How Can I Observe Learners’ Thinking Moves Through Body & Movement Lenses?


Pictures Also Make Thinking Visible. This was my conclusion of the Inquiry Plan Action that I presented last Monday (29) at Concept São Paulo. As I explained previously, I displayed five photographs of a Pre-K3 student trying to reach the top of a trampoline during Body & Movement lessons, and she didn’t ask for help. She solved her problem by herself, taking actions, and recognizing what the best equipment to help her out was.

Mark Church from Harvard’s Project Zero came to lead us during our presentation making many connections to our daily basis. We had the opportunity to walk around as a Gallery Walk, knowing more about our coworkers’ projects.

If you come to Concept, visit our auditorium, there are banners by the wall with our projects. One of those banners are mine, and I’m feeling proud to show more about PE contents in a PBL school.

PE project about #Bicycles connected to #GlobalGoals #3 (Good Health and Well-Being) and #11 (Sustainable Cities & Communities).

The original Dutch Bike. My own photo from Amsterdam. 

Idea: Develop a project connecting to bicycle as a means of transportation to engage people to take care of the environment and have workout equipment to provide health conditions.

I’m gonna use two pillars: Sustainability and Collaboration. Sustainability to engage people to know more about how to prevent damages to the environment. Collaboration to help each other to raise awareness of the impacts of using polluting vehicles on the environment.

Global Goal #3: Good Health and Well-Being. Using this GG, I’ll describe the health benefits to workout using bikes as the main equipment, exploring all the characteristics of the bicycle, making connections to body systems promoting health conditions on our daily basis.

Global Goal #11: Sustainable Cities and Communities. This GG will be part of the consequences of engaging riding bicycles in our routine and all the positive impacts of reducing pollution by using bikes instead of cars daily.

I’m going to display this project in an online education platform this week, and the first idea of the project is sharing with students from different schools to know more about sustainability & urban mobility.

Goals of the project:

Raise awareness of Sustainability & Health and Well-Being.

The sequence of photos – Inquiry Plan Action.

I was pursuing these photographs since last year, and the teacher of this student found it last week. For sure, this will be my presentation next month of the Inquiry Plan Action – Culture of Thinking. I will explain above why I chose this sequence to showcase my work here at Concept…

  1. As you can see, the first and essential thing is how the teacher took the photos. The identification was preserved, so this is an important thing to show the practice out of the school workshops or professional meetings.
  2. I was playing around the classroom with other students, and at this moment I was absent helping the kid to reach the top of the trampoline, so the children wanted to jump on the trampoline, and her teacher (my partner) noticed the child was trying to get on the top of the trampoline by herself.
  3. I was amazed (and I’m still amazed looking at the pictures) to see her autonomy, and this is very interesting because she doesn’t know, but this picture was an influence on other students’ practices…
  4. I achieved these influences printing the photos and displaying on the walls of my classroom. So, I made her actions visible to the others, and they could recognize the equipment and the environment while observing her photos. I was impressed because some students did the same actions after looking at the pictures. They were looking for the trampoline around the classroom and some blocks/pillows to help themselves to get on the top of the trampoline and enjoy the toy/equipment.
The first ‘4 steps’ of my showcase is above. I know maybe (or for sure, I really don’t know yet) I’ll make some changes to become more clear in what I want to show and explain. This is just the beginning of my research. Writing about it and reflect on the photos will be good for me to develop properly what my bosses and consultants want to hear from a PE teacher.
Engaging myself on HoM (Habits of Mind) and CoT (Culture of Thinking) in the context of Physical Education lessons. Let’s see what’s next…

Engagement Rating Chart.


I’ve been thinking about strategies to engage my students to take PE lessons. A teacher struggles to keep students engaged all class long, and it’s mine also. Sometimes I feel early years involved, and lower or middle school don’t. On the other hand, talk to the old kids it’s quite useful to find new strategies to achieve student’s expectations, that’s because we can chat and discuss what is the best for them looking for their own interests. So, I have toddlers to kindergarten engaged and Middle School already spreading wings and discussing their interests, but what about Lower School? I started to put in practice some visible things to engage them as an Engagement Rating Chart.

I’m not talking about disengagement and disrespect only but giving them instantly positive feedbacks. Following this idea (to give positive feedback while teaching them) I think I could make it visible as I am pursuing this model of practices. I described the importance to do not complain while playing games, and this is the start of our new philosophy in PE lessons. If we do not complain about our friend’s behavior and try to solve problems by ourselves instead of taking short breaks during the PE lessons, children can enjoy more time and play.

