Student Learning Journal (Version 2016) Guide for Teachers Things to know before you start I.The Way2Go Bike Ed student learning journal is designed to be used in conjunction with the online teacher resource. The package was developed by the Department of Planning, Transport and Infrastructure for use by schools participating in the Way2Go Bike Ed program.online teacher resource II.Tasks may be adapted to better meet student needs. Refer to the lesson instruction guide for ideas. III.Participating schools can order a hardcopy of the student learning journal for each student and class teacher. Purpose of the Way2Go Bike Ed Student Learning Journal I.Encourage a shared approach to student learning and support. II.Collect evidence of student learning linked to the Australian Curriculum for reporting. Students Plan for success Active participation Teachers Use SLJ in conjunction with teacher lessons Plan the use of additional tasks (see next slide). Parents & caregivers Engage in homework tasks Instructors Refer to the SLJ in class and during practical experiences Content overview Topic 1 & 2 Class teacher must complete the essential lessons prior to the first session with instructors Topic 1 & 2 Class teacher must complete the essential lessons prior to the first session with instructors Topic 3 & 4 Class teacher may complete these lessons during the program to support student achievement Topic 3 & 4 Class teacher may complete these lessons during the program to support student achievement Additional tasks Class teacher may choose to use in class or as homework Additional tasks Class teacher may choose to use in class or as homework Bike Safety Check & intersection quiz Negotiate use with service provider Bike Safety Check & intersection quiz Negotiate use with service provider Allocate a timeslot for students to review their progress and reflect on their success. Have students check that they have recorded a SMART goal. Some students may record concerns about participation. Pay close attention to these students during the practical sessions. Purpose a Students will know what they need to bring or wear for Way2Go Bike Ed and take responsibility for being organised. Use dot points to record each item To address H & PE for Yr. 3/4 students must identify and practise strategies that promote their health and safety. To address H & PE for Yr. 5/6 students must plan and practise strategies that promote their health and safety. Example items Helmet Protects my head if I have an accident Safe and roadworthy bike To be able to control my bike Water To stay hydrated Sneakers, laces tucked in To protect my feet Sun cream Sun safety - avoid skin burn Example I will clip my helmet to my school bag so I dont forget to bring it. I will check my bike the night before so it is ready to ride to school in the morning. When I pack my lunch Ill fill up my water bottle and put my suncream in my bag at the same time. I will wear my sports uniform and sneakers on the day we have Way2Go Bike Ed so I have the right gear to ride. Encourage the students who own a bike to complete this activity. The checklist should include all five points from the video clip Choosing a safe helmet, as part of topic 2. Choosing a safe helmet Has an Australian Standard Sticker No damage to the inner or outer shell Straps and buckle work properly Correct size Helmet made for bike riding It is important to give every student the opportunity to practise fitting a helmet correctly. If you dont have enough helmets for each child have them work in small groups using hair nets if there are hygiene concerns. Make sure that students use the checklist to record their ability to do this task independently. Intended purpose/s To identify things they (students) can do to learn how to fit a helmet independently To identify people that can help them (students) and plan how to seek out their assistance To identify/ plan how to become more efficient at fitting a helmet correctly To show care and effort (program rules, see slide 18) by taking action to assist others. Discuss possible strategies that students could employ to become competent at fitting their helmet correctly if they cant do it by themselves. They may focus on the specific task they found difficult. The basic bike safety check (pg. 13 20) Students will do a basic bike safety check before riding in the first session. You may choose to: a) take a pot of pencils and basket for students to use their SLJ to complete the check independently, seeking support from instructors when required or b) have students do a bike safety check at home and use the first session as a refresher, so that students begin riding sooner. Check what your school coordinator has negotiated during the planning meeting. There is a Way2Go Bike Check video clip that demonstrates how to do the basic bike safety check. Watch this as a class prior to the first session or provide a link for students to watch it with a parent/ caregiver. Air Brakes and