Table 1.
EASY Minds Professional Development workshop
| Session | Focus | Content |
|---|---|---|
| 1 | Theory Introduction and EASY Minds program objectives | * Research on the effects of a school-based program on physical activity and academic performance. |
| * Introduction to the EASY Minds program and key measures. | ||
| * Mathematics: Student engagement in mathematics | ||
| * Managing the learning environment | ||
| 2 | Practical Movement-based learning. Practical considerations and key teaching principles. | * Introduction to practical activities that promote mathematical concepts |
| * Teachers will expand their repertoire of teaching practices by learning about and participating in activities successfully trialed in schools in advance. | ||
| * Links to key elements of Quality Teaching Framework e.g. quality learning environment Engagement, high expectations, social support, self-regulation. | ||
| Key teaching principles of movement-based learning | * Watching and discussion of previously recorded video footage of movement-based learning lessons filmed by and delivered by research team. | |
| 3 | Theory Planning and delivery | * Teachers will plan an EASY Minds enhanced mathematics unit of work and individual activities using their current mathematics unit of work using both previously prepared resources, knowledge acquired and peer support. |
| * Teachers will be instructed in how to utilise current resources and how to embed resource kit provided into their teaching. | ||
| 4 | Practical | * Teachers will deliver to their peers both an indoor and outdoor movement-based activity from their lesson plan developed in previous session. |
| * Feedback and support from peers via observation and discussion. | ||
| 5 | Conclusion | * Recap of key principles of movement-based lessons. |
| * Introduction to fidelity checking procedures. | ||
| * Explanation of email support by research team. |