1 unidades didácticas de educación física en inglés miguel de león

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Unidades Didácticas de Unidades Didácticas de Educación Física en InglésEducación Física en Inglés

Miguel de León

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Metas del proyectoMetas del proyecto

Diseñar dos unidades didácticas CLIL– Getting Fit (2º ESO)– Keeping Fit (4º ESO)

Elaborar materiales– Para el profesor (creación de un “site”)– Para el alumnado

Propuesta de evaluación

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DescripciónDescripción

¿Qué es un Programa CLIL/AICLE?– aprendizaje integrado de contenido y

lengua (extranjera) En Navarra, dos tipos de programa

CLIL:– Sección Bilingüe– British Council program

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Análisis de la situación inicialAnálisis de la situación inicial

Centros – IES Alhama Corella (1 año)– IES Toki Ona, Bera (3 años)– IES Valle del Ebro, Tudela (7 años)– IES Benjamín de Tudela (7 años)

British program o Sección Bilingüe

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Fundamentación NormativaFundamentación Normativa

– A nivel europeo impulso del plurilingüismo: • Tratados de Maastricht (1992) y Amsterdam (1997). • En1995 “El libro blanco. Enseñanza y aprendizaje.

Hacia una sociedad del aprendizaje”. • MCER

– En Navarra• La LOE y Real Decreto 1631/2006• Decreto Foral 25/2007• Resolución 31/2010

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Fundamentación Didáctica IFundamentación Didáctica I

¿Por qué una educación bilingüe?• Motivación hacia un aprendizaje continuado

de la lengua• Se optimizan los procesos de aprendizaje

de la lengua extranjera al poder aplicar la dimensión emotiva, cognitiva, consciente de L2.

• No dificulta el aprendizaje del contenido

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Fundamentación Didáctica IIFundamentación Didáctica II

¿Por qué la Educación Física en Inglés?• Las posibilidades de expresión no verbal

incrementa los recursos comunicativos• La gran variedad de entornos

comunicativos facilita el uso diverso y flexible del Inglés.

• Proporciona una perspectiva intercultural de mundo recreativo y del deporte

• Vinculación entre motricidad y aprendizaje del lenguaje (“Método TPR” de Asher, J.)

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Fundamentación Didáctica IIIFundamentación Didáctica III

Metodología CLIL• Diferentes tipos de programa CLIL, diferentes

estrategias didácticas• Promoción simultánea de contenido (EF) y lengua• Trabajo cooperativo que conduzca al aprendizaje

autónomo: parejas, grupos• Encaminada a desarrollar un repertorio de recursos

comunicativos (más allá del vocabulario) que favorezca la dinámica de las sesiones

• La utilización de L1 puede ser beneficiosa

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Fundamentación Didáctica IVFundamentación Didáctica IV

Estrategias en EF• Proporcionar un “Input” accesible

• Pizarra, posters, pantalla• Demos, ejemplos• Repetir, parafrasear, preguntar, explicaciones entre el

alumnado• Lenguaje corporal• “Set up” claro• Sonoridad: voz, espacio, situación respecto al alumnado,

altavoces

• Interacción• Actividades cooperativas• Agrupaciones variadas (atendiendo al nivel de inglés si es

necesario y posible)• Actividades que favorezcan la interacción

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Estrategias en EF• En la sesión

• Describir objetivos-tareas (oralmente y por escrito) de contenido y lenguaje

• Minimizar el tiempo para anuncios, set up, etc• Procurar la participación activa durante el mayor

tiempo de clase posible• Ritmo adecuado (alumnado activo y asimilando)

• Seguimiento• Proponer actividades diversas para el repaso y

valoración de los procesos de enseñanza/aprendizaje• Contextualización de la sesión dentro de la unidad al

comienzo de la sesión• Valoración y repaso de recursos clave en el “Cool

down” (últimos 3 minutos)

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Particularidades comunicativas en EF– Teacher’s Voice: pitch, speed, pause, stress, volume,

enunciation will ensure that no words or teaching points are missed.

