Teaching and Learning Resources

Transcription

1 Teaching and Learning Resources Q1. What is a Teaching and Learning Resource? Q2. What forms of resources can I use in teaching physical education? Q3 What is the value of teaching and learning resources? Q2b (i). How can wikis be used to support learners and their learning? Q2a How should I use technology in physical education? Q2b. What forms of technology can I use in teaching physical education? Q2b (ii). How can ipads be used to support learners and their learning? Q2b (iii). How can video technology be used to support learners and their learning?

2 Q1. What is a Teaching and Learning Resource? A1. A teaching and learning resource is something that is a material object used by the teacher, the learner(s) or both teachers and the learner(s). The aim of using a resource is to facilitate, support or enhance the teaching and learning process. The decision to use a resource should be primarily focussed on the learner and how this can help them to achieve the learning outcomes of the lesson(s) and/or develop in the physical, social, cognitive and affective (emotional) domains. Importantly, a resource should not be an add-on to lessons. Instead it should be part of and connected to the curriculum, teaching, learning and assessment. Capel, S., & Whitehead, M. (2009). Learning to teach physical education in the secondary school: a companion to school experience, 3 rd Edn. Routledge: Oxon. Dyson, B. P., Linehan, N. R., & Hastie, P. A. (2010). The Ecology of Cooperative Learning in Elementary Physical Education Classes. Journal of Teaching in Physical Education, 29(2), Dyson, B., & Rubin, A. (2003). Implementing cooperative learning in elementary physical education. Journal of Physical Education, Recreation & Dance, 74(1),

3 Q2. What forms of resources can I use in teaching physical education? A2 There are numerous and varying types of resources that can be used in physical education. For example, a resource may be the whiteboard in the sports hall that is used to show learners the learning outcomes and teaching points for a lesson. A resource may also be learning cards (or teaching cards) that learners can use to understand particular movement skills or tactical components of the lesson. Moreover, a resource could also take the form of technology where, for example, learners could use a camera to film their (or their peers) performance and then analyse and reflect on if and how they were successful. In much of the work around paired or group work activity, learning cards (or teaching cards) are a frequently used resource. These cards have often been used to support learners knowledge and understanding of movement skills. The cards often detail particular teaching points for learners to use to engage in peer coaching and/or peer analysis. In addition to the focus on movement, learning cards (or teaching cards) have also been used to provide learners with clear instructions on how they can help each other to learn. For example, a resource card might detail each learner s roles and responsibilities for the lesson, or it might suggest that different learners should lead different aspects of the task(s) during the lesson. These types of resources are often created using word processing software such as Microsoft Windows, Microsoft Powerpoint, Pages or applications such as wordfoto or comiclife. They key to creating resources is for them to be clear, concise and accessible to all learners. Capel, S., & Whitehead, M. (2009). Learning to teach physical education in the secondary school: a companion to school experience, 3 rd Edn. Routledge: Oxon. Dyson, B. P., Linehan, N. R., & Hastie, P. A. (2010). The Ecology of Cooperative Learning in Elementary Physical Education Classes. Journal of Teaching in Physical Education, 29(2), Dyson, B., & Rubin, A. (2003). Implementing cooperative learning in elementary physical education. Journal of Physical Education, Recreation & Dance, 74(1), Goodyear, V. (2012). Physical education teachers top tips for using cooperative learning to teach secondary school physical education. Physical Education Matters, 7(3)

4 Q3. What is the value of using a teaching and learning resource? A3 The value of using a teaching and learning resource if carefully planned for and connected to the teaching and learning process is the enhancement in student learning. Indeed, they can maximise students understanding of and access to content. Resources can also strengthen students engagement and learning in the physical, cognitive, social and affective domains. Resources have enabled learners to become more independent in their learning and take more ownership and responsibilities for constructing their own understandings of the subject content. Indeed, learning cards and technology have enabled the teacher to become less directive and more facilitative in the teaching and learning process. Since the information about the lesson is readily available on the resources, students do not have to wait for teacher instructions. Subsequently, students have more time to engage in learning activities and during paired or group work the teacher can then strengthen learning (through probes, questions and/or prompts) without the need to tell students what and how to do something. Thus, resources not only support teaching and learning, but they can strengthen and deepen the learning outcomes students achieve. Capel, S., & Whitehead, M. (2009). Learning to teach physical education in the secondary school: a companion to school experience, 3 rd Edn. Routledge: Oxon. Dyson, B. P., Linehan, N. R., & Hastie, P. A. (2010). The Ecology of Cooperative Learning in Elementary Physical Education Classes. Journal of Teaching in Physical Education, 29(2), Dyson, B., & Rubin, A. (2003). Implementing cooperative learning in elementary physical education. Journal of Physical Education, Recreation & Dance, 74(1), Goodyear, V. (2012). Physical education teachers top tips for using cooperative learning to teach secondary school physical education. Physical Education Matters, 7(3)

