What ’ s on top?

1. Using the post-it notes provided, please write down what it is you want to know from this workshop tonight. Then please place on the ‘What’s on Top’ sheet. What’s on top?

2. SCHOLARSHIPPHYSICAL EDUCATIONTeacher WorkshopMay 2014 Adam Wilson

3. 2014 SCHOLARSHIPPHYSICAL EDUCATION EXAMMonday 17th November 9.30am

4. Showing workshops Looking at real scholarship essays Possible Plan for the Workshop IntroductionsWhat’s on top?What’s happening out there?Nuts & bolts of ScholarshipWays of teaching ScholarshipPrevious workshops have led us to believe that this is what we want to know: • Teaching to Outstanding Scholarship • Teaching & Resources – Expert groups - unpacking specs, ideas/planning for teaching & learning

5. In groups look at the following questions and discuss How do you select your students for scholarship? Are you currently providing for your students to work towards scholarship success within your current programmes?? If no … why not? If yes … how? What are you offering your students over and above your programmes of work (class time)? Do you or your students attend the Scholarship workshop series? So what is happening out there at your schools?

6. http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-physical-educationhttp://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-subjects/scholarship-physical-education This is where you will find: - The Scholarship PE Performance Standard - The current Assessment Specifications - Past Examinations, Assessment Schedules, Reports and some student exemplars (including top scholar exemplar) Scholarship – Nuts & Bolts

8. Scholarship Awards in P.E. (provisional)

10. Scholarship Mark Ranges (provisional) • The table below shows the range of marks for PE Scholarships awarded in 2013:

12. 2014 P.E. Assessment Specifications • Questions will draw on candidates’ knowledge and understanding in the following areas: • Processes, strategies and associated issues involved in maintaining or increasing physically active lifestyles. • Violence in sport and its potential impact on New Zealand society. • Performance improvement of self and / or others.

13. http://aucklandpenz.wikispaces.com This is where you will find: Auckland PENZ Scholarship workshop series of resources for 2014 and links to previous years work. Scholarship – Nuts & BoltsOther Resources

14. WAYS OF TEACHINGSCHOLARSHIPWhat do students need to know? Or be able to think like?Tools?

16. USEFUL RESOURCES…

18. SCHOLARSHIP Link to L3 Standards LEVEL 3 PE Excellence • Outcome description • The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement. • 3.1 - Apply comprehensive knowledge to produce a plan for a physical activity programme or experience. • EN 5: Comprehensive knowledge could involve full understanding of a wide range of contributing issues or factors (hauora, biophysical, sociocultural), establishing priorities in balancing risk and challenge, justifying a plan from a range of alternatives, recognising if there is only one viable plan and showing an in-depth understanding of this.

19. SCHOLARSHIP Link to L3 Standards LEVEL 3 PE Excellence • Outcome description • The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement. • 3.2 - Critically evaluate, with supporting evidence, a physical activity programme and its influence on personal hauora/well-being. • EN 6: For achievement with excellence, the critical evaluation must, with supporting evidence, examine, question, evaluate, and challenge taken for granted assumptions about issues and practices (p. 56 of H&PEiNZC); eg effectiveness of the programme, the process, the outcomes, and the related bio-physical principles and/or socio-cultural factors; before drawing conclusions about the effectiveness of their own physical activity programme and its influence on personal hauora/wellbeing.

20. SCHOLARSHIP Link to L3 Standards LEVEL 3 PE Excellence • 3.3 - Comprehensively and accurately appraise performance in a chosen physical activity before and after a performance improvement programme. • Critically evaluate the programme to improve performance. • EN 9: Critically evaluate is the ability to make a valid judgement clearly supported by evidence gained through the process of critical thinking – examining, questioning, evaluating and challenging taken-for-granted assumptions about issues and practices (p. 56 of H&PEiNZC), eg judgements are made in regard to the application of biophysical knowledge and the success or otherwise of the performance improvement programme. • Outcome description • The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement.

21. SCHOLARSHIP Link to L3 Standards LEVEL 3 PE Excellence • Outcome description • The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement. • 3.5 - Critically examine a current physical activity event or trend or issue and explain in detail its impact on New Zealand society. • EN 5 Critically examine involves critical analysis, evaluation and reflection, all of which are based on the process of critical thinking – examining, questioning, evaluating and challenging taken-for-granted assumptions about issues and practices (p. 56 of H&PEiNZC), eg relevant socio-cultural factors and/or biophysical principles and their relationship to the event/trend/issue are considered in depth.

22. SCHOLARSHIP Link to L3 Standards LEVEL 3 PE Excellence • 3.6 –- Collect evidence of, and critically analyse factors that influence, participation in physical activity in the community. Critically evaluate the action taken to promote physical activity in the community. • EN 5: Critically means with personal, considered opinions that examine the evidence. • EN 11:Critically evaluate is the ability to make a valid judgement based on personal experience, readings, and gathered information clearly supported by evidence gained through the process of critical thinking – examining, questioning, evaluating and challenging taken-for-granted assumptions about issues and practices (p. 56 of H&PEiNZC). It requires a synthesis of information and extrapolation to consider possible solutions or outcomes. • Outcome description • The student will critically evaluate information related to physical activity through the application of knowledge of biophysical principles and socio-cultural factors drawn from learning experiences in, through, and about movement.

