Estamos no período de férias e chegou a hora de organizarmos nosso semestre, seja ele o primeiro semestre para as escolas internacionais ou o segundo semestre para as escolas bilíngues. Em Agosto haverá workshop na Arena Ice Brasil com práticas de Curling e Hockey no gelo, ambos em pista e quadra oficial. Além dos já conhecidos workshops, este ano será realizado o Bilingual PE Sports Camp, uma evolução do nosso Summer Course que foi realizado em 2017.
O que será o Sports Camp?
O Sports Camp será um evento de dois dias no interior de São Paulo (aguardando confirmação de local de realização) com um encontro entre professores de Educação Física e educadores. Em 2017, durante o Summer Course, reunimos profissionais da educação para workshop estendido em colégio bilíngue em São Paulo, já o Sports Camp terá uma mudança significativa no local de realização – ao invés de realizado em escola, o evento acontecerá em um sítio (chácara ou pousada).
Qual o objetivo do evento?
Tem como objetivo promover as práticas de jogos e brincadeiras para professores que realizam projetos esportivos e pedagógicos no ambiente escolar. Nós professores de EF e educadores promovemos anualmente (e semestralmente) eventos esportivos e recreativos no ambiente de trabalho, e o Sports Camp será um evento para conhecer novos jogos e brincadeiras e revisitar dinâmicas já conhecidas pelo(a) professor(a), porém, com a possibilidade de trabalhar em equipes e compartilhar ideias, assim como entender novas estratégias de organização de eventos no âmbito escolar.
Qual é o público alvo do Sports Camp?
O público-alvo do evento são professores de Educação Física que já atuam na área da educação, podendo assim agregar novas perspectivas de práticas já realizadas anteriormente. O conceito das dinâmicas é aplicar conhecimentos prévios de esportes, jogos e brincadeiras em novas situações da rotina do(a) professor(a). A necessidade de movimentar-se e fazer o próximo se movimentar depois de longa data de aulas online decorrente do período pandêmico em que vivenciamos, faz com que o(a) professor(a) tenha um pensamento flexível para retomar a rotina de atividades físicas no ambiente escolar, e a proposta do Sports Camp é justamente aumentar o leque de possibilidades de planejamento para alunos de ensino fundamental 1 e 2.
O evento terá um tema?
Sim, o tema do evento será Scavenger Hunt. Isso mesmo, a mesma brincadeira que fazemos com as crianças em algum momento do ano, porém, elevado ao nível para adultos. Como vocês podem ter percebido, a ilustração que fiz tem uma mapa do tesouro, então nossos jogos e brincadeiras serão baseados na famosa brincadeira.
Como ex-corredor de esportes de aventura (corrida de aventura), eu busquei nas minhas experiências como atleta amador de corrida de aventura a inspiração para realizar o Sports Camp, e a organização do evento será dividida por pequenas equipes de professores que deverão cumprir algumas tarefas para conseguir vencer o desafio de 2021. A caça ao tesouro que realizamos com nossos alunos foi elevado ao nível em que a equipe de professores deverão seguir as pistas estrategicamente disponibilizadas no local do evento, havendo assim deslocamentos de longa distância, navegação por mapa e, para dar um toque especial para o evento, a prática de um esporte radical inserido no meio do percurso do jogo.
Haverá alguma outra atividade além do tema principal?
Sim! O jogo terá início no Sábado de manhã do final de semana escolhido e término no final do mesmo dia. No domingo de manhã acontecerá jogos tradicionais de Educação Física escolar, assim como janelas para bate-papo sobre assuntos pertinentes às práticas de EF escolar. Um schedule será disponibilizado em breve com as informações sobre as brincadeiras e toda a organização do evento por dia e horários.
Na primeira semana de Agosto acontecerá uma live para os interessados em participar do evento. Será uma live de Questions & Answers sobre o evento, podendo assim cada um de vocês trazerem suas dúvidas para que possamos esclarecer. A data da live será postada diretamente no perfil do Instagram da Bilingual PE, assim como em nosso grupo do WhatsApp.