5 Q2a How should I use technology in physical education? A2a Like many other teaching and learning resources, the primary objective of using technology in lessons and/or units of work should be focussed on how it can enhance and strengthen the teaching and learning process. The decision to use technology should not be based on the need to use the latest form of technology, such as the latest mobile application. Technology should become part of and connected to teaching, learning, assessment and the curriculum in order for it to be an effective inclusion into the classroom. Casey (2014) has recently positioned the notion of a pedagogy of technology. In other words, Casey (2014) has argued that the use of technology needs to be used within the pedagogical process. Indeed, he argues that we have paid too much attention on the technology itself in physical education and we have failed to consider technology within the teaching and learning process. Casey (2014) made three main points around how technology should be used in physical education: 1. Alternatives (i.e. technology) should be used to do things better 2. Using technology needs a clear purpose and should be used appropriately 3. Technology needs to be for the betterment of everyone (for example, teachers and learners). Casey, A. (2014, April). Should we have a pedagogy of technology for physical education? Paper presented at the American Educational Research Association conference, Philadelphia, PA. Fullan, M. (2013). Stratosphere. Integrating technology, pedagogy and change knowledge. Ontario: Pearson. Fullan, M. (2011). Choosing the wrong drivers for whole system reform. Centre for Strategic Education Seminar Series Paper, 204, Parton, G. & Light, M. (2010). Using ICT to enhance learning in physical education. In R. Bailey (Ed.), Physical education for learning (pp ). Continuum: London. Stidder, G., & Capel, S. (2009). Using Information and communications technology to support learning and teaching in PE. In S. Capel & M. Whitehead (Eds.), Learning to Teaching Secondary School Physical Education, 3 rd Edn, (pp ). Routledge: Oxon.

6 Q2b What different forms of technology can I use? A2b There are numerous forms of technology that can be used in physical education. For example: Virtual Learning Environments ipads, ipods, & Tablets and their inclusive and varying applications and the internet Interactive whiteboards Cameras Projectors Mobile Phones Computers/Laptops Dance Mats Computer Games Wiki s Social media (for example, Facebook and Twitter) And many more. With technology changing at a rapid pace new technologies will undoubtedly emerge over time and could be used in physical education to support learners and their learning. Casey, A. (2014, April). Should we have a pedagogy of technology for physical education? Paper presented at the American Educational Research Association conference, Philadelphia, PA Castelli, D. (2008). Physical education technology playbook. Human Kinetics: Champaign Illinois, IL. Parton, G. & Light, M. (2010). Using ICT to enhance learning in physical education. In R. Bailey (Ed.), Physical education for learning (pp ). Continuum: London. Stidder, G., & Capel, S. (2009). Using Information and communications technology to support learning and teaching in PE. In S. Capel & M. Whitehead (Eds.), Learning to Teaching Secondary School Physical Education, 3 rd Edn, (pp ). Routledge: Oxon.

7 Q2b(i) How have Wikis been used to support learners and their learning? A2b(i) Wikis are a collaborative database that can be used and edited by multiple users. Casey, Hastie & Rovengo (2011) and Hastie, Casey & Tarter (2010) research has highlighted the valuable role that wikis can play in supporting students learning. Indeed, wikis were used in these studies to support students constructing and designing games within a unit of games making. The wikis were used for students to present their design of the game, identify the key principles of the game and communicate their tactics that they would use for the game. The wikis were used both during and following lessons and could be accessed by all team members (i.e. a group of approximately 5 students) However, in order to support the teaching and learning the unit began with a period of instruction by the school s librarian and media specialist about how to use the wiki. In addition, and to support the effective use of the wiki, while all team members had access to the wiki and could view posts, only the wiki manager (a team member) could edit the wiki on behalf of the team. This role prevented multiple posts being added and confusion amongst team members. Important messages about the use of wikis: - Wikis can be used to support learners in constructing new understandings - The use of wikis needs to be connected to lesson and unit goals (the use of a wiki needs a clear purpose) - Wikis facilitate communication between team members - A time period is required teaching learners how to use a wiki - Restrictions can be made about which students edit the wiki and how it is used Casey, A., Hastie, P., & Rovengo, I. (2011). Student learning during a unit of student-designed games. Physical Education and Sport Pedagogy, 16(4), Hastie, P., Casey, A., & Tarter, A. (2010). A case study of wikis and student-designed games in physical education. Technology, Pedagogy and Education, 19(1),

