In EPHE 452, Strategies for Games in Physical Education, we have had the opportunity to engage in conversation on Google Classroom. By using a variety of media tools, such as videos, images, summaries, and dialogue, we have been able to learn the concepts co-operatively. The big idea here is "Personal and Professional Preparation". Through the actions and reflections that have been made on the Google Classroom stream, we have been able to establish a growth mindset towards the complexities of teaching a diverse group of learners.

Every class, our instructor, Tim Hopper, has provided the opportunity for each student to video document the activities. Once the student has compiled 1-2 minutes worth of video content, they post the video, document what occurred, and pose a variety of questions for classmate dialogue. In the artifact I have posted, named "Google Classroom Stream Responses", there is a selection of answers I gave to the questions provided. Each answer seeks to take the class context, and relate it to the concepts being taught. 

The artifact below, named "TGfU Chapter 4 Summary", is another example of sharing my understanding of teaching games using concepts/literature. In the class, we were all tasked with choosing a chapter to summarize, and share with our team. This way we were all able to understand the concepts from our peer's perspectives rather than just reading the chapters. We all answered the following questions:

Why you selected the article? 
What was key question being addressed?
What information did you think your peers will find most interesting and why?
How could you apply any ideas from the article to your own practice?

My chapter talked about the process of tactical decision making, and the TDC Framework. I have posted the TGfU Curriculum Model to illustrate where the decision-making occurs in games. At this point learners decide what to do and how to do it. Through the course we have also learned the importance of the WHY - the context for the decision!

It was interesting to read about how the ideas can be applied in our teaching practices. This is an important aspect of professional preparation. Being able to share ideas and encourage new thoughts is an amazing way to develop resources, and refine previous ideas. 

Assessment

These two artifacts show that I am becoming proficient at professionally engaging with fellow pre-service teachers. At the beginning of the term, I was not as competent at connecting the course concepts to conversation. Now that I am regularly engaging on the Google Classroom, and completing reading assignments, I think I am doing well in the "Personal and Professional Preparation" area.

Evidence

These artifacts are evidence that I have been critically thinking about the ideas in class, and have been able to answer questions that are linked to literature and experience. The class stream responses show that I have been watching the videos that my classmates have developed, and have responded consistently. The chapter summary is evidence that I complete the required assignments, and write in a thoughtful manner.

Personal Growth

Based on this evidence, I can continue to engage in discussion with my peers and continue to express my learning through written responses. I can keep these artifacts as resources to look back on in my teaching practice.

Goal

In relation to this big idea I would like to find more ways to engage with fellow teachers. Using an online platform like Google Classroom is a great way. I would also like to apply the learning that I have expressed through responses to my teaching; in particular, my middle school teaching for this course.