This page is my profile page for the courses I teach at the University of Victoria.

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Last updated on 12 November 2019, 12:01 PM
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Profile information

Dr Tim Hopper's profile picture

Personal statement on teaching PE

I chose to teach PE because I loved being active outside, especially with a ball. I have always been good at organizing people and I take great pleasure in enabling people to become more physically engaged in the world. As a PE teacher my focus is making the physical activity challenging for all abilities and creating learning environments where students supported each others' learning. I believe that learning through doing, within a reflective process, is the key to worthwhile education.

Learning in PE to me looks like students engaged in tasks with a similar focus but adapt to their personal needs and choices. The Youtube clip is a playlist from teaching games in an elementary PE teacher education course using TGfU and Sport Education approaches which I see as an application of complexity thinking to the teaching and learning process.

 

 

  • First name: Tim
  • Last name: Hopper
  • Email address: thopper@uvic.ca
  • Occupation: Associate Professor

Introduction

The collections listed on the right of the profile page are pages related to the development of ePortfolios and to extension assignments created in previous EPHE courses.

Below are a selection of presentations related to ePortfolio development and learning.

We have created this Folioz tutorial page to help people build ePortfolio collections.

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Indigenous teaching and learning principles

Principles guiding course design

Drawing on Indigenous learning principles the course will create the conditions for Kamúcwkalha (the felt energy indicating group attunement and the emergence of a common group purpose). Learning in the course will be developed around principles of active learning, social constructivism and situated learning. Readings will set up students to learn in course experiences. Attendance in all classes is needed for the learning of each student and the class as a whole, however classes will be video recorded and posted to allow increased access and connection beyond course hours. In particular three Indigenous teaching and learning principles* will guide the learning processes of the course:

  1. Take responsibility for learning but put the learning of your peers before your own learning (Celhcelh);
  2. Create work that will benefit seven generations to come (Emhaka7);
  3. Find one's own passion and use it to energize the community (A7xekcal).

*See Sanford, K., Williams, L., Hopper, T., & McGregor, C. (2012). Indigenous principles informing teacher education: What we have learned. In Education, 18(2), 1–12. http://www.ineducation.ca/index.php/ineducation/article/view/61

See also Magarzine Landscapes Volume 3 Issue 1

Introduction

The Youtube clip below captures my understanding of learning as a multifaceted concept that develops in different based on teacher and student intents.  Critically to me is creating the conditions that afford students with the opportunity to learn in ways they are ready to learn.  Learning then happens at different rates and at different times and is best nurtured within collectives where learning spreads from one person to the another.

ePortfolio Scoops

Extension Assignments 2012-13

Extension Assignments EPHE 310 2012

Extension Assignments EPHE 310 2012

Videos from EPHE 310 2012

Videos from EPHE 310 2012

Student ePortfolios

Student ePortfolios

Student Weebly Websites

Student Weebly Websites

Teaching Behaviour Analysis

Teaching Behaviour Analysis

Googledrive Lesson Planning

Googledrive Lesson Planning

Resouces for PE

Resouces for PE

EPHE 310 & 311 ePortfolios and Exit Interviews

ePortfolio examples and exit interviews

ePortfolio examples and exit interviews

BC Teacher Standards

BC Teacher Standards

Tutorials videos on building Folioz pages

Insights on ePortfolio development

Gamification of Pickleball

Ethical Consent form to be involved in ePortfolio research