Artifact 3 - Google Classroom Explaned
Artifact 3 was generated in our Google Classroom. I think that our class demonstrates an effective, supportive, and inclusive learning community. Whether in class or online on our google classroom, we are all willing to engage and participate to further our own knowledge, or our peers. In the context of this specific artifact, Liam had posted a class video and prompting questions to get us to think about the class we just had. I chose this process as an artifact because I think that it is a really strong tool to engage students, especially since we do not ever sit down and write out notes. This is a better option in my opinion, because it allows for full participation in class, and offers different perspectives and a wealth of knowledge all in one place.
Using the First Peoples Principles in education now present in our BC curriculum, having students act as both educators and learners is beneficial as we can all share in our areas of expertise or curiosity. This creates a vast and creative mass of knowledge and text in multimodal ways. Through this whole class process I have learned that education does not always have to be sitting and writing notes in a classroom or participating in PE, but a blend of both. Google classroom is a really good resource for teachers and students to use to incorporate and facilitate student learning in a new way.
Reflection Prompts
Assessment: To what level of competency do you feel you are performing the learning implied in this big idea?
Evidence: How does the evidence show your developing competencies in relation to this big idea?
Personal growth: What can you now do based on this evidence?
Goal: What is something you want to work on or improve on in relation to this big idea?
Refection
Assessment: I think my level of competency in this big idea is developing. I think that I am performing well in the community and collaboration big idea within this class. I am an active contributor on the google stream, and in class I am willing to participate and engage in a variety of activities. I always try to give my all in tasks, and am not afraid to ask questions for clarification or give constructive feedback.
Evidence: The artifacts I have presented in class, through this portfolio, and online in google classroom demonstrate my understanding and developing skills within the big idea of community and collaboration. I believe that my artifacts presented on this page showcase this. I believe that this big idea is very important because fostering and creating an inclusive classroom is essential for TGfU.
Personal growth: Based on this evidence, I can continue to participate in class and online in our forum. I think the biggest challenge for me will be to incorporate this on a larger scale outside of this class, and even my university experience.
Goal: Something I want to improve on in relation to this big idea is incorporating it into everyday life. I find that within the context of a classroom I can excel, but believe I could benefit from including ideas of it into my everyday life.
Learning Experiences in EPHE 452
Learning Experiences in EPHE 452 in order to generate evidence of developing competence.
- Plan, teach and reflect on implementing a mini games unit in a local school.
- Complete peer-teaching session and reflect on feedback to develop your practice.
- Give productive feedback to peers to enhance your teaching practice.
- Engage in productive on-line communications to promote own and peers learning in the class.
Collaboration and Community
Artifact 4 - Physical Literacy and the Sports Education Model
Through this particular exchange on our google classroom stream I was able to think about the importance of understanding physical literacy and how it relates to the Sports Education Model presented in class. As seen in Mr. Hopper’s midterm review slides the Sports Education Model includes "Seasons, Affiliation, Formal competition, Culminating event, Record keeping, and Festivity” (Hopper). This exchange led me to do some reading on the sports education model and generate this document. In the process of creating this artifact, I gained the knowledge to fully understand the model, and it all clicked for me when I was writing it out. Having it presented orally to me was the base, reading about it solidified it, and writing about it made me confident in my knowledge on the subject. What I learned was that there are a variety of ways to increase motivation and engagement in PE. The Sports Education Model offers a good option because it is inclusive, but all students have different roles that you can cater to ability. In this situation everyone is needed, and everyone has a role to play creating accountability and motivation to succeed.