https://padlet.com/scott_mcewan14/94bp0g84cakt EDG 6318 Role of the Teacher en-us 2019-06-07 17:43:22 UTC 2019-06-12 23:28:45 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f3d0.png scott_mcewan14 https://padlet.com/scott_mcewan14/94bp0g84cakt/wish/367238349 Purpose:
Jigsaw learning serves multiple purposes. It can give empowerment to the students through their teaching of their peers as well as allow for more feedback time rather than instruction time for the teacher (TeamPSC, 2018).
Justification:
An example of successful use of this teaching strategy would be to divide the class into four groups during a volleyball unit. Each group is taught a certain volleyball skill- setting, serving, digging, and spiking. After they learn the skill and become proficient enough, each group will teach another group the skill that they learned. Meanwhile, the P.E. teacher will be walking around the class providing feedback and help (TeamPSC, 2018).
Source:
TeamPSC. (2018, August 25). 7 core teaching strategies for physical education. Portable Sports Coach. Retrieved from https://portablesportscoach.com/teaching-strategies-physical-education/]]> 2019-06-12 17:55:53 UTC https://padlet.com/scott_mcewan14/94bp0g84cakt/wish/367238349 scott_mcewan14 https://padlet.com/scott_mcewan14/94bp0g84cakt/wish/367238368 Purpose:
I cannot stress how important this concept is for a slow-learner like me, who needs to try things out hands-on. The purpose of direct teaching in P.E. is to effectively demonstrate and introduce new movements and procedures (TeamPSC, 2018). In this procedure, the teacher physically demonstrates the movement or skill, and then invites the students to do the same, so that the students can visualize and physically try out what is being taught (TeamPSC, 2018).
Justification:
It makes it much much easier if a P.E. teacher can demonstrate the movements rather than just describe them with words. For example, when there is a unit on jump-roping skills in a fourth grade P.E. class, the teacher should first demonstrate proper jump-roping technique so that the students have an idea about what it will look like. This also means that the teacher will have to practice beforehand so that they give the students the right idea and demonstrate proper and safe form.
Source:
TeamPSC. (2018, August 25). 7 core teaching strategies for physical education. Portable Sports Coach. Retrieved from https://portablesportscoach.com/teaching-strategies-physical-education/]]> 2019-06-12 17:56:00 UTC https://padlet.com/scott_mcewan14/94bp0g84cakt/wish/367238368 scott_mcewan14 https://padlet.com/scott_mcewan14/94bp0g84cakt/wish/367238386 Purpose:
Goal setting is widely used in the exercise world as those who partake in physical activity constantly want to improve themselves. Goal setting should be a part of elementary P.E. as well, because the goals are physical development and appreciation. Goals for students in fourth grade P.E. should be S.M.A.R.T.- (specific, measurable, attainable, relevant, and time-bound) (Feith, 2013).
Justification:
Goal setting can give students direction to certain desires or goals that they have. A good use of goal setting in fourth grade P.E. would be to have the teacher, at the beginning of a unit, hand out index cards and pencils to all of the students so that they can write down a goal that they have pertaining to the unit. They would then return the cards to the teacher so that the teacher can study the goals and help motivate the students during activities by reminding them what they are working towards- their goals! It also gives students empowerment in that they are recognizing the importance of hard work and intrinsic motivation in the developmental process.
Source:
Feith, J. (2013, May 28). S.M.A.R.T. goals fitness unit. The Physical Educator. Retrieved from https://thephysicaleducator.com/2013/05/28/s-m-a-r-t-goals-fitness-unit/]]> 2019-06-12 17:56:06 UTC https://padlet.com/scott_mcewan14/94bp0g84cakt/wish/367238386 scott_mcewan14 https://padlet.com/scott_mcewan14/94bp0g84cakt/wish/367238408 Purpose:
Teacher clarity is also an incredibly important instructional strategy. It should not really be considered a "strategy", but rather just a skill any teacher should have. At the beginning of a new unit, a teacher should clarify the learning goals, objectives, and directions (Alber, 2015). Examples or demonstrations also serve to "clarify" or help students to understand what is expected as a final outcome (Alber, 2015).
Justification:
Teacher clarity is very important, unless a teacher is trying to be vague to see how the minds of the students interpret things. However, for the purposes of P.E., teacher clarity will always be of the utmost importance, as the physical education gym is a place where physical danger can occur if directions are not understood and followed. For example, clarifying directions for an activity is very important in P.E. The P.E. teacher should explain the directions at least two times, as well as physically be able to demonstrate what will happen (preferably with student volunteers). Even after that, the teacher should ask to make sure no one is confused, and perhaps even call on individuals or the class as a whole as to what will be going on during the activity to see if they understand, and so that multiple means of representation are covered under the principles of UDL.
Source:
Alber, R. (2015, February 27). Five highly effective teaching practices. Edutopia. Retrieved from https://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber]]> 2019-06-12 17:56:12 UTC https://padlet.com/scott_mcewan14/94bp0g84cakt/wish/367238408 scott_mcewan14 https://padlet.com/scott_mcewan14/94bp0g84cakt/wish/367238425 Purpose:
The use of effective and frequent feedback is fundamental to physical education. Learners need consistent feedback so they know that they are on the right track and improving (Alber, 2015). For growth, learners need individual feedback (both verbal and written), as well as collective feedback for the class and opportunities for learners to give feedback to the teacher (Alber, 2015).
Justification:
Feedback is used extensively in physical education. As far as 4th grade P.E. is concerned, one of the areas of knowledge that is addressed by the TEA standards is "social development". Under "social development", one of the standards states, "the student is expected to respond to winning and losing with dignity and understanding" (19 TAC Chapter 116.6 (6)). There are many ways to use feedback to enforce this learning goal. For example, let's say that the class is engaged in the Fitnessgram Pacer Test. There are only two students left still running. Eventually, one of the students, Giovanni, is the last person remaining in the test. After Giovanni finishes the test, he goes over to the other student, Marcus, and starts bragging and telling Marcus that he is a terrible runner and that he could never keep up with him. Obviously, feedback is necessary in this situation. For me, the P.E. teacher, I would use feedback by approaching Giovanni and telling him, in private, that while I am very proud of him for being the last one to stay in the Pacer Test, he needs to cease the hurtful talk to his peers. I would ask him how he would feel if Marcus said those things to him, so that he could hopefully empathize. I would remind him again that he did a great job, but that he should not be hurtful to others or brag. I would tell him, if you could accomplish this, you will become a very respected athlete. I would also tell Marcus to ignore the hurtful talk because he did a wonderful job.
Source:
Alber, R. (2015, February 27). Five highly effective teaching practices. Edutopia. Retrieved from https://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber]]> 2019-06-12 17:56:19 UTC https://padlet.com/scott_mcewan14/94bp0g84cakt/wish/367238425