Instructional techniques and assessment

Page Overview: The artifacts I have selected on this page reflect my development as a teacher.  This competency really focuses on how to teach content areas in a way that maximizes student learning.  To me this means the way I teach is as important as what I teach.  The artifacts listed here come from four teaching experiences I had during the course. This comptency refers to my ability to teach using an range of teaching styles such as comman, practice, reciprocal, convergent and guided discovery (Mosston and Ashworth, 2008), but also how I design task progressions to help students improve in the use of a movement skill to address the challenges of the activity (i.e., a modified game to focus on the use of a skill and then a task progression develop the use of this skill). This competency also asks me to consider how I assess students' learning in relation to the intents I have selected for the lesson and also form students' self-assessment of their learning in a range of learning areas (such as cognition, psychomotor, affective and social).

Description: The first artifact is from the EPHE 437 course where I learned to develop the use of task cards in a play-practice play approach to teaching net games (Hopper, 2024). The next set of artifacts are from EPHE 352 where we learned to use teaching styles to promote student learning across the learning domains. 

The first lesson was peer teaching seven of my peers with two colleagues in a 20 minute lesson.  This experience really fed into my learning goals of working on effectively combining my teaching practices with challenging the learning domains for each student.  In this first experience I reflect that most of my teaching was using what what Mosston and Ashworth (2008) call command and practice styles where the teacher leads and the students follow. I also tended to plan with only partial awareness of how to use the space and organize the equipment.  With a larger class I would have struggled as I left equipment on ground, did not collect it in, and I tended to focus on organizing the group too much and not enough on the use of teaching cues to help them get better at the skill.  For example, I never really explained the idea of recovering to a home-base to set up between shots (Hopper, 2024), instead let students stand after playing a shot and waiting for it to be hit by their opponent before they moved. (298 words)

These two artifacts are my task progression for the lesson using a backward planning approach based on the target game of a Monarch of the courts, and then the task card on the safe and lob serve to work on to develop the serve to play Monarch of the court.

References

Hopper, T. (2024). Chapter 10—Game designing tools for net/wall games: Pickleball as an example. In N. Suzuki & K. Richardson (Eds.), Teacher-as-Game Designer: Re-examining Games Teaching in Japan from an International Perspectives. Sobun Kikaku, Tokyo. https://drive.google.com/file/d/1Y2GVHxDA_qAo4Rz15H_BJ3k7tMNW4uln/view?usp=drive_link

Mosston, M., & Ashworth, S. (2008). Teaching Physical Education: First on-line edition. In Copyright 2012 Spectrum of Teaching Styles (p. 32). http://www.spectrumofteachingstyles.org/

Rink, J. (2014). Teaching during activity. In Teaching Physical Education for Learning (7th ed., pp. 139–157). McGraw Hill.