Dr. Bob Pangrazi lays it all out thereIn his keynote speech at last summer's National PE Institute in North Carolina, Dr. Bob Pangrazi, professor emeritus at Arizona State University, writer, and speaker strongly presents his argument that it is imperative to re-think the way we run our PE programs. He leaves no stone unturned as he exposes some major flaws in the way our subject area is being delivered across schools in the US. Backing his argument with evidenced-based research, Dr. Pangrazi emphasizes the need for teaching fitness and skill development in any PE program, but not through the vehicles of fitness testing and the measurement of skill improvement in young people. In fact, as physical educators, he believes that we should hold not ourselves accountable for measuring motor skill development and fitness at all. Instead, we need to engage students in experiences that give them every opportunity possible to be physically active in our programs. Although he comes on strong, I believe he is doing so not to scare teachers away, but to help them understand that their roles, as educators, are so important in motivating young people to intrinsically value just how critical physical activity is to their well-being in life. Our PE programs MUST be set up in a way that gives all students a chance to succeed. The science clearly shows that daily physical activity has huge benefits to cognitive development and learning in school. Furthermore, by allowing choice and ownership over learning experiences, students are more likely to develop an inherent love and intrinsic motivation for regular physical activity. THIS is what PE should be about. Creating confident learners who take action to lead physically active lives outside the walls of our gyms once PE class is over. When I talk about my own program, lead workshops, and blog about my teaching practice, I am often asked why I don't assess my students' physical skills. My answer is quite simple. My reporting structure doesn't require me to do so and I love this fact. Those of you who are familiar with my work know that reflection plays a pivotal role in my program. Students consistently reflect on their own performance by addressing their thoughts and feelings about the different tasks that we do in PE. They reflect on their level of confidence and effort put in. As well, they are given ample opportunity to reflect on their physical skills in all of the units that we do. I can't get inside of their heads to know how they feel about their own performance. What I can do instead is to get them to reflect on whether or not they feel that they have gotten better. To me this is enough as it addresses their level of confidence and gets them thinking about the physical skills we have been working on in class. However, throughout this process I am always giving them verbal feedback to help move them forward with their learning. I couldn't agree with Dr. Pangrazi more when he states all that we can do is to give our young learners what they really need to succeed; love, hugs, encouragement, listening to them and being forever present while they are in our care. All winning gifts that can and will make a difference in their levels of confidence and to intrinsically motivate them to be their best. I have included a link to Dr. Bob Pangrazi's keynote below. It's an hour long, but worth listening to, so make sure you take the time to do so. I'm honored to be a keynote speaker at the 2015 National Institute of PE and share my vision, philosophy and why I think teaching is the greatest professional in the world.
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Praise and Criticism as Forms of Feedback in #PhysedWhile checking out my Twitter feed this morning, I came across a link that was tweeted out by Dr. Richard Bailey, a researcher, speaker and writer. The link was to an article he had written for Psychology Today as part of his Smart Moves (the intersection of sport and learning) series. In the article published on November 1st, 2014, Dr Bailey addresses the fact that when giving praise, educators need to be extremely careful about the way in which they deliver it. In fact, when given in the wrong way, praise can actually hinder learning, slow motivation, and decrease self-esteem. Many parents, teachers, and coaches believe that in today's world we need to lavishly praise while at the same time keep any kind of criticism to an absolute minimum when dealing with young people. Dr. Bailey uses the work of well-known psychologist Carol Dweck to support his argument that praise needs to be delivered in a way that celebrates effort put forth rather than ability possessed. When praise is given in this way, students are likely to develop more resilience which will ultimately lead to enhanced self-esteem and confidence. So, is there a place for giving criticism when teaching and coaching young people? Dr. Bailey also touches upon the idea that criticism can be a very positive form of feedback when delivered in a thoughtful and caring manner. Well-chosen criticism, delivered in an environment of high expectations and unconditional support, can inspire learning and development, whilst poorly judged praise can do more harm than good. As Dr. Bailey's background is in education and sport, what he has to say is important for all physical educators to pay close attention to. I believe in my heart that many PE teachers have only the very best of intentions for their students and want to see them engaged and thriving in their classes. However, we must always be willing to dig deep and reflect upon the ways in which we provide feedback to our young learners. Is it possible that we may offer praise too freely in our classes? Do we tend to avoid criticism for fear of turning students off of PE?
