My Personal Teaching Philosophy

My personal teaching philosophy as it relates to HPE:

Students must be encouraged to invent their own solutions to problems through inquiry, creative thinking, and discovery. It is the responsibility of an educator to challenge students and encourage their exploration of knowledge while providing the tools for them to become confident learners.

The purpose of HPE is to provide health-related and skill-related fitness concepts and skills in order to create an environment that promotes the development of life-long movers. HPE students will be provided with the necessary tools to make good decisions regarding all components of their health and wellness.

Multiple and differentiated teaching strategies will be incorporated into the HPE program in order to address students’ diverse learning styles. Students will be formally and informally assessed using skill tests, rubrics, observations, checklists, and written evaluations.

Schools are multidimensional learning communities composed of a diverse learning population. A productive, motivational and informative learning environment will be created for students by implementing a curriculum that is developmentally appropriate, skill-related, progressive, challenging, and enjoyable.

Module 5

1. Physical and Health Education Canada -http://www.phecanada.ca/home   

This organization supports health and physical educators, as well as, administrators through a range of programs, resources, and initiatives.

I selected this artifact because Physical and Health Education supports schools in becoming Health Promoting Schools that include the provision of Quality Daily Physical Education and fostering healthy school communities.

It is important in the context of HPE because the website lists a series of events, including the 2018 National Physical & Health Education Conference, which provides an opportunity to delegates to network with colleagues and increase their knowledge and skills to foster healthy active living for children and youth in the school, family and community.

How is this artifact related to the five Standards of Practice? 

This artifact is related to the Professional Knowledge Standard of Practice. It provides a wide variety of resources not only for health and physical educators, but also for administrators, through a range of programs, resources, and initiatives. By participating in conferences, members are better able to be current in their professional knowledge and recognize its relationship to practice. Conferences also provide members with the opportunity to understand and reflect on student development, educational research, related policies, and legislation to inform professional judgement in practice. This artifact also supports educators in further enhancing and developing their professional knowledge and skills to foster healthy active living for students.      

2. Foundations for a Healthy School - http://www.edu.gov.on.ca/eng/healthyschools/resourceF4HS.pdf

This artifact is a resource designed to help contribute to a learning environment that promotes and supports child and student well-being – one of the four core goals in Ontario’s renewed vision for education.  

I selected this artifact because it emphasized the need to focus not just on academic success, but also on the whole child and student – their cognitive, emotional, social, and physical development. The research is clear: healthy students are better prepared to learn, and education is a key determinant of health. Elevating well-being as a goal for education in Ontario recognizes its fundamental importance to our learners and their futures.

It is important in the context of HPE because it supports the integration of healthy school policies, programs, and initiatives into school and school board planning and implementation processes. 

How is this artifact related to the five Standards of Practice? 

This artifact is related to the Commitment to Students and Student Learning Standard of Practice. It is a resource primarily created to aid educators in supporting student well-being. By using this artifact, members have the knowledge and tools necessary to focus not just on academic success, but also on the whole child. As such, educators facilitate the development of students as contributing citizens of Canadian society.      

Module 4

1. TGFU Website

http://www.playsport.net/about-playsport/teaching-games-understanding-tgfu-approach

PlaySport is an online activity-based resource that helps children and youth develop an understanding of and competency with skills and strategies associated with physical activities and a wide range of sports. The activities in PlaySport can provide experiences for participants to help them build physical literacy, health literacy and the skills for healthy active living.  Designed for educators, recreation providers, coaches and physical activity promoters, PlaySport uses the Teaching Games for Understanding (TGfU) approach.

I selected this artifact because it is important to incorporate TGFU into a HPE classroom. The focus is on the student and problem solving. In addition, fun and enjoyment result due to the inclusive nature of TGFU. This approach allows for more active learning in that the students are learning through playing games. The use of questioning is also emphasized with this method because it encourages players to analyze their actions, both individually, and as a team. It will be part of my role to phrase questions effectively in order to help guide the players to an answer, in the event that they are struggling with an activity. It will also be my aim to encourage students to become more tactically aware and to make better decisions during the game. I will also encourage students to begin thinking strategically about game concepts while developing skills within a realistic context, and most importantly, having fun.

