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Carissa Cook
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Carissa Cook
17818298
Carissa Cook
(Example; focus is on passing in space, but students can still develop their
running, catching, throwing and teamwork skills).
PART B
1. Catering for students learning needs through the previous selected standards
and focus areas.
Implementing various teaching strategies allows challenging and potential goals
for all students in providing multiple ways of achievement (Barraket, 2005). This
is capable through successfully participating in all activities, and excelling in one
particular activity that demonstrates strengths for the individual A teaching
strategy that can challenge students is having higher complex thinking by asking
questions from a basic level of thinking to an anlaysing question, this is used
within the lesson, particularly in activity two. A facilitator teaching approach
allows higher engagement from students and opportunities to grow their
development within themselves and their peers. Providing constructive feedback
increases their attitude and mindset to continue to participate and be involved
within the activities. Encouraging students to move and participate through a
game-center approach has been found effective, with also modifying the game to
cater for students needs (Bert, 2013). This is met within the lesson, by making the
outcomes and syllabus links to design and participate in modified games in an safe
environment. This relates back to the graduate standard and focus area of using a
variety of teaching strategies that would optimally accommodate for all students
needs. The multiple resources including, technology, physical activity, groupwork, teamwork environment shows a wide implantation of allowing students to
develop their understanding and make several connections by one lesson
scaffolding to another lesson. This allows students to use previous knowledge
from task just completed to then explore the main concepts in their own
individualized ways.
To ensure your lesson is meeting the standards of quality teaching, providing a
lesson that supports all students participation is vital. Inclusivity especially in
PDHPE activities is important to allow students to participate to their full capacity
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in creating new knowledge and develop learning. Can interpret a skill from their
cultural background that can be taught and modified to their peers to widen
cultural acceptance and knowledge. Students literacy needs are used within
participating in this lesson by providing new stimulation skills and a variety of
information tools including; technology, moving, recording and interpreting their
game to the class.
Even though this lesson is focusing on one skill within their whole class game,
students are given the opportunities to develop and increase their strengths of
other skills that includes; space awareness, catching and throwing. This lesson
allows engagement from all students by allowing individual improvement in
problem solving and decision making in how and when to throw the ball into
space but also in a team environment to reduce student exclusion. Allowing
students to come up with the modifications in the game activity provides
individuals to express their ideas and see if they work in practical scenarios.
Incorporating group activities promotes participation involvement and reduces
students sitting out of the game. With the students having to then demonstrate and
provide feedback to peers, builds a rapport within their class and can increase
individuals confidence.
Knowing your students and how they learn is important to conduct an effective
lesson. With physical education, providing as much opportunities to get active and
learn new skills is important, however ensuring all needs are meet is also vital.
Even though Piagets theory suggests every child develops in static stages of their
development (Arnett, 2014), as teachers we need to ensure our learning outcomes
are universal and capable for all students learning. This lesson responds to this, by
providing differentiated activities to allow discovery and experience in a range of
resources. This can then inform the teacher of the students knowledge capacity in
that particular area, as some students can explore themselves by practically being
involved, while other students are able to explore the outcomes verbally and
analyzing the task differently. Knowing this information can ensure further
lessons accommodates for their individualized needs. As teachers we need to be
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aware and supportive of students bringing their own cultural values into
discussions and that culturally diverse students have a wealth of experiences to
contribute (Ryan & Cooper, 2008). It is a positive to implement class discussions,
feedback and decision making not only in groups but within a class environment
to increase their confidence as well as the acceptance and appreciation from their
fellow peers of everyone having different values. By using multiple resources
such as visual, verbal and kinesthetic activities allow students to learn effectively
as well as provide information to the teachers to conduct and identify successful
outcomes for all students in a diverse environment.
Technology in todays society is a teaching tool to expand the students learning
opportunities and to accommodate for all learning needs, whether thats individual
learning abilities or cultural and linguistic needs. Technology is used in this lesson
that is content relevant and meaningful by first allowing students to learn the skill
of the game by accessing the class software link, to then be used at then end in
groups when developing their own modified activity. The use of technology to
cater for differentiated individuals and learning needs is providing multiple
avenues to learn and give the students the power to create and discover an
interactive experience to the class while also providing feedback from both
teacher and peers (Clarke & Pittaway, 2014).
Integrating technology use gives students who have advanced skills in technology
an ability to understand and express themselves, particularly in a physical
education unit. Not all students enjoy being active, however the teacher needs to
accommodate and address that need to ensure all students are given the right
opportunity to learn new knowledge. This is explored in the lesson by allowing
students to film and record their modified activity, with also class interaction of
displaying their film. Addressing the factor of emerging technology in society into
the PDHPE curriculum will broaden the students understanding and relations, and
to identify, that physical education is not just playing games but also using other
teaching tools and resources that are now available. Technology in this lesson is
providing the theory content and then allowing students to model this information
in a whole class situation to then smaller group formations.
17818298
Carissa Cook
17818298
Carissa Cook
References:
Arnett, J. J. (2014). Adolescence and emerging adulthood (5th ed.).
Pearson Education Limited
Barraket, J. (2005). Teaching research method using student-centered approach?
critical reflections on practice. Journal of Teaching and Learning Practice,
2(2), 63-74. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?
article=1025&context=jutlp
Bert, G. (2013). Teaching high school physical education according to national
standards; the 6 verbs of success- demonstrate, understand, participate,
achieve, exhibit and value. Journal for Physical and Sport Educators, 23(4),
28-31. doi: 10.1080/08924562.2010.10590883
Board of Studies Teaching and Educational Standards NSW.(2013). Australian
Professional Standards for Teachers. Retrieved from
http://www.nswteachers.nsw.edu.au/publications-policiesresources/publications/australian-professional-standards-for-teachers/
Clarke,M.,&Pittaway,S.(2014).Marsh'sbecomingateacher(6thed.).Frenchs
Forest,Australia:Pearson
Ryan, K., & Cooper, J.M. (2008). Those who can, teach (9th ed). Boston: Houghton
Mifflin.