If we are to maximize the impact and effectiveness of our PE programs, we need to ensure that the learning experiences we offer our students are firmly rooted in opportunities to express themselves freely through sport and fitness. Creating a learning environment in which joy, excitement, and love of movement are at the forefront of our programs, but to offer as much authentic feedback as possible along the way. This will help to prepare our students to lead more physically active lives and be more inclined to make sport and fitness a lifetime pursuit. Be sure to read Dr. Bailey's The Problems With Praise article, it's well worth your time and energy! A great life outlook by a committed politician and broadcasterI must admit that this Good Teaching is L.I.F.E reflection is quite near and dear to my heart as Kieran Mackenzie and I have been close friends for over 20 years. We were room mates in university and have stayed in touch over the years. Although we don't see each other that often, it's always a special experience when we do reunite. I have always tried to surround myself with friends who inspire me and who take initiative in their lives to be the best that they can. It is through these connections that I grow as a person and an educator. Kieran has always reached for the stars and continues to do so in his personal and professional life and it is for this very reason that I asked him to do a Good Teaching is L.I.F.E reflection for my website. Educators can benefit from what Kieran has to say. He recently ran for a council position in elections held back in our home city, Windsor, Ontario. Regardless of win or loss in the election, he made a commitment to me that when it was over, he would get me his reflection. I received it yesterday and wanted to get it up on my website straight away. I'd like to thank Kieran taking the time and energy to write up his valuable thoughts. And now, for his L.I.F.E reflection......  A Bit About Kieran Kieran is a lifelong resident of Windsor-Essex County and is the proud husband of Jessie McKenzie and “Dada” to Liv McKenzie. Kieran grew up on Windsor’s east side, and spent his summers playing Riverside baseball and winters at the YMCA as a member of the Windsor Y Dolphins Competitive Swim team. He attended école élémentaire Georges P. Vanier and école secondaire l’Essor which afforded him the opportunity to become fluent in both of our official languages—French and English Kieran continued his studies at the University of Windsor where he earned an Honours degree in Political Science with a minor in History. Additionally Kieran has successfully completed the requirements and holds both his Firefighter I and level II certification. Community engagement was a way of life growing up in the McKenzie household with both his mother Lorraine and father Lawrence active with several organizations dedicated to improving our community—growing up Kieran participated in this work and remains engaged to this very day...in facthe’s built a career out of this engagement. Currently Kieran works in the office of Brian Masse M.P. and holds the position of Constituency/Legislative Assistant. His nearly 10 years of experience in Brian’s office has afforded him the opportunity to work on a wide array of issues obtaining results for individuals and the community more broadly. This experience has given him the skills to cut through government red tape, bring together stakeholders to move issues forward and generally serve the community. In addition Kieran is the creator, producer and co-host of an award winning radio program on CJAM 99.1 fm called Rose City Politics. This one hour weekly panel discussion show is completely unique in the Windsor media landscape and is dedicated to examining the issues impacting Windsor-Essex. The show deliberately assembles a panel of local political pundits whose views and orientations cross the political spectrum. The discussion is typically lively and informative. His broadcast work extends into the sports world—Kieran has spent the last 2 season calling the play-by-play action for the University of Windsor Lancers football team on TV Cogeco. Over the last number of years Kieran has also done Lancer play-by-play for both the Men’s and Women’s basketball teams as well as Men’s Hockey on live web and radio broadcasts. Kieran also works with Pathway to Potential an organization dedicated to raising awareness around poverty issues in our community and has specifically served on its Income Working Group and is a Board Member of Big Brothers Big Sisters Windsor-Essex. He continues to serve on a variety of volunteer committees focused on community building and development. As well for the last 15 years Kieran has been a basketball official and referees athletes of all ages up to the collegiate level. Kieran's L.I.F.E Reflection     A special person with a special message Today's blog post is dedicated to Luca Patuelli, a hip hop dancer and motivational speaker, from Montreal, Canada. Luca's campaign, 'No Excuses, No Limits' has touched the lives of many people across the world. He was born with Arthrogryposis, a muscular disorder which affects his legs. I first came across Luca this summer as I found a YouTube video of him appearing on the Ellen Show in America. Although Luca must use crutches to support himself, he has never used them as an excuse in life for not pursuing his passion of hip hop dancing. I must admit that I was totally inspired by Luca, not just by his amazing talent as a dancer, but the vision he has and positive attitude that he possesses. He has devoted his life to making a difference to others by opening up a dance studio and sharing his talents with the world. In particular, he has made a profound difference to those with disabilities as he has shown them that they can accomplish anything by setting their mind to it. He has helped them to understand