The pandemic time brought us PE teachers a new daily condition: to plan thinking about differentiation. We had, and still have to rethink our teaching way to have an approach to our students and provide meaningful content relates to Physical Education. I have been working in a PBL school (Project Based-Learning) and exploring different fields of knowledge, and something that we started to work on is the Global Goals. Not every PE content can be connected instantly to a group’s project, that’s because the teacher of reference must plan thinking about how to connect his/her project to the specialists as PE Teacher, for example. The first thing that we must do is reading about it before apply. Some essential strategies can clarify our doubts and lead us to the practices exploring the GG. I usually think about using the Habits of Mind as a strategy of application. Once knowing well how to use the Habits of Mind, I will try different sources as Global Goals or something.
I want to exemplify a project that I made part of last year. We worked on GG #11: Sustainable Cities and Communities. The classroom teacher came to me asking for something to connect to her project linked to GG #11, and we had a brainstorm on how to add PE lessons to her project. Thinking of sustainability and sustainable cities, we found the subject Architecture on her project. We came up with the essential question: How can we use the architecture around town to develop physical activities? The essential question brought almost instantly two sports: Skateboarding and Parkour. Both sports must use obstacles to play them, and it’s something that we can connect to the specific architecture to develop sports and talk about sustainability around town. How can architecture impact the community that we live in?
We chose Parkour, and I started to plan over the context. I split sessions of movements related to Parkour. In the gaps between sessions, we spoke a little bit about sustainability and how to improve the architecture in favor of our community and city.
Tracking GG in the context of Physical Education.
Here we have the example that we found two sports to explore GG #11. It could be a code of understanding this specific GG using previous experience, and then we can go deep into the content to find more connections to the GG. If we track each GG picking two or three sports as the starting point for those who are thinking of using the GG, we will analyze the GG and search for more sources to develop PE lessons in a meaningful way. Of course, we must guarantee all the characteristics of Physical Education to work on as motor and cognitive skills development, not only exploring the GG itself but including the GG afterward.
Global Goals: Starting Point (Establishing a pattern for PE contents)
Description: Here there are some ideas of activities to develop. It could be just a starting point, and it is far from being mandatory, and we can discuss possibilities of changes afterward.
|No Poverty||Activities without equipment|
Physiology and Body Systems
|Good Health & Well Being||
Workout (Gym exercises) – Yoga
HoM: Thinking and Communicating w/ Precision.
|Gender Equality||Collective Sports (Soccer, Volleyball, Basketball, etc.)|
|Clear Water & Sanitation||
Hydration in the context of Sports
|Affordable & Clear Energy||
Athletics (producing inner energy to develop sports)
|#08||Decent work and economic growth||
Biomechanics and Kinesiology
|Industry, Innovation & Infrastructure||
Technology in the context of PE
Tug of War (VT Routine)
|Sustainable cities & Communities||
Skateboard, Parkour, and Bicycles.
|Responsible Consumption & Production||
Fine Motor Skills (collecting material and producing games and plays)
Outdoor sports (opened sky)
|Life Below Water||
|Life on land||
Zoo workout (animals movements)
|#16||Peace & Justice||
Olympic Games (Fair play)
|#17||Partnerships for the goals||
I was rehearsing to write about virtual school because I don’t want to miss any information regarding what I already did. I took a 15 days break since we started at the beginning of March, and now we have a few days of resting before we restart all the virtual lessons. Actually, maybe we won’t come back together, the whole faculty. We will have meetings to discuss which professional go back to the role right now, and perhaps we will take turns among us. I think it will happen because the school decided to open the Early Years routine again only on 1st June. Many parents didn’t handle all the tasks that we sent to the Google Classroom, which was a kind of a mess, giving back the duties until the deadline. I know their concern because most of them have more than one child, and could you imagine manage tasks regarding all the areas like PE, Visual Arts, Music, Performing Dance, and all the content regarding the teacher of reference (classroom teacher). It’s tough! One parent came to talk to me, virtually expressing her concerns because she has three kids. For many times she had to manage all the three tasks all day long. She told me that she needed to open the three files, prepare the environment for the lessons, material, equipment, cameras or cellphones to take pictures and record her kids, answer questions on Google Classroom, follow the reference teacher’s schedule on time (virtual class), etc. Imagine doing this with your kids and need to work at the same time… Too much work! For now, children from EY are not able to open all the files, use the technology properly to follow a routine and, understand the deadlines without parents’ support.
