Artifact 1 - Curriculum Model Explained
I chose this as an artifact because I think its the base of TGfU. I had written out some notes at the beginning of the semester, so in making this artifact I just typed and elaborated on some key points.
In the process of creating this document it solidified my understanding of the model, and thus gave me a greater foundation in which to build of off in TGfU. I learned about the model and its importance in teaching games in PE through TGfU, which I can apply to y future career.
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?
Reflection
Assessment: I would assess myself as proficient. I think that I have provided professional and efficient comments and participation in the online google classroom. This shows my professional and personal development. Additionally, by commenting on Bunker and Thope’s (1986) Curriculum Model I demonstrated my understanding of scholarly work that accompanies the class.
Evidence: The evidence shows my learning because I believe I have learned and applied the information as time has gone on in this class. My responses have gotten more solid, and I am able to use a variety of scholarly sources to back up my statements.
Personal growth: What I can do now is continue to read posted articles and collaborate with peers in the google classroom stream to further develop my personal and professional skills.
Goal: Something I want to work on in this big idea is developing my growth mindset. I find that sometimes I get stuck in my fixed ways and find it hard to see tasks from different perspectives. Moving forward I would like to be more open to other points of views in order to gain perspective, and not just do everything my way all the time.
Artifact 2 Explanation
The reality of the above diagram is that we fall somewhere in the middle of both mindsets. There are aspects of my life that are very fixed, and others that are very growth oriented. For example, I have always struggled in math, and when I do not understand a concept I tend to quit or give up. However, in sports, particularly volleyball, whenever I did not get a skill I would persevere and want to get better through practice.
I think that understanding these two mindsets is important, and navigating the dichotomy between the two is essential as an educator. Moving towards a growth mindset when it comes to learning can be very beneficial, because it encourages community, resilience, patience, and appreciation.
I chose this as an artifact after being presented this information in EPHE 498. I think that the dichotomy between fixed and growth mindsets is very important and a useful tool for educators. trying to move students towards a growth mindset is very important and as such, using Carol Dweck's the Power of Yet thinking and having our levels of competency as emerging or 'Not yet' instead of a failure and motivate students to learn and engage in materials they might not fully comprehend yet. In the process of looking up photos and watching the Ted Talk, I realized in my own life my hang ups with fixed mindset and actively thought about ways I could improve. This relates to the big idea and competency "Reflective insights demonstrating a growth mindset on the course material and field experience in relation to emerging ability to teaching games in PE" (Hopper, Big Ideas).
Carol Dweck - Power of Yet
Learning experiences in EPHE 452
Learning Experiences in EPHE 452 in order to generate evidence to develop competence.
- Professional engagement on the course Google Classroom Stream
- Scholarly summary and connection to academic articles on teaching games in PE
- Reflective insights demonstrating a growth mindset on the course material and field experience in relation to emerging ability to teaching games in PE