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Jain Tuey Games Concepts 2 Kins 329 12/2/13

Jain Tuey Games Concepts 2 Kins 329 12/2/13. Final Teaching Presentation. Introduction. 1 st Teaching: did not introduce standard, vague on objectives for the lesson but good relations to other sports when explaining team handball.

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Jain Tuey Games Concepts 2 Kins 329 12/2/13

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  1. Jain TueyGames Concepts 2Kins 32912/2/13 Final Teaching Presentation

  2. Introduction • 1st Teaching: did not introduce standard, vague on objectives for the lesson but good relations to other sports when explaining team handball. • 2nd Teaching: introduction was very vague, did not introduce standard and objectives were unclear for the lesson. • 3rd Teaching: very clear introduction, introduces game and standard as well as clear instruction on the objectives for the lesson. • Research shows that it is the teachers responsibility to develop a learning environment for the students by clearly stating rules and expectations at the beginning of the class (Graham, Holt, & Parker, 2013)

  3. TGFU Model • No game in 1st teaching for activity 1 • Point system for activity 1 in 2nd and 3rd teachings. • Research shows that using small sided games enhances learning by less complex decision making for students and more student involvement (Hubball, 2007).

  4. Specific Feedback • The instructor had almost no specific feedback comments throughout all 3 teachings. • The instructor mostly gave positive general feedback such as “Good Job!” • Research shows that effective feedback will improve student learning and also improve their performances (Chase & Houmanfar, 2009).

  5. Modifications • During the 2nd teaching the students had a difficult time with the drill and there were students standing and not engaged in parts of the drill and no modifications were made. • During the 3rd teaching the instructor made a modification to one activity so that it would be more challenging and realistic to the full-sided game. • Research has been shown that in the TGFU model it is good to modify the rules of the game for better understanding and encourage student learning (Gordon, 2008).

  6. Assessment • The instructor brought students in for questioning after each activity but no data was collected for an assessment of learning in teachings 1 and 2. • In the 3rdteaching the instructor used a checklist to record whether students were meeting the standard or not. • Research shows that assessments are designed to assess learning and to improve teaching and support student achievements (Seybert, 2010).

  7. Overall Teaching • Each teaching evaluation improved in all 5 categories. • Good time management for all 3 teachings • Needs improvement on specific feedback • Based on coding sheets majority of the time was spent in activity and instructing. • All the students participated and seemed to enjoy the lessons.

  8. Reference List • Hubball, H., Lambert, J., & Hayes, G. S. (2007). Theory to Practice: Using the Games for Understanding Approach in Teaching of Invasion Games. Physical and Health Education Journal, 73(3), 14-20. • Seybert, T. (2010). Dual Criteria Grading for Improved Learing. Journal Of Engineering Technology, 27(2), 30-35. • Graham, G., Holt, S. A., Parker, M, (2013). Children Moving. New York, NY. David Patterson • Chase, J. A., & Houmanfar, R. (2009). The Differential Effects of Elaborate Feedback and Basic Feedback on Student Performance in a Modified, Personalized System of Instruction Course. Journal Of Behavioral Education, 18(3), 245-265. • Gordon, B. (2008). Teaching Games for Understanding: A teaching approach for all teachers. (Undetermined). Physical Educator - Journal Of Physical Education New Zealand, 41(2), 17-19.

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