– Gather the students in front of you for a long talk– If you have to talk to a scattered class, check first that

students are quiet and attentive– If available, use of a radio microphone in contexts such

as: dancing/aerobic, volleyball, basketball, etc.– Gestures and practical examples will help students learn

subject-specific terminology.– Reinforce the learning by questions or repetitions.

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Estrategias para el fomentar el uso del Inglés en vez de L1 (además de lo ya expuesto)

• Acordar reglas que regulen el “Switching Code” en clase

• Premiar al alumnado que se esfuerce en utilizar el Inglés

• Presentación de trabajos en Inglés• “English Watcher”• “English Leader”• Utilización de las TIC

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Unidad Didáctica IUnidad Didáctica I

Getting Fit2º ESO

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Getting Fit Getting Fit (2 ESO)(2 ESO)

• Contexto y Justificación• Ubicación en el programa bilingüe del

centro• Aportación al desarrollo del currículo

• ESO• Educación Física

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Getting FitGetting Fit Objetivos Objetivos

CONTENT LANGUAGE

1Identify what health benefits can be obtained from being physically active and the effects of a sedentary life on health

Describe the advantages of being physically active and disadvantages of a sedentary life

2Keep aerobic workout within the target hear rate by means of heart rate monitoring or pulse check

Explain how to calculate the healthy Target Heart Rate

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Improve the fitness level, specially the aerobic endurance and suppleness, building up exercising and hygienic habits in a challenging and enjoyable context

Report physical activities habits and what achievements take place

4Be aware of posture in daily activities and fitness exercises, avoiding those postures that can damage the body structures.

Name and recognize postures or actions that could lead to back injuries or misalignments

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Participate in fitness related tasks and games, demonstrating team working skills, fair play, courtesy, striving spirit, grace at loosing and winning, and care for equipment and facilities

Make an effort to communicate in English with peers and teacher using the appropriate terms to the class scenario

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Getting FitGetting Fit Contenidos E.F.Contenidos E.F.1. KNOWLEDGE

1. Fitness components revision

2. Fitness components for health: aerobic endurance, flexibility and strength

3. Benefits of regular exercising and health consequences of a non-active way of life

4. Aerobic workout:

5. Target Heart Rate: Maximum Heart Rate and heart rate zone for a healthy workout. 1. “Pacing oneself “

2. What’s good for me?

6. Recommendations for the care of body structures: main muscles and joints

1. Posture when: carrying a backpack, sitting, lifting weights, etc

2. Bodyweight exercises and daily stretches

2. PROCESSES

1. Analysis of fitness components for a lifetime wellbeing

2. Control of the heart rate within the Target Heart Rate in aerobic workouts

3. Participation in different activities which enhance the improvement of the health related fitness components: jogging, tag games and fitness plan.

4. Application of different stretching methods and strengthening exercises as well as warm up and cool down routines, keeping the appropriate body position in each exercise.

5. Use of ITC to get information about fitness and health.

6. Fitness tests: 1 Mile Run Test and Sit and Reach Test

3. HABITS, VALUES AND ATTITUDES

1. A willingness to care for their own well being, demonstrating striving spirit when working out.

2. Acceptance of a variety of performances, no matter how good or poor they are.

3. Critic thinking on a non-active lifestyle

4. Open mind and team working skills in fitness games or group activities, fair play, courtesy, and grace at loosing/winning.

5. Valuing hygienic habits such as: wash or shower at the end of the session, warm up and cool down activities, sport wear, and care for the equipment and facilities.

ENRICHED CONTENTS

ReactionsDo you want to know more?