This is important in the context of HPE because the activities are linked to the Ontario Health and Physical Education curriculum through the Movement Competence: Skills, Concepts, and Strategies strand, which helps children and youth develop the movement competence needed to participate in physical activities through the development of movement skills and the related application of movement concepts and movement strategies. The development of fundamental movement skills in association with the application of movement concepts and principles provides the basic foundation for physical literacy. In addition, these resources are also linked to the living skills which identify learning that helps children and youth develop a positive sense of self, develop and maintain healthy relationships, and use critical and creative thinking processes as they set goals, make decisions, and solve problems. Living skills are an important aspect of children and youth’s overall healthy development. Furthermore, this learning is connected to learning for participants about healthy development, making healthy choices, and learning how living healthy active lives is connected to the world around them and the health of others. The activities in these resources can provide experiences for participants to help them build physical literacy, health literacy, and the skills for healthy, active living.

How is this artifact related to the five Standards of Practice? 

This artifact is related to the Professional Practice Standard of Practice. TGFU allows members to apply their professional knowledge and the focus is on student learning. This approach allows for more active learning in that students are learning through playing games. Dialogue is also important within this approach, as it is part of an educator’s role to phrase questions effectively in order to help guide the players to an answer. Members should also communicate with students to encourage them to become more tactically aware and to make strategic decisions during the game.     

2. Teaching Kinesthetic Learners in Physical Education

https://sparkpe.org/blog/teaching-kinesthetic-learners-in-physical-education/

The article titled “Teaching Kinesthetic Learners in Physical Education” provides additional insight into the instruction of HPE at the elementary level.

I chose this artifact because it relates to HPE principle 2: Physical activity is the key vehicle for student learning. Health and physical education offers students a unique opportunity for kinesthetic learning – they learn about healthy, active living primarily by “doing”, that is, through physical activity. In health and physical education, students discover the joy of movement, learn about their bodies, and develop physical and cognitive skills that will contribute to their lifelong health and well-being.

It is important in the context of HPE because teachers must understand that to help students learn best, they must recognize students’ learning styles and differentiate their instruction. Consequently, as a HPE teacher, it is important to first understand the different learning styles and then look for ways to accommodate them. The three most common learning styles include: visual, auditory, and kinesthetic learners. As mentioned in the HPE principle 2, HPE offers students a unique opportunity for kinesthetic learning. As a result, HPE educators must teach these students in ways that will make it easier and more fun for them to learn. Kinesthetic learners learn by doing; therefore, they are well-suited to sports and physical education. In fact, while kinesthetic learners are often at a disadvantage in a more traditional classroom where the emphasis may be on lectures and visuals, HPE is a unique opportunity for kinesthetic learners to thrive. Students who are kinesthetic learners find sports to be an invaluable environment to learn, think, and flourish. In the article, it details how kinesthetic learners process information when they are given the opportunity to move. These types of learners want to know what the movement feels like so they can use that feeling as a reference point. Simulations, guidance, and repeated practice are important in developing this reference point. Therefore, it is important for teachers to guide these types of learners through the skill that is being taught, give tactic cues, and ask questions. As emphasized in the article, by correctly identifying the way students learn, teachers can easily make HPE class accommodate all learning styles, including kinesthetic learners.   

How is this artifact related to the five Standards of Practice?

This artifact is related to the Commitment to Students and Student Learning Standard of Practice. This article truly demonstrates how members show their dedication and commitment to students by providing them with a unique opportunity to showcase their learning style through movement. In responding to the individual needs of kinesthetic learners, members are demonstrating their respect and sensitivity to factors that influence individual student learning. Since HPE offers students the opportunity for kinesthetic learning, members must teach these students in ways that will make it easier and more fun for them to learn. By being committed to students and student learning, members are better able to differentiate instruction and accommodate all learning styles.   

Module 3

1. Webinar   

http://thompsonbooks.com/kto12/h/huddle/pl-and-the-brain/

Dr. John Cairney

This artifact is a webinar on Physical Literacy and the Brain: Why Being Physically Literate is Essential for Learning and Health” by Dr. John Cairney on Huddle Connect.

I selected this artifact because in this webinar, Dr. John Cairney discusses the direct and tangible impacts of physical literacy on brain development and learning. He also explains the importance of physical literacy to student outcomes in education.

