models-based practice: great white hope or white elephant?
TRANSCRIPT
Models-Based Practice?
Great White Hope or White Elephant?
start finish
start finish
Introduction
start finish
Introduction
physical education as sport-techniques
start finish
IntroductionPractice as Models-Based praxis
physical education as sport-techniques
start finish
IntroductionPractice as Models-Based praxis
physical education as sport-techniques
conclusion
start finish
Introduction
a potted
History
1880s 2011
1909
1950/60s
1880s 2011
1909
1950/60s
Drill
Ex-Army Sargeants earn their keep
going round schools and drilling children
1880s 2011
1900s
1950/60s
Drill
First national syllabus
The first
national syllabus is implemented in government
schools
1880s 2011
1900s
1960s
Drill
First National Curriculum
Physical Education As Gymnastics
physical education as sport techniques
Led by the women’s
teacher training colleges
gymnastics dominates teaching of the subject
1880s 2011
1900s
1960s
Drill
First National Curriculum
Physical Education As Gymnastics
physical education as sport techniques
increased leisure time
sees a change in focus towards games
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Introduction
physical education as sport-techniques
School is divided into
subjects
The school day is divided into
lessons
each subject is given its
allocation
Physical Eduction must be
timetableable
Physical-Eduction-as
sport-techniques
- Kirk 2010
100m
becomes a lesson
5 Day Cricket
becomes a lesson
The techniques of the activity
fit into a lesson
Teacher is the
focus
Ratio
1-30
do
as-i-do
1880s 2011
1900s
1960s
Drill
First National Curriculum
Physical Education As Gymnastics
physical education as sport techniques
future
a curriculum for the
21st Century?
1880s 2011
1900s
1960s
Drill
First National Curriculum
Physical Education As Gymnatics
physical education as sport techniques
MBP?
Leading academics
support MBP
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IntroductionPractice as Models-Based praxis
physical education as sport-techniques
Models-based practice is
research-informed
research-informed is
praxis
what does the
literature say?
Based on a review of
45 peer-reviewed papers
Based on a review of
45 peer-reviewed papers
1change for
teachers
21change for
teachersdifficulty and
time
321change for
teachersdifficulty and
timediversification of
teacher’s role
4
321change for
teachersdifficulty and
timediversification of
teacher’s role
evidence of effectiveness
54
321change for
teachersdifficulty and
timediversification of
teacher’s role
evidence of effectiveness
University/teacher collaboration
change for teachers
1
Need and personal desire to change
their approach and very perception of what teaching
physical education is.
400+ teachers expressed their positive feelings, efficacy, enthusiasm and
vigour-Alexander and Luckman, 2001
“
allowed primary teachers to overcome their
discomfort with teacher physical education
- O’Donovan et al, 2010
“
teachers are able to change their
position on the classroom
- Brunton 2003
“
need to learn a new way
of teaching- Casey and Dyson 2009
“
blurred the hierarchical positions between
teachers and students - Dyson and Strachan 2004
“
some pre-service teachers found it too much
- McCaughtry et al 2004
“
some struggled
to shake off traditional teacher-led approach
hard
to sustain change
teachers required to make
organisational adaptations when using MBP
professional learning
is the key to sustained use
difficulty and time
2
teachers need considerable
time to learn to use a model
Labour Intensive
- Casey et al 2009
“
Labour Intensive
- Casey et al 2009
“
needs support
- Gubacs-Collins and Oslen 2010
“
beginner’s
knowledge
cost considered
too high
Primary teachers found that structures
reduced the planning workload
- O’Donovan et al 2010
“
diversification of teacher role
3
overwhelmingly
positive experience
a shift in teacher’s
goal orientations
- Alexander and Luckman 2001
“
Encouraged a
diversification in the teacher’s role
- Hastie and Buchanan 2000
“
moving the teacher away from ‘her’ position as
provider of knowledge
- Wallhead and O’Sullivan 2007
“
catalyst to spark teacher interest in
professional learning
- Curtner-Smith and Sofo 2004
“
MBP needs a higher degree of
pedagogical content knowledge
- Hastie and Curtner-Smith 2006
“
practice informs the applicability of
Theory - McMahon and MacPhail 2007
“
teachers quickly become more responsive to
students’ needs
- Kim et al 2006
“
not a ‘cure all’ for changing poor
behaviour - MacPhail et al 2008
“
evidence of effectiveness
4
teachers don’t see a need to change as
traditional approaches
deliver high quality physical education
university/school collaboration
5
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IntroductionPractice as Models-Based praxis
physical education as sport-techniques
conclusion
teachers expressed a need and
desire to update their practices
they saw real differences in their
students learning
acknowledged the increases in their
effectiveness
however it had
ramifications
on their
identities as teachers
and their
workloads
Thank you
I can be found on twitter @DrAshCasey
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Where I write and talk about physical education