Models of Teacher and Student Centred Learning

Models of Teacher and Student Centred Learning In this part of the essay, I will examine reasons for the shift from teacher-centered to student-centered learning and arguments to why models based approaches are considered more effective than traditional approaches, reflecting on the education value of Siedentops (1994) sport education model. Modern education is shifting from being teacher-led to being more student-centered. Traditional approaches in Physical education (PE) originally follows a sequence which begins with direct teaching of skill in isolation via teachers. This advances into drills to practice skills learned and then executed via games to apply the skills. Direct instruction and teacher-led lessons are criticised regarding the effectiveness of this model. Placek (1983) declares physical education was traditionally marginalized and administrators cared little about the content learned by students in PE, as long as classes were under control. He/she also found the primary focus of PE lessons were to teach students the skills necessary to play sport and perform the activity. Poynton (1986) states PE classes traditionally have been centralized on the psychomotor aspect of learning showing how cognitive, and socio-affective growth was not encouraged. The traditional approach is regarded unproductive/ineffective for learning; It utilizes a One-size-fits-all approach, opposing that individuals learn uniquely and produce different attitudes/behaviour patterns. Lessons using the traditional approaches are Not modified to suit developmental needs of learners and are Limited in capacity to meet diverse needs/goals. Students neglected by this approach are those with learning difficulties and unable to cope with how lessons are delivered. Students above average may consequently be disadvantaged due to unchallenging tasks. Disadvantages occur from command and practice styles of teaching, as only a single method for performing skills is illustrated, with one conceivable response accepted in return: This is ideally catered to the average student. Evidence however opposes views exaggerating the ineffectiveness of traditional approaches as theyve been effective in education for thousands of years. An advantage of this approach is students learn the appropriate content needed, to excel in the real worl d. Teachers also enforce traditional approaches when teaching as theyve encountered it in their experiences as pupils, in order to uphold the traditional approach legacy. Teachers also experience positive feelings for this approach due to previous success performing skills themselves, therefore, they understand the need to develop skills, as a focus of this approach in PE. (Capel, Piotrowsk, 2000). From calls for more models based approaches, Casey (2014) suggested that teachers are concerned that making changes to their pedagogies and curricula will only serve to break something that already works relating to how successful traditional approaches have been. Kirk (2009) examines the conditions for radical reform and introduces three potential physical education futures: More of the Same, Radical Reform and Extinction. Kirk argues more of the same is the most likely short-term future and extinction will occur if radical reform is not incorporated. Radical reform is the most likely long-term future, which advocates for a models-based approach to be put incorporated. Predominately, traditional approaches used to teach PE were direct and teacher centered in the past. However, the prevalence of model based approaches emphasizes a more indirect/student-centered approach, which has caused a shift in teaching. models-based practice is concerned with ensuring teachers and coaches have a comprehensive and coherent plan for teaching/coaching and learning (ODonovan, 2011 p.326).To overcome limitations of the traditional approach , a models -based approach has been advocated; this model proposes practicable resolutions to problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model and thus the arguments that can be used for educational value.( Kirk (2013). Physical education (PE) journals over the years have found models within this approach have proved to be effective in terms of meeting the students individual needs/differences. The models involve students in the decision-making process, which unlike the traditional approach, allows psychomotor, cognitive, and socio-affective growth. Students can exercise different ways to perform skills before they are perfect unlike traditional approaches where teachers directly introduce how skills are performed. Models based approaches proved a more effective way of teaching to understand the effectiveness and advantages of performing different moves in games. Furthermore, Models based practice prepare students with the proper utensils to incorporate the skills learned into other movements in different situations. Advantages of student-centered approaches outweigh the duration taken to apply models effectively, but certain concerns have emerged about using models based approaches. Teachers learning to implement models based approaches have found its a tedious process. However, advantages of models based approaches are justified, regardless of the time spent developing lessons. Techniques used in the models are difficult for teachers to interpret without putting exertion. Significant practice is required for teachers to effectively use models based approaches. Are models based practice a great white hope or a great white elephant? Although when models based approaches were applied, changes in attitude, positive feelings, enthusiasm, vigour and efficacy occurred; the significant issue with advocating the models was