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Our education bureau is developing modules on PE lessons for teachers to learn to teach PE. I think this is a great idea. Simple and effective in terms of in-service teacher training. I actually benefited it a lot when I first started in 2017. Attending the second time this year, it feels that the model is more clear and easier to execute for novice PE teachers. Having the opportunity to learn from the experienced and the best is a blessing. The model is GBODY. I don’t know where they got this acronym but it’s easy to remember. G stands for warm up and preparation. B stands for skills building. O refers to communication and modification with the students. D means differentiation. Y is the final wrap up and cleaning up. Easy to remember now, but it took me a long time to figure out the teaching process in 2017. For lower graders, the lessons were contextualized with their world experience, such as animals imitation and road safety. I think the idea of road safety is fun to play with. Kids love the game of 紅綠燈 - red light and green light. For CLIL lessons, it’s also easier to develop chants and interaction when introducing this idea. Here is an example. Red light, stop. Green light, go. Yellow, yellow, keep an eye out. The lesson can then incorporate various animal walks and skips. Here is a screenshot of the differentiated stage (D) of GBODY.
The same process can also be used to teach gymnastic rolling, like how the panda rolls in the video clip. Teaching lower grade PE is just too much fun! This semester I start teaching third grade international Culture Education(ICE). Totally clues.
For one, I know very little where they are cognitively. Every year, the maturity of kids seem differ in some way. It’s easy to chat with them about daily routines, friends and school work. But how to really extend their knowing to a bigger context without having the sense of delivering bookish knowledge. It’s hard. Secondly, I have completely no idea what are the big ideas behind the stories or texts I prepared for the kids at this point. It feels that we are just chitchatting in the class about recent news. But where am I taking them? Or do I even need to take them anywhere? Perhaps the purpose is to give them a different adult perspective on current issues. On a note discussing with my fellow colleagues, their views struck a chord. We are teaching public school children. A lot of them may have never experienced having a decent conversation about the world or the country they live in with adults. This is a great opportunity for them to experience such and perhaps hearing various viewpoints from people other than their family. I am not sure whether it’s a public school thing or not. I could have gone to a private school when I was little, I remember my parents were busy and we hardly had time to have such discussion as well. So I guess just discussing may be good enough at this age. Compared with IT, PE and English class, where the objectives are sound and clear, ICE at school seems fluid. I know the kids have to achieve a certain goal and obtain certain skill sets. But what are they? Children at this age do not yet have enough world experience to discuss National matters. (?) I am totally blind here. It’s week 8. I am still learning. We have completed interesting topics, such as the Fukushima nuclear plant water release and the Asian Game. Space competition is our current topic. Kids are very responsive and amazingly talkative. They are inquisitive and creative with solutions. I wish I could have time in class to address to their questions individually. Discussions are fun. I am not sure whether I am on the right track but I hope they at least learned some facts and at had fun. I officially become a PE teacher this semester, a bilingual PE teacher, exciting and challenging. Luckily my colleague in the new office(J, his made up name ha) is a very experienced, passionate and dedicated teacher. I have learned a lot since September from his selfless sharing and allowing me to observe his teaching. Every lesson I observed has been mind blowing. Every single second was a new a learning moment for me. I can’t honestly remember I was taught the skills that I observed in his lessons. Through discussions, J explained the changes he has observed in the 20 years of serving in the same school. Averagely, our 6th graders grow shorter each year; the sports they can play and acrobatic skills they can perform decreased significantly. A perverted schooling schedule and over emphasis on the academics contribute to the phenomenon, I believe. Sadly knowing how much our students (especially in the school I serve) have missed out from sitting too much in the classrooms, I realized there is a mission on my shoulders to cultivate physically capable and strong youth....LOL Much to learn about physical Ed and much to play with my first graders!! Fun!  |
Winnie ChiuAn enthusiastic ELT/CLIL teacher, passionate educator, researcher, teacher trainer, Apple Teacher. Seesaw ambassador and curriculum developer. Archives
June 2025
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