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Getting FitGetting Fit Contenidos Lingüísticos Contenidos LingüísticosL.1. The language products that students use to describe, explain and report.L.2. Vocabulary for lectures and internet search activities: target heart rate, health, cardio respiratory, spine, etcL.3. Terms for sequences and basic math computations•Firstly, then, after that, etc•Add, multiply, divide, take away, etcL.4. Analysis of tests results and graphsL.5. Use of English in physical activities:•Revision of instructions: “off you go”, “on the jog!” “bring it in”, “time is up”, “pair up”, “Sit down in a circle formation, please” etc•Specific communication skills:

•Vocabulary of new equipment, facilities and physical exercises: aerobic exercise, heart rate monitor (watch and transmitter), bodyweight exercises (sit ups, dips, chin ups, push ups, etc), dumbbells, suppleness, body structures (muscles and joints), names of particular exercises or postures, etc•Communication with peers in tag games and jogging assignments: “over here”, “it was close!”, “nice run!”, “She’s fast!”, “watch out!” “IT’s coming!” “this way”, “let’s get John” “I tagged you – you didn’t tag me”, “Who is IT?”, “You ran out of bounds” “Hurry up”, “Catch up”, “to overtake or to go pass …”, “to pace oneself” “To break the record”•Parts of the body and movements. Main muscles and joints. Giving feed-back for a good posture.•Names for bodyweight exercises and stretches.•Whispering, calling out or shouting situation?

L.6. Where else is this game played?

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Getting FitGetting Fit Resumen del Tipo de Tareas Resumen del Tipo de Tareas

Working out … Knowledge

Aerobic Endurance

Posture

Tag Games Bodyweight Exercises

Daily Stretches

Lectures

Jogging Special session

Blog Activities

Assessment Tasks, Home Assignments

Reinforcing and Enriching tasks

Introductory and Summing up tasks

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Getting FitGetting Fit TAREAS TAREAS

Map of sessions (see full project)

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Getting FitGetting Fit Methodology and Teaching Methodology and Teaching StrategiesStrategies Presenting new concepts and skills (visuals,

questions, connectors, body language, spanish …)

Helping students with vocabulary Strategies for supporting reading (i.e. treasure

hunt)

Strategies for supporting listening (voice, space, mic, questions, repetitions)

Strategies for supporting writing (reflections)

Strategies for supporting student talk (switching code rules, on the board, grouping, reporting)

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Getting FitGetting Fit Methodology and Scaffolding Methodology and Scaffolding

Language Scaffolding– Teaching Strategies– Language processes

Content Scaffolding– Aerobic Endurance, Strength,

Flexibility– Concept learning– Teaching and learning strategies

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Getting FitGetting Fit Methodology and Teacher’s Methodology and Teacher’s role in the CLIL unitrole in the CLIL unit

– Planning content and language integrated in fitness sessions

– Adapting texts and materials about fitness, being these materials age and level appropriated

– Organizing the session components in a way that ensures comprehensible input

– Engaging students in using and improving their English.

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Getting FitGetting Fit Methodology and Class Methodology and Class ManagementManagement

Out of 55 minutes…

Activities Space

5’To get started (travelling and changing clothes

time included)Travelling route and lockers

4’To check attendance, introduce the session

and reinforce concepts and skills

A previously agreed location in the gym or playing ground (board should be

available nearby)

7’ To warm up Gym or Playing ground

32’ To develop core activitiesGym or Playing Ground having the students at ear range (if possible)

2’ To cool down and review concepts and skillsA previously agreed location in the gym

or playing ground (board should be available nearby)

5’To wash and change clothes (students who

wish to have a shower go 5’ earlier to the changing room)

Lockers

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Getting Fit Getting Fit Methods of guidance and Methods of guidance and types of practicetypes of practice

– Cardiovascular endurance is based on verbal and visual methods. Flexibility and strength are mainly conducted by a combination of visual, verbal and mechanical methods

– Whole practice, no need of breaking down moves

– Fixed practice present in stretches, bodyweight exercises. Tag games leave room for the “Variable practice”

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Getting Fit Getting Fit ResourcesResources

• Facilities, equipment and materials

– Gym– School Yard– Heart Rate Monitors (at least three)– Stop Watches– Sport Bibs– Cones– Balls (basket balls or bigger, half

the number of students)– White Board– ICT Classroom– Hands out– Students’ Portfolio– Teacher’s journal book– Sit and Reach Box

• Internet

– PE Bilingual Blog: http://bilingualpe2blog.blogspot.com/. One of the most important links in the blog is “Teens Health” http://kidshealth.org/teen/food_fitness/exercise/exercise_wise.html

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Getting Fit Getting Fit Assessment and Evaluation:Assessment and Evaluation: WHAT?WHAT?

