Game Sense- why do we use it in our PE lessons?Erin Mills
Here is a presentation of the use of Game Sense in our PE lessons. The slides include definitions, links to the PDHPE Syllabus and information on why it is important to include Game Sense.
Game Sense- why do we use it in our PE lessons?Erin Mills
Here is a presentation of the use of Game Sense in our PE lessons. The slides include definitions, links to the PDHPE Syllabus and information on why it is important to include Game Sense.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. GAME SENSE
During PDHPE lessons this year I will be using a game sense approach. A game sense approach can
best be described as modifying a game to suit a range of abilities by highlighting the main
objectives and increasing participation. Although it is not necessarily looking at individual skill
development it is breaking down the game for understanding and creating an inclusive
environment.
Game sense links to the following outcomes in the PDHPE NSW syllabus (2018)
• PD3-2 – demonstrating resilience
• PD3-3- inclusion of themselves and others
• PD3-9- self management skills
• PD3-10- interpersonal skills
• PD3-4, PD3-11and PD3-5 adapting, manipulating and modifying skills and assessing skills
2. GAME SENSE EXPLAINED
• The aim of implementing game sense in to the classroom is to allow
students to use their basic skills for achievement, following into a more
complex version.
• The teacher will move from the ideology of a coach in to a guide by
questioning students and allowing them to reflect.
• From this students will consider what works and what does not work and
how they can change it to suit their own individual needs. By using trial and
error students can connect to their learning and create meaningful
understandings.
• When considering what aspect they may change of the game, this could be a
skill, rule or strategy. Students are encouraged to adapt the game to suit
themselves or their team.
• When students are questioned they move away from the ideology that
PDHPE is not important as they are questioning and discovering in their
learning.
Georgakis & light 2007
Griffin & Butler 2005
3. GAME SENSE EXPLAINED
When considering a game sense approach it is important to consider the fundamental movement skills involved and
what category they fit under:
• Striking and fielding
• Net, court and wall
• Target
• Invasion
A game sense approach will look something like this:
• Warm-up
• Initial game
• Question/ reflection
• Modification of game
• Question/ reflection
• Note: This question or reflection and modification section of game sense can continue depending on each
individual students adaptation.
Stolz & Pill (2013)
4. WHY USE GAME SENSE?
• Game sense allows students to participate in a safe environment. This
builds confidence and deeper understanding in many aspects of PDHPE.
• By improving fundamental movement skills students gain more
confidence in their strengths which in turn creates more participation.
• When students are reflecting on what they have done and what they
could do to improve they are applying a strategy that is helpful for all
tasks in life. Along with this students are able to communicate ideas and
share knowledge amongst one another to create a meaningful learning
experience.
Griffin & Butler 2005
5. WHAT ARE THE BENEFITS OF GAME
SENSE?
• Game sense allows inclusion for all students, each game is adjusted for an
individual and is up to their own discretion. This cements the safe learning
environment that game sense creates.
• Students autonomy plays an important role in a game sense approach.
Students are faced with questions for reflection by the teacher rather than
the teacher giving direct feedback. This allows the student to consider their
own approach and modify the game to fit their own ability. By giving
students this autonomy they are more likely to participate.
• By using problem solving skills students can apply trial and error in each
game, along with this students will make decisions and communicate with
their peers in order to improve the overall game.
Light (2012)
6. HOW IS GAME SENSE IMPLEMENTED?
• The structure of a game sense approach is used by choosing a simple game to begin with and over time increasing the
complexity.
• After each activity the teacher will pause the game to use reflection. As the teacher is no longer the coach and has
moved on to the ideology of a guide the teacher will pose questions to the students
• These questions will be focused on individual skills, rules of the game or strategies each student is using.
• A teacher can use a range of questions for students to consider the aspects of rules, skills and strategies to improve
the game, some questions could be:
• What did you do to hit the ball?
• Is there a better way to hit the ball?
• What will you do next time to try and hit the ball more often?
• As a fielder what were you doing to catch the ball?
• What would make it easier to catch the ball?
• What can you do differently as a fielder?
7. REFERENCES
• Georgakis, S., & Light, R. (2007). ACHPER Australia Healthy Lifestyles Journal. The
Effect of Game Sense Pedagogy on Primary School Pre-Service Teachers'
Attitudes to Teaching Physical Education, 54(1).
• Griffin, L. L., & Butler, J. (2005). Teaching games for understanding: theory,
research, and practice. Champaign, IL: Human Kinetics.
• Light, R. (2012). Game Sense. Pedagogy for Performance, Participation and
Enjoyment. doi: 10.4324/9780203114643
• Stolz, S., & Pill, S. (2013). Teaching games and sport for understanding. European
Physical Education Review, 20(1), 36–71. doi: 10.1177/1356336x13496001