that their disabilities should not hold them back from being able to express themselves through dance. The Planning Stages Our grade 2 classes at Nanjing International School have just opened up a unit of inquiry focused on the importance of following our passions. The students will be exposed to dance, music, art, drama, and design throughout the unit. As a summative task, they will narrow down their focus and choose a particular area that inspires them and work toward a final product. However, it's not the final product that counts, it's the process of working toward it. Technology will be introduced to them and used as a means to enhance the process. It really is all about our ability as humans to express ourselves in a variety of meaningful ways. Physical education is fully integrated into this unit of inquiry as we will be focusing on movement composition. I have been fortunate enough to collaborate with the grade 2 teaching team from the very start of the unit and I threw my idea out there in the early planning stages to bring Luca Patuelli in as a special guest to help open up the unit and to talk about how his passion for dance has made a tremendous difference in his life. When I contacted Luca to share my idea, he was more than willing to Skype call with all the grade 2 teachers and students. I was very thankful that he would take time out of his busy schedule to do so. To give the students a glimpse into who Luca is, I showed his Ellen Show video a couple of days ago. If you have not seen it, check it out below. The grade 2 students were amazed at Luca's dance skills and had lots of questions. What they didn't know was that we were planning to bring Luca in on Skype today. The classroom teachers asked their students 'If you were to be able to speak with Luca in person, what would you ask him?'. Each class came up with a question then they all gathered together in a common room. At that point, I entered the room with Luca already on Skype. Luca proceeded to give the students a very special experience by sharing his 'No Excuse, No Limits' vision and how we can achieve anything in our lives if we set our minds to it. It's not common to have 60 grade 2 students completely silent, but they were totally tuned in and listening to Luca's important message.  Luca also stressed the need for goal-setting in our lives and that these goals should be hard to reach, they should require a lot of work and determination. He spoke of his own goal this summer which was to walk 2.5km without his crutches. He told the kids that he fell down numerous times but knew that he had to push forward and keep fighting to reach his goal, which he ended up doing. Watch Luca's inspirational walk in the YouTube video below. It's a keeper and a must share with your students, regardless of age. If we can teach our young learners the importance of finding inspiration and following their passions, our world can and will be a better place. And it's amazing individuals such as Luca Patuelli who continue to be difference makers in a time when the world needs it the most. Thank you Luca! Could design-it-yourself report cards work in schools?Today was devoted to parent-teacher interviews at my school here in Nanjing, China. As a parent of two children, my wife, Neila Steele, and I attended both of our boys interviews with their teachers. As well, as an educator, I have been visited numerous times throughout the day by parents in the school. A great chance to sit and have an informal chat about how their child is progressing in my PE program. As my wife and I sat for 15-20 minutes with our son Eli's grade 5 homeroom teacher, we had an excellent discussion with her. She shared with us our son's impression of how he was doing in 4 different areas in school: Math, Language, Unit of Inquiry, and Transdisciplinary Skills. We read through the comments he had written about what he does well and what he needs to improve upon. His teacher, Ms. Nadine, made a comment that she couldn't say it any better herself had she written it for him.  I couldn't help but think once again of Daniel Pink's work from 2 of his books, Drive and To Sell is Human. In Drive, Pink gives examples of schools that have successfully implemented something called 'Design-it-yourself' report cards. There is a lot to be said about this approach and its effectiveness. I've toyed with this strategy a few times in the past allowing kids, as an option, to essentially report on themselves at the end of a unit. I blogged about it here last school year. I must admit that my students were pretty much spot on with how they had showed what they had learned. I enjoyed allowing my students this option and will do so again. However, is a DIY approach even more doable in the long run in our programs? When we saw our son's comments about his own strengths and weaknesses, we knew for a fact that he was spot on as well. I'm left thinking about what is more valuable for our learners; us as educators checking boxes, writing comments, and passing our professional judgements on to students who aren't really going to remember much of it at all OR students having a hard look at themselves and honestly writing about their own strengths and weaknesses. You may think this is just simple reflection, but I believe it holds a hell of a lot more power. Would our world come to a fiery halt if we allowed our students, for a full unit in PE, to completely assess themselves? Or could something very valuable be gained? I'm certainly not implying that we are not actively involved in giving our students important feedback and being there for them during this process. Quite contrary, we are with them every step of the way, but the ownership is in their hands. We are there to guide and give them direction on their journey making all important student learning outcomes explicit. Breaking down the big ideas for them into