For Lower and Middle School (my school goes until Grade 8 this year), the scenario is different. Children can attend the classes on time on their own, open all the files, research, use all the technologies requested, answer questions, watch presentations, also our video calls of Q&A. We as teachers are engaged to produce daily content to deliver in the Google Classroom, following the pattern of school’s standards, the Brazilian education document, using all the strategies and studies like Habits of Mind and Making Thinking Visible to support us in this journey.
For PE lessons, it’s been a challenge to bring physical content into the home environment. Of course, we have content enough to deliver, mainly using YouTube as a partner. I subscripted YT Premium to help me to save time while watching videos and avoid adverts. I’m collecting videos with a different purpose, but always looking for videos that I can fit in my practices as a PE teacher, and as a Psychomotricist, I mean, exploring the Psychomotor Factors as Balance Skills, Fine & Gross Motor Skills, Lateralization, Spatial-Temporal Perspective, etc.
This text is just the opening text about the virtual school because I have a lot of things to mention and describe here. Let’s keep the first part as an introduction of the content, then I’m going to split the subject into topics and write another text afterward. See you soon!
It’s time to update our identity. I was thinking of making some changes based on what we were using as the leading name, in this case, Bilingual PE instead of Bilingual Physical Education. Let’s go back to 2017 when I released the project…
2017: After a while thinking of naming my bilingual project, I decided to use the name Bilingual Physical Education, a simple translation of “Educação Física Bilíngue” in Portuguese-BR. No one was working under the title, and I took the advantage to develop my project using this title. Pretty connected to what I supposed to focus on, but I have had to buy an online address. In my opinion, the address is the most crucial factor in developing marketing afterward. After a while, I decided to by the address bilingualpe.com, and for the blog, bilingualpe.blog. Under the name Bilingual PE, using the full name Bilingual Physical Education makes no sense anymore. People used to refer to the company as Bilingual PE only.
Time to refresh…
2020: The free time during the confinement made me rethink about the logo and the new identity. Decided already to change the name definitely, I thought about how to put the title in a pennant yet, that’s because the pennant is the main characteristic of Bilingual PE’s philosophy – approaching practices based on American schools. I researched other pennants, but I kept the same. I framed the name fitting into the pennant, taking of the white ball from the bottom of the logo and relocating at the top of the pennant, adding the basket under the ball. I added two more components regarding PE teachers as the whistle and the cap.
The colors of the new logo are something that I thought a lot to change. The previous color, blue, I just copy and paste from the frame of the .png samples that I bought a few years ago, and I liked it for sure, so I decided to use the same. I still love, but blue is a color that every company uses to promote its services, and now I wanted something totally different. I went to Rome last year, and I think the colors of the Roma soccer team is one of the most beautiful combinations that I’ve ever seen in my life. I changed the colors drastically for my own responsibility, without thinking of the impact on people surrounding me. Taking responsible risks as I usually say to my students.
Now, take a look at the previous logo:
I took of the American letters surrounded by lines on each letter. When I minimize the logo, it’s hard to recognize the words ‘Bilingual’ and ‘Education.’ The logo used to be blurry in a small size, so I changed the type of the letters, but the letters “P” and “E” o left the American model remembering American Universities.
Not perfect because I’m not a designer, but I’m happy to add my personal tastes to my brand. We can find joy working on our brands, it’s a hobby of mine take care of what I made a few years ago and reached people somehow. Ideas coming up to my mind will strive to keep thinking of innovation.
In times of confinement, we as teachers are providing PE contents to our students develop at home, am I right? I guess so! Most of us are working hard to find meaningful content to teach practical and theoretical exercises. I started doing this a month ago, and since then, I thought about the brand new things that I realized teaching to my students, from toddlers to Grade 8.
I was producing documents and putting old strategies together to talk about this holding workshops, as I usually do twice or three times per year. The last workshop that I held was a little bit different, including my daily basis work at Escola Concept in São Paulo, and I keep thinking of splitting the workshops into different parts: ordinary PE in English Language and the new section, the PE laboratory = PE lab.
Teachers are teaching me while I’m holding workshops because I’m not developing the event to explain every single subject but raise doubt among us to discuss the scenario. Most of the questions I’m bringing up to solve my own doubts as a PE teacher, and that’s the real purpose of our meetings.
