1 Unidades Didácticas de Educación Física en InglésMiguel de León

2 Metas del proyecto Diseñar dos unidades didácticas CLILGetting Fit (2º ESO) Keeping Fit (4º ESO) Elaborar materiales Para el profesor (creación de un “site”) Para el alumnado Propuesta de evaluación

3 Descripción ¿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

4 Análisis de la situación inicialCentros 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

5 Fundamentación NormativaA 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

6 Fundamentación 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

7 Fundamentación 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.)

8 Fundamentación Didáctica IIIMetodología 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

9 Fundamentación Didáctica IVEstrategias 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

10 Fundamentación Didáctica IVEstrategias 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)

11 Fundamentación Didáctica IVParticularidades 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.

12 Fundamentación Didáctica IVEstrategias 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

13 Unidad Didáctica I Getting Fit 2º ESO

14 Getting Fit (2 ESO) Contexto y JustificaciónUbicación en el programa bilingüe del centro Aportación al desarrollo del currículo ESO Educación Física

15 Getting Fit Objetivos 1 2 3 4 5 CONTENT LANGUAGEIdentify 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 2 Keep 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 3 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 4 Be 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 5 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

16 Getting Fit Contenidos E.F.1. KNOWLEDGE Fitness components revision Fitness components for health: aerobic endurance, flexibility and strength Benefits of regular exercising and health consequences of a non-active way of life Aerobic workout: Target Heart Rate: Maximum Heart Rate and heart rate zone for a healthy workout. “Pacing oneself “ What’s good for me? Recommendations for the care of body structures: main muscles and joints Posture when: carrying a backpack, sitting, lifting weights, etc Bodyweight exercises and daily stretches 2. PROCESSES Analysis of fitness components for a lifetime wellbeing Control of the heart rate within the Target Heart Rate in aerobic workouts Participation in different activities which enhance the improvement of the health related fitness components: jogging, tag games and fitness plan. 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. Use of ITC to get information about fitness and health. Fitness tests: 1 Mile Run Test and Sit and Reach Test 3. HABITS, VALUES AND ATTITUDES A willingness to care for their own well being, demonstrating striving spirit when working out. Acceptance of a variety of performances, no matter how good or poor they are. Critic thinking on a non-active lifestyle Open mind and team working skills in fitness games or group activities, fair play, courtesy, and grace at loosing/winning. 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 Reactions Do you want to know more?

17 Getting Fit 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, etc L.3. Terms for sequences and basic math computations Firstly, then, after that, etc Add, multiply, divide, take away, etc L.4. Analysis of tests results and graphs L.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?

18 Getting Fit Resumen del Tipo de TareasWorking 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

19 Map of sessions (see full project)Getting Fit TAREAS Map of sessions (see full project)

20 Getting Fit Methodology and Teaching StrategiesPresenting 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)

21 Getting Fit Methodology and ScaffoldingLanguage Scaffolding Teaching Strategies Language processes Content Scaffolding Aerobic Endurance, Strength, Flexibility Concept learning Teaching and learning strategies

22 Getting Fit Methodology and Teacher’s role in the CLIL unitPlanning 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.

23 Getting Fit Methodology and Class ManagementOut 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 activities Gym or Playing Ground having the students at ear range (if possible) 2’ To cool down and review concepts and skills To wash and change clothes (students who wish to have a shower go 5’ earlier to the changing room) Lockers

24 Getting Fit Methods of guidance and types of practiceCardiovascular 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”

25 Facilities, equipment and materialsGetting Fit Resources Internet PE Bilingual Blog: One of the most important links in the blog is “Teens Health” 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

26 Getting Fit Assessment and Evaluation: WHAT?Assessment of Learning PE content descriptors Language descriptors Assessment of Teaching (anonymous online rubric)

27 Getting Fit Assessment and Evaluation: 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

28 Getting Fit Assessment and Evaluation: WHEN?Initial Assessment The 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.