teachers lacked experience, leading them to feel like beginners. For neophyte teachers, with little or no prior experience, support was needed for the theoretical move from direct instruction to models based practices. Some teachers found it challenging and intentionally returned to old teaching methods; Others found the change happened gradually. A two-year period was the point which teachers begun to feel comfortable in the changes. To conclude, reviewed papers suggested that practitioners need to see proof from other schools that show that MBP works. Siedentop (1982), suggested replacing physical education with Sport Education. Hasties (2003) states Sport Education(SE) is a response to three major concerns of traditional physical education: the lack of content, discriminatory and abusive practices, and boring and irrelevant content.. An authentic and enjoyable environment is created when SE is used, compared to past PE lessons.SE is a curriculum and instruction model which aims to deliver authentic sporting experiences in PE. An implication of SE is it cannot be fitted easily into a short unit, multi-activity program. Lund and Tannehill (2010) that one model was not capable of delivering the entire breadth and depth of learning required in the different national contexts in which physical education curricula operate. SE emphasises strategic play through three objectives: helping students develop into competent, literate, and enthusiastic sportspeople. Competent sportspeople develop skills and strategies to participate successfull y in games. Literate sportspeople are knowledgeable regarding rules, traditions and values in sport and can distinguish good and bad sport practices. Enthusiastic sportspeople play and behave in ways that preserve, protect and enhance the sport culture (Kirk 2013). SE has six features: seasons, affiliation, formal competition, culminating events, record keeping, and festivity. In SE, units are seasons of 12 lessons or more which differs from multi-activity physical education where units are as short as four or six lessons.SE implements teaching strategies from traditional teacher-centred command styles, to more student-centred guided-discovery and problem-solving, depending on the specific context of the Sport Education season.SE allows for a greater depth of learning and better educational outcomes as students experience several roles in addition to player, such as umpire, coach, journalist, timekeeper, equipment officer and students remain in the same team for the course of the se ason. In conclusion, although models based approaches act as effective solutions to meeting students individual needs/differences and assisting teachers in developing their pedagogies in comparison to traditional approaches; Its important to note the learning process is complicated and were far from fathoming the effect of changing to models-based approaches. This essay will examine on how gender a social factor and other cultural factors such as race, ethnicity and religion intersect with gender to influence teaching/coaching practice. In physical education(PE), physical activity and youth sport, there is a focus on the pedagogies that teachers use to be effective. Teachers and coaches should recognise individuals needs , in order to implement the appropriate pedagogical encounters in sport in the form of programmes, lessons, sessions or activities(armour 2013)pg21.This focus is due to youth voices in physical education where young people tell their experiences of learning in physical education (McPhail 2011) ; This can provoke pedagogical changes. Characteristics such as gender, physical skill ability, (dis)ability, socioeconomic status and ethnicity may influence young peoples interaction, participation and performance in both physical education and sport. (Armour 2013pg 106); thus, teachers and coaches adapt their teaching practice accordingly. by implementing the three dimensions of pedagogy. According to Armour , these are: knowledge in context, learners and learning, and the teachers/teaching. Enacting this p edagogy, teaching/coaching practices can be structured to be inclusive when delivering programs/activities and teaching/coaching approaches (Armour Harris,2013) My focus here is how gender as a social factor might influence teaching/coaching practice; Gender equity in PE has been a focus of extensive research in teaching and coaching practices. Research shows females are asked questions less frequently than males in lessons, especially in maths and science which stereotypically favour males. (Fagot, 1981; Lundeberg, 1997). Males are also hindered due to stereotypes, as theyre penalised more ofter for behavioural issues than females. Stereotypical behaviours associated with females are preferred more in education, which consequently puts males at a disadvantage (Fagot 1981). Studies have demonstrated that physical education complies with this rule as theres a lack of equal treatment depending on gender. PE has been male dominated with notions where boys are perceived to have greater physical and social competence than females and where masculinity and femininity are separated, masculinity being encouraged more in sport. Masculine traits invol ve being strong, aggressive, muscular and powerful whereas Feminine traits involve bring soft, weak, passive, slim or expressive. consequently, students are refused equal opportunity to participate. When planning lessons, teachers should recognise female and male students dont experience PE equally and fairly. Female participation in PE tends to decrease during adolescence as girl will avoid being sweaty due to stereotypes such as girls dont sweat and therefore are afraid of judgement: Girls may feel uncomfortable in sports kit during