Artifact 1 Explanation

I am not only able to use core ideas of the TGfU program such as representation and exaggeration games within "able bodied" students. However I am able to bring those ideas into the education of my disabled students. By using task models I am able to represent a games key components and offer multiple levels of difficulty depending on the students disability. These task models break down different variables of a game into certain categories (strength, skill, size of equipment, weight of equipment, time, etc.) I am now making my classes more accessible while still maintaining as much student independence as possible and game play. 

 

Artifact #1offers up multiple games that demonstrate competitive nature, however allow for students with physical impairments that don't allow them certain strength in movements to not only participate but play. 

Explanation of Conversation with Parents and Lifestyle

Reflection

Assessment: To what level of competency do you feel you are performing the learning implied in this big idea?

I am in the "extended" category. 

Evidence: How does the evidence show your developing competencies in relation to this big idea?

It shows that I have a firm idea of what the TGfU model is and how it interrelates to other Big Ideas set out by the BC schools. It also shows that I'm using new and alternative methods to understand and demonstrate this knowledge. 

Personal growth:  What can you now do based on this evidence?

It makes me understand what this class is trying to teach in relation to what teachers "figure out" within their career. To hear my parents say "that's how we would do it" when hearing me describe a TGfU method reinforces the importance of these principles. I have a new appreciation and eagerness to learn these methods. 

Goal:  What is something you want to work on or improve on in relation to this big idea?

I need to more intimately understand the new Big ideas of the curriculum. They are broad overarching terms that change year to year, so having a better understanding of each will help me refine my goals.

Artifact #1

Conversation With Parents

Lifestyle

Level of competency

Learning Experiences in EPHE 452

Learning Experiences in EPHE 452 in order to generate evidence of developing competence.

  • Represent your learning using a combination of rich media, text and video footage from class experiences
  • Explain your understanding of key course concepts related to teaching games.
  • Connect your understanding of course concepts to the BC redesigned curriculum.

Dr Tim Hopper
13 February 2019, 12:16

For the video I was very impressed with how you used it as evidence of understanding discipline concepts.  However, in TGfU you also teach skills in drill practices as well, but that happens after you have taught a modified game context.  "Quick lead-up game"  is right.  Need to maybe show the game and how to teach the off-the-ball movements associated with the game to get at the advanced idea and not boring, as you showed when playing it as adults.  But just like your dad said you expect students to learn these game concepts in earlier grades, but they have not so what do you do? 

There is a lot in this video that is interesting to unpack in relation to your explanation and your parents response.  So easy to explain things in black and white terms rather ten in grey and it depends.  TGfU is about teaching skills with tactics.  See article I have attached that tries to get at this.  Maybe your parents would be interested in reading it.

Updated on 18 March 2019, 17:46; 522 page visits from 24 January 2019 to 20 May 2025