understandable chunks that are achievable. We will fail miserably in the DIY approach if students do not have a very clear understanding of what is expected of them in regards to important learning outcomes. You may ask, "What happens if what the student writes about themselves is totally off the mark when compared to what the teacher has observed?" Well, as Pink suggests, this is the time when teacher, parent, and student really need to sit down and have a discussion about it. And what about those students who are incapable of writing these DIY reports? Well, in these cases, the teacher is even more present for them helping them along the way and teaching them how to do it. Over time, a culture would be created where DIY reports are common practice. Have a look at what my son Eli wrote about himself below. As a parent, I don't really need to know much more than this. Will a bunch of checked boxes make me feel as though I'm getting more personalized information about my son that will help springboard him forward? Absolutely not! However, having said this, I do NEED to know that my son's teacher cares for him and is doing her best to help him thrive.  The importance of changing how we envision our roles as educators We have entered a new and extremely important age in education where profound changes are on the cusp of becoming more common practice. As more and more evidence-based research comes out, we are finding that the way things have been done is no longer working. In a 2013 article written by Jennie Rose entitled "How Teachers Can Sell Love of Learning to Their Students", she does a great job in capturing Daniel Pink's thoughts about the importance of educators shifting their perception on what their roles actually are in education. Backing his thoughts with the most recent research available Pink suggests alternative ways to truly engage learners regardless of subject area. I am a huge advocate of providing choice in PE for a number of reasons. Although I believe that physical literacy is an important part of any physical education program, I believe that there are more important things. Emotionally engaging our learners and getting them invested in their own learning and success is paramount in my program. As I read more and more of the science and research-based evidence, I'm completely sold on the necessity to change the way things are done. These changes must be done as soon as possible, no more foot dragging or dawdling. It's time for drastic change. “We have a lot of learned behavior of compliance, and hunger for external rewards and no real engagement.” When dealing with students and trying to get them completely engaged in their learning, Pink states that we must make it personal with them. We must connect what they are learning in classes to their real lives outside the walls of the school. Moving away from standardized testing and rote memorization, to creating learning environments where autonomy and goal-setting are paramount.
Pink also emphasizes the need for 21t century learners to get more caught up in 'problem finding' rather than 'problem solving'. Problem finding is an essential skill as it allows students to think ahead and identify real world problems around them then do something about it. I'll take this one step further by saying that in my PE program, problem-finding is a priority, as it gets students to identify roadblocks and obstacles that may hinder their own learning in school. Problem finding is essentially all about them and is very much within their control. So, what do you think? Does Pink's work and vision have a place in your life as an educator? In particular, think about physical education for a moment. How can our PE programs better engage students and connect learning to their real lives? Does your reporting structure and assessment strategies reflect the latest evidence-based research in regards to effectively preparing students for the world in which they live? To what extent do students have autonomy and ownership over their own learning in your programs? Although physical literacy forms a critical part of any PE program, are there equally important areas that must be addressed alongside the development of physical skills? The last thing I would like you to think about is the degree of flexibility there is within your program to change your assessment and reporting structures. If your reporting structure is very rigid, are there still ways that you can modify, adapt, and shape the learning experiences and assessment tasks that you offer your students in PE? I suggest you read the link to the article above as it will get you thinking even deeper about your role as an educator. Would love to hear your thoughts in the comment box below. Getting young learners tuned into the heartI've moved into a Healthy Bodies unit with my grade 1 students over the last few classes. I've been getting them as active as possible in PE through various stations while focusing on the main question, What changes do you feel in your body when you exercise'. The students have come up with quite a few ways that their bodies change, but seem to all agree that it is their hearts that change the most. At this point in the unit, they understand that the heart beats faster while exercising. Going into this week's lessons, my focus has become more fine tuned as I'm trying to get them zeroing in on the idea that we can describe exactly how are hearts feel while exercising or at rest. In order to get them thinking along these lines, I created the visual that you see below. In the visual I have 4 different clip art images of the heart. Each image represents a different stage of activity. When the kids came into the class today, I had them seated in front of me and showed them the visual. I then asked the following 2 questions. On this poster, which heart do you think is working the hardest? and Why do you think so? Most of the students thought that the image on the top left was the heart which was working the hardest. A couple felt it was the one on the top right, but after a couple minutes of discussion, they realized the hardest working heart was the one on the top left. We then discussed which was working second hardest, third hardest, and least hardest. I then asked them the following question: When you come to my PE class, how do you think I want your heart to be working? Once again, the majority agreed that it was the picture on the top left. We then quickly discussed what each heart might sound like. I gave them some ideas and then we agreed on the following: BOOM BOOM, THUMP THUMP, THUD THUD, and DUB DUB. I then set them off with the goal being to work as hard as possible to get themselves into the BOOM BOOM zone.  