Challenge On page 8 of the article it states that ‘it is essential for pre-service teachers to undertake practical teaching rounds to further improve quality delivery of effective teaching in PE and improve content knowledge to implement the TGfU approach.’ Your challenge is to become familiar with the following resource called ‘Movewell’ that was sent out to primary schools throughout…
Wayne Usher, Allan Edwards & Bianca de Meyrick | (2015) Utilizing educational theoretical models to support effective physical education pedagogy, Cogent Education, 2:1, 1094847, DOI:10.1080/2331186X.2015.1094847 1.1. Constructivism: supporting learning and teaching in physical education The theory of constructivism suggests students create meaning by connecting their ideas with theirexperiences, both inside the classroom and out (Azzarito & Ennis, 2003). In the…
Tinning has argued that going beyond skills and fitness allows PE to take its place in a more holistic integrated conception of hauora, a part of all the walls of Te Whare Tapa wha and the updated Te Whare Tapa Rima, and to integrate easily with all learning areas and the host of contexts are limited only by your imagination. This provides the warrant for…
The learning outcomes To deepen our understanding of the ‘second’ strand of the Learning Languages curriculum: Cultural Knowledge. To have a critical understanding of ‘culture’. Reflect on our own culture/s and implications for teaching of the Learning Languages curriculum. To understand the premise of Intercultural Communicative Language Teaching (iCLT) theory and how it might be applicable to language learning in…
…successful teaching involves knowing the students, the content and associated curriculum requirements, and understanding how to apply this knowledge in different ways to meet individual students’ literacy learning needs.
…connect with the Teaching Standard ‘Design for Learning’. You have already built a firm plank for this Standard with ‘Professional Relationships’ (Module 1) and ‘Learning-focused Culture’ (Module 2). Lived experiences – or more specifically funds of knowledge that our ākonga and whānau hold, provide rich and meaningful content to support the purpose of writing. … inquiry-based learning (IBL) provides yet another opportunity…
Task: Follow this link to a folder which holds planning documents for a series of four rich tasks. The four problems are as follows; Lesson one: Pepi and Mum wanted to make 15 ula lole for prize giving. They wanted 29 lollies on each ula lole. How many lollies would Mum need to buy? Lesson two: Pepi and Mum wanted to make 16 ula…
‘Design for learning,’ one of our six teaching standards curriculum knowledge, pedagogical knowledge assessment information an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. We pay particular focus to the following elaborations within each of the learning areas: Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions…
Whakamana|Empowerment: This principle means that every child will experience an empowering curriculum that recognises and enhances their mana and supports them to enhance the mana of others. Viewed from a Māori perspective, all children are born with mana inherited from their tīpuna. Mana is the power of being and must be upheld and enhanced. Kotahitanga|Holistic development Human development can be thought of in terms…
In this module, literacy will be introduced in ways in which our ākonga can make connections with print through oral language, reading, and writing. We do not want to know what tamariki don’t know; we want to know what they do know. Once we identify what tamariki know, what their interests, capabilities, and strengths are, we have a platform to launch learning and teaching. Importantly,…