and 15 secondsSPEAKER 4: So, uh. [LAUGHS] I had it perfect in my head.
Skip to 4 minutes and 22 secondsKATHLEEN ARMOUR: I'll take one!
Skip to 4 minutes and 26 secondsSPEAKER 5: No pressure. No pressure whatsoever.
Skip to 4 minutes and 29 secondsVICTORIA GOODYEAR: During the course, we join the latest researchers-- [LAUGHING]
Skip to 4 minutes and 38 secondsAnd continue as an ongoing learner past this course. [LAUGHS]
Skip to 4 minutes and 42 secondsSPEAKER 6: Just did a little burp. [LAUGHS] Start again.
Skip to 4 minutes and 48 secondsVICTORIA GOODYEAR: We now hear from a vice principal on what he considers to be outstanding. Da da da da da. And then.
Skip to 4 minutes and 56 secondsSPEAKER 7: [? Scapula ?] muscles are really important tissue for the body, And then that's-- Oh, I forgot. [LAUGHTER] This is going to take--
Skip to 5 minutes and 3 secondsSPEAKER 3: I really like the hands.
Skip to 5 minutes and 5 secondsSPEAKER 7: This is going to take awhile.
Skip to 5 minutes and 7 secondsKATHLEEN ARMOUR: You ready?
Skip to 5 minutes and 10 secondsJANICE THOMPSON: So. [LAUGHING]
Skip to 5 minutes and 14 secondsKATHLEEN ARMOUR: I'm so pleased.
Skip to 5 minutes and 16 secondsSPEAKER 8: The four outcomes of a models-based approach are physical, socinal, cognitive, and effective.
Skip to 5 minutes and 21 secondsSPEAKER 3: You just said socinal.
Skip to 5 minutes and 24 secondsSPEAKER 8: No, I didn't.
Skip to 5 minutes and 25 secondsSPEAKER 3: Yes, you did.
Skip to 5 minutes and 26 secondsSPEAKER 8: Rewind it.
Skip to 5 minutes and 27 secondsSPEAKER 3: So when you [? used ?] earlier [INAUDIBLE] outstanding lessons.
Skip to 5 minutes and 31 secondsSPEAKER 9: Yup. [LAUGHING]
Skip to 5 minutes and 40 secondsSPEAKER 3: Can you tell you tell us about your department's approach to models-based practice?
Skip to 5 minutes and 44 secondsLEIGH CHURCHWARD: All I could think of then was singing [? the Sesame ?] [? Street ?] [? song. ?]
Skip to 5 minutes and 48 secondsSPEAKER 3: Why?
Skip to 5 minutes and 48 secondsSPEAKER 3: I don't know why.
Skip to 5 minutes and 50 secondsKATHLEEN ARMOUR: There are lots of researchers working in areas that use PE teachers to find of interest. You see? I can't do it the second time! I told you! [LAUGHS]
Skip to 6 minutes and 0 secondsSPEAKER 10: Nobody seeks out words that may harm your thoughts and-- I know. Start again. It's wishh-washy.
Skip to 6 minutes and 9 secondsKATHLEEN ARMOUR: Hair. Hair.
Skip to 6 minutes and 14 secondsVICTORIA GOODYEAR: My hair is going all in my mouth.
Skip to 6 minutes and 21 secondsOK. Hello, and welcome to week two. The bell. [BELLS CHIMING]
Skip to 6 minutes and 28 secondsKATHLEEN ARMOUR: We as teachers can really-- [LAUGHING]
Skip to 6 minutes and 34 secondsSPEAKER 3: There's our outtake. That's it!
Skip to 6 minutes and 37 secondsMARK GRIFFITHS: All right. Move back there, move back. I'm not [INAUDIBLE]. I think I can.
Skip to 6 minutes and 44 secondsVICTORIA GOODYEAR: During the course we draw on the latest research evidence. I can't do it. It's so hard. Hold on, let me do it once more. I need to not look at you.
Skip to 6 minutes and 53 secondsSPEAKER 11: [? Seventh. ?] They are far more king of independent, um, of. This is hard.
Skip to 7 minutes and 1 secondVICTORIA GOODYEAR: To inform your understandings about how to become an outstanding-- [LAUGHING]
Skip to 7 minutes and 8 secondsSPEAKER 12: [? Really. ?] [INAUDIBLE].
Skip to 7 minutes and 10 secondsVICTORIA GOODYEAR: And reach and sustain the highest standards of la, la, la.
Skip to 7 minutes and 15 secondsKATHLEEN ARMOUR: You actually can find great-- [LAUGHING] OK, stop, stop! I'll do it again.
Skip to 7 minutes and 24 secondsVICTORIA GOODYEAR: So we hope you've enjoyed this MOOC. We've certainly enjoyed learning with you and we hope the discussion continues.
Skip to 7 minutes and 31 secondsALL: Bye! [LAUGHING]
Outstanding teachers are on a continuous learning journey. This MOOC was just one phase in your learning journey that has hopefully supported and prompted further learning.
In this video we will discuss the core learning outcomes from the MOOC, highlight any significant events and prompt you to consider the next steps for your practice and students’ learning needs. We want you to consider What Now?
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