Models-based practice (pedagogical models) and theoretical basis

Question 1

why is there a need for pedagogical innovation

Answer 1

‘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)

Question 2

What is the vision outlined by OECD (2019)

Answer 2

‘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’

Question 3

what is the traditional model

Answer 3

• ‘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)

Question 4

what are teaching games for understanding

Answer 4

• 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)

Question 5

what is models based practice (pedagogical models)

Answer 5

• 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)

Question 6

what is a model

Answer 6

• 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

Question 7

what is sport education

Answer 7

aims to create authentic sport experiences for students by experiencing sport in a holistic way and developing their motor competence and sport culture

Question 8

what is cooperative learning

Answer 8

• 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

Question 9

what is hybridisations

Answer 9

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

Question 10

what are learning domains

Answer 10

‘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’

Question 11

how can you problem solve in PE / coaching

Answer 11

‘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’’

Question 12

how can you build up learning capacity

Answer 12

• 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

Question 13

what are the inquiry and problem solving approaches

Answer 13

• 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’

Question 14

how can you problem solve in practise

Answer 14

• ‘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…’

Question 15

how can you problem solve in PE/coaching

Answer 15

• ‘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’

Question 16

what is constructivism

Answer 16

‘for those drawing on constructivism, there is usually a specific interest in one or more of the following concepts: ‘problem solving’, ‘reflection’, ‘critical reflection’, ‘student centered learning’ and/or ‘critical engagement’. specific attention is paid to how students make meaning, how they construct knowledge and how this can best be ‘scaffolded’.’

Question 17

what is the role of teachers

Answer 17

• transmit knowledge (support acquisition of knowledge) vs facilitate learning
• focus on content vs explore students prior knowledge and understandings
• set different learning outcomes and objectives

Question 18

what is the role of students/learners

Answer 18

• learn by replication vs learn by experimentation
• copy/replicate vs experiment/construct meaning
• answer questions vs encouraged to ask questions
• listen passively vs engage actively

Question 19

what is social constructivism

Answer 19

• constructivism: in its ‘social form’ suggests that the student is much more actively involved in a joint enterprise with the teacher (and other students) of creating new meanings based on their prior knowledge and understandings (Atherton 2003)
  
  • international physical education literature: students social interactions and involvement in community are pedagogical goals that enhance learning (azzarito and ennis 2003)
  • Vygotsky (1978) provided theoretical explanations of how and why learning occurs through social interaction

Question 20

what are some issues with constructivism

Answer 20

• ‘do not fall into the trap in believing that constructivists instruction techniques provided the sole means by which students construct meanings. this is not the case. students construct their own knowledge and interpretation no matter what instructional approach is being implemented’ (airasian and walsh 1997)
• ‘i learned that as a teacher i cannot assume that particular learning processes are taking place because a particular teaching method has the potential for that process to take place, particularly across all students’ (rink 2001)

Question 21

what is common theoretical ground

Answer 21

• learn to learn competency
• constructivist approach
• scaffolding the teaching and learning process
• ongoing self and peer (formative) assessment
• collaborative and cooperative skills
• creative development

Question 22

what are some issues with common theoretical ground

Answer 22

• they produce a blue print so there is scope for local adaption (but how much flexibility is there?)
  
  • ‘each model has a specific design specification that describes the non-negotiable features that make them distinctive’
• wider debates about the purpose of education are neglected
  -what is taught and why?
  
  • why is this content taught?
  • what are students supposed to learn?