In MYP Physical and Health Education, Criterion D has changed quite a lot over the years. The current form of criterion D is called 'Reflection and improving performance'
In a typical grade 6 class, students should be able to do the following by the end of the year:
- identify and demonstrate strategies to enhance interpersonal skills
- identify goals and apply strategies to enhance performance
- describe and summarize performance.
It is now important for students to learn how to reflect on their performance and understand where they can improve. What I have found about assessing this criterion is that it is really important to formatively assess on a regular basis. Previously, I would concentrate on the summative assessment. I feel the students need to connect to their learning on a regular basis, so they can understand which direction they are taking themselves. Guiding themselves.
This is what drives my teaching when I am assessing Reflection. The students are guiding their learning. With careful planning and expectations on where you feel students could lead their reflecting in the units you are doing, you can establish inquiry questions that guide students.
I have just started a unit on 'Swimming Games'. The unit is supposed to allow students to explore their creative side. The Key Concept is CREATIVITY. The Related Concepts are CHOICE and REFINEMENT.
The Students have to be creative when designing mini games and activities. We have 'Water Polo' as an end game for their ideas. The students have worked in pairs and then fours designing practices, drills, activities which help 'improve skill development'. They are given the choice of how they do this and which equipment they choose. We monitor their progress and have moments where we stop the class and ask questions to guide their refinement of the activities. We then put ownership and responsibility on them as they are required to demonstrate and teach their activity to others.
By asking questions such as 'What choices did you and your partner/team make to develop this game?' 'How did you refine your game when the task was altered or you were given extra equipment to use?' 'How creative were you? Was your game interesting for you and others that tried it?' we found that the students could reflect on where they were in their games making and had some idea of how things could develop.
This is where MYP could really adapt the Inquiry model that PYP uses. I have found that for such an explorative unit which enables the students to be creative they are developing their inquiring minds.
This is a copy of from a great website in which Nathan Horne uses an inquiry model made by Kath Murdoch:
The Inquiry cycle
Students were encouraged to ask questions of each other within their groups and about other group's games after they had tried them out.
We then encouraged students develop their games into more of an obstacle course type of activity and this is what one group came up with:
Swimming Games Example Intro
A student trying out the activity
This process is finished off with a reflection of the concepts they were concentrating on:
Swimming Games Reflection
This is done on a lesson by lesson basis. On Friday's during our classroom session, we reflect on this process and discuss some of what happened in the lessons with the groups. We then have a better understanding of how we have reflected and what we can implement the following week.
My own reflection is based on every lesson. As each lesson evolves, I hope to evolve and learn along with the children on how to bring inquiry and reflection into our units and teaching on a daily basis.