– Assessment of Learning• PE content descriptors• Language descriptors

– Assessment of Teaching (anonymous online rubric)

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Getting Fit Getting Fit Assessment and Evaluation:Assessment and Evaluation: How? How?

Assessment tasks Tools

Write the physical activities you complete every day

Portfolio (Physical Activity Journal, (see Annex 2)

Think and write about what you’ve learnt Portfolio (Reflections, see Annex 2)

Observation of

Attendance

Teacher’s journal

Sport Wear

Work rate

Fitness Achievements

Wash or Shower

Attitudes (Striving spirit, Courtesy, Cooperation, Team working skills)

Care of facilities, equipment and materials

Use of English/L1 Rubric of English use in the P.E. classes (see Annex 1) and Vocabulary Log

Assessment Tasks Tools

Knowledge test Multiple choice test (see Annex 2)

1 Mile Run Test 1 Mile Run test procedure (see Annex 1)In a flat running track, marking cones, recording sheets, stop watch.

Sit and Reach flexibility test

Sit and Reach Box and recording sheets

Treasure Hunt outcome Treasure Hunt report

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Getting Fit Getting Fit Assessment and Evaluation:Assessment and Evaluation: WHEN?WHEN?

• Initial AssessmentThe fitness tests, a questionnaire and observation of kids’ attitudes and responses.

• Assessment FOR Learning, ongoing assessment or formative assessment

Continuous feed-back is provided, either by teacher or by peers. They track their own progress by keeping the physical activity journal and the portfolio up to date.

• Assessment OF Learning, summative assessment

Have they moved to point “B”? The tasks are: a multiple choice test, the fitness tests, the portfolio hand-in, the Treasure Hunt hand-in.

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Getting Fit Getting Fit Assessment and Evaluation:Assessment and Evaluation: Scoring ScoringWeight on the Unit Grade

Assessment Item

Subitem

ContentWeight

LanguageWeight

Unit standard

Key Competency(1)

10% Multiple Choice Test

100% 0%9.C.19.C.2

1,6

5% Treasure Hunt 80% 20%

9.C.19.C.29.C.69.L.29.L.4

1,2,3,4,6,7

20% Portfolio

Physical Activity Journal (10%)

80%

20%

9.C.19.C.29.C.49.L.19:L.49.L.5

1,3,4,6,7Aerobic Zone Assignment (5%)

Vocabulary Log and Reflections (5%)

10% 1 Mile Run Test 100% 0% 9.C.3 1

10%Sit and Reach Test and Posture assessment

100% 0% 9.C.3 1,6

5%Rubric of English use in P.E. classes

0% 100% 9.L.3 2,3

40% Teacher's journal

Wash-Shower 5%

100% 0%9.C.49.C.59.C.6

1,2,4,5,6,7

Work rate and achievements 10%

Striving spirit, Courtesy, Cooperation, Team working skills 10%

Sport wear and classroom materials 10%

Care of Equipment and Facilities 5%

Average 80% 20%

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Getting Fit Getting Fit Assessment and Evaluation:Assessment and Evaluation:

Scoring Scoring prerequisites and recovering the unit creditprerequisites and recovering the unit credit

• Attendance, assignments hand in, 3 out of 10 rule.

• Depending on what unit standards the student didn’t achieve, he or she will receive further support on that component of the unit framework.

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Getting Fit Getting Fit Key CompetenciesKey Competencies

– Competencia en el conocimiento y la interacción con el mundo físico.