This is important in the context of HPE, as introducing physical literacy into the classroom is critical. Physical literacy can be introduced in various ways in the classroom. I believe physical literacy needs to be delivered on a cross-curricular basis in schools. It needs to be given the same priority as literacy and numeracy. Brain breaks are a simple and popular way to introduce physical literacy into the classroom. When teachers regularly incorporate short movement activities into the school day, students can get some of their excess energy out. Moving around also invigorates students and increases their ability to focus on the learning at hand. Physical literacy can also be introduced in the classroom by doing simple physical exercises and activities, which can also reinforce literacy and numeracy skills. When a student reads an instruction on a poster or fitness chart, he/she is practicing literacy skills. Keeping track of how many reps he/she does helps teach counting in a real-life situation. If he/she brings the exercises home and teaches them to his/her parents, he/she is developing communication skills. Therefore, there are many ways that physical literacy can be introduced and used effectively in the classroom.

  

How is this artifact related to the five Standards of Practice? 

This artifact is related to the Ongoing Professional Learning Standard of Practice. This artifact was an informative webinar on physical literacy and the brain. In the webinar, the author discussed the direct and tangible impacts of physical literacy on brain development and learning. Therefore, it is a clear example of self-directed learning by educators. Webinars are beneficial for members because they allow educators to remain current and informed by experience, research, collaboration, and knowledge. 

  

2. Current Themes: Student Bullying and Its Impacts   

https://www.ontario.ca/page/bullying-we-can-all-help-stop-it?gclid=Cj0KCQiAiKrUBRD6ARIsADS2OLm7DhZGAyIag1A1pDU46spg9ZyQ0fMdn95FCoDXkSb-n85bsI62IZ4aAntoEALw_wcB

This artifact has information related to student bullying and provides ways in which we can all do our part to help stop bullying in our schools and communities. The intended audience of this infographic is for colleagues, parents of students, and school administration.    

I selected this artifact because student bullying is a prevalent issue in today’s society. I believe that it is critical for parents and teachers to understand the effects of bullying, the effects on bullies, and the signs to watch for. Furthermore, the effects of bullying go beyond the school yard. Thus, as a teacher, parent, guardian, or administrator, it is imperative to understand what to watch for, what you can do, and where you can go to get help. The above article details this information and the infographic provides a visual summary and representation of this pertinent information.  

This is important in the context of HPE because nurturing healthy relationships can help stop bullying. Bullying prevention and intervention is about more than just eliminating bullying. It also promotes the development of healthy relationships. Healthy relationships involve respectful interactions between people, whether face-to-face or online. The goal is to help ensure that all students have healthy, safe, respectful and caring relationships with everyone in their lives. Teachers, parents, and other adults support and act as role models for children by showing them how healthy relationships can work. Children’s positive relationships with other children depend on positive relationships with adults.

Students who are able to have healthy relationships will be less likely to bully others, will be more likely to support students who are bullied, and will be better able to reach their educational goals. Promoting healthy relationships is a key way to prevent bullying and create a safe and accepting school climate.

How is this artifact related to the five Standards of Practice? 

This artifact is related to the Leadership in Learning Communities Standard of Practice. Bullying is a critical issue in today’s society; as such, members have a responsibility to create a safe, inclusive, and supportive learning environment where all students feel valued and respected. Moreover, members have a shared responsibility and leadership role in facilitating student success. Thus, it is imperative for teachers to understand the effects of bullying, effects on bullies, and the signs to be aware of. In doing so, they maintain and uphold the principles of the ethical standards in these learning communities.  

Module 2

1. Two Stars and a Wish

http://www.assessmentforlearning.edu.au/professional_learning/peer_feedback/peer_strategies_enhance.html 

In using this artifact, students identify two positive aspects of the work of a peer and then express a wish about what the peer might do next time in order to improve another aspect of the work.

I selected this artifact because it is a useful tool to use in the classroom. Peer feedback is so important in the classroom and students should understand how it works and what it looks like. In order to help students understand, I would model this strategy several times, using samples of student work, before asking the students to use the strategy in pairs on their own. I would then have students check the process and ask pairs who have implemented the strategy successfully to demonstrate it to the whole group. I would coach students in completing the peer-assessment form by encouraging students to focus their attention on the task, rather than on getting the answer right. It provides them with ideas for adjusting, rethinking, and articulating their understanding, which will lead to another round of feedback and another extension of learning.

