Tactical game model
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This document presents the Tactical Game Model approach for teaching physical education. It focuses on teaching skills through modified gameplay rather than direct instruction. Students learn to apply skills like movement, passing, and shooting in the context of games. Lessons typically follow a pattern of introducing a game, modifying it for practice, and returning to gameplay. The approach emphasizes questioning to guide students to make tactical decisions about space, time, risk, and more. It aims to develop both physical skills and decision-making abilities through enjoyable game experiences.
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Simulation, games, and role playing are effective teaching tools that involve group members and facilitate meaningful learning. These techniques create controlled scenarios that reflect real-world situations through dramatic portrayals of life experiences. Role playing is similar to simulation but often includes winners and losers, while games involve suspense and a defined end or payoff. As long as participation is voluntary, competition from games can encourage discovery and learning. Educators also use these active strategies as icebreakers to ease communication and build rapport among groups of any age.
PYP-O Syllabus
This document provides information about an online Psychology of Play course, including the course description, materials, objectives, outcomes, connection to degree programs, research component, topics covered, learning activities, grade weights, strategies for success, and rubrics. The 3-sentence course aims to explore how psychology values play and its role in brain development, creativity, and goal achievement. Students will learn about play theories and apply concepts through discussions, assignments, and interactive sessions to understand play's personal and professional benefits. Assessment includes assignments, discussions, checks, and a research project to articulate play's value and impact in various settings.
Pdhpe powerpoint Todd Henderson 18353222
Game sense is an instructional approach that emphasizes teaching tactics and decision making in games. It presents modified game forms to students to build understanding of games. This avoids tedious skill drills and isolates the importance of skills within the context of the game. The teacher acts as a guide, maintaining interest through participation and ensuring students understand content by stimulating them to reach their potential through lesson alterations. Game sense allows incorporation of movement, problem-solving, decision making, interaction and communication to actively participate. It links to the PDHPE syllabus outcomes of performing and refining movement skills in various situations and applying strategies to solve movement challenges.
first report - Technologies for Learning
Simulations allow students to practice skills in realistic contexts with feedback. They can be computer-based or involve role-playing interactions. Simulations immerse participants in problem situations to help students apply lessons to real life. Simulators represent physical systems to allow safe practice of skills like CPR. Learning centers promote small group work around specific tasks. Programmed instruction uses printed or online materials for self-paced learning, while programmed tutoring provides one-on-one instruction and feedback. Programmed teaching applies these principles in a large group setting with smaller breakouts.
Game sense ppoint
Game Sense is a teaching approach for physical education that focuses on the game as a whole rather than isolated skills or drills. It emphasizes allowing students to develop skills within the context of a game in order to practice them cohesively. Studies show Game Sense is more popular than traditional coaching methods as it shifts the focus from the coach to the game. When used in the classroom, Game Sense involves students playing games together as a team rather than working individually on basic skills. This allows students to develop and apply skills in a more engaging way within the context of a game. Game Sense addresses multiple curriculum outcomes related to games and sports, as well as communication, decision making, movement, and problem solving.
Game sense approach 2134
The document discusses the Game Sense approach to teaching physical education. It defines Game Sense as designing games to achieve learning outcomes, asking questions to stimulate thinking, and ensuring discussion and testing of ideas. It describes the four principles of Game Sense pedagogy: designing the learning environment; emphasizing questioning; providing opportunities for collaborative testing and evaluation; and developing a supportive environment. It explains that the approach takes a holistic view of learning skills, tactics, and sport dynamics through questioning, strategy development, and modification of games. Finally, it asserts that the Game Sense approach aligns well with teaching the fundamental skills and concepts outlined in physical education syllabi.
Identify Key Issues in Global HRMBased on the scenario in the
Identify Key Issues in Global HRM
Based on the scenario in the previous weeks, you, as a consultant for an IT company, are tasked to deliver a PowerPoint presentation on critical issues in global HRM because the company has a business plan to launch a new marketing team in an Asian market, which will eventually expand and grow throughout all of Asia.
Therefore, the CEO of the company asked you to summarize important HR topics and issues that should be considered in various HR practices, including recruitment, training, compensation and benefits, development, and performance evaluation.
In this presentation, address the following:
· Address at least three critical topics/issues that are relevant to the company’s business strategy and should be considered in global HRM. What are the topics/issues? Why is each issue important?
· Point out how each topic/issue can be addressed from the perspective of HR. What are the roles of HR to address each topic/issue? What actions/initiatives are necessary?
· Be sure to support your discussions with research findings.
Length: 14 slides, not including the title and reference pages
References: Include a minimum of 5 scholarly resources.
Lesson Plan #edTPA
Select a Class:
Blue Blocks 1&2
Central Focus:
NASPE Standards (Grade Level Outcomes):
1.-Psychomotor domain (standard 1)
2- Cognitive domain (standard 2/3)
3- Affective domain ( standards4/5)
Date of Lesson:
Student Learning Objective (SLO)( aligned to standards above)
1.
2.
3.
“I can” statement for students.
Essential Question(s) for the Lesson:
Academic Language Demand (Language Function and Vocabulary):
Vocabulary:
Function:
Syntax:
Prior Knowledge:
List Key Instructional Materials and Technology for Students and Teacher.
