For the second part of the essay I will be discussing a P.E lesson that took place in the sports hall with a reception class (see appendix x for the full observation). The focus for my observation is to analysis what is happening during the learning experience and to refer to key frameworks and literature to support my ideas. Ms. Roberts had been covering for the class teacher and prior to this lesson she had been adopting a social constructivist approach to teaching. However, I observed her approach change for this lesson and she converted to more of a behaviorist style of teaching. I believe this is down to the children being taken out of their typical learning environment, it was only their second P.E lesson and they were all very excitable.
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Child lead learning and child participation was a common theme that emerged from my elicitation. Monk and Silman (2014) suggest that this is because it was a hand on exploration activity that got the children involved in their own learning. My findings and the literature highlighted the positive impact adopting this approach has on child development (Glaserfeld, 2007). Differently, the teaching style from the observation adopted both behaviourism and social constructivism, and this is primarily because P.E is predominantly taught thought instructions and modelling (Lawerence, 2012).
I have taken from the social constructivism framework that teaching is effective when children are active participants in their learning process. I must provide them with collaborative learning opportunities to get them thinking. From a behaviorist perspective, the learner should be presented with the appropriate behaviour and the consistent repetition of material. This method of teaching has been proven successful for some aspects of the curriculum, such as a structured repetitive phonics lessons (Jordan, Carlile and Stack 2008). An effective teacher will have an outstanding grasp of these essential concepts to be able to break down the tasks in the way that will make them attainable, whilst still staying consistent with the core ideas that underpin them (Clark, 2005). Reflecting on this task, I will use collaborative learning methods where social interactions are present. In my future practice I will draw from both frameworks because I think a balance needs to be found between the two to ensure the child’s learning is
Child lead learning and child participation was a common theme that emerged from my elicitation. Monk and Silman (2014) suggest that this is because it was a hand on exploration activity that got the children involved in their own learning. My findings and the literature highlighted the positive impact adopting this approach has on child development (Glaserfeld, 2007). Differently, the teaching style from the observation adopted both behaviourism and social constructivism, and this is primarily because P.E is predominantly taught thought instructions and modelling (Lawerence, 2012).
I have taken from the social constructivism framework that teaching is effective when children are active participants in their learning process. I must provide them with collaborative learning opportunities to get them thinking. From a behaviorist perspective, the learner should be presented with the appropriate behaviour and the consistent repetition of material. This method of teaching has been proven successful for some aspects of the curriculum, such as a structured repetitive phonics lessons (Jordan, Carlile and Stack 2008). An effective teacher will have an outstanding grasp of these essential concepts to be able to break down the tasks in the way that will make them attainable, whilst still staying consistent with the core ideas that underpin them (Clark, 2005). Reflecting on this task, I will use collaborative learning methods where social interactions are present. In my future practice I will draw from both frameworks because I think a balance needs to be found between the two to ensure the child’s learning is