1 00:00:12,720 --> 00:00:16,480 Ok, so today we're going to look at the importance of a welcome activity, really 2 00:00:16,480 --> 00:00:20,020 important for student learning coming to that environment, they're engaged 3 00:00:20,020 --> 00:00:23,070 straight from the off, really, really important for us as well is that they 4 00:00:23,080 --> 00:00:26,080 sort of get a little bit of a focus from the lesson as well to make sure that 5 00:00:26,080 --> 00:00:28,620 the tasks are relevant to what they might be learning a little bit later on. 6 00:00:28,840 --> 00:00:31,440 But the main focus is getting them off their feet, especially being sport 7 00:00:31,450 --> 00:00:35,080 students; engaged in what's going on and enthusiastic for what they learn 8 00:00:35,080 --> 00:00:42,940 later on. Today's welcome activity was a game called 11. 9 00:00:42,940 --> 00:00:47,080 So students come in and stand up on the feet and the number 11 is a number that 10 00:00:47,080 --> 00:00:49,270 you are out on, if you are 11 or out. 11 00:00:49,450 --> 00:00:51,910 So the rules of 11: If the number 11 lands on you. 12 00:00:51,910 --> 00:00:53,950 It's a really, really fun way of being competitive. 13 00:00:54,250 --> 00:00:57,880 People want to win and it's also a really good way of embedding maths and sort 14 00:00:57,880 --> 00:01:01,300 of the relevant topic into what you're going to be learning that day. 15 00:01:01,300 --> 00:01:03,230 The learners can say a combination of three numbers. 16 00:01:03,230 --> 00:01:05,470 So you could say one, one, two, or one, two, three. 17 00:01:05,650 --> 00:01:08,730 It moves around in a sequence and then learners you have to try and get the 18 00:01:08,730 --> 00:01:11,680 other teammates out by getting the eleven to land on them, whilst keeping 19 00:01:11,680 --> 00:01:13,780 themselves in the game. 20 00:01:13,780 --> 00:01:16,870 The benefits of doing a task like this is it really engaging, especially being 21 00:01:16,870 --> 00:01:18,550 sport students they are very competitive. 22 00:01:18,760 --> 00:01:20,140 They want to beat their classmates. 23 00:01:20,260 --> 00:01:23,140 I like that task because you can use it for kids from sort of any age group. 24 00:01:23,140 --> 00:01:26,050 I'm using it with the first year level three sport students in a minute. 25 00:01:26,390 --> 00:01:29,200 I've always used it in the past at camps with really very young kids. 26 00:01:29,410 --> 00:01:33,280 It goes down a treat every time, it gets enthusiastic and they have a big smile 27 00:01:33,280 --> 00:01:34,510 on their face by the time we finished. 28 00:01:36,280 --> 00:01:39,490 Although we start with eleven, it's a really, really fun, sort of engaging 29 00:01:39,490 --> 00:01:43,060 activity, we do like to make sure we start by recapping what we learned the 30 00:01:43,060 --> 00:01:44,920 week before so we can build upon that. 31 00:01:44,950 --> 00:01:47,920 So today we just had a little task where they can remember what they learned 32 00:01:47,920 --> 00:01:50,050 last week and recall that to me. 33 00:01:50,060 --> 00:01:53,170 So I know they know that information and then we can build upon it this week 34 00:01:53,410 --> 00:01:55,930 and sort of build upon that knowledge they've already got. 35 00:01:56,960 --> 00:01:58,790 The benefits of making sure you recap what students have learned the week 36 00:01:58,790 --> 00:02:02,980 before is making sure that information has stuck with them and it might be that 37 00:02:02,980 --> 00:02:06,400 little reminder they need the following week to trigger the knowledge and then 38 00:02:06,400 --> 00:02:09,210 they can build upon that throughout the rest of the week. 39 00:02:09,210 --> 00:02:12,370 A small task like this is really, really useful for getting students engaged 40 00:02:12,370 --> 00:02:15,520 straight from the off, especially relevant to the topic you're going to be 41 00:02:15,520 --> 00:02:19,360 speaking at lesson. Although today we was looking at technology, media and 42 00:02:19,360 --> 00:02:22,300 sport, the task was relevant to what we learned on that last week. 43 00:02:22,300 --> 00:02:23,980 So they can build on it from lessons to lesson. 44 00:02:27,720 --> 00:02:30,720 We set an initial task and students have the ability to move on from that, so 45 00:02:30,720 --> 00:02:33,990 we'll set an extension task that not all students have to do, but to make sure 46 00:02:33,990 --> 00:02:37,360 everyone's challenged. If they complete the task earlier that can move on to 47 00:02:37,360 --> 00:02:39,750 that to make sure they're still engaged in challenged within the task. 48 00:02:39,990 --> 00:02:43,550 Another thing is we like to incorporate some technology aspect to allow 49 00:02:43,560 --> 00:02:45,760 students to to use the phones as well, which are really important. 50 00:02:45,760 --> 00:02:49,590 It stops them using them without us allowing them and also engages them into the 51 00:02:49,590 --> 00:02:51,690 research aspects of learning as well. 52 00:02:51,720 --> 00:02:54,320 So it gives them a little bit of responsibility to do their own learning and 53 00:02:54,320 --> 00:02:54,690 research.