Activity
List activities to show progression from one to the other.
Description of Activities and Setting (Instructional Cues, Strategies, and Learning Tasks, organization of students, equipment, space -). Discuss what you and the students will be doing that supports diverse student needs.
Assessment/monitoring/ observing students
1. Focus and Review
2. Fitness Activity
3.
4.
5.
6.
7.
8.
Targeted Accommodations
Differentiated instruction, assessment & Data decisions
Student/Small Group Accommodations –
How are you grouping your students based on the assessments? How will you assess the IEP goals? List the accommodations needed to assist students with disabilities in accessing the content (e.g., having test instructions & questions read aloud; allowing a scribe to record homework or test answers, etc.).
To differentiate instruction is to recognize students’ varying degrees of background, prior knowledge, readiness levels/abilities, language, and preferences in learning, interests, and talents and to work with these differences in designing your instruction. Differentiate instruction by content (what you will teach), process (how the materia ...
A guide to instructional practice in teaching & learning
The document discusses instructional practices and learning theories. It provides an overview of different learning theories including behavioral, cognitive, constructivist, and situative approaches. It also discusses aspects of instructional design like learning outcomes, resources, assessments, and applying learning theories to pedagogical approaches. Group activities are suggested to identify desirable stages of instructional practice and align them with theoretical models.
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Tactical game model
- 1. Tactical Game Model Presented by John Doe, Jane Doe & Joe Public
- 2. Overview TGFU, Games for Learning, game sense, play practice Response to perceived inadequacies of traditional technique based units. Seeks to teach students how to perform in CONTEXT. Students learn skill through gameplay, not in order to play games. Based heavily upon the constructivist learning theory.
- 3. Need for this model Motivation – “can we play today” Skillful students need to be able to apply those skills in the context of a full fledged game. Adults only participate in games and activities they understand and enjoy.
- 4. Value Orientation This model is compatible with a learning process and/or subject matter value orientation. Normally (but not exclusively) the subject matter will be sports. Sports organized around themes: net, invasion, target, fielding/striking Many tactics are applicable across a range of various sports: Moving to open space, speed accuracy trade-offs, playing to the weak spot
- 5. Characteristics WHY is learned before HOW. Students are guided to arrive at movement solutions through teacher questioning. Why Most lessons follow a pattern of some sort that employs gamepractice-game. Games are modified and developmentally appropriate – not thrown into full-sided gameplay until ready. Assessment is as important as in other models. Technique and Tactics (decision making)
- 6. Teaching Styles A variety of teaching styles may be used within this model. There will be times when a command style is used, but because this model is student centered and because it was created to teach decision making skills, reciprocal interaction, guided discovery and even self direction should be used often. A lot of partner and group work are normally evident and students are often asked to work together to create rules, self officiate and assess one another.
- 7. Roles and responsibilities Teacher Understanding of tactics Able to formulate good questions Time: when is the best time… Space: where is/are… Risk: Which option is safest/most risky Assess learning Student Respond to questions Draw connections between games Make decisions
- 8. Research Most studies report no difference is skill development when comparing technique approach to tactical approach. Students generally report greater levels of enjoyment under a tactical games approach. Some studies report students spend more time on task under a tactical games approach.
- 9. Samples Yearly Plan (scope and sequence): http://www.moe.gov.sg/education/syllabuses/aesthetics-healthand-moral-education/files/physical-education.pdf [see page 5] Unit plan (block plan): http://www.hhpcommunities.com/metzler/index.php?option=com_ content&view=article&id=189:sample-unit-plan-for-tactical-gamesin-physical-education&catid=47:tactical-games&Itemid=63 Lesson Plan: https://www.dropbox.com/s/hmbivk7pxv3u2l0/TGFUbadminton%20example-HPE510.doc
- 10. Yearly Plan
- 11. Portion on a unit block plan
- 12. Lesson Plan
- 13. References Butler, J., & Griffen, L. (2010). More Teaching Games for Understanding: Moving globally. Champaign: Human Kinetics. Butler, J., Griffen, L., Lombardo, B., & Nastasi, R. (2003). Teaching games for understanding in physical education and sport. Reston: NASPE. Carpenter, E. (2010). The Tactical Games Model Sport Experience: An Examination of Student Motivation and Game Performance during an Ultimate Frisbee Unit. Amherst: Dissertations and Theses at ScholarWorks@UMass; Paper 240. Hopper, T., & Kruisselbrink, D. (2014, January 4). Teaching Games for Understanding: What does it look like and how does it influence student skill acquisition and game performance? Retrieved from uvic.ca/~thopper: http://web.uvic.ca/~thopper/articles/JTPE/TGFU.htm IMPE Resource Site. (2013, December 18). Retrieved from HHP Communities: http://www.hhpcommunities.com/metzler/index.php?option=com_content&view= article&id=189:sample-unit-plan-for-tactical-games-in-physicaleducation&catid=47:tactical-games&Itemid=63 Metzler, M. (2011). Instructional Models for Physical Education (3rd Ed.). Scottsdale: Holcomb Hathaway Publishers.