In Physical Education There Is A Wide Variety Of Students.

The Margaret Eaton School (MES) played an important role in Canadian physical education during a period of time known as the “golden age” for women’s sport in Canada. This essay will discuss how Margaret Eaton School came to be and why it is considered one of the leading schools in the development of women’s physical education in Canada in 1901, with the help of Emma Scott Raff and Margaret Eaton. The school started out as “The School of Expression” focusing on theatre and physical culture, and later (1925) shifted its views to focus solely on physical education. I plan to argue that from 1901 to 1942, the Margaret Eaton School played an innovative role in Canada in the development of physical education by offering women a comprehensive

One of the most important goals for educating the students of today is preparing them to live a successful life not only mentally but physically as well. Students ultimately have to understand and be experienced with many physical activities(e.g. running) in order to accomplish a physically healthy lifestyle. Both the National Physical Education Standards(AAHPERD) and the Mississippi Physical Education Frameworks assist educators in designing a curriculum that teaches students about the necessity and fundamentals of physical activity. There are obvious differences and similarities between both educational standards as far as their content and structure goes. However, both the purpose and function of both standards are still analogous. Both standards inform educators of what students should be able to know and do at specific grade levels like the College and Career Readiness/core standards. Similarly, like with all educational standard, both standards functions as a model and guide that includes suggestions of teaching strategies, learning objectives, and much more depending on which one educators choose to use when developing their curriculum. All in all, both standards were comprehensive in providing information on how to design a curriculum that disciplines students into healthy individuals with effective implementation.

It is very student-centered. It allows each child to be who they are as an individual and in the classroom. Each child learns differently, at their own level, at their own pace, and in their own way. This strategy allows them to grow in that. Having a co-teacher in the classroom the students get to have more of the one on one time that is needed; especially, in a special education classroom. It allows them to have someone else see something they might miss. This strategy also allows for a person with a little bit of a different perspective on the students in the classroom. Therefore, in using this strategy, a student is able to reach their greatest

-Students are working in groups with different levels of understanding. Their peers will mentor them and hold them accountable to their work.

I approach collaboration as a team player, and I believe students need more than one person to guide them to their full educational potential. Also, active and prepared participation of weekly PLC meetings with the teachers of my special education students to plan collaborative curriculum have increased results in math and reading substantially. Participating in co-teaching furthers my repertoire of knowledge to assist my students. I have learned a vast amount from sharing and consulting with colleagues regarding students, observing mentoring teachers, and planning activities to ensure growth in students.

Peer teaching is a strategy that could be used in most classes, but is a very key strategy to be used in a physical education class. There are many different topics that could be used in a physical education class including direct teaching, peer teaching, inquiry teaching, PSI, cooperative learning, sport education, tactical games, and teaching for personal and social responsibility. I believe that peer teaching is one of the most important strategies used in a physical education class because it helps with forming relationships within the students.

The students ranging from high school to college are encouraged to use teamwork and problem solving skills to complete the task.

The evidence-based teaching strategy that was implemented in the video was cooperative learning. Cooperative learning provided the students with the opportunity to practice their problem through discussion and building upon one another to create a solid foundation of understanding and maximize learning.

In the marshmallow group activity that we had, I learned a lot of things that will be beneficial for my success in my eighth grade year. There were many things that went well and things that didn’t go well. And from these observations, I can directly find ways to change my views on collaboration for my eighth grade school year to be successful.

2. Cooperative learning directed towards focusing on students’ team work while doing their project assignments.

The question of the importance of receiving the same support for physical and social activities as other activities, in particular attending in courses and libraries, has long been a topic of controversy among people's in charge in numerous circles and camps. Different responses could be given to this issue based upon the cultural or educational background of people which underlines the mindset they have developed in this matter. However, as far as I am concerned, I conspicuously declare that, authorities have to give a general support to the different aspects of education and I going to further elaborate my reasons as follows.

Cooperative learning will be a method I use in my classroom. I believe that in a cooperative learning group a student can learn socialization skills and how to work with others. This goes along with the pragmatic/progressive philosophy that children learn by doing. The progressivism teaching style also includes the incorporation of problem-solving and critical thinking techniques. I want my students to learn to think for themselves and be able to function in society. At the same time, I will be a fellow learner myself and

Collaborative learning stems from the theory of Vygotsky’s conception of Zone of proximal development. The thought is that children learn best with “help and guidance” (Ormrod, 2012). In transitioning this zone to a collaborative learning experience, children work with their peers in broadening their learning experience, allowing small groups of students to work together to share knowledge, exchange ideas, problem solve, and more. These classroom environments help to create durable abilities in students and aid in producing a “smoother integration into adult society when the activities resemble real-world tasks” (Ormrod, 2012). As students work with peers and adults, they adopt some of the learning strategies demonstrated and develop more skills in problem solving. This scaffolding creates a trickle-down effect of knowledge construction. In collaborative learning, students are afforded a myriad of enriching opportunities to explore perspectives that may differ from their own. These activities serve to create a self-awareness in the student of their responsibilities to a group, requiring them to self-monitor their activity (Lee, Tsai, Chai, & Koh, 2014).

I believe in a cooperative learning pedagogy where teachers guide students’ education and stimulate them to think critically, analyze complex situations, and problem solve. Learning is a lifelong partnership between both teacher and student. There has to be mutual respect and a common goal to facilitate learning. Therefore, students must agree to take responsibility for their learning in order to engage and teachers must be willing to engage. My role as a teacher is to assist students through evidence-based practice, scholarly inquiry, and research.

There many things I am passionate about but the one that is closest to my heart is Physical Education. Physical education is not always simple and requires instruction. In sports there are coaches like in basketball who teach specific skills each day they coach. They need an environment that allows a student to ask questions without being ridiculed.