puberty as their bodies may develop at different rates compared to other female peers. Perpetuation of masculinity with decrese female participation as girls should be slim, and not aggressive and muscular like boys. Gendered disengagement from PE is a concern regarding body image during adolescence. Gendered practice in PE is concerned with the type of activity where students participate differently based on gender. Activities traditionally associated with masculinity and femininity place expectations on females and males that may influence their opportunities for participation. (Valley2013). In general, in both gender groups, those who have high levels of competence also have high levels of physical activity. However,looking further into both groups, boys overall have greater beliefs regarding their physical abilities, and (are) more physically active than females. Boys generally prefer competitive sports or contact sports such as football or rugby whereas girls embody creative activities such dance and gymnastics. Thus, gendered teaching occurs when teachers engage in gendered practice. Some research has found male physical education teachers are, in general, particularly conservative when conducting lessons of dance or gymnastics to female students by showing levels of resist ance. Similarly, research found female PE teachers found delivering dance challenging due to conflict presented by the male students; Male teachers would have been more appropriate to teach boys these activities. Therefore, roles when teaching the national curriculum of PE are considered in terms of matching teachers to students based on gender when it comes to specific activities, and when planning lessons for both gender groups. The influence gender has on teaching/coaching practice can be both negative and positive. If a positive environment is created in PE, then gender should not inhibit learning. Remarkably, gender does not act independently thus its important to examine how gender intersects with other social and cultural factors such as religion, ethnicity, social class, which all predominantly interact on multiple and frequently simultaneous levels. Teachers and coaches therefore need to considers such factors into their practices (for inclusion). When gender intersects with these axes of identities, notably females are presumptively more likely to encounter multiple layers of inequity. For example, many religious requirements can impact on structures and practices in physical education. Islam emphasises modesty in dress codes for boys and girls, especially adolescents. Thus, a need for boys to cover from waist to knees and girls to cover hair, arms and legs. In teaching and coaching practice, teachers should plan inclusive lessons to meet these requirements, especially swimming where religious beliefs preclude participation rate of this group in PE. In coaching, more than teaching, Muslim girls and boys should be granted permission to wear leggings or tracksuit bottoms that cover the body more fully, which will enable them to take part, without neglecting religious requirements. Another aspect of Islam is Ramadan where students may choose to fast; this will influence teaching and coaching practice in regards to ensuring that physical activity continues, without compromising health and safety regulations. Less intense physical activity should take place during Ramadan and activities such as swimming which may compromise Ramadan should be considered; Muslim boys and girls may suffer anxiety from accidently swallowing water during swimming practices. Gender, race and ethnicity also intersect when it comes to participation. Patterns predominantly show: Black students Asian students White students Football, Boxing, Basketball, Athletics and Gym Cricket, Boxing and Gym Cheerleading, netball, football, Rugby League Golf, Hockey, Cricket, Tennis Gymnastics, Horse Riding, Swimming, Athletics, Gym Research suggests: gender and racial power relations are institutionalized in schools through sports social practices in PE classes. By encouraging students participation in specific physical activities and promoting gendered or racial physical activities (i.e., basket-ball, track and field, dance or football), boys learn to become white or black men and girls learn to become White or Black women. This may be due to stereotyping cultures with certain sports. For example: Black male students having a genetic advantage of playing basketball or running the 100 metres and Asian male students engagement in cricket; Because of this, teaching and coaching practices are affected as race and gender influence activity choice in sport. Overall, students may be racialized by parents, friends or teachers to take part in physical activities associated and stereotyped with their race and ethnicity. As a consequence, theres limited opportunities to engage in a range of sports. King (1994) argues for a racially responsive pedagogy to disrupt racial segregation and patterns of participation in physical activity often produced by teachers in physical education classes and coaches in school athletics About armours dimensions, knowledge in context is valuable in teaching and coaching practice as teachers/coaches may use it as tool for to meet the diverse needs individuals. To conclude, concerns of gender and race, ethnicity and religions effect on teaching and coaching practice need to be questioned further to improve physical education/activity and youth sport. Youth voices from different genders and races , ethnicity and religion should continually be analysed , to improve teaching and coaching practices. Understanding the intersection of gender and other factors will act as a resolution in physical education to create pedagogical change.