Since there can be little physical movement in this activity, this is important in the context of HPE and can be overcome and differentiated. To incorporate more movement and activity, students can be encouraged to switch seats, and while doing so, engage in some stretching activities. This will appeal to students who learn best while engaging in some physical activity (bodily/kinesthetic learners). This transitory activity will help students to focus on the serious nature of providing feedback to their peers. Teachers who recognize the need for such activity are essentially promoting optimal conditions for learning in an inclusive learning environment. Simply asking students to move from their desks is a good way to create movement. Other options include: partners working together in a different space; playing soft music without lyrics to promote calmness and control (musical learners), and representing feedback in different ways (e.g. the feedback can be drawn rather than written) (visual/spatial/verbal/linguistic learners). Co-establishing a variety of routines and rules for feedback-time or journal writing makes it an enjoyable experience.

How is this artifact related to the five Standards of Practice? 

This artifact is related to the Professional Practice Standard of Practice. Since this artifact is a useful assessment and evaluation tool, it allows members to apply their professional knowledge to promote student learning. In using two stars and a wish, educators are better able to plan for and respond to the needs of individual students and learning communities. Peer feedback is critical in the classroom and members should ensure students understand how it works and what it looks like. In doing so, members are able to refine their professional practice through ongoing dialogue and reflection.     

2. Aboriginal Games 

http://www.cepn-fnec.com/PDF/coin_jeunes/eng/Part3.pdf

Traditional Longball Stick

I chose the artifact Aboriginal games because Ontario is continuing to strengthen relationships with Aboriginal people. Thus, as educators, I believe it is our responsibility to further and develop students’ understanding of First Nations, Metis, and Inuit ways and perspectives and integrate this knowledge into our teachings.      

I selected this artifact because there are numerous fun, engaging, and inclusive games or activities found in Indigenous cultures in Canada. For example, Longball was a game played by the Plains Cree and other Nations related to them. Two evenly matched teams played the game on as flat a pitch as possible. Equipment was minimal, as it consisted of a bat and a ball. The team that was batting stood behind the start/finish line and nominated a hitter. The other team stood between the safety zone and the start/finish line and nominated a pitcher. The hitter’s teammates then waited behind the start line, while the pitcher’s team took up position between the start/finish line and the safety zone. A marker checked on which players successfully made it back to the finish line and a referee controlled the safety zone. The goal of this game was to hit the ball towards the opposing team, upon which the hitter’s teammates all ran to a predetermined line and back, trying not to get hit with the ball. Players from the opposing team had to catch the ball and tried to hit at least three players with it before they could get back to the hitter. If they managed to do this, the two teams changed sides. One point was scored for every player who managed to get back to the line where the hitter was standing. Since this game is very similar to baseball/softball, I would incorporate this into my class by playing softball with a bat and ball. Baseball has many benefits to students in HPE including improved hand-eye coordination and the ability to make split-second decisions on which is the correct strategy to implement on a certain play (helps keep the mind sharp and alert).    

Aboriginal games are important in the context of HPE because they enhance physical health, provide essential training in social interaction, and bring together Indigenous and non-Indigenous people. Although traditional Indigenous skills may no longer be necessary for survival, many are still extremely relevant and desired if our students are going to lead full, healthy lives. As HPE teachers, we must emphasize the holistic value of HPE to our student’s physical, mental, emotional, and spiritual health. In First Nations culture, everything had a purpose, value, or skill. Life was rich in relationships, teamwork, art, music, dance, and gaming. Although the word “games” is probably not appropriate for practicing the skills necessary for survival, much education occurred through physical activity. Each activity had a purpose such as increasing endurance, improving hunting and observation skills, or learning social values. As we begin to acknowledge the effectiveness of traditional First Nations education, we should also look for opportunities to incorporate these methods into our teaching.

How is this artifact related to the five Standards of Practice? 

This artifact is related to the Commitment to Students and Student Learning Standard of Practice. Aboriginal games is a critical artifact because Ontario is continuing to strengthen relationships with Aboriginal people. As such, this artifact clearly represents members’ commitment to furthering and developing students understanding of First Nations, Metis, and Inuit people. In doing so, members are facilitating the development of students as caring, knowledgeable, and contributing citizens of Canadian society. Furthermore, understanding these various perspectives allows members to respectfully and sensitively integrate this knowledge into our teachings. 