8 Q2b (ii) How have ipads been used to support learners and their learning? A2b(ii) An ipad is a very popular tablet computer from Apple. It has an interactive interface that allows users to access the Internet and use applications. Since the development of the ipad numerous tablets have emerged from Android, Windows and Samsung that hold similar functions and applications. An application is a program that is designed to run on computers, tablets or mobile phones. Each application has a different purpose and allows users to access content and/or engage with interactive activities. The research exploring the use of ipads, tablets and mobile phones in physical education is somewhat limited. However, Sinelnikov (2013) provides a good way of understanding how these digital tools might be used. Sinelnikov (2013) presents the use of an ipad within a Sport Education Season (see teaching and learning approaches). On the ipad various applications were used to support learners and their learning. For example, - imovie: was used for editing instructional videos that were then provided to learners during the unit to enable them to complete learning tasks - itunes: was used to support the transfer of files from the computer to the ipad - Safari: was used for access to the Internet - YouTube: allowed for the teacher and the students to search for and view instructional videos - Keynote: was used to design presentations for the culminating event of the unit - ireferee HD: provided photos of officiating signals - AirPrint: supported wirelessly printing of schedules and statistics Sinelnikov (2009) highlights a number of key points about the use of an ipad in physical education: - The use of the ipad should not be used as a central point of instruction but as a learning aid - A central and visible location should be established for where the ipad was kept during class time - The action in the gym or sports hall should not stop when a student is using the ipad Sinelnikov, O.A. (2013). Using the ipad in a sport education season. Journal of Physical Education, Recreation and Dance, 83(1),

9 Q2b(iii) How has video technology been used to support learners and their learning? A2b(iii) Video technology in physical education often involves students using videos or recording videos to support their learning. Videos can be viewed or captured on cameras, computers, ipads, tablets and phones. Videos can also be viewed on large screen projectors and various digital editing software or applications, such as dartfish, coacheseye, imovie and Ubersense allow users (teachers or students) to edit videos. Videos allow students to view a learning task or a particular movement. For example, students could view a particular game, skill or tactic that they might be required to then develop their use of during a lesson. Students can also use videos to analyse their performance. For example, learners may video each other and then play the video back to assess their performance and identify areas for improvement. Digital editing software and applications can be used to strengthen students understanding of the video and their analysis of performance. For example, Dartfish (and similar to Ubersense and Coacheseye) enables key teaching points to be highlighted on the video and enables students to interactively engage with the video by pausing the video clips, highlighting movements and identifying how the performance could be improved. While videos have been predominantly used for viewing performances of skills or games, videos can also be used in a way that allows learners to present their learning and for teachers to understand their students engagement in physical education. For example, Goodyear, Casey & Kirk s (2012) work with (dis)engaged girls highlights how students can video small clips of their learning during a unit and then edit these videos on computer software into a short video to present their learning and engagement. Such action acts as a powerful tool for assessment and for teachers to better understand how their practice is supporting learners and their learning. Recommendations for the use of video technology: - Appropriately technology should be used to capture good quality videos - Students and teachers need to understand how to use the technology - In the use of videos a high level of preparation is required by the teacher - Videos should not be used as the sole form of instruction but rather as a learning aid - Students need clear rules and guidelines about appropriate technology use (what to video, what to view and how to use the technology to support their learning) - The effective use of videos requires the technology to work and be accessible to all learners

10 Banville, D. & Polifko, M.F. (2009). Using digital video recorders in physical education. The Journal of Physical Education, Recreation & Dance, 80(1), Casey, A., & Jones, B. (2011). Using digital technology to enhance student engagement in physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 2(2), Goodyear, V.A. (2013) The use of video demonstrations of gymnastics vaulting skills to enhance students confidence, motivation and skill progression. Physical Education Matters, 8 (1), Goodyear, V.A., Casey, A., & Kirk, D. (2014) Hiding behind the camera: social learning within the Cooperative Learning model to engage girls in physical education. Sport, Education & Society, 19(6), Goodyear, V.A., Casey, A. and Kirk, D. (2013) Slights, cameras, inaction: using flip cameras in Cooperative Learning to explore girls (dis)engagement in physical education. In Azzarito, L. and Kirk, D., (Eds.), Pedagogies, Physical Culture and Visual Methods (Routledge Studies in Physical Education and Youth Sport), London: Routledge. pp Harris, F. (2009). Visual technology in physical education using Dartfish video analysis to enhance learning: An overview of the Dartfish project in New Brunswick. Physical & Health Education Journal, 74(4), 24-25

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