– Competencia social y ciudadana– Competencia en comunicación lingüística.– Tratamiento de la información y competencia

digital– Competencia matemática – Competencia de aprender a aprender– Autonomía e iniciativa personal

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Getting Fit Getting Fit Asessment of the Key Asessment of the Key CompetenciesCompetencies

– To measure it, I relate the assessment tools and tasks to the competency descriptors. I assign a weight for each item affecting a certain key competency. Consequently I report:

• Competencies Rating Scale– No meets: the student hasn’t met the competency (0

to 3,5)

– Needs improvement: the student has barely met the competencies descriptors (3,5 - 6)

– Meets: the student has successfully met the competency (6 - 10)

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Getting Fit Getting Fit Cross curricular workCross curricular work

– PE and English Departments:• Information trade:

– Students´ level of English– Specific content demands of English in the unit– Quality of resources that students will be handling

(adaptations)• Cooperate in:

– Developing the communication skills to meet language demands of the unit.

– Building materials – Revising assessment procedures (language

assessment)

– Other Departments that might be involved: Science, Maths and Technology (computer skills)

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Getting Fit Getting Fit SUMMARY OF THE UNIT SUMMARY OF THE UNIT COMPONENTSCOMPONENTS

LEARNING OBJECTIVES

CONTENTS TASKS (session number)

UNIT ACHIEVEMENTS

KEY COMPETENCIES

PE ESPECIFIC

LANGUAGE LEARNING ASSESSMENT

Identify what health benefits can be obtained from being physically active and the effects of a sedentary life on health

4.1.14.1.24.1.34.2.1

L1L2

5.1.3 (1)5.2.1 (all, esp n 4)5.2.8 (4)5.2.9 (4)5.2.10 (4)5.3.1 (all)5.4.1 (all)5.5.2 (4)

5.6.6 (12)5.6.7 (12)5.6.8 (11)5.6.9 (all)

9.C.19.C.29.L.2

oCompetencia en el conocimiento y la interacción con el mundo físicooTratamiento de la información y competencia digitaloCompetencia en comunicación lingüísitcaoCompetencia de aprender a aprender

Keep aerobic workout within the target heart rate by means of heart rate monitoring or pulse check

4.1.44.2.24.3.5

L3L5

5.2.1 (3)5.2.4(3,5,6,7,9,12)5.2.2(3,5,6,7,9,12)5.2.10.1 (4)5.4.1 (4)

5.6.4 (3,5,6,7,9,12)5.6.6 (12)5.6.10(3,5,6,7,9)

9.C.49.L.1

oCompetencia en el conocimiento y la interacción con el mundo físicooCompetencia matemáticaoCompetencia en comunicación lingüísitcaoTratamiento de la información y competencia digitaloCompetencia de aprender a aprenderoAutonomía e iniciativa personal

Improve the fitness level, specially the aerobic endurance and suppleness, building up exercising and hygienic habits in a challenging and enjoyable context

4.2.34.2.44.2.6

L4L5

5.2.2(3,5,6,7,9)5.2.4(3,5,6,7,9,12)5.2.6 (6,7,10)5.2.5 (all)5.5.1 (9,10,11)

5.6.2 (2,12)5.6.3 (1,2,11)5.6.10 (all)

9.C.39.L.5

oCompetencia en el conocimiento y la interacción con el mundo físicooCompetencia matemáticaoCompetencia en comunicación lingüísitcaoTratamiento de la información y competencia digital

Be aware of posture in daily activities and fitness exercises, avoiding those postures that can damage the body structures.

4.1.54.2.34.2.44.2.64.3.5

L2L5

5.2.11 (all, exc n4)5.2.5 (all, exc n4)5.2.6 (6,7,10)5.3.1 (all, exc n4)

5.6.5 (6,7,8,10)5.6.10 (all)

9.C.59.L.4

oCompetencia en el conocimiento y la interacción con el mundo físicooCompetencia en comunicación lingüísitca

Participate in fitness related tasks and games, demonstrating team working skills, fair play, courtesy, striving spirit and grace at loosing or winning

4.2.34.2.44.2.54.3

L5L6

5.2.2 (3,5,6,7,9)5.2.4 (3,5,6,7,9)5.2.5 (all)5.2.6 (6,7,10)5.2.10 (4)5.2.11 (all, exc n4)5.3.1 (all, exc n4)5.5 (9,10,11)

5.6.10 (all)5.6.8 (11)5.6.1 (all)

9.C.69.L3

oCompetencia en el conocimiento y la interacción con el mundo físicooCompetencia social y ciudadanaoCompetencia en comunicación lingüísitcaoAutonomía e iniciativa personal

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Getting Fit. Examples of Getting Fit. Examples of Students’ resourcesStudents’ resources

Lifting weights!

