Cooperative learning in a secondary school program in Physical Education in China

Cooperative learning in a secondary school program in Physical Education in China

Cooperative learning in a secondary school program in Physical Education in China
1. Start by selecting a topic which you are planning to teach. Choose a topic and pedagogical approaches that will enable you to apply the theoretical perspectives
that you believe should underpin effective teaching and learning. For example, if you would like to use the concept of scaffolding as a means of supporting learning in
a structured manner, you will need to choose a topic and teaching approach that has the potential to be enhanced through such scaffolding. Similarly, if you want to
demonstrate the importance of theories relating to assessment, you will plan your lesson sequence to include appropriate strategies.
After a brief introduction to your assignment, write an overview of your lesson sequence, including:
* context (e.g. phase, age and background of learners)
* aims and objectives
* subject content
* teaching approaches
* assessment strategies
Include the individual lesson plans in your appendices. There is some flexibility around the length of the lesson sequence, but as a rough guide we would expect
between 3 and 5 lesson plans. If you are in any doubt about what would be suitable for this part of the assignment, please discuss this with your tutor.
This section should be 250 words (+/- 10%), and can include numbered or bulleted lists.
2. It is vital that your lesson sequence reflects the theory and principles explored in Module 3. You could also include relevant theoretical perspectives from Module
2. In this section you should explain the theoretical principles underpinning your lesson sequence. Justify how the different aspects of your proposed sequence of
lessons reflect good practice in teaching and learning by drawing on materials in the module, for example, in relation to planning, group work, assessment or
differentiation. You should make specific reference to the readings in Module 3 that have influenced your thinking and planning. Use links to your lesson plans in the
appendices to support your arguments.
This section should be 750 words (+/- 10%).
It is essential that you complete Sections 1 and 2 before teaching your lesson sequence. Only then will both your rationale (Section 2) and critical evaluation
(Section 3) be distinctive and authentic.
Critically evaluate your lesson sequence in the light of having taught the lessons. What aspects do you believe were particularly strong in your planning, and why? To
what extent were your aims and objectives achieved? What aspects of your planning were you dissatisfied with, and why? What changes would you make to your lesson
sequence in order to address these issues?
It is important that this critical evaluation is underpinned by pedagogical theory. Again, significant reference should be made to the readings which you have
undertaken during this module, and any other readings which you have found. You do not need to make reference to material from every unit in Module 3 and you might, in
this concluding section, make a more in-depth analysis of key areas which have interested or inspired you.
This section should be 2000 words (+/- 10%).
our assignment will be assessed according to Masters level criteria and you will need to use the Harvard system of referencing.
In order to successfully complete the assignment:
* Your writing will need to be well organised and skilfully written
* You will need to show originality in the explanation and evaluation of your planning
* You will need to justify the underlying principles with thoughtful and critical arguments
* You will need to show that you have studied and understood a range of theoretical ideas in the background reading
* You will need to accurately reference this material when you use it in support of your judgements and ideas
The word count for assignments includes quotations, but not your list of references or appendices.
Student’s name:

Tutor’s name:

Proposed title: Cooperative learning in a secondary school program in Physical Education in China

Aim/s of the assignment: The purpose of the assignment is to describe and interpret cooperative learning in a secondary school program in Physical Education in China.

Teaching approach(es) to be explored: Cooperative learning

Reading from your own literature searches:
Decker,J. , 1990. The new way to play: Cooperation in PE.
Glakas, B.A, 1991. Teaching Cooperative skills through games. Journal
Hellison, D.R, 1995. Teaching responsibility through physical activity.
Johnson, D.W & Johnson, R 1989. Cooperation and competition. Theory and research.
Mosston, M & Ashworth, S 1994. Teaching Physical Education (4th Edition)
Strachan, K., 1996. Cooperative learning in a secondary school Physical Education program. Print.

If you intend to include any additional material in appendices, explain what and why.
State any ethical considerations which may be involved in planning and writing your assignment.
FOR TUTOR: Is ethical approval required?

N.B. If the answer is YES, you will need to follow the standard University ethics approval procedure, which is outlined in the introductory online ethics tutorial.
Assignment outline

1. Literature Review – Introduction to topic (Cooperative learning methods, elements of Cooperative learning, Success of Cooperative learning in PE, Issues and
concerns of Cooperative learning, Critical thinking model, Self responsibility model, teaching games under this approach, Sport education Model, Methodology in
physical Education (Might change a bit))
Cooperative learning plays an integral role in classroom planning, teaching, and learning (Strachan, 1996, pg 1). Among its various approaches, the jigsaw approach
was its first strategy. In this technique, groups are given topics, which can be subdivided into sub-topics. Group members fully understand their sub-topic and go out
to meet with members of other groups studying the same sub-topic discuss then later go back to their various groups to present their work to the other group members.
The students are later tested individually on the topic, and thus individual student’s strength is identified (Strachan, 1996, pg 2).
In cooperative learning, the differences between the age of learners typically play a significant role. For instance, a group class two students are given a set of
instructions on how they should form a football team plays to enhance they a competition will be completely different regarding performance from a group of class six
students are given the same set of instructions. Learning background also plays a role as students working on a set instruction in a place with limited resources will
perform differently with the once exposed to all the necessary resources (Strachan, 1996, pg 4).
Cooperative learning brings an alternative to the competitive and also assists a great deal in bringing academic achievement (Strachan, 1996, pg7). It is also meant
to improve the students’ affective field, interpersonal relationship and also to improve one’s psychological health. This also allows the teacher to promote the type
of skills students shows the strongest need for or the topics which are appropriate to be taught.
Cooperative learning encourages frequent, efficient and accurate communication than how competitive and individualistic situations (Strachan, 1996, pg 9). Cooperative
learning promotes constructive management of conflicts. Learners are usually tested individually and assessed in groups and the teacher pointing out the various
weakness of an individual although working as a group.
2. Lesson sequence – Describe the lesson sequence
context (e.g. phase, age and background of learners), aims and objectives, subject content, teaching approaches, assessment strategies

3. Evaluation of lesson sequence – Describe and evaluate strong and weak points of lesson planning / Sequence. Describe the changes would you make to your lesson
sequence in order to address these issues? Compare these results to Theory that has been learned in Module 3 (Planning for learning, Collaborative learning,
differentiation, classroom behavior,
4. Conclusion
General tutor feedback:

You give me very little detail to give formative feedback on here Brandon, other than the general focus of cooperative learning in the context of PE. I see no reason
why you would be unable to develop a successful assignment in this area but a lot will depend on the details of what you actually design and evaluate.