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.