Methods & Pedagogies

Here are some the teaching Methods and Pedagogies Used in Miss G's Class! 

Teaching Games for Understanding (TGfU) 

A student- centered approach where emphasis is placed on the needs and abilities of the learners instead of the importance of the game. Moving away from the traditional “skill-drill-modified games,” students participate in “playing games to learn games” and focus on developing transferable skills.
For example, instead of playing basketball or soccer, students may play a game called “Tail Chase” which teaches them about defending their territory. This skill can then be applied to other invasion / territorial games.

Play Sport offers a variety of examples across the four game categories for implementing TGfU activities. This resource is great because it provides rules and diagrams.

TGfU in action!

The TGfU model fosters mental, physical and social skills. Since students are no playing traditional games such as basketball, soccer, volleyball, etc. students who are less skilled in these specific sports have an equitable chance of being successful. The skills developed through these games are transferable across the four games categories and can be extended or modified depending on the needs of the students.

There is less instruction time which eliminates students standing around. Students are continuously moving and participating (whether it’s setting up equipment or going to the next game). This is particularly important at the Junior levels where there is sometimes multiple classes in the gymnasium, or, large class sizes results in less space to move around.



Reciprocal Teaching 

In small groups, students work together to make sense of a text. The teacher models the expectations from the students and then they break off into their groups. The four roles assigned to the students include: questioner, summarizer, clarifier and predictor. 
Image result for reciprocal teaching
nprodigygame.com/blog/reciprocal-teaching/
The teacher may use a diagnostic activity to determine the students' reading abilities. The teacher can then form groups based on strengths and needs. As students become more comfortable with the techniques in each of the four roles, they will become empowered and their learning will be enhanced.

Building Capacity Series from the Ministry of Education Ontario on supporting dialogue and moving thinking in the Junior Classroom highlights Reciprocal Learning as a method.

Reciprocal teaching has so many benefits in the Junior classroom because students are actively involved and monitor their own process as they read. Students practicing their analyzing skills and are able to ask and answer questions to further their comprehension. Since the students are working in small groups, the teacher can also pull aside students whom he or she may need to spend more one-on-one time with. This activity is also a great way of diagnostic or formative assessment for the teacher in determining next steps for students.


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