In EPHE 452 I have had the opportunity to develop a deeper understanding of my discipline's concepts, and how they apply to student's learning. The Big Idea here is "Understanding Discipline Concepts", and I feel as though I have had the chance to do that through course experiences.

I have been able to represent my learning this term through media, text, and video sources. For our third class in this course I signed up to capture the activities on video. I participated in the class, and periodically filmed fellow students. In the class we learned ways of teaching volleyball (line game, fukahara, target game). I put together a 1-2 minute video using iPhoto, and posted it to the Google Classroom stream with a recap and questions for my peers. I was able to represent what I observed and learned and then participated in discussion with my peers about the class.

The next artifact is a video from our first class of the term. The video recaps our experience playing invisible ball tag. This game is a great first step for territory invasion games. We were able to understand the necessary tactical decision-making to play the game how it is supposed to be played. The video shows the process of learning that occurred. We began by running around chaotically, but after understanding how time creates space we were able to make decisions to use our teammates, and exploit defensive movements. 

The third artifact is Tim Hopper's invisible ball tag presentation. It shows a lesson progression, the tactical problems, the questions to encourage accurate decision-making, and much more. This is an important accompanying presentation to go with the video because the game can look kind of crazy without the context of what, how, and why. 

The game meets the competencies of the redesigned curriculum. Students need to think critically and creatively as they learn how to play the game. Students communicate effectively, especially by using the YES! game to encourage name use. Students also learn how to work as a team, share the "ball" and be responsible.

Assessment

Understanding discipline concepts has been the Big Idea that has taken the most work to grasp. I feel like I am becoming proficient at much of what we have covered, but since there is a lot of new content, it has been a process. I have a pretty good understanding of the concepts in an assignment or Google Classroom stream context, but when it comes to teaching I will need some more practice.

Evidence

These artifacts are evidence that I am in the process of understanding discipline concepts. I often still need some examples or physical experience to have a concept stick, but fortunately we are all posting about our learning online. It has been helpful to see how others are making sense of the concepts, and how they may use them in the a class context under the redesigned curriculum.

Personal Growth

This Big Idea has been a growth area for me this term. I had some experience with terms from EPHE 352, but this class has been putting them into real life context. It has taken some getting used to, but I am enjoying the process of seeing how TGfU and sport education can be used in a class. I expect to see continued growth over the next several weeks this term and moving forward.

Goal

A goal of mine in this Big Idea is to conduct further research into the redesigned B.C. curriculum to explore ways that the competencies can be met through my teaching. Also incorporating First People's Principles of Learning into the course concepts.