Balbinder Singh Chij secondary school,singapore

1. Teaching Philosophy, Pedagogy and Teaching Strategies – A practitioner’s perspective on the thinking flow for good PE teaching Balbinder Singh Chij secondary school,singapore

2. Presentation Today Background – Why do this;-) Curriculum Thinking/Planning flow of PE teaching with respect to Philosophy, Pedagogy and Strategies Leveraging on a novel approach in effective pedagogy with respect to earlier mentioned Thinking/Planning

3. CHIJ Sec Management Meeting, 22 Aug – The Science of How Students Learn, John Hattie

4. CHIJ Sec Management Meeting, 22 Aug – The Science of How Students Learn, John Hattie Surface Learning Deep Learning Acquisition • Content Knowledge Consolidation • Storage & Retrieval Strength Learning that is meaningful → Motivation to Learn Acquisition • Self-Regulated Learners Consolidation • Critical Thinking Transfer of Learning: Learn strategies which are applicable to similar situations

5. CHIJ Sec Management Meeting, 22 Aug – The Science of How Students Learn, John Hattie

6. Background: Consider the following…is it an accurate reflection of curriculum delivery? It is ok to use whatever pedagogy/teaching strategy/ teaching models you want, to meet the learning outcomes given to you…. We want to stabilise the assessment process first before looking at pedagogy In the curriculum triangle of Content, Pedagogy and Assessment…….we will settle content and assessment first

7. Thinking/Planning flow of PE teaching with respect to Philosophy, Pedagogy and Strategies

8. Some questions ask in Games Teaching study (Singh, 2016) I have in mind an approach/approaches when teaching games. As a PE teacher, I rather students focus on playing well one game at a time without being distracted by referencing other games. I rely on my past experience in a game in order to teach I am not comfortable teaching a game if I have never experience that particular game personally before. I use approaches from my teacher training when teaching games now. I use strategies learnt from coaching courses to teach games in PE.

9. 'Teaching philosophy' means the following to me • My conception of teaching and learningIt is all about how I teach and why I teach that way • The teaching culture of the school • Belief in how we want the pupils to learn. For me it is • Pupils to have fun & enjoy PE; feel good about themselves • Pupils to be challenged & learn new skills • Pupils to learn routines & form habits from young

10. ‘Pedagogy’ means the following to me... The ABCs of imparting knowledge The manner/method of teaching students. It is used to deliver content and help the students take in what is being taught. Using the best approach to engage pupils in learning. Guiding principles & strategies in teaching based on research

11. 'Teaching Games for Understanding' means the following to me ... Lots of questioning and checking for understanding through students' feedback * Focus on understanding how the game is played, designed, and not just focus on the technical skills * Using questions to guide and draw out students' conceptual understanding verbally Teaching games through playing games Every child being able to develop at their pace, with clear knowledge regardless of physical ability

12. 'Games Concept Approach' means the following to me ... Approach based on how the game is played and what is needed for the students to enjoy the game Learning how to play the game followed by learning the skills to play the game. * The way the person thinks. Teaching a skill after introducing a game or situation Focusing on games concept first before introducing the technicalities of the game.

13. Some Results Collation Almost all of the teachers, 26 teachers, agreed that they use strategies from coaching courses to teach games in PE.

14. Some Results Collation The teachers, 25 of them, are comfortable using different approaches, equating to different pedagogies perhaps. The same number of teachers also feel that it is important for PE teachers to play as many games as possible to be equipped well for teaching. *

15. Some Results Collation More than half, 16 teachers, claimed that they are not comfortable teaching a game if they have never experienced playing it before. This view is supported by 22 teachers who relies on past game experience when teaching. There is also a strong view, 25 teachers, that skills picked up at teacher training allows them to teach a variety of game systematically and they are using this ability now. However the same number of teacher also indicated that their training allows them to teach only selected games. *

16. Some Results Collation Twenty-one teachers surveyed felt that it is important to reference other games when teaching a type of game. In fact, all the teachers agreed that it is good to introduce generic themes or links.*

17. Some Results Collation Twenty-three teachers showed an understanding of TGfU as a way of getting students to know the what, why and how of games. These teachers seems to understand that the authentic learning situation is important to give that game appreciation. Four teachers, other than the 23 mentioned earlier, felt TGfU is not skill based and is about teaching concepts without the need to focus on techniques.

18. Some Results Collation For Games Concept Approach, 10 teachers alluded to an approach that describes a process relating to acquiring skills other than direct teaching by focusing on learning through games. Sixteen teachers refer to this approach as relating to higher-order thinking mechanisms that connects concepts to skills learnt in different contexts, allowing transfer of learning amongst different games.

19. Pedagogical Thinking Teachers’ thinking that deals with different aspects of the teaching-learning process and it involves making decisions regarding different alternatives. Is based on his/her pedagogical belief system and personal philosophy of teaching. (Kansenen et la 2000; Kansenen 2004)

20. Pedagogical Content Knowledge …is a type of knowledge that is unique to teachers, and is based on the manner in which teachers relate their pedagogical knowledge (what they know about teaching) to their subject matter knowledge (what they know about what they teach)…” (as reported by Cochran, 1997)

21. Keep this in mind - PE Class Experts - Motivated Pedagogy Intermediates - Motivated Beginners – Not so Motivated? (e.g. Cognitive loading and Implicit learning considerations)

22. Keep this in mind - Sport Groups Experts - Motivated Intermediates - Motivated Pedagogy Beginners – Not so Motivated?

