Tribes Learning Experience for P.E.

Thanks to Ian Robertson, Coquitlam School District, British Columbia for submitting this extraordinarily comprehensive TLE for P.E.

1. CURRICULUM TOPIC, THEME, OR CONTENT:
   Physical and Health Education 6-8
2. IDENTIFY THE OBJECTIVES:
   Learning Standards – the combination of Curricular Competencies and Content being worked towards:

Develop and demonstrate leadership in physical activities – specifically cooperative games – while creating strategies for promoting the well-being of the school.

• Students will work on designing cooperative games, that can be played in different outdoor areas of the school grounds, to increase activity level of students during breaks and lunch.

Collaborative Objective: 
Students will practice listening attentively, reflecting on experience, valuing diversity of ideas, and working on tasks together.

Personal Objective: 
Students will demonstrate leadership by creating an “I can…” core competency statement around listening to begin the collaborative work, and hold themselves accountable.
Students will reflect on how personal and group contributions can lead to changes for the entire school.

3. AUTHENTIC ASSESSMENT:
   Determine what and how the objectives or benchmarks will be achieved by the group and/or by the individual students.

• Develop and demonstrate leadership in physical activities, specifically cooperative games, while creating strategies for promoting the well-being of the school.
  o Students create, implement, and reflect on a Communication Core Competency statement around listening.
  o Students will recall and list games that are already popular in the school, and outside locations that are optimal for physical activity – this includes Reflecting on Experience (graphic organizer, teacher observation)
  o Students will brainstorm ideas for new/adapted cooperative games – this includes Reflecting on Experiences and Working on Tasks together.
  o Students will rank/select which activities peers will be most likely to participate in and increase their break/lunch time activity levels – this includes Listening Attentively, Working on Tasks Together (Verbal group reflection, personal written reflection)

4. PROVIDE FOR INCLUSION:
   A You Question, Energizer, or Linking Strategy
   One Special Thing About Me (and my listening) – p.292
   • In circle – first round is check-in, and reminder of agreements.
   • Before second round, ask students to think about how we all bring characteristics that make us a good listener:
   o “What is something special about your listening – something you do particularly well, it doesn’t have to be big or flashy?” Provide a model.
   o Students will reflect silently for 30 seconds or so. Students will share with a partner for two to three minutes. Return to circle for second round, where they can share a characteristic that makes them each a good listening. Model again.

Students reflect by writing a simple, and demonstratable “I can…” statement about listening that they can make happen today. Use of cue cards to write statement. Provide a model.

LEARNING COMPONENTS: 
• Group Development Process
• Cooperative Learning
• Reflective Practice

5. IDENTIFY THE STRATEGY(IES):
   Brainstorming p. 218
   • Make clear DOVE rules of brainstorming. Have class in Tribes, and assign cooperative roles (i.e. facilitator, timer, recorder, reporter). Have graphic organizers for each question – one organizer per group per question.
   • Pose first question: “What outdoor games are already popular at break and lunch time?” Groups have three to four minutes to collect ideas.
   • Second Question: “Where on the school grounds do students currently like to be active at break and lunch?”
   • Groups have approximately two minutes to collect ideas.
   • Have reporters share out what each group has come up with so far.
   • Preface Third question: We want to promote more cooperative active games at break and lunch, and our class will come up with up to three games for students to participate in.
   • Review DOVE rules.
   • Third Question: “What are some cooperative games you have previously done in PHE, elsewhere, or new/adapted cooperative game ideas that might be good to play in our school’s outdoor spaces?

Moving from the strategies of Brainstorming p. 218 to the strategy of Consensus-Building p. 230
• Prepare students that they will now have to make decisions, consider others’ viewpoints, and what is reasonable to get as many students as active as possible during breaks and lunch.
• Have each Tribes group select three to five ideas on their graphic organizer that they will share with the whole class.
• List the ideas for the whole class (poster, whiteboard, or projected).
• Have class discuss and eliminate those that seem unworkable.
• Use sticker voting.

6. ASK REFLECTION QUESTIONS BASED ON THE OBJECTIVES:
   Learning Standard:
   Respond in Tribes on graphic organizer
   • Why might our final ideas be good ones to get students active?
   • How might we take a next step in leadership and inform/teach/demonstrate these activities to the school?

Collaborative: 
Gather together in circle
• Round one: how did your group have to consider others’ points of view today? (Model)
• Round two: What might be easy/difficult for our class going forward with these ideas?

Personal: 
• Return to individual cue cards with “I can…” Core Competency statements around listening, and have students write down a piece of evidence/example of when they made their statement happen today

7. PROVIDE AN OPPORTUNITY FOR APPRECIATION:
   Close circle with asking for appreciation
   • Possible appreciations:
   o “I like our choices because…”
   o “I am grateful for the listening of others because…”
   o “Cooperative games are helpful because…”