23. PMIS (Plus, Minus Issues, Suggestions) 3 Storey Intellect Model 3 level Guide Debono’s Critical Thinking Hats (add bias after white) Reasonable/ Inspiration Compare And Contrast Fact vs opinion chart SPEECH Critical thinking/ evaluating Tools & Strategies Court room battles DATT tools CAMPER

24. Critical evaluation, critical analysis and critical reflection are forms of critical inquiry. Critical thinking is a process used to critically inquire. Critical evaluation requires critical thinking but they are not the same thing. It is the examination, questioning and synthesis of the knowledge and ideas, identified through processes of critical thinking, which demonstrates critical evaluation for Scholarship Physical Education. What is critical evaluation?

25. Is a synthesis. Evaluating against something. Make a valid judgement based on personal experience, readings, gathered information. What worked, why/why not? What assumptions were challenged and how did you do that? Was there anything else you could have done? Personal idea backed up with reasoning. Solutions you think will change things based on critical and creative thinking. What is critical evaluation?

26. PRO’S & CON’S The ability to interpret the: Good and/or bad points. Direct and indirect effects. Barriers vs enablers. Strengths vs weaknesses What do some of the words mean?

27. CHALLENGING BELIEFS & ASSUMPTIONS Distinguish between fact, opinion and inferences. Recognises and analyses assumptions, old wives tales, urban myths, and out of date information. Challenging sweeping statements. COMPARE & CONTRAST Look at different facets of the problem. Identify similarities and differences.

28. BIAS Understanding a bias may be present. Studies/data may reflect a personal agenda. Information may only consider one side of the argument. Definitions are different. SYNTHESIS The process of combining different ideas, information, influences, and/or personal judgements into a new statement.

29. Unpacking one spec – student work at scholarship level/marking 3 expert groups unpacking a spec of your choice in the same manner and looking at developing teaching and learning programmes for that spec to compliment the workshops Outstanding Scholarship – looking at a top scholar paper and developing teaching and learning programmes to teach to outstanding Essay marking a range of scholarship, outstanding scholarship and just below scholarship work for all specs Options – where to next?

30. Marking real student work!

31. Evidence (left column) Assessment Schedules Judgment (Right Column) • Descriptors for performance levels are blocked into pairs: • Outstanding (7-8 marks) • Excellent (5-6 marks) • Sound (3-4 marks) • Basic (1-2 marks) • Overall a student would expect to get scholarship with a combined mark of at least 13 across the 3 essays. • This total varies from year to year The candidate: Critically evaluates the value of … The initial statement covers what is expected. Underneath is a detailed account of knowledge that could be covered in this question.

32. 8: Outstanding Performance • Critical evaluation • Outstanding • Holistic and creative in most aspects • Depth in development of ideas • Best that could be reasonably expected in the time available. Key words/concepts at each level • 7: Outstanding Performance • • Critical evaluation • • Outstanding, but lacks the creativity and synthesis of ideas generated by a candidate that earns an 8 • • Depth in the development of ideas.

33. 6: Excellence Performance • Critical evaluation • An answer worthy of Scholarship • No repetition of ideas • Some aspects of the answer lack development or depth • Critically answers the question. • 5: Excellence Performance • • At scholarship standard • • Some critical evaluation • • Some repetition of ideas • • Critically answers the question • • More evidence of depth and development of ideas being sacrificed in order to be more encompassing / breadth.

34. 4: Sound Performance • Borderline to the standard • Some critical thinking without critical evaluation • Increasing repetition, breadth and lack of depth / development of ideas. • 3: Sound Performance • • Below the standard • • Little critical thinking and no critical evaluation • • Merely a response, recall, summary, description, explanation, evaluation of the question.

35. 2: Poor Performance • Well below the standard • No critical thinking or evaluation • Or an incomplete response, eg may only write a few paragraphs in response to the question • No development of ideas. • 1: Poor Performance • • A long way below the standard • • Incomplete response, eg may only write a few paragraphs in response to the question • • No development of ideas • 0: • • Blank answer, or irrelevant evidence.

36. Complete a PMI as follows: PLUSES – identify any strengths in the essay(s) MINUSES – identify any gaps in the essay(s) ISSUES – what problems are evident in logic and/or structure Use the following as a checklist for the PMI Critical Evaluation Taking a position Logical + Integrated ideas Depth + Breadth + Creative Ideas Any specific content knowledge? – biophysical, socio-cultural…. Feed-forward to students

37. Develop a more critical stance by considering a position that is not central or at the extreme ends of a continuum. This forces a view that considers both pluses and minuses of a single situation or even multiple views. E.G: Video is sometimes helpful because it allows me to see myself and I get a clearer picture of what I am doing from this, than when I am told what to do. However, at the cognitive stage of learning I do not have the knowledge base to correctly identify errors, so video would be more helpful when I am better at detecting errors or I have a coach alongside me helping to identify what I should look at…. Other pointers for students

38. What I have learnt What are my next steps? What have we missed? Where to now?? SCHOLARSHIP??