23. How to ensure adherence to learning? – For students (Complex System) Teachers’ planning, implementation and actions Students’ Attitude (Experts to Beginners) Students’ expected learning Students’ actual learning Adherence to learning

24. Philosophy, Pedagogy, Strategies – For teachers Teaching Philosophy - Teaching for understanding, Game-centredness, Student-centredness…… affecting the Theoretical Underpinnings of….. Expectation of Education Core Belief of Teacher Pedagogical Approaches - eg looking at TGFU, GCA, Game Sense, Sports Education Pedagogical Thinking GAP? Teaching Strategies in Teaching, iewhat happens in a classroom Pedagogy L. Outcomes ? Student response & Assessment?

26. Curriculum

27. https://www.slideshare.net/LemCHen/stage-3-technology-planninghttps://www.slideshare.net/LemCHen/stage-3-technology-planning

28. Curriculum Content What do we want to teach based on knowing how we want to students to learn & vice versa How do we want our students to learn which defines how we should teach (Bloom’s Taxonomy, Mosston’s Spectrum) How do we know we have achieved ‘Content’ and ‘Pedagogy’ for refinement, reporting and movement. Pedagogy Assessment

29. Leveraging on a novel approach in effective pedagogy with respect to earlier mentioned Thinking/Planning

30. Allowing learning behaviour by…. Giving direct verbal instructions or facilitating directly…(Linear, Reproduction) Or Creating a learning environment which allows the learning behaviour, together with the desired connection to context of interest…(Non-linear, Production) Why with the What and How (Teach for understanding) - To increase the proficiency of ‘how to learn’ for students*

31. Butler, 2016 TGFU Conference

32. Kirk, 2016, TGFU Conference

33. What does game-centred and student-centred mean? – Game Centred Approaches • Students are assumed as: • Desiring to learn • Capable of making good tactical decisions, • Desiring to improve their skills and also appreciate the game better as they learn more about it. • Using authentic game settings for activity design • Allowing better understanding on why skill is needed when practised in specific context that are close to or like actual game situation • Allows students to learn by themselves as they encounter similar context (or by association, something different – within game type, across game type)

34. (Bunker & Thorpe, 1982) Strategy or pedagogy?

35. Games Concept Approach (CPDD, 1999) Situational Game 1 Questioning Developmental Focus Situational Game 2 Game Closure

36. Linkages (Concepts) in teaching games

37. Start Start with this first in game learning (relating it to the game specifics)

38. Learning a Game Pedagogy Pedagogy Pedagogy Passing - Movement - Scoring Movement - Scoring RTG RTG Passing - Movement Movement - Interception Interception - Passing Scoring Movement Interception Passing

39. RTG - The 4 Fundamentals • Scoring (rule), • Interception (rule), • Movement (rule), • Passing (rule), • All game behavior will be classified under one (or combination) of the above in teaching and learning • The above also assume role of ‘fundamentals’ & ‘concepts’ or ‘game behaviours’in games

42. Design: Reduce the game via PMIS in planning Assessment: Students know the game with PMIS in mind Teaching: Build up the game with emphasis on PMIS in teaching Scoping and Sequencing base on students’ competencies Learning: Students learn the game with PMIS in mind Using GCAs

43. Using Complex System for activity design • Complexity Thinking in CAS for games (Storey & Butler, 2011) • Identify • Attractors– Components of game • Attunement– Focusing of attention on specific details • Affordance – Opportunities to utilize skill of concern • Constraint of Most Relevance (CMR) – skill that is holding back development

44. Using RTG Introduction of new games – Will it be easier, will teaching last? U. Frisbee Etc, Etc….. Basketball Rugby Soccer • Understanding based on; • The Passing ‘Rule’ • The Movement ‘Rule’ • The Interception ‘Rule’ • The Scoring ‘Rule’ • & the combination of above • – Relating it to different types of games, ieS&F, N/W, Invasion Using Teaching for understanding/Game centrednessphilosophy to introduce (via a pedagogy)

45. What does RTG looks like in a class • Experts & Intermediates • Used as a 4 ‘parts’ instruction framework • Relate concepts to the 4 ‘parts’ • Relate concepts to combinations of the 4 ‘parts’ • Relate to cross game and cross game-category linkages • Creating games • Beginners/Novices • Used as a 5 stage instruction framework • Creating games

46. What does this approach achieve? • AnApproach to using Approaches! – Helps connect pedagogical approaches and how we use them. • Confidence for learners in approaching new games. • It provides a common underpinning for students as they experience different games. • Confidence for Teachers in teaching games with effective teaching styles. • It ‘chunks’ learning for students. It ‘chunks’ teaching for departments! • It provides a structured common approach to introducing different elements of different games for the teacher and the department. • It allows easy reference to complex systems for lesson design

47. Conclusion Thinking /Planning process of lesson design need deliberate and explicit considerations of our desired outcomes of education. Our curriculum is there to remind us of the primary objective of how we want students to learn. (The game specific outcome is the enabler for the learning we want of our students.) Our pedagogy should be holistic enough that it clearly reminds us of the above. (Strategies, Models, Approaches, Pedagogies are referring to different aspects of the teacher thinking cycle)

48. For more information balbindersingh1972@gmail.com