Module 1

Physical Literacy Cycle

1.  Physical Literacy - Hands Up for Health and Physical Literacy - https://teachingtools.ophea.net/supplements/hands

This artifact includes a three-part illustrated video series that will teach children and youth about the importance of physical and health literacy in a fun and engaging way. The three videos are:

a) Introduction to Physical & Health Literacy. In the first video, children are introduced to the concepts of physical and health literacy. A general overview of both terms are introduced and defined to aid children and youth in building the basic knowledge needed to lead a healthy and active life.

b) Exploring Physical & Health Literacy. In the second video, children and youth explore the concepts as related to the world around them. Children and youth gain a deeper understanding of these concepts, which ultimately lead to a healthy and active life.

c) Applying Physical & Health Literacy. The final video allows youth opportunities to apply the concepts of physical and health literacy in their own world. Children and youth will have a strong grasp of the skills, which lead to a healthy and active life.

I selected this artifact because I believe to truly succeed, individuals need to be healthy in mind and body. Just as we teach reading and math, we must support and nurture children in learning how to be physically literate. We would never give a child a book and expect her to read before she knew how to make sounds or recognize letters – we need to think the same way when it comes to physical literacy. Physical literacy is important for students’ futures because children who are physically literate are able to make the most of opportunities for fun and activities, regardless of the setting, season, or playing surface.   

It is important in the context of HPE because physical literacy is critical for a life-long involvement in physical activity. This will allow students to become more motivated, adaptable and flexible, which are key skills for a life-long involvement in physical activity. Moreover, research has shown that being physically active later in life depends on an individual’s ability to feel confident in an activity setting (PHE Canada, 2018). That confidence most often comes from having learned fundamental movement and sport skills, or physical literacy, as a child. Research has also shown that without the development of physical literacy, many children and youth withdraw from physical activity and sport and turn to more inactive and/or unhealthy choices during their leisure time (PHE Canada, 2018). Therefore, I believe that physical literacy is essential for a life-long involvement in physical activity because quality physical education programs offer the best opportunity to foster the growth and development of physical literacy for all children and youth.  

How is this artifact related to the five Standards of Practice? 

This artifact is related to the Professional Knowledge Standard of Practice. Since this artifact includes a three-part illustrated video series on physical literacy, it helps members to be current in their professional knowledge and recognize its relationship to practice. While viewing these videos, I was able to understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, and educational research to inform my professional judgement in practice.    

2. Inclusion Resources - https://teachingtools.ophea.net/lesson-plans/inclusion-resources   

This artifact is beneficial and practical in teaching HPE because it includes free downloadable resources available to support educators in delivering physical activity for children of all abilities. As an educator, I firmly believe in inclusivity and providing a fun, safe, and engaging learning environment, where all students feel welcomed and a part of the class community. Furthermore, this artifact has adapted lesson plans that support community leaders in delivering high quality, safe, and inclusive physical activity instruction and programming for children and youth with disabilities.   

I selected this artifact because I plan on using these adapted lesson plans into my classroom environment. These lesson plans aid teachers in confidently leading inclusive physical activity programs where everyone’s needs are met and everyone is able to participate fully and safely.    

It is important in the context of HPE because inclusion resources are beneficial in the delivering of HPE at the Primary-Junior Level. Furthermore, inclusion resources are important in the context of HPE because they are another support that would assist teachers in making strategic accommodations and modifications during HPE. In using this artifact, teachers would be better able to allow students to highlight and showcase their wide range of abilities and movement competence. 

How is this artifact related to the five Standards of Practice? 

This artifact is related to the Commitment to Students and Student Learning Standard of Practice. This artifact provides free resources to support educators in delivering physical activity for children of all abilities. As such, it supports those members who are dedicated in their care and commitment to students. It helps them implement lesson plans that treat students equitably, with respect, and are sensitive to factors that influence individual student learning. With the adapted lesson plans, educators can use these in the classroom environment, which allows them to confidently lead inclusive physical activity programs where individual students’ needs are met and everyone can participate fully and safely.