Right Wrong

o bending at the

knees

o keeping the body close to the weight

o bending at the waist

o reaching out to lift the weight

Posture Cards

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JOURNAL OF PHYSICAL ACTIVITYTests Results: 1 Mile Run Test Initial:____; Final:_____ Sit and Reach Test Initial:_____cm; Final:______cm

Number of Week:_____

Activity

Fitness components

involved

Durationminutes

Intensityeasy,

moderate, challenging

(Average Heart Rate?)

Supervised by

Adult Name

Relationship and Signature

Example Jogging Aerobic endurance 45 Moderate, (150 bpm)

Juan González

Coach

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

TotalAerobic Endurance sessions:____Strength sessions:_____Flexibility sessions:_____

Hours:____

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Getting Fit. Examples of Getting Fit. Examples of Teacher’s resourcesTeacher’s resources

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Rubric: Use of English in P.E. classes Adapted from http://www.xtec.cat/~jrene5/ (Judith Reñé)Satisfactory grade: total of 20 or up

Name: Year:

ORAL PRODUCTION

0

1

2

3

4

Does the student say sentences in English?

Does the student use the expressions given by the teacher to use in the class?

Does the student make an effort to speak in English?

Does the student use the vocabulary related to the equipment and the name of the actions and movements that he/she usually performs during the lessons.

ORAL COMPREHENSION

Can the student understand the teacher's explanations or instructions?

Does the student make an effort to understand messages in English?

Can the student understand his/her classmates when they speak in English?

READING COMPREHENSION

Can the student understand the meaning of the expressions given by the teacher to use in the class?

Can the student understand the hands out given in class?

OVERALL USE OF ENGLISH

Can the student follow the physical education class without any special support?

TARGETS:

0: never1: few times2 sometimes3: very often4: always

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STUDENTS 2 CONCEPTS AND LANGUAGE USE FITNESS TESTS WORK RATE, HABITS AND ATTITUDES

SCORE* Key Competencies

Unit: Getting Fit E PTH

EUC

TOTAL

1MR

S-R

TOTAL

WH

WR

AT

SPW

CEF

TOTAL

CCM

CSC

CL

CTI

CM

CAA

CIP

Asier 3 3,5 4 8 1,6 4 3 0,70 8 8 8 9 10 3,40 5,70 N I M N IN M N I N I N I

0,00 0,00

0,00 0,00

0,00 0,00

0,00 0,00

0,00 0,00

0,00 0,00

NM: no meetsNI: Needs ImprovementM: meets

E Exam

P Portfolio

TH Treasure Hunt

EUC English use in class

1MR 1 mile run test

S-R Sit and Reach test

WH Wash or shower

Spreadsheet for Unit Scoring

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Getting Fit and Keeping Fit Getting Fit and Keeping Fit CLIL UnitsCLIL Units

Blog (students)Blog (students)2º ESO2º ESO http://bilingualpe2blog.blogspot.com/http://bilingualpe2blog.blogspot.com/4º ESO4º ESO http://bilingualpe4blog.blogspot.com/http://bilingualpe4blog.blogspot.com/

PE Site (teachers)PE Site (teachers)https://sites.google.com/site/bilingualphysicaleducation/pe-teachhttps://sites.google.com/site/bilingualphysicaleducation/pe-teachers-support-areaers-support-area

(ver Con el Departamento de Inglés, Glossary of School (ver Con el Departamento de Inglés, Glossary of School Terms)Terms)

INTERNET resourcesINTERNET resources

1 unidades didácticas de educación física en inglés miguel de león

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