The Curriculum Model Text
Bunker and Thorpe’s Curriculum Model directly relates to “Learning and Effective Teaching Practices” and is an important theme to EPHE 452. Bunker and Thorpe argue that teaching individual skills does not promote thorough learning. Instead learners develop a deeper understanding of the game if they learn the “why” and “when” and not just the “how” of specific skills. When students understand the relevance of why, learning is much more thorough. Bunker and Thorpe’s model gives us a theoretical base and sequences for games teaching.
Linking These Two Concepts to the BC Curriculum:
The re-design of the BC Curriculum towards more student centered learning is reflected in the pedagogy we are learning. Our main objective is to engage students in their learning by actively involving them in the “WHY?” part of learning, instead of the traditional approach of focusing on teaching them how to perform a skill. Physical literacy is a foundational concept in the Physical Education curriculum. We have learned that teaching for understanding improves physical literacy, providing a platform for students to grow and to develop a healthy approach to life.
Reflection
In the “Learning and Effective Teaching Practices” big idea I feel I am at a developing competency level: my goal is to reach the proficient level after gaining further experience in the field. Having a more thorough understanding of the BC curriculum will help guide me.
Sport Education Model
Sport Education Model Text
This model places the focus on the student and gives them a very active role in their sports/games experience. By being on a team and exploring a variety of roles over a longer season than the usual PE unit, students are more engaged and involved so they develop a deeper understanding of the game and enjoy team collaboration. The teacher is a facilitator instead of “telling them what to do” and students just learning passively.
In EPHE 452, we integrate these models into our learning. The pedagogy we are learning and practicing for TGFU incorporates the concepts that these models are based on: teaching for understanding, transfer of learning, maximum participation of learners, modifications for personalized learning.
One example that demonstrates how we incorporate these models involves our upcoming field experience. In my field experience we will be teaching pickle ball to a class of grade seven students, who are new learners to pickle ball. In keeping with the Curriculum Model we will begin teaching by introducing the game appreciation activity. The purpose of beginning the sequence of learning pickle ball with the game appreciation activity is to provide the students with an overview of the aim of the game, the rules, and the basic strategies and tactics. When we rehearsed our lesson in front of our peers, we gained valuable feedback.
Sport Education Model Mind Map
References
References:
BC's New Curriculum - Physical and Health Education (n.d.). Retrieved from https://www.bcteacherregulation.ca/Standards/StandardsDevelopment.aspx
Bunker, B.. & Thorpe, R. (1986). The Curriculum Model. Bunker, D.. & Almond, L. (Ed). Rethinking Games Teaching. (pp, 7-10). Loughborough: University of Technology, Loughborough. Retrieved from http://www.bugeyed.ca/seeds/wp-content/uploads/2013/06/Bunker-and-Thorpe-The-curriculum-model.pdf
Sport Education Model. (n.d.). Retrieved from https://drive.google.com/file/d/0B2wvlMGjbwrfR2hPYU4yRWlMX2M/view
Sport Education Model (n.d.). Retrieved from https://drive.google.com/file/d/0B2wvlMGjbwrfR2hPYU4yRWlMX2M/view