2.3.1 Models-Based Approach
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Transcript of 2.3.1 Models-Based Approach
Models-Based PracticeDesigning a curriculum around learning outcomes
The Buckingham School
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Question 1: What is your ultimate aim for teaching PE?
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Question 2: What types of things do your students need and what should
your students’ learn and do?
1Present a problem
2Is there really a problem?
Present a different approach to PE through a Models-based practice
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4Example of a models-based approach
Ask you to consider how you might use a Models-Based Approach
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1Present a problem
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Quennerstedt, 2013
285 Clips 27 different countries
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Quennerstedt, 2013
What do you think was seen?
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Quennerstedt, 2013
Skills/drillsTeacher-centredDominant focus on physical performance
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Quennerstedt, 2013
One way of teaching physical education
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Warm Up, Skill and Game (Kirk, 2010)
Physical Education
Netball(6 lessons)
Hockey(6 lessons)
Football(6 lessons)
Swimming(6 lessons)
Gymnastics(6 lessons)
OAA(6 lessons)
Multi-activity approach
That is repeated year on year
Physical Education
Netball(6 lessons)
Hockey(6 lessons)
Football(6 lessons)
Swimming(6 lessons)
Gymnastics(6 lessons)
OAA(6 lessons)
Year 7
Physical Education
Netball(6 lessons)
Hockey(6 lessons)
Football(6 lessons)
Swimming(6 lessons)
Gymnastics(6 lessons)
OAA(6 lessons)
Year 8Year 8
Physical Education
Netball(6 lessons)
Hockey(6 lessons)
Football(6 lessons)
Swimming(6 lessons)
Gymnastics(6 lessons)
OAA(6 lessons)
Year 9Year 9
Physical Education
Netball(6 lessons)
Hockey(6 lessons)
Football(6 lessons)
Swimming(6 lessons)
Gymnastics(6 lessons)
OAA(6 lessons)
Year 10Year 10
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Question 3: How different is the way you teach to the way you were
taught?
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Question 4: Is there a problem? Can one approach cater for all students diverse
and individual learning needs?
2Is there really a problem?
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http://www.bbc.co.uk/news/education-30341904
The BIG PE Conversation
Armour & Mackopolou 2014
The common and shared purpose of PE is to provide learning experiences that will prepare young people to engage
with the physically active life
Goodyear et al., 2014
47.1% of people suggested that PE had not helped them become physically activeBIG PE CONVERSATION
47.1% of people suggested that PE had not helped them become physically activeBIG PE CONVERSATION
Most participants were between 18-25
Girls disengagement is repeatedly reported as a challenge or concern
– are we overcoming this?
Department for Health report concerns over health and argue that there is an urgent need
to increase the number of people being physically active
OECD (2015) report that urgent action is required in schools to address
physical inactivity and non-communicable diseases
DCMS (2015) called for new methods in schools to increase sport participation
and increase physical activity participation
We might question then, is the dominant focus on skills, drills, and
physical performance through a teacher-led approach is working?
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Could PE soon be up for…
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‘individuals and organizations
other than teachers and schools
position themselves to deliver PE
either within or beyond school
curricula’ (Macdonald, 2011, p.41).
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Question 5; Is there really a problem?
