Week 10 - Bringing it all Together

Now that we have a familiarisation with instructional models and teaching approaches from the MBP, it is important for me to reflect on my own teaching pedagogies and identify the implications it may have on my future teaching practises of HPE.

As an educator, I believe it crucial that our aim is the successful learning outcomes of students in every light. Therefore, by implementing varying instructional models that benefit the contextual knowledge and assist and privilege students that require an advantage based on their abilities will improve my overall practice as a teacher. I hope to utilise SEPEP for the Year 10 Curriculum, Inquiry-based learning for Year 9 PE focusing on dance within a combination of Peer Reciprocal Teaching as it improves student learning outcomes when utilised together and encourages higher-order thinking (Cothran & Kulinna 2006).

Landi, Fitzpatrick & McGlashan (2016 p.409) suggest 'that models should not replace thoughtful, well-planned, and contextually based physical education programs that address a variety of curricular aims. If the new dominant models of physical education are health orientated models (Locke 1992 cited in Landi, Fitzpatrick & McGlashan 2016) the neoliberal striations will be replicated that currently perpetuate social inequities rather than contest them (Landi, Fitzpatrick & McGlashan 2016 p.409).

To further my teaching pedagogies, we were involved in Mentoring First-Year BHPE students. I feel as though observing younger pre-service teachers' performances made me feel more confident and competent about my own practice. It instilled all that I have learnt over my 3.5 years of study and how far I have come within that timeframe in terms of my teaching pedagogy and delivery of knowledge and understanding.

I was able to put feedback into practice and provide a variety of feedback. I gave feedback within rubrics (appendix 1.1), through annotated comments on pre-service teacher groups work (appendix 1.3, I gave informal feedback through conversations via zoom, emailed documents and online platforms (appendix 1.2).

The focus areas of each week enabled me to break up how and where I provided my feedback, dependent on the theme whether it was planning, teaching or reflection. By providing my first-year mentee's with the rubric before they commenced the weekly tasks they were able to have something to aim for as all students should.

My experience of mentoring was not a challenge but an opportunity for us to demonstrate everything we have gathered as pre-service educators over the last 3.5 years by putting it into practice.

References

Cothran, D.J. and Kulinna, P.H., 2006. Students’ perspectives on direct, peer, and inquiry teaching strategies. Journal of Teaching in Physical Education, 25(2), pp.166-181.

Landi, D., Fitzpatrick, K. and McGlashan, H., 2016. Models based practices in physical education: A sociocritical reflection.Journal of Teaching in Physical Education,35(4), pp.400-411.

Appendix

Appendix 1.1

Criteria Sheets for Planning and Teaching

Appendix 1.2 Appendix 1.3

Emailed Word Document with general feedback Resolved annotated comment from

googleDocs