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Tracey Morgan 3100051; EDU 217: Reflective response

The intensive art, health and physical education program was an inspiring, enjoyable journey of discovery learning. I have decided to discuss my teaching philosophy, reflecting upon some of what I have learnt, my approach to teaching within this learning area and how I will apply this in the classroom by embedding this discussion within the planning cycle discussed by Pascoe (2009), in the assessment lecture. Firstly, my teaching approach informs the various strategies that I will use to implement student’s learning. My teaching style will embody a constructivist theoretical perspective, facilitating student learning by using student centred teaching strategies. I will make connections with the students’ interest and culture by providing authentic, active learning opportunities that promote students’ intrinsic motivation to engage them in learning experiences. I will incorporate discovery learning to develop students’ problem solving skills and also provide scaffolded learning. Group work will enable the students to develop interpersonal skills and build on their prior knowledge to make meaning from the activities. (Snowman et al., 2009, pp. 337- 345). According to the planning cycle described by Pascoe (2009), it involves designing tasks and deciding on what to teach. Assessments must be aligned to the intended outcomes from as per the Education Department of WA (1998). The concept maps developed by Pascoe (2004) for the Arts provide an overview and framework to give my planning a direction. Elements from each area outlined in the Unit information and learning guide, Pascoe (2009) can form an overview of the format for teaching. It is clear to me now that the various art forms as well as physical and health education strands can be interwoven with each other as well as intertwined with other learning areas. I like the way in which Cornett (2007) generally refers to seed strategies which enable

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Tracey Morgan 3100051; EDU 217: Reflective response

activities to grow throughout other curriculum areas. I will enjoy designing activities that have the potential to connect with other art forms. The mask making activity demonstrated by Pascoe (2009), highlighted that skills and language nguage of art and drama can be combined into a flowing, purposeful activity. Reflection upon this activity held significance for me as the processes used to achieve learning outcomes exemplify many elements of my teaching philosophy. It also demonstrated that t you can provide a focussed framework for specific skill learning which encourages students to use their imagination, creativity, expression and individuality. individuality. It also incorporated other processes such as peer feedback, performance and audience participation, participation, improvisation and group collaboration skills.

Engagement in Mask making, Tablo activity and drama workshop

There were many activities in the physical education strands demonstrated by Williams (2009) that can integrate other parts of the curriculum. An example of connecting with the maths learning area was incorporating counting and measuring in the sport activity. But also, techniques such as balance, concerntration and social skills can benefit students in other education areas.

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Tracey Morgan 3100051; EDU 217: Reflective response

Students nts demonstrating skills such as balance in the physical education workshop

My background is in health care, so I am aware of the importance of providing young people with the skills and knowledge to enable them to make responsible choices and decisions de that can aid in a healthy lifestyle. tyle. I enjoyed many of the ideas discussed in our health class demonstrated by Williams (2009) that involved scenarios and group work which promoted discussion of relevant health issues and points of view.

Group discussion about health issues and teaching strategies in the Health workshop

The awareness of health issues all inform the importance of promoting of an active movement program in the classroom. Williams (2009) gave many examples of how to develop fundamental skills in physical education by combining them into group game activities that are enjoyable and require a combination of strategy and fitness. I particularly embrace the idea of students striving for their personal best. This approach can help develop student goal oal setting and self regulation skills.

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Tracey Morgan 3100051; EDU 217: Reflective response

Students participating in game activities in Physical education workshop Tinning and lisahunter (2004) p. 11, cite that movement is an important inclusion in the curriculum, as an increase in technology within society results in less physical activity. I find this interesting, as technology is another important area that is relevant in students’ education. As Pascoe (2009) suggests, teaching technology and enterprise is not always about students learning via the latest equipment. Hence, it will be essential for me to ensure my students learn skills such as critical thinking, synthesis and analysis that are life strategies that can empower them within the 21st century. Gathering multiple sources of evidence of what the students udents know and can do, will allow me to identify the processes used by my students during their learning. The analysis of the information the assessment criteria within the Curriculum Framework (1998) will allow me to make onn balance judgements about the progress of the student learning and achievement of outcomes. In this way, a cycle is formed where pertinent information can then reinform the planning stages for future teaching. teaching

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Tracey Morgan 3100051; EDU 217: Reflective response

Students engaged in music, visual arts and dance workshops I strongly agree with the messages from the lectures, that art is at the heart of what makes us a cultural, healthy being. Recently, I perused an exhibition of year 12 students’ art pieces at the Art gallery. I was impressed by the talent, it also made it apparent that my students will require me to provide the opportunities to develop their passions.

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Tracey Morgan 3100051; EDU 217: Reflective response

References

Cornett, C. (2007). Creating meaning through literature and the arts: An integration resource for classroom teachers (3rd Ed), Upper Saddle River, NJ; Merill Prentice Hall.

Curriculum council of Western Australia (1998). The curriculum Framework, The Arts.

Education Department of Western Australia (1998) Outcomes and standards framework. Perth: Education department of Western Australia.

Pascoe, R. (2009). Murdoch University Lecturer. Murdoch University. Perth, WA.

Pascoe, R. (2009). EDU 217 Primary Curriculum IIB The Arts, Health and Physical education: Unit information and learning guide. Murdoch University, Perth, WA.

Pascoe, R. (2009). EDU 217 Primary Curriculum IIB: The Arts Concept Maps. Murdoch University, Perth, WA.

Snowman, J. Dobozy, E. Scevak, J. Bryer, F. Barlett, B. (2009). Psychology applied to teaching. (1st Ed). Queensland: John Wiley and Sons Australia Ltd.

Tinning, R. McCuaig, L and lisahunter. (2004). Teaching health and physical education in Australian schools. Prentice Hall.

Williams, R. (2009). Murdoch University Lecturer. Murdoch University, Perth, WA

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Weaving The Arts into Education