Short Course for Secondary School Teachers on Teaching the Key Learning Areas of Technology Education, Arts Education and Physical Education in the English Medium

9/01/13

The Hong Kong Polytechnic University 1

Teaching Physical Education through English

Leung Ka Wah Carmel Divine Grace Foundation Secondary School

Medium of Instruction for Secondary Schools Sharing Session on Teaching Technology

Education, Arts Education and Physical Education in the English Medium Sharing Session 12 Jan 2013

The Polytechnic University of Hong Kong

Modelling and

deconstruction

Independent construction

2

Ongoing development

Class discusses passing in basketball and the teacher plays a video that presents different passing skills in basketball.

Ongoing development of passing skills in basketball

Teacher in control with some student input

Teacher has strong responsibility initially with some minor student input

After final input from the teacher, students have full responsibility

Students take on more and more responsibility

3

Teacher in control with some student input

Modelling and

deconstruction

Independent construction

4

Ongoing development

Class discusses passing in basketball and the teacher plays a video that presents different passing skills in basketball.

Ongoing development of passing skills in basketball

Teacher in control with some student input

Teacher has strong responsibility initially with some minor student input

After final input from the teacher, students have full responsibility

Setting the Context Teacher identifies the three components of passing: ready position, pass, follow-through.

Modelling & Deconstruction and Guided Construction Students form pairs and teacher models how to do the following sets of movements: Set 1: Triple-threat position; Set 2: Pass delivery; Set 3: Follow-through. With teacher's strong guidance, students compare the effectiveness of a pass in each set to determine which component facilitates an effective pass. Teacher recaps the 3 components of an effective pass.

Independent Construction Students in pairs repeat the 3 components on their own.

Students take on more and more responsibility

5

Teacher has most responsibility

6

Embedded video

Teacher in control with an increase in student input

Short Course for Secondary School Teachers on Teaching the Key Learning Areas of Technology Education, Arts Education and Physical Education in the English Medium

9/01/13

The Hong Kong Polytechnic University 2

Joint construction

Modelling and

deconstruction

Independent construction

7

Ongoing development

Class discusses passing in basketball and the teacher plays a video that presents different passing skills in basketball.

Ongoing development of passing skills in basketball

Teacher in control with some student input

Teacher has strong responsibility initially with some minor student input

After final input from the teacher, students have full responsibility

Setting the Context Teacher identifies the three components of passing: ready position, pass, follow-through.

Modelling & Deconstruction and Guided Construction Students form pairs and teacher models how to do the following sets of movements: Set 1: Triple-threat position; Set 2: Pass delivery; Set 3: Follow-through. With teacher's strong guidance, students compare the effectiveness of a pass in each set to determine which component facilitates an effective pass. Teacher recaps the 3 components of an effective pass.

Independent Construction Students in pairs repeat the 3 components on their own.

Modelling & Deconstruction Teacher now models the chest pass's phases while also explaining what is done with the arms, hands, and legs.

Guided Construction Students work in pairs under teacher's guidance to analyse their own actions by comparing the effectiveness of the pass.

Independent Construction Students practise an effective chest pass's phases.

Setting the Context Teacher asks students to identify the components of a pass, replays the video of different kinds of passing and guides them in comparing chest passes and other passes.

Students take on more and more responsibility

8

Students take on more and more responsibility

Joint construction

Modelling and

deconstruction

Independent construction

9

Ongoing development

Class discusses passing in basketball and the teacher plays a video that presents different passing skills in basketball.

Ongoing development of passing skills in basketball

Teacher in control with some student input

Teacher has strong responsibility initially with some minor student input

After final input from the teacher, students have full responsibility

Setting the Context Teacher identifies the three components of passing: ready position, pass, follow-through.

Modelling & Deconstruction and Guided Construction Students form pairs and teacher models how to do the following sets of movements: Set 1: Triple-threat position; Set 2: Pass delivery; Set 3: Follow-through. With teacher's strong guidance, students compare the effectiveness of a pass in each set to determine which component facilitates an effective pass. Teacher recaps the 3 components of an effective pass.

Independent Construction Students in pairs repeat the 3 components on their own.

Setting the Context Teacher takes students to the court where they will be practising their passing.

Modelling & Deconstruction Teacher now explains and demonstrates the rules and regulations of passing.

Guided Construction Students practise in pairs and then are guided in their analyses of those classmates who construct more effective passes.

Independent Construction With the rules and skills explained, students practice their passing skills under teacher's supervision and ongoing guidance

Modelling & Deconstruction Teacher now models the chest pass's phases while also explaining what is done with the arms, hands, and legs.

Guided Construction Students work in pairs under teacher's guidance to analyse their own actions by comparing the effectiveness of the pass.

Independent Construction Students practise an effective chest pass's phases.

Setting the Context Teacher asks students to identify the components of a pass, replays the video of different kinds of passing and guides them in comparing chest passes and other passes.

Students take on more and more responsibility