This week I made this chart to gather some data of their behavior, and we (my assistant and I) felt children worried about the progress of the class. The main idea is starting the lessons one hundred percent, very happy and full battery. I made the connection with the battery because we are in the digital era, which means, students could understand the idea to lose something while the battery is losing energy. I established the rules below:

  1. The three faces: Happy, Thinking, and Sad. I will manage the humor of the faces according to the power of the battery. Starting the battery a hundred percent, the face is Happy. Achieving fifty percent, the face is Thinking and, less than fifty, the face will become Sad (I’m rethinking to change the faces for thumbs up or down).
  2. The battery: According to children’s behavior, if they score Disengaged or Disrespectful, the group will lose ten percent of the battery, which means, one less minute of ten minutes destined for free play at the end of the class.
  3. At the bottom of the chart, you can see the rating behavior. I will gather their data through the development of the class. Disengaged is the “worst” one because some students don’t even try to take the class and find some humor in my lessons. For the old ones, students that don’t like sports or plays, in general, come to me asking to go to the nurse complaining about something instead of taking lessons – this is an indication of disengagement. Following the same idea, Disrespectful embrace all bad behavior as physical and verbal disrespect to each other and the teacher’s approach. If students score one point only in both categories, they will lose ten percent of the battery. They can recover the energy of the battery if they show Engagement, Happiness, or play and have fun like a Pro.

Of course, I have many things to consider and maybe remodel the chart. I’m applying the Engagement Rating Chat for the first time and know more about their feedback. I felt students engaged and worried to do not lose their free time and last but not least, to do not lose the PE class. If the chart becomes something meaningful, I’m thinking to ask the Teacher from Maker Space to do a wooden chart and also I’m thinking to make an APP. Let’s gather more data and reflect on the chart as a kind of research.



Culture of Thinking (CoT) Inquiry Plan Action – Body & Movement (PE) – Escola Concept São Paulo.

Besides Habits of Mind research that I’m developing, at the same time, I’m on a journey of learning to start this week my action plan of CoT to present a banner to my coworkers in October when Mark Church arrives in Brazil to visit us.

The main idea is gathering data through my lessons and describes how could I apply strategies of thinking in the context of PE lessons, which means making students reflect on the process of learning during Body & Movement classes (Physical Education at Escola Concept São Paulo/Brazil).

Thinking about my approach in the process of reflection, I decided to write down here to put all my ideas (fresh ideas) on the blog, so further I can gather all the information that I shared with you to compose my text, document, and explanation that I will present, as I started to do the same with the Habits of Mind research.

Last year I displayed many photographs on the wall showing early childhood students playing and having fun exploring the BaM classroom. Some students went to the classroom for the very first time and they looked at the wall observing each other through the pictures and they connected the practices displayed on photographs what the students were doing, so they could recognize the equipment and actions without my explanation and they were exploring the same idea of the photo using that equipment having fun and learning throughout their own interests. I was asking Church once if it is the real making thinking visible, and for toddlers, he told me this is how to make thinking visible in the context of PE lessons.

I had my doubts at the beginning of this journey and how to apply it, and I found answers. Now I have other questions that I will work on from this point of my journey at Concept, and I will be in charge of this research to keep looking for answers and sharing with all of you.

Bilingual PE Workshop at Beit Yaacov – September, 15.

Workshop Beit Yaacov

For those who are looking for new PE content, we will develop another workshop at Escola Beit Yaacov next month. On September 15, we will meet each other to continue our learning path to now more about Physical Education in bilingual schools in Brazil.

We made special content to explore our practices cognitively, and we are expecting to engage PE teachers to know more about the Habits of Mind in the context of PE lessons.

On September 1st, you can apply for the course on our website. Stay on following our page on Facebook and Twitter for more details and updates.

Looking forward to having you in our meetings and keep building our community of PE teachers working in bilingual/international schools in Brazil.

Habits of Mind Action Research Planning – Body & Movement (PE) – Escola Concept São Paulo.


Moving forward on the previous content mentioned below, this is the picture of the practice of my action research of Habits of Mind. As you can see in the picture, a small group of students from Grade 6 wasn’t engaged in my PE lessons, and I asked my assistant to take some photographs while teaching them. We were playing Dodgeball at the beginning of the class as a warming-up activity, and in less than ten minutes, one student just ignored the deals and procedures of my classes, which is taking the whole class and attend the expectations of the practices.

This is the picture of the beginning of my research. The research will last a month and a half, and the idea is engaging these group of girls and use the Habit of Mind “Finding Humor” – check the all information below to know more about my action plan for this research. Looking forward to showing pictures of engagement through the process of my specific research. This is my debut of HoM researching after taking an online course. My research will last a month and a half as I mentioned above, but I will keep working on this project until December when I’ll present a TED Talk at Escola Concept SP to my leadership and coworkers.

Crossing fingers to have an excellent experience through this new perspective of teaching PE lessons to Middle School.

PE Research Project connecting the Habit Of Mind “Finding Humor”.