Outline of persuasive speech Essay

Specific purpose: To persuade my audience that IQ testing is not a valid measure to be used on modern populations. Central Idea: At the end of my speech the audience will know all about the disadvantages of IQ testing in addition to the bad impact it has on today’s society. Introduction: After taking 3 different IQ tests and averaging the results I can tell you that my IQ is either of 82 which is considered as low average or of 123 which is considered as superior! Ask yourself one question; would you look at me differently if you knew which one it really is? At the end of the speech you’ll know all about the disadvantages of IQ testing and why it is not a fit measure to be used on modern populations.  I’m going to first tell you about the consequences that a low IQ test result can have on a person’s life, then I’m going to tell you about how the IQ test is in fact not as reliable as anyone would think and finally even though it might not be 100% reliable it is still the best existing way of measuring logic. Body: I- A low IQ test score can result in having a psychological as well as a social impact on the test taker. A. Social impact: 1. The most dangerous assumption on IQ testing is that it measures someone’s biological or inborn intelligence that is set in stone and therefore can never change. The family and the teachers of someone with a low IQ will expect much less of that person which will then fail because of the lack of encouragements he is receiving. 2. Moreover, according to Bruce Uditsky in his article:† One of the original purposes of IQ tests was to determine or predict which students would require additional help to be successful in school. It then is an interesting question as to how these IQ scores evolved into stigmatizing, categorizing, racially prejudiced and negatively life-defining outcomes for students with developmental disabilities and others†. B. A child with a low IQ score will start feeling inferior to his  friends specially that at a young age competition between friends is at its peek. The negative labels applied as a consequence of an IQ test are lifelong and in the current context of our society limiting and hurtful. Transition: Therefore it is important to ask ourselves if this test that can determine if someone is mentally less capable than someone else is in fact reliable enough. II- The reasons why intelligence quotient tests are not reliable enough: A. A score can differ significantly from one IQ test to another taken by the same person, in the same conditions: 1- â€Å"During 2002–2003, as part of validation for their new IQ test, the KABC-II, Alan and Nadeen Kaufman looked at IQ test scores from a dozen children aged 12-13 who were tested on three different contemporary IQ tests. The first thing to note is that those exposed to greater opportunities for learning tended to score higher on IQ tests than those from lower-SES backgrounds. But even collapsing across SES, every single preadolescent had a different IQ score based on which test they took. The differences for the dozen children ranged from 1 to 22 points, with an average difference of 12 points†. 2- Therefore if a chi ld scored 75 on a test he would be labeled as â€Å"slow learner†, but it is very possible that the same child could have scored 95 on another approved IQ test, and a score of 95 is an average score. B. Moreover, IQ tests are culturally unfair, most of the approved ones are designed for use among white middle class children. And as we can see in this slide, an average Ethiopian person would be considered retarded in Hong Kong. Transition: On the other hand IQ tests are still the best way to measure logical thinking and can benefit children who get a good score on it. III- Benefits of IQ testing: A. If a student who has a high score is having difficulties learning, directly an assumption is made that his learning processes needs to be understood and educational strategies need to be applied in order to help the student become successful. B. In addition, if we don’t generalize it to be a test that measures intelligence IQ testing is the best way to measure logical abilities, which is the closest thing to intelligence. Conclusion: In conclusion, because IQ tests are administered by human beings on human beings, they are not 100% reliable and the same person can get very  different results on two different tests and because they are culturally unfair; IQ tests shouldn’t be considered as a valid measure of human intelligence and therefore a person with a low score should not be categorized and stigmatized for life. References: Udistky, B. (n.d.). IQ testing: A critique for parents of children with developmental disabilities. www.acl.org. Retrieved December 5, 2013, from http://www.aacl.org/clientuploads/documents/IQarticle.pdf Kaufman, S. B. (2013, July 7). IQ tests hurt kids, schools — and don’t measure intelligence. www.salon.com Retrieved December 5, 2013, from http://www.salon.com/2013/07/07/iq_tests_hurt_kids_schools_and_dont_measure_intelligence/ Countries with the Highest / Lowest Average IQ. (n.d.). Statistic Brain RSS. Retrieved December 5, 2013, from http://www.statisticbrain.com/countries-with-the-highest-lowest-average-iq/

Booker T. Washington vs W.E.B. DuBois Essay - 1390 Words