Every 3-4 minutes we took a quick break and came back in to have a look at the visual. I then asked them to point to which heart image represented their heart at that moment having just been super active. Once again, most pointed to the BOOM BOOM heart. As we had been putting our hands on our chest to feel the heart beating the previous couple of classes, I felt that they were ready to check their pulse by placing their fingers on the carotid artery on the side of the windpipe. I showed them how to do this and gave them some practice time. They were right into it, especially when they actually felt their own pulse. The look on some of their faces was priceless! I then sent them off again being as active as possible, but brought them back together one last time a few minutes later. I asked them to see if they could count their heart beats by placing their finger on their neck as they had just learned. Most could do this which was amazing to see. A great end point to the class and launch point when they come back to see me in a couple days. Loved this class today. Looking forward to trying it out on my other grade 1 class tomorrow!  Helping Students Find Flow and Rhythm in Their Learning In Daniel Pink’s book Drive: The Surprising Truth About What Motivates Us, he refers to a concept called ‘Goldilocks’ tasks. In reference to this task, Pink states that in our pursuit of mastery, being in ‘flow’ is a must. Flow is deemed to be optimal experiences when the challenges we face are matched just right with the abilities that we possess. Think about all of the subject areas in school. Such an amazing array of abilities when we consider each of these subjects. Now I want you to think about physical education, in particular, for a moment. When the students come busting through the doors of the gym for PE, there is such a vast range of abilities that our young learners bring with them. There are massive differences in cognitive, affective, and psychomotor skills that our students possess. From a purely psychomotor point of view think about all of the differences in physical skills such as dexterity, strength, speed, agility, grace, balance and manipulation. If our ultimate aim as educators is to engage our young learners and get them intrinsically motivated and believing in themselves, we have to create an environment that allows them to get into their ‘flow’ regardless of their level of ability.  If we match the tasks we offer in PE to our students’ abilities and give them a sense of autonomy over their learning, chances are we are putting them in a better position to find their rhythm and flow. This is when they get lost in time and become much more focused on what they are doing. Excellent depth of learning and skill development take place in these moments.
As PE teachers, this requires us to greatly modify the learning experiences we offer our students including the resources and equipment used in the units we teach. This can be particularly challenging and requires educators to break down barriers in thinking as they plan their units and lessons, but I would argue that it is well worth the time and energy. One of the most rewarding things to me is when I see students find their flow in PE while working on different types of skills and attitudes. However, this is not possible if I do not take the necessary time to plan out the most effective ways to deliver the learning experiences that I will have my students engage in. It’s a part of my teaching practice that I am always trying to improve upon. How do you engage your learners in PE? Are you more one-dimensional in the way you deliver your lessons or do you strive to vary up tasks and equipment to best suit the ability ranges of your students? How can units such as net games, invasion games, movement composition, and individual pursuits be modified to help create more of a ‘Goldilocks’ task approach in your classes? Something to think about as you start or finish your teaching day!! Would love to hear your thoughts? Making more sense of important learning outcomesI need to give a little back story here before going into the main part of today's blog post. There are a number of different professional learning teams for teaching faculty at NIS this school year. All teachers are required to select a professional growth area and to team up with other colleagues who have chosen the same theme. I was appointed learner leader for the Critical Thinking and Creativity professional learning team at NIS for the 2014/15 school year. Once on a professional learning team, all members are paired up with a critical partner. The role of the critical partner is to observe their partner and provide feedback that specifically relates to their professional growth goal. For those of you who have been on my blog before, you have read and seen that a big part of what I do in PE is to make learning outcomes explicit at the beginning of every unit that I teach. I always create visuals of the essential student learning outcomes and use these visuals to help guide my learners and