Models-based practice (pedagogical models) and theoretical basis Flashcards
why is there a need for pedagogical innovation
‘innovation at the level of practice must be seen as a normal response to addressing the daily challenges of a constantly changing classroom. Change is not an extra, but a pedagogical problem-solving process that builds on the creative, intuitive and personal capacities of teachers’ (OECD 2019)
What is the vision outlined by OECD (2019)
‘to move the needle and spark change, the education 2030 includes physical and mental health as core foundations on its education 2030 learning compass, as well as a focus on social, physical and psychological competencies that student will need to navigate the world of tomorrow’
what is the traditional model
- ‘most people’s idea of a good training session or games class is one that looks well organised and in which the coach/teacher directs proceedings with authority. The problem with this is that nice neat-looking drills are far removed from the chaos of real matches and this is one reason why they don’t work’ (light 2012)
- ‘these practices are typically abstracted from the whole activity; they are typically decontextualised practices. Indeed, the concept of skill acquisition this approach embodies is sometimes called whole/part/whole learning, although I am suggesting here that the whole is often omitted’ (Kirk 2010)
what are teaching games for understanding
- starts from modified games so that students understand the structure and requirement of the sport, its tactics and the necessary skills in that order
- a student centered curriculum model that has a number of stages:
- game form and game appreciation (modifications made to rules, playing area, equipment; the educator adds to the complexity of the game by adding new layers and progressions)
- tactical awareness (the educator uses questions and further modifications to make learners think about key tactics and strategies that can lead success to the game)
- making appropriate decisions (the educators engages learners in tactical talk to help them reflect on the decision making of the game)
- skill execution (further modifications to focus on specific skills that are needed to be successful in the game)
- performance (game - the educator focuses on the appropriateness of tactics and efficiency of technique)
what is models based practice (pedagogical models)
- models based practice (MBP) is an innovative approach to the teaching and learning of physical education (PE) and other physical activity contexts for improved accommodations of learner needs across learning domains (e.g. affective, cognitive, psychomotor)
- ‘offer alternatives scenarios more capable of supporting and enhancing educational and social demands’ (Kirk 2013)
- ’ a way of organising the interdependent elements of curriculum, learning, and teaching to achieve specific learning outcomes’ (Hastie and Casey 2014)
what is a model
- Metzler (2005) - a comprehensive and coherent plan for teaching that concludes
- a theoretical foundation
- a statement of intended learning outcomes
- a teacher’s content knowledge expertise
- developmentally appropriate and sequenced learning activities
- expectations for teacher and student behaviours
- measures of learning outcomes
- Casey (2014) - it moves away from being too teacher or content focussed
- models provide teachers with a ‘blueprint’ to develop specific units or programmes that help learning
what is sport education
aims to create authentic sport experiences for students by experiencing sport in a holistic way and developing their motor competence and sport culture
what is cooperative learning
- a model in which students learn with and from and by other students through an educational approach that facilitates and enhances this positive interaction and interdependence
- for a learning structure to be considered cooperative, it has to fulfil five essential elements
- positive interdependence
- promoting interaction
- individual responsibility
- group processing
- social skills
what is hybridisations
it involves combining the most significant elements of one or more models either by extracting and merging the key features of each model, or by taking one of the models as fundamental but include techniques, resources, or strategies for another
what are learning domains
‘what are the generic skills they will require to do this and how are they acquired? In the literature there are frequently repeated references to ‘deep learning’, ‘access to deeper, more enduring forms of understanding’, ‘the need to sort, combine and evaluate knowledge’, ‘the ability to manage one’s own learning’, ‘communication and teamwork’, (Bentley 2002), rich conversations that build on childrens life world experiences and ‘funds of knowledge’ (Thomson 2002), the ability to critically engage with social meanings and so on’
how can you problem solve in PE / coaching
‘we could argue that critical thinking, critical inquiry and problem solving together with related concepts such as critical reflection, critical engagement are some of the main abilities/capacities needed by young people in these ‘new times’’
how can you build up learning capacity
- Guy Claxton 4 R’s of learning power
- resilience: being ready, willing and able to lock onto learning
- resourcefulness: being ready, willing and able to learn in different ways
- reflectiveness: being ready, willing and able to become more strategic about learning
- reciprocity: being ready, willing and able to learn alone and with others
what are the inquiry and problem solving approaches
- Darling-Hammond et al 2019 talked about the importance of supporting the development of ‘twenty-first century skills’, such as critical thinking and problem solving skills, inter-personal skills, learning independence and self-directional abilities, ability to competently find resources and use tools
- ‘the kind of learning supporting these higher order thinking and performance skills is best developed through inquiry and investigation, application of knowledge to new situations and problems, production of ideas and solutions, and collaborative problem solving’
- ‘these tasks in turn require strong self-regulation, executive functioning, and metacognitive skills; resourcefulness, perseverance, and resilience in the face of obstacles and uncertainty; the ability to learn independently; and curiosity, inventiveness and creativity’
how can you problem solve in practise
- ‘critical and creative thinking skills are developed in PE through learning environments that encourage experiences that direct students to answer questions posed by the teacher and, beyond that, encourage students to pose questions, develop solutions, challenge ideas, reflect and suggest reasoned and defensible decisions, and develop personal and social skills’ (Phil and Suesee 2017)
- ‘students in PE can be taught to better use their cognitive resources to decide more quickly, decide more creatively, spend more time analysing content or the structure of a problem, be more flexible and willing to alter decisions based on new information, and be able to move effectively, explain, defend and transfer thinking to other situations’ (Lodewyke 2009)
- ‘Cleland (2011) described an enriched learning environment in PE as involving student choice, challenging and meaningful activities within the students zone of development, and providing supportive social interaction with sufficient time for learning - thus optimising the opportunity for creative thinking, problem solving and critical thinking’
- ‘the role of the teacher is to state the major objective of the episode in the form of a problem to be solved by employing logic or reasoning’
- for example, this could occur in a 3v3 keep away game in a square where the students in each group of three may be asked to discover a principle that makes keeping possession easier, or principle’s that make interception easier
- they could have a task card with sentence starters, but they are asked to finish the sentences. for example, ‘in attack, the longer I stand still with the ball…’ or ‘in attack, the quicker i pass the ball the…’
- alternatively, in defense, sentence starters could be, ‘in defense, the closer i am to the attacker the…’
how can you problem solve in PE/coaching
- ‘implicit in all of these concepts is an understanding that learning is not simply about the transmission of a relatively fixed body of knowledge but about meanings as constructed through the activities of learners as they engage/interact with their environment’
- learning as construction of meaning, a process about knowing and understand and respond to uncertainty and constantly developing knowledge
- ‘they [students] also need to be able to deal with the uncertainty of conflicting and changing knowledge and to make sense of such knowledge so that they can make choices about how they will act’