29 Getting Fit Assessment and Evaluation: ScoringWeight on the Unit Grade Assessment Item Subitem Content Weight Language Unit standard Key Competency(1) 10% Multiple Choice Test 100% 0% 9.C.1 9.C.2 1,6 5% Treasure Hunt 80% 20% 9.C.6 9.L.2 9.L.4 1,2,3,4,6,7 Portfolio Physical Activity Journal (10%) 9.C.4 9.L.1 9:L.4 9.L.5 1,3,4,6,7 Aerobic Zone Assignment (5%) Vocabulary Log and Reflections (5%) 1 Mile Run Test 9.C.3 1 Sit and Reach Test and Posture assessment Rubric of English use in P.E. classes 9.L.3 2,3 40% Teacher's journal Wash-Shower 5% 9.C.5 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

30 Attendance, assignments hand in, 3 out of 10 rule. Getting Fit Assessment and Evaluation: Scoring prerequisites 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.

31 Getting Fit Key CompetenciesCompetencia 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

32 Getting Fit Asessment of the Key CompetenciesTo 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)

33 Getting Fit Cross curricular workPE 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)

34 Getting Fit SUMMARY OF THE UNIT COMPONENTSLEARNING 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 4.1.1 4.1.2 4.1.3 4.2.1 L1 L2 5.1.3 (1) 5.2.1 (all, esp n 4) 5.2.8 (4) 5.2.9 (4) (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.1 9.C.2 9.L.2 Competencia en el conocimiento y la interacción con el mundo físico Tratamiento de la información y competencia digital Competencia en comunicación lingüísitca Competencia de aprender a aprender Keep aerobic workout within the target heart rate by means of heart rate monitoring or pulse check 4.1.4 4.2.2 4.3.5 L3 L5 5.2.1 (3) 5.2.4(3,5,6,7,9,12) 5.2.2(3,5,6,7,9,12) (4) 5.4.1 (4) 5.6.4 (3,5,6,7,9,12) 5.6.10(3,5,6,7,9) 9.C.4 9.L.1 Competencia matemática Autonomía 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 4.2.3 4.2.4 4.2.6 L4 5.2.2(3,5,6,7,9) 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) (all) 9.C.3 9.L.5 Be aware of posture in daily activities and fitness exercises, avoiding those postures that can damage the body structures. 4.1.5 (all, exc n4) 5.2.5 (all, exc n4) 5.3.1 (all, exc n4) 5.6.5 (6,7,8,10) 9.C.5 9.L.4 Participate in fitness related tasks and games, demonstrating team working skills, fair play, courtesy, striving spirit and grace at loosing or winning 4.2.5 4.3 L6 5.2.2 (3,5,6,7,9) 5.2.4 (3,5,6,7,9) 5.5 (9,10,11) 5.6.1 (all) 9.C.6 9.L3 Competencia social y ciudadana Getting Fit SUMMARY OF THE UNIT COMPONENTS

35 Getting Fit. Examples of Students’ resourcesPosture Cards Lifting weights! Right Wrong bending at the knees keeping the body close to the weight bending at the waist reaching out to lift the weight

36 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 Duration minutes Intensity easy, 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 Total Aerobic Endurance sessions:____ Strength sessions:_____ Flexibility sessions:_____ Hours:____ Consider ways to increase your physical activity: Do more of what you are already doing. Walk for 30 minutes instead of 20 or walk five times a week instead of three .Work a little harder. Turn your walks into power walks or jogs.

37 Getting Fit. Examples of Teacher’s resources

38 Rubric: Use of English in P.E. classesAdapted from (Judith Reñé) Satisfactory grade: total of 20 or up Name: Year: ORAL PRODUCTION 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: never 1: few times 2 sometimes 3: very often 4: always

39 CONCEPTS AND LANGUAGE USE WORK RATE, HABITS AND ATTITUDESSpreadsheet for Unit Scoring STUDENTS 2 CONCEPTS AND LANGUAGE USE FITNESS TESTS WORK RATE, HABITS AND ATTITUDES SCORE* Key Competencies Unit: Getting Fit E P TH EUC TOTAL 1MR S-R WH WR AT SPW CEF CCM CSC CL CTI CM CAA CIP Asier 3 3,5 4 8 1,6 0,70 9 10 3,40 5,70 N I M N M 0,00 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 NM: no meets NI: Needs Improvement M: meets

40 INTERNET resources Getting Fit and Keeping Fit CLIL Units Blog (students) 2º ESO 4º ESO PE Site (teachers) https://sites.google.com/site/bilingualphysicaleducation/pe-teachers-support-area (ver Con el Departamento de Inglés, Glossary of School Terms)