Present a different option for PE: A models-based approach
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To impact on the physically active life evidence suggests that we need to
promote a range of learning outcomes
Haerens et al., 2011; Kirk, 2013
PhysicalCompetent
movers – broad range of skills
in a broad range of activities
CognitiveCreative movers –
understand, develop, evaluate different ways of
moving
SocialSocial Movers -– ability to reflect,
discuss & talk about activity
AffectiveConfident, motivated
movers who value the physically active life
To meet all of these learning outcomes, we need a number of different forms of PE and to move beyond an activity focus to a focus on
learning
Haerens et al., 2011; Metzler, 2011; Jewett et al., 1995
Physical Education
Netball(6 lessons)
Hockey(6 lessons)
Football(6 lessons)
Swimming(6 lessons)
Gymnastics(6 lessons)
OAA(6 lessons)
Instead of the multi-activity approach
That is repeated year on year
A models-based approach organizes the curriculum around different learning
outcomes and different approaches to teaching
Metzler, 2011
A models based
approach
Health Based Physical
Education
Teaching Games for
Understanding
Adventure Education
Sport Education
Cooperative Learning
Direct Instruction
Tactical knowledge Analysis
Interpersonal skills, reflection, confidence
Sportsmanship, competition teamwork, officiating
Physical and mental development – physical activity for the life course
Example: Three different models
Sport Education: focusses on sportsmanship, friendly competition,
social aspects of sport
StudentsComplete seasons:
pre-season, competition season,
culminating event taking on different
roles
Cooperative Learning: the development of social skills and confidence alongside
developing movement competence
StudentsWork in small groups to
solve problems and help each other with
limited guidance from the teacher
Teaching Games for Understanding: developing students creativity and
tactical abilities
StudentsExperience tactics first and skills second. They
play in a serious of modified games with problems introduced
Thousands of studies since the 1990s report that models of PE meet the 4 learning
outcomes and can promote the physically active life in both primary and secondary PE
Casey & Goodyear 2015; Harvey & Jarrett, 2014; Hastie et al., 2011
4Example of a models-based approach
At the Buckingham School we have been using Cooperative Learning for 5 years: based on the improvements to students learning we chose to
adopt a models-based approach
We selected three models to use across, primarily, key stage 3: Sport Education,
Cooperative Learning & Teaching Games for Understanding
A models based
approach
Teaching Games for
Understanding
Sport Education
Cooperative Learning
Direct Instruction
Tactical knowledge Analysis
Interpersonal skills, reflection, confidence
Sportsmanship, competition teamwork, officiating
To help with planning as a department we identified units where each model would take
place and developed resources to share
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Christmas- Sept Jan-April April-July
Year 7 Cooperative Learning Year 8 Sport Education Year 9 Teaching Games for Understanding
Each Year Group had a focus
Year 7 Cooperative LearningActivity Recommended
method Resources compulsory CL
Swimming Pair-check- Perform Stroke coaching cards Y
Gymnastics Learning teams lesson by lesson resource cards. Y
Athletics STAD Event by event coaching and measurement cards Y
Racket sportsLearning teams, pair-check-
perform, Think-share -perform, numbered heads
Badminton shot cards N
Striking and fieldingLearning teams, pair-check-
perform, Think-share -perform, numbered heads
Lesson by lesson cricket resources N
Invasion gamesLearning teams, pair-check-
perform, Think-share -perform, numbered heads
N
Health related fitness Jigsaw, Learning teams Fitness test cards, Fitness booklets, circuit training cards Y
Year 8 Sports Education
Activity Compulsory SE CL option
Swimming N Pair-check- Perform
Gymnastics N Learning teams
Athletics Y
Racket sports N Learning teams, pair-check- perform, Think-share -perform, numbered heads
Striking and fielding Y
Invasion games Y
Health related fitness N Jigsaw, Learning teams
Year 9 TGFUActivity Compulsory TGFU CL option
Swimming N Pair-check- Perform
Gymnastics N Learning teams
Athletics N STAD
Racket sports Y
Striking and fielding Y
Invasion games Y
Health related fitness N Jigsaw, Learning teams
To develop the models-based approach we have worked together, discussed plans during meetings and held department CPD on models
Worked with Vicky
During CPD sessions and via social media to develop
our understanding of models and our use of them in
lessons
Significant increases to students’ physical, cognitive, social & affective
learning with heightened levels of engagement & enjoyment reported
100% of lessons graded as outstanding. OFSTED observed a Cooperative
Learning lesson and stated it was “Textbook Outstanding”
Ask you to consider how you might use a Models-Based Approach
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Question 6; Would you consider a models-based approach? If so what models would go where and why?
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Christmas- Sept Jan-April April-JulyYear X
Year X
Year X
Year X
What models would go where and why?
Models-Based Practice
Designing a curriculum around learning outcomes
The Buckingham School