Planning



Hey Everyone,

From our information, we can start to create our presentation for the assessment. I was thinking of getting two main brain gym activities that would be obvious to the audience, then possibly have a couple of secretive brain gym activities such as drinking water and colouring in and so forth.

We could start with a classroom setting, and as if we are starting the day. This is how we could incorporate the brain gym activities. It is vital though to include the audience as if they are the class as well. Otherwise, the audience won't engage with it, thus less likely to write good constructive feedback due to lack of interest.

We also need to identify within the brain gym's, what the exact dimensions of learning that are being targeted, and justify through links in our research.

Ashley Cox.

Yep spot on, Ashley Arthur and I are going to have a meeting today (your working and we have rang Ryan 4 times and he hasn't got back to us ??? maybe he has dropped the class) we were thinking that we would get the plan together today meet up next Tuesday straight after you science class and one other time maybe on the Wednesday too ??? have a think about the questions too. Maureen

1. Start with power point saying Welcome to (our names ) let’s talk about Brain gym what is it ? What does it mean ?( Maureen)

2. Lets have the setting like a class room and one of us the teacher( ASHLEY COX )

3. one of us can be interjecting with information “ by drinking water this is part of brain gym as the brain cannot focus if we are dehydrated “Maybe a picture of a glass of water and how this would relate to Dol example : dol 1 to make the student feel comfortable ( ASHLEY ARTHUR)

4.Ashley Cox will stop the class as they are becoming restless and boisterous, do a brain gym activity to help refocus again relate this bake to dol (slide with Dol = blah blah)

5. the class becomes orderly again One of us interjects to say about how using coloured pencil s is considered to be a brain gym again relate to dol(slide with Dol = blah blah)

6. The students are now becoming tired, Ashley cox will do another brain gym to help focus the students (slide with Dol = blah blah)

7. One of us will give a short summery( picture of dol, on slide ( MAUREEN)

8. Ask our five questions let’s make this part interactive with our peers calling out we can record there answers on our iPhone so we can use in our reflection ( RYAN )

This is only an outline what do you reckon ??? Maureen

2.Ashley cox as teacher taking lesson and doing brain gym
==3.Ashey Arthur is interjecting with why we would use this brain gym and relating to dol( do slides for her part changing slides aswell ==

Ashley Arthur
__This information about our presentation and about the reflective questions is from a powerpoint off moodle.__

Design 5carefully designed questions to present to your peer audience after your 15min presentation. They must:  • Be open questions (require more than “yes” or “no” answer). • Be able to be answered in approx. 10 min (at conclusion of peer teaching session). • Support your peers to reflect on the content and consider how they may apply what they have learned in practice. • Help you to gain data about your presentation to support points you will make in your individual written reflection. Note: Copies of your group’s peer responses to the 5 questions must be submitted with your individual written reflection on Week 7. It is a requirement of this assessment task that you contribute thoughtful responses to other groups’ peer teaching presentations.

1. The content of your presentation MUST: a. Demonstrate knowledge of the topic b. Be supported by referring to specific learning theories c. Be linkedexplicitly to teaching and learning frameworks d. Include at least one practical strategy (related to your topic) that your peers can use in the classroom.

<span style="font-family: +mj-lt; font-size: 32px;">6. Choose the 5 best questions. Aim to include:    – 2 questions that require reflection on the content of your presentation. – 2 questions that require reflection on the teaching strategies that you employed in your presentation. – 1 question that asks your peers to apply what they have learned to their future practice.

The questions must be open questions (more than a yes or no answer)