Skip to 0 minutes and 12 seconds VICTORIA 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 seconds SPEAKER 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 seconds Colleagues 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 seconds KATHLEEN 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 seconds There 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 seconds VICTORIA 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 seconds ALL: Bye!
Skip to 3 minutes and 20 seconds SPEAKER 2: That’s the one. [CLAPS]
Skip to 3 minutes and 22 seconds KATHLEEN ARMOUR: Yes. [CHILDREN PLAYING AND LAUGHING]
Skip to 3 minutes and 40 seconds VICTORIA 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 seconds MARK GRIFFITHS: Effective physical education program is one that engages student’s fully, clearly. Oh. [MAKES NOISES]
Skip to 4 minutes and 6 seconds SPEAKER 3: Sounds really good.
Skip to 4 minutes and 7 seconds VICTORIA GOODYEAR: Just one intro video to go. 11 videos left.
Skip to 4 minutes and 15 seconds SPEAKER 4: So, uh. [LAUGHS] I had it perfect in my head.
Skip to 4 minutes and 22 seconds KATHLEEN ARMOUR: I’ll take one!
Skip to 4 minutes and 26 seconds SPEAKER 5: No pressure. No pressure whatsoever.
Skip to 4 minutes and 29 seconds VICTORIA GOODYEAR: During the course, we join the latest researchers– [LAUGHING]
Skip to 4 minutes and 38 seconds And continue as an ongoing learner past this course. [LAUGHS]
Skip to 4 minutes and 42 seconds SPEAKER 6: Just did a little burp. [LAUGHS] Start again.
Skip to 4 minutes and 48 seconds VICTORIA 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 seconds SPEAKER 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 seconds SPEAKER 3: I really like the hands.
Skip to 5 minutes and 5 seconds SPEAKER 7: This is going to take awhile.
Skip to 5 minutes and 7 seconds KATHLEEN ARMOUR: You ready?
Skip to 5 minutes and 10 seconds JANICE THOMPSON: So. [LAUGHING]
Skip to 5 minutes and 14 seconds KATHLEEN ARMOUR: I’m so pleased.
Skip to 5 minutes and 16 seconds SPEAKER 8: The four outcomes of a models-based approach are physical, socinal, cognitive, and effective.
Skip to 5 minutes and 21 seconds SPEAKER 3: You just said socinal.
Skip to 5 minutes and 24 seconds SPEAKER 8: No, I didn’t.
Skip to 5 minutes and 25 seconds SPEAKER 3: Yes, you did.
Skip to 5 minutes and 26 seconds SPEAKER 8: Rewind it.
Skip to 5 minutes and 27 seconds SPEAKER 3: So when you [? used ?] earlier [INAUDIBLE] outstanding lessons.
Skip to 5 minutes and 31 seconds SPEAKER 9: Yup. [LAUGHING]
Skip to 5 minutes and 40 seconds SPEAKER 3: Can you tell you tell us about your department’s approach to models-based practice?
Skip to 5 minutes and 44 seconds LEIGH CHURCHWARD: All I could think of then was singing [? the Sesame ?] [? Street ?] [? song. ?]
Skip to 5 minutes and 48 seconds SPEAKER 3: Why?
Skip to 5 minutes and 48 seconds SPEAKER 3: I don’t know why.
Skip to 5 minutes and 50 seconds KATHLEEN 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 seconds SPEAKER 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 seconds KATHLEEN ARMOUR: Hair. Hair.
Skip to 6 minutes and 14 seconds VICTORIA GOODYEAR: My hair is going all in my mouth.
Skip to 6 minutes and 21 seconds OK. Hello, and welcome to week two. The bell. [BELLS CHIMING]
Skip to 6 minutes and 28 seconds KATHLEEN ARMOUR: We as teachers can really– [LAUGHING]
Skip to 6 minutes and 34 seconds SPEAKER 3: There’s our outtake. That’s it!
Skip to 6 minutes and 37 seconds MARK GRIFFITHS: All right. Move back there, move back. I’m not [INAUDIBLE]. I think I can.
Skip to 6 minutes and 44 seconds VICTORIA 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 seconds SPEAKER 11: [? Seventh. ?] They are far more king of independent, um, of. This is hard.
Skip to 7 minutes and 1 second VICTORIA GOODYEAR: To inform your understandings about how to become an outstanding– [LAUGHING]
Skip to 7 minutes and 8 seconds SPEAKER 12: [? Really. ?] [INAUDIBLE].
Skip to 7 minutes and 10 seconds VICTORIA GOODYEAR: And reach and sustain the highest standards of la, la, la.
Skip to 7 minutes and 15 seconds KATHLEEN ARMOUR: You actually can find great– [LAUGHING] OK, stop, stop! I’ll do it again.
Skip to 7 minutes and 24 seconds VICTORIA 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 seconds ALL: 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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