Presentation on theme: "1 Final Review Tim Hopper PE352. 2 Reflect Survey entering class Readbacks in groups of 3 What did your group focus upon? Did you learn what you expected?"— Presentation transcript:
2 Reflect Survey entering class Readbacks in groups of 3 What did your group focus upon? Did you learn what you expected? Did you learn more than you expected?
3 Final Exam Drawing from the example of your PE352 unit plan and on your extensive knowledge about teaching PE write a paper that (1) clarifies your purpose in developing a PE program, and (2) explains how you will teach in order to help all children realize the life-time benefits of physical activity. Other courses as possible resources to help your answer: PE143 Scientific, philosophic, historical and psycho-sociological bases of physical activity PE144 Active Health PE 360 Exercise prescription PE443 Organization and Administration of PE PE452 Teaching Strategies for games in PE
4 Guidance This final is an opportunity to gather your thoughts and strengthen you personal conviction about how to teach PE. Do not try to impress with lots of other peoples ideas, rather focus on the ideas you believe in, your knowledge of teaching styles and offer evidence to show why your ideas are worthwhile and meaningful to your future career as a teacher and a physical educator. Marks will be gained for: 1. Analytical paper that has a clear introduction, clear definition of terms and concepts, a main body dealing with the key ideas and a conclusion that summarizes key points from the paper. 2.Use of sources from the course texts or other informed literature (other courses) to support ideas and conclusions. 3.Use of examples from your experience to support and clarify ideas presented 4.Reasonably clear writing and expression (paragraphs, sentences with commas and recognizable spelling of words).
5 How can unit plan help? Content and pedagogy Use of teaching styles to develop each learning domain Student decision making Choice, feedback, social involvement Skill development and Conceptual understanding Progressions, cognitive dissonance, memory to creativity, discovery to creativity
6 How can the text help Chapter 5 - Cognition Teaching Styles and learning Chapter 18 – Designing Subject Matter Chapter 19 – Review Spectrum Research Chapter 20 – The Spectrum
7 Chapter 18 – Designing Subject Matter Content + pedagogy = Worthwhile learning experiences Most common in PE is Practice Style – teachers inability identify pedagogical events in their classrooms (p. 293). Need episodic design where content and pedagogy are sequenced and linked Lessons need multiple objectives based on episodes – lesson plan designs need to be developed. Curriculum standards – focus on a model (sports/activity model v Wellness model)– versus approach
8 IRP goals do not delineate how the teacher and learner are to interact. Personal and Social Responsibility Objective grade 8, 9 and 10 “ demonstrate appropriate social behaviour while working cooperatively in group activities.” (BC IRP, p. 81) Realize objectives through use of “pedagogical structure” (Mosston, p. 296) Curriculum texts sequence of tasks aligned to practice style – link to content and pedagogy not made
9 Developmental movement concept Broadest perspective of physical development Assigned value – Artistic Functional value – Accomplish goal Intrinsic value – Personal physical development Physical actions developed in each area Jump in dance – shape and form Jump in soccer – to head a goal Jump to a rope – calf muscle stamina and agility.
10 Designing Subject Matter “Rather than task becoming the end-all final product, developing the learner’s ability to acquire the skills becomes a priority.” (p. 304) Curriculum selection - developmental Objectives for learner – focus in learning content Others – background and connections “Mobility along the Spectrum is a daily occurrence” (p. 309).
11 Chapter 19 – Review of Spectrum Research Non-versus approach Reproduction styles research (summary p.328-29) Task style (practice and inclusion) - Higher ability better in task style (Griffey, 1983) Student choice in practice style more effective for lower ability (Goldberger and Gerney, 1990) Production style research Value associated with learner decision making and independence. Long term goal not researched. Need skills and learner decision making independence
12 Research focus now on verifying the assumptions of the Spectrum Theory (p. 334) Confirm spectrum’s ability “describe teaching events and predict learning outcomes” (p. 334) Spectrum based on decision-making between student and teacher – other models?
13 Chapter 20 - Spectrum “Learn to see the variety of universal behaviours that occur in school and in society.” (p. 338) “Learn to see the different expectations that exist in behaving and interacting with subject matter and other people.” (p. 338) Artistic, Functional and Intrinsic – Appreciate, understand, create, replicate, share “Deliberate teaching…developmental channels, non- versus approach in making deliberate decisions, recognize differences.” (p. 341)