give them specific direction in each unit. This year, I have made it my professional growth goal to further breakdown these student learning outcomes into 3 distinct domains. I believe that I can further enhance student learning by getting them to understand that learning takes place in different forms. If I can get my students to understand what these different domains are, I will hopefully be putting them in a better position to identify what their needed areas of growth. My buddy, Ross Halliday, wrote an excellent guest blog post on my website over a year ago in which he spoke about learning with the head, the heart and the hands. He explained that his school embraces this approach and makes it a big part of what they do day in and day out. I spoke with Ross today and told him about what my plans were for using his idea of the head, the heart, and the hands. I had also spoken to a PE lecturer from Brock University in Canada, Tim Fletcher, a couple of weeks prior, about my process for making learning outcomes explicit. I respect Tim very much so valued his input and feedback. Tim and I had a great discussion about the importance of addressing the personal and social domains in PE which gave me food for thought as I moved forward with my planning. Over the past several weeks, I have been trying to refine and narrow down my instructional approach in PE and think of a specific professional growth goal that I can work on throughout this school year as part of my professional learning team plan. As I am always trying to refine, modify, tweak, and adjust my teaching practice, I felt that introducing the concepts of learning with the head, the heart and the hands meshed nicely with my Critical Thinking and Creativity learning theme. Getting the students thinking about these different domains and identifying specific obstacles that may prevent or hinder their learning is a valuable goal which is worthy of pursuing this school year in my opinion. A bit of background into each of these domains. I have modified these definitions to fit my own specific professional growth goal and the needs of my students. Learning With The Head (Cognitive) This deals mainly with factual learning, how the student thinks, what they know, and what they remember. It is essential for students to have a general understanding and knowledge of the important facts, rules, strategies and safety in the games we do in PE. Learning With The Heart (Affective) This domain deals with how the students think and feel about themselves, how they get along with their peers, and how they communicate. It deals with persistence, grit, and resilience. It also includes to what extent they are helpful with their peers and how they handle frustration, disappointment, and anger. Learning With The Hands (Psychomotor) This area deals mainly with the doing part, the essential skills needed to participate in the games and activities done in PE. Although it is referred to as learning with the hands, I have emphasized with my students that the eyes, body and feet are also involved here. Grade 4 Net Games Unit A couple of weeks ago we finished up a growth mindset unit in grade 4 PE. I blogged about the growth mindset unit here. The unit was one of the best that I have taught due to the fact that so many students were engaged and really into the growth mindset goals that they had set for themselves. In the end of unit reflection, 100% of my students in grade 4 said that they wanted further goal setting in PE, so I set up the current net games unit to honor their wishes. The first three classes of the net games unit were about immersing the students in different types of net games experiences. A full class each was devoted to tennis, badminton, and ping pong in order to get the students thinking about which net game that they want to work on the rest of the unit. Today they were required to narrow down and select that one net game. Check out the visual below. A couple of weeks back I had the students think about what they found most difficult about tennis. The students soon figured out that the difficulties in badminton and ping pong were quite similar. 
The visual above was to begin the process of identifying potential obstacles that would hinder my students' learning in the net games unit. I then used this visual to draw out the actual student learning outcomes in the unit. I recorded these outcomes in student friendly language as you can see from the visual below. 
Enter the Head, the Heart, and the Hands!! To open up today's class, we quickly went over the student learning outcomes in the net games unit. I then introduced the idea of breaking these outcomes down into three categories; learning with the head, the heart, and the hands. I asked the students to give me some examples of what domain some of learning outcomes would fall into. They needed some help and guidance of course, but they seemed to understand. We'll dig deeper as the unit goes on, but they did super well today. See some examples that we came up with in the 3 visuals below. For 'Learning With The Hands', I had to demonstrate different types of shots for them to understand. Many knew they types of shots, but not how to describe them, so this is where I had to step in directly to give them answers. 
In the assessment task below, the students were required to write their goal and to identify one thing that they thought that they would struggle with in regards to learning with the head, the heart and the hands. The task took about 5 minutes at the very end of class. I believe that we have great information to continue moving forward in this unit. Looking forward to seeing how it all unfolds. 
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AuthorKAUST Faculty, Pedagogical Coach. Presenter & Workshop Leader.IB Educator. #RunYourLife podcast host. Archives
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