This semester I completed an online course of Habits Of Mind. I was able to discuss what’s going on during my classes in different perspectives of my practices, connecting HoM to early years until middle school. This planning below you will see my strategies to engage a group of students from Grade 6. I’m going to use “Finding Humor” to engage a group of four. I’m displaying the planning without many explanations for now, but the next post I’ll discuss more details, also showing pictures of practices regarding the group in evidence.

Games & Plays for Grade 6 – Finding Humor (1 or 2 students approach)

1st Session

Identify a Challenge: Engaging students all class long (small and whole group)

Some of the Differences I would like to make are: Connecting HoM often than usual, reflecting at the end of class. Also, choose two or three previous HoM and work on it developing starting from the HoM and promoting reflections over the chosen HoM.

What Do You Already Know? I know that some students don’t like to take physical exercises, and what struggles me is how to engage students that decided by themselves to do not take PE lessons.

What Do You Need To Know? More scientific strategies to become more confidente while exploring the habit of mind.

2nd Session

Describe your motivation for pursuing this: A specific student is not engaged in PE lessons. She usually says that she doesn’t like physical education at all. My partner and I, as a team, are looking for new strategies to engage her in new activities avoiding traditional games and having fun more than usual. She was explaining to me that it is not about me as a teacher, but she is considering the fact of having preferences for activities with less movement. The footage is: while arriving at court, she instantly look for her best friend pushing her to stay with her to have a conversation with another content (basically foolish content) instead of taking lessons as the other group are taking without problems.

Outline your timeline, goals, and resources: The idea is to engage the student (also her friend) until October of this year. The main goal is getting her confidence to talk to me when she feels unengaged during lessons. I’m going to use many different PE contents, also games and plays to differentiate PE lessons from other traditional schools, following the benchmarks and Habits of Mind routines and mentions.

Explain your proposed product: Here, I’m going to explain the strategies that I will use to engage her and have the proper approach to this research.

Strategy #1: Invite the student to become part of the teacher’s team to develop an explanation and showing how to play the game/play.

Strategy #2: Do not split the group of children who usually make a mess. Instead of the split, deliver a responsibility to engage others to run the game/play.

Strategy #3: Giving her positive feedback all the time, in the beginning, during the lesson and especially at the end of the class.

Strategy #4: Approaching students also at a different time of PE lessons, which means having a conversation out of the learning space.

Strategy #5: While strategies are working and going well, mentioning her as a model of ideal for PE lessons, measuring her improvement through the process of changing behavior.

I will measure her through Gathering Data from pictures and movies of her performance and engagement. I started already taking photographs of her non-efforts.

General instructions: Describe motivation WHY, Explain your method, time frames, goals WHAT. What will your end product be RESULT.


I chose a specific student from Grade 6 to engage her in PE lessons by Habits Of Mind’s Finding Humor. She told me that she doesn’t like physical exercises (PE classes) at all. I think I can help her to find humor taking PE lessons.

Explain Your Method

  1. Inviting her to become part of my team (me and my assistant) to explain the activities, set the environment, helping me to engage other students, and also measure the whole group (solving conflicts).
  2. I will give her positive feedback all the time, in the beginning, during the lesson and especially at the end of the class.
  3. Do not split the group of children who usually make a mess. Instead of the split, deliver a responsibility to engage others to run the game/play.

Time Frame

  • One month and a half (Half August and September)


  • The main goal is getting her confidence to talk to me when she feels unengaged during lessons.


  • Gathering Data from photos & videos of her performances.

Opportunity for Growth:

  • Making her aware of the whole process – measurement.

Teacher Assistant Duties That’ll Help You FINALLY lead your own class.

teacher assistant that'll

I’m bringing this subject because after two years and a half I’ll have my own (PE) assistant. People ask me why I am happy about it? I usually say: “That’s because we can speak the same language.”
It means, set up a court or a classroom it’s not that easy when we talk about specific content – PE.
Through the process of application, I’m already prepared duties for my new assistant to help me to develop my own classes properly (as I wish to lead my classes). The first thing about class management which I’m really uncomfortable is my storage. I cannot set up the stuff because I don’t have time enough to split equipment by types, organize spreadsheets to have control over what goes out and what comes in – in terms of balls, racquets, vests, mats, etc.
The second step will be to know more about the approach with the kids. It will be an essential part of the introduction in PE contents for children. In my point of view, I’ll start modeling while teaching when the assistant starts taking notes and everything. I’ll be on the spotlight – and I do like this.
Having an assistant made me wonder since we started to talk about (my leadership and me) what kind of professional I need to be to guarantee that the assistant will learn the drill, and at the same time I’ll have all the benefits of the assistance. I’m looking forward to planning new activities, games, and plays that I finally know I’ll be developing differentiated PE contents.