PE lab could be this place of discussion, taking now one step further to differentiate the ideas of our meetings. We’re committed to joining more people to our community, thinking of growing as much as we can support the new ones that already decided to work in the bilingual education, but at the same time, keep flowing old experiences with those who came with us since our first meeting in 2017. We have come a long way to where we are today to dismiss all of we already discussed and to pay more attention to the direction of what we want to achieve as professionals supporting each other.
One workshop to discuss what works already in the context of PE lessons, and others to discuss what’s new in our area. The confinement and the distance between us made us realize the new online PE, taking us out of our comfort zone and talking to each other more often than a few months ago using social media. I learned already, and I’m learning with my colleagues, and it’s time to put it all together.
If we have something new to show to the world, let’s research and prepare it in our laboratory to deliver the new way of teaching.
Simply incredible! Saturday (15), we went to Ice Brasil Arena, and we were the first group to play curling ever. We are proud to be part of Ice’s history already because, as PE teachers, we need to get to know new practices regarding Physical Education content. Obviously, it wasn’t easy that we were expecting, simply because we were walking on the real ice – yeah, REAL ice! We played for an hour and a half, and we left the arena exhaust. Great feeling, by the way. For sure, we want to play #curling over and over again, such as play hockey. In June, we will develop another workshop and play hockey afterward. We are excited already!
Ok, this is new for me, but I’m already feeling very comfortable working on the standards and benchmarks using the Facets of Understanding to structure my role as PE teacher at Escola Concept. We returned to the vacation on Monday, and we were requested to review the Concept’s curriculum and make it more meaningful. Remembering that I worked on the first curriculum two years ago when I started to work at Escola Concept – the most challenging moment of career at that time. We did it, and we worked under our first curriculum until now.
But 2020 began…
…and we are collecting information from the six facets of understanding to describe our expectations on the process of learning. Our learners will be able to explore the contents of different fields and unities to understand Physical Education, taking lessons, and connecting to projects throughout the semester/year. Every facet has a bunch of verbs, and we are choosing verbs to describe the benchmarks, which means we are expressing our expectations of learners’ process of learning.
For example, if I choose the verb RECOGNIZE from the Facet ‘Self-Knowledge‘, I’ll describe the benchmark like this:
PT-BR: Eu reconheço diferentes jogos e brincadeiras propostos em aula e sou capaz de desenvolver os mesmos individualmente e coletivamente. / EN-US: I recognize different games and plays proposed in class, and I am able to develop them individually and collectively.
PS.: This sample is from Grade 1’s benchmarks.
Conclusion of the post:
It will be easier to work on plannings being guided by the new curriculum based on Facets of Understanding.
Bilingual PE expectations:
Be aware of the benefits of the new structure and working on contents for workshops talking about the subject.
After the first module of our workshop on February 15, we are going to play Curling using the brand new Ice Sheet at ICE Brasil Arena. The CEO of ICE Brasil, Marcelo Unti, told us to invite 30 people to play Curling and enjoy more the available time provided to us on the day. In this case, we are going to learn how to play with a specialist and develop games among us.
The idea is to have the theoretical part during the morning, have a break to have lunch, and during the afternoon, we will enjoy the game.
If you are interested in joining us, please contact us by email email@example.com sending us an email and requesting all the information to pay for the event.
It will be awesome for sure!
We started 2020 bringing great news! Yesterday we went to ICE Brasil Arena to know the brand new Curling’s Ice Sheet and Hockey pitch. It’s something that I’m very excited to tell you because it’s an unusual sport here in Brazil. Marcelo Unti, the CEO of ICE Brasil in São Paulo, invited me to visit the place, and he provided me two dates to develop a Bilingual PE event there. On February 15, we are going to develop a workshop about Collaborative Planning and practices of Curling afterward. We’ll have around four hours of the theoretical module of PE planning and one hour and a half of Curling practices on ice – yeah, real ice!
For the first part of the workshop, we are asking teachers to bring their technology to develop Collaborative Planning using Google tools like Docs and Sheets. I’m building our platform to provide quick experience planning in a whole group, saving time and gathering knowledge from each other ideas.
Stay on! During the next week, we’ll display the links to the subscription for the workshop.