QR Codes & Total Physical Response
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MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
SUPPORTING LANGUAGE ACQUISITION
-QR CODES AND THE TOTAL PHYSICAL RESPONSE ELL TEACHING STRATEGY-
By Iris Powell
Photo by Paulo Brandão
The Physical Education classroom can provide excellent opportunities to support ELL students language acquisition. QR codes and a Total Physical Response teaching strategy is an example of this support.
QR CODES IN PE
- QR codes can be placed around the gym as stations
- Students work in small groups and rotate to stations together
- One tablet per group allows group to scan code
- Code would reveal a gif of the activity to be performed
FOR EXAMPLE
- Each QR code reveals a different exercise
- QR Code at Station 1 reveals Squats, at station 2 pushups, at station 3 a plank, etc.
- GIF shows the correct way to perform the exercise
- Vocabulary is written underneath qr code
Vocabulary would include cues and safety terms and would be written under the QR code so that it could be read while watching the gif
Photo by sheriffmitchell
TOTAL PHYSICAL RESPONSE
- Primary ELL Teaching strategy
- Choose vocabulary to physicalize
- Gradually introduce vocabulary
- Drop physical modeling
- Add additional commands
- Add additional responses
- Play games for additional practice
- Assess student progress and understanding
The total physical response strategy is the primary teaching strategy I am focusing on although there are several others that would qualify in this lesson. They are viewable on the next slide.
For example if the exercise is a pushup the vocabulary would be pectoralis major and triceps as these are the primary muscles being used. It could include key points and safety such as: elbows 90degrees, hips are not sagging, back is flat.
This vocabulary is introduced slowly but will become the foundation of language to be built on as the term progresses. If later in the term a more complicated chest exercise was to be performed we would refer back to the pushups and add additional information for the more complicated chest exercise.
After this lesson, laying the foundational exercises, students would be able to have the physical modeling dropped and still understand how to perform the exercise. Of course, review can and would take place as needed for certain exercises.
Like I've stated above additional commands could take place after this initial foundational lesson. More complicated exercises would build on these foundational exercises.
Additional responses would take place during later lessons where students would point to and state the names of muscles in their body (pectoralis major and triceps). They will also know how to identify these muscles on models and on diagrams and pictures.
Playing games such as allowing students to call out the exercises for their group or the whole class would allow for additional practice time.
Just like with all other classes, all PE lessons include assessments. Students would be assessed on their understanding of the vocabulary and the exercises. Documentation of the classes' and individual students strengths and weaknesses allow for precise review tactics.
Herrell, A., & Jordan, M. (2016). 50 Strategies for teaching English language learners (5th ed.). Boston, MA: Pearson Education.
For example if the exercise is a pushup the vocabulary would be pectoralis major and triceps as these are the primary muscles being used. It could include key points and safety such as: elbows 90degrees, hips are not sagging, back is flat.
This vocabulary is introduced slowly but will become the foundation of language to be built on as the term progresses. If later in the term a more complicated chest exercise was to be performed we would refer back to the pushups and add additional information for the more complicated chest exercise.
After this lesson, laying the foundational exercises, students would be able to have the physical modeling dropped and still understand how to perform the exercise. Of course, review can and would take place as needed for certain exercises.
Like I've stated above additional commands could take place after this initial foundational lesson. More complicated exercises would build on these foundational exercises.
Additional responses would take place during later lessons where students would point to and state the names of muscles in their body (pectoralis major and triceps). They will also know how to identify these muscles on models and on diagrams and pictures.
Playing games such as allowing students to call out the exercises for their group or the whole class would allow for additional practice time.
Just like with all other classes, all PE lessons include assessments. Students would be assessed on their understanding of the vocabulary and the exercises. Documentation of the classes' and individual students strengths and weaknesses allow for precise review tactics.
Herrell, A., & Jordan, M. (2016). 50 Strategies for teaching English language learners (5th ed.). Boston, MA: Pearson Education.
ADDITIONAL STRATEGIES USED
- Visual scaffolding
- Working in small groups
- Learning Centers
- Preview/review
- Modeled talk
- Realia
I chose to focus on Total Physical Response but certain could have chosen any of these listed strategies. The Total Physical Response seemed to be the most important though.