bell Chain and crank arm Drop test Height Lights Consider leaving a copy of how to do a basic bike check in you school library or front office area Intended purpose To create a habit of doing a bike safety check before each ride opportunity for students to demonstrate safe behaviour consistently over program. To encourage basic maintenance of student owned bikes throughout the program (e.g. pumping up tyres) Intended purpose: 1. To collect evidence of students knowledge of basic bike handling 2. To share knowledge with the school community. Teacher tips Encourage students to use verbs and adverbs to improve the clarity and quality of their written tip. Consider complementing this with labelled diagrams. If time allows consider challenging students to be creative by turning their tip into a memorable motto or poem. Example actions Faster: Pedal faster, change gears Slower: Coast (dont pedal), pull brake levers gently Example actions Slight: Lean body weight towards left/ right. Tight: Turn handlebar towards left/ right. Warning device Front light Rear light Handlebars Seat Brake pads Wheel rim Pressure valve Spokes Frame Pedal Crank arm Chain Tyre Reflectors This task requires students to think about the context within which they should or should not be using an emergency brake procedure. As a result they will understand the importance of looking ahead and stopping in a predictable manner when riding in groups. Predictability safety Sense of enjoyment/ calm Fair go, inclusion, protecting rights of all citizens Come to a complete stop Slow down and give way to all traffic No bicycles in this area Area, path or lane for bicycle use only Shared use path for pedestrians and bike riders To slow traffic down so that it is safe for all road users, especially young children and older people. Travel at 25km or less so that there is enough time to stop safely. Look out for other people. More chance of an accident. People might feel unsafe or stressed. Those who break the rule might get a fine. The skate park (google local facilities). Students may choose to record a decision that they have experienced. Their scenario should be travel related. This page could be used as: 1.a reflective task for students to record a decision they faced during each session. Have them share this with a parent/ caregiver to acknowledge what they learned and celebrate their ability to make safe and responsible decisions 2.a refocussing task for students that are excluded from participation for a period of time due to behaviour. The intersection quiz (pg ) Things to know Your school program coordinator may have negotiated with Bike SA for students to do this quiz with the instructors. Ask you school coordinator what has been planned. When carrying out the quiz instruct students to select the route number not colour. A detailed explanation of the correct answer to each page can be found by downloading the intersection answer sheet. C A I G N A Make a left hand signal and get eye contact with car drivers. Visual perception tasks (pg ) Three optional tasks to choose from for flexibility in resources, time and interest. Complete in class or at home with family or friends. Visual perception tasks (pg ) Makes connections with safe travel behaviours (how to improve in games - focussed attention, ready to respond). Helps to develop students understanding of positional/ directional language for a better understanding of instructions and feedback during practical sessions. Beyond the Way2Go Bike Ed program Want to plan a safe bike riding route? Use the Cycle Instead Journey PlannerCycle Instead Journey Planner Looking for more resources, advice or support? Visit the Way2Go website.Way2Go Food for thought Sustaining an interest in bike riding beyond the Way2Go Bike Ed program is a common challenge faced by schools aiming to create a culture of active travel to and from school. These videos and questions may help you reconceptualise your school approach. VideoReflection questions A thought provoking TED talk about active travel to school. Walk to School: Jennifer Keesmaat at TEDxRegina How does this apply to my school community? What could been done to challenge perspectives? Sent out all the information and still not getting the behaviours you want? Watch Three Myths of Behavior Change - What You Think You Know That You Don't: Jeni Cross at TEDxCSUThree Myths of Behavior Change - What You Think You Know That You Don't: Jeni Cross at TEDxCSU How effective is my approach in changing behaviour? Why? What mix of strategies could I apply to get the behaviour I want? Video on making behaviour change manageable and sustainable Forget big change, start with a tiny habit: BJ Fogg at TEDxFremontForget big change, start with a tiny habit: BJ Fogg at TEDxFremont What travel habit would I like to see become common to our school culture? How could I apply this approach in the classroom? If you have any questions or would like to provide feedback contact the Way2Go team