In this essay you will read about numerous similarities as well as differences between these two gentlemen. Their names are Booker T. Washington and W.E.B. DuBois. But before I explain the differences between these two gentlemen, I will give you a more in depth background on each of them. This information that I will provide for you will give you a clearer thought on how they were raised and their beliefs. Booker T. Washington was born on the fifth of April in 1856, in Hale’s Ford, Virginia. Washington’s generation was the last to be born into slavery. He was an African-American educator, author, orator, and advisor to presidents of the United States. This gentlemen attended Hampton University and Virginia Union University. During†¦show more content†¦Washington had three jobs before becoming a teacher, which consisted of carrying sacks of grains to a plantation mill, working in a salt mine with his step-father, and he was also a houseboy for Viola Ruffne r in 1866. Viola saw the determination of wanting to learn in Booker’s face, in two years she grew to understand him. Eventually she allowed him to attend school for an hour a day during winter. When Booker T. Washington’s became a teacher, he taught African- Americans how to make themselves even more valuable to their community than they were recognized for. The name of the school was Tuskegee University, he was recommended by General Armstrong to run the school. Washington took on that responsibility and help raise money and promote the school, while doing that he reassured whites that the programs within this school would not threaten white supremacy or pose any economic competition to whites. W.E.B. DuBois started out his career as a writer, his first piece of literature was â€Å"The Philadelphia Negro: A Social Study† in 1899. DuBois was also a professor at Atlanta University, while working at this university he opposed to Washington’s â€Å"At lanta Compromise† speech. DuBois criticized Washington’s idea because Washington did not demand for the African- Americans to be treated equal. DuBois believed that the demand of Blacks being treated equal wasShow MoreRelatedBooker T Washington .vs. W.E.B Dubois1331 Words   |  6 PagesBooker T Washington and W.E.B Dubois offered different strategies for dealing with the problems of poverty and discriminations faced by Black Americans at the end of the 19th and beginning of the 20th Centuries. Using the documents and your knowledge of the period 1877-1915, assess the appropriateness of each of these strategies in the historical context in which each was developed. Kaamilyah Sabir In this time period, life was extremely hard for African Americans simply because they wereRead MoreBooker T. Washington vs. W.E.B. Dubois Essay1189 Words   |  5 Pagesof the greatest intellectual battles U.S. history was the legendary disagreement between Booker T. Washington and W.E.B. DuBois. 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Dubois Persuasive Essay1326 Words   |  6 PagesPassive vs. Aggressive Fight for Rights There was no right to vote, no right to education, no freedom of speech or religion, no fair treatment by the law which means there was no equality. Even though these are rights and principles of the American Constitution, these did not apply to all races during the 19th and 20th centuries, especially African Americans. Even though these are rights that should apply to all people African Americans didn’t not apply to these laws, especially in the SouthernRead MoreBooker T. Washington vs W. E. B DuBois821 Words   |  3 PagesCleary ELA8H, period 7 11/12/13 Booker T. Washington vs. W.E.B Dubois Booker T. Washington and W.E.B Dubois were two famous African American leaders during the late 19th and early 20th centuries. They were both activists and wanted blacks to have an education; they also wanted to end discrimination towards blacks. 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Continuing to Be Affected by the Vietnam War The Things...

In the novel The Things They Carried and the documentary Regret to Inform, people that were involved share their recollection of events that occurred during the Vietnam War. Consequently, both works also share the underlying idea that people are affected by the war even after it is done. They convey this meaning through the stories of mental and physical harm each witness deals and dealt with because of the war. The novel, The Things They Carried is a story of one man’s accounts resulting to his tour of duty in Vietnam. Many of the men that are discussed in the book continued to be effected by the war, long after they returned home. Men were left emotionally scared, even if they managed to get out of the war physically unharmed. The†¦show more content†¦Many of the wives talked about the letter their husband/boyfriend sent home, and their inability to talk about anything other than the weather. One particular wife stood out though for her husbands story. She said he h usband left her a simple note that read â€Å"I love you sweetheart, but I cant take the flashbacks, before he went in to the garage and killed himself. In this case, it is obvious that whatever the soldier witnessed in Vietnam greatly affected him. He was unable to take seeing the atrocities that he witnessed in Vietnam anymore, he was willing to go to the extreme of taking his own life- dismantling not only his own life, but also his whole families- just to avoid seeing the visions anymore. This would lead many to assume that events the soldiers saw were horrific, and continued to affect them even after they had already returned home. One soldiers wife said he lost his soul in Vietnam but it took 7 years for his body to catch up, soldiers were dehumanized by the things they had to in Vietnam and this cause them to die even though their hearts were still technically beating. However, not all the change created by the war was negative. 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