Conceptual Teaching

Conceptual Teaching - Conceptual Teaching and Learning in...

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Conceptual Teaching and Learning in Physical Education Concept-based curricula are more effective than topically based curricula, for the world of today and tomorrow, because they take learning to a higher level as students analyze, synthesize, and generalize from facts to higher level knowledge. Stirring The Head, Heart, and Soul: Redefining Curriculum and Instruction. 1995, ix In most subject areas in the school curriculum we have moved from the practice of teaching isolated facts and skills to approaches that attempt to have the learner understand and integrate experiences, see patterns and relationships and make connections. This approach, referred to as "Conceptual Teaching and Learning," applies equally as well in physical education as it does in other subjects. The goal of the physical education curriculum, in the context of a concept-based approach, implies a shift from teaching in which a sport or activity (game, dance, etc.) is the organizing element for units and lessons to an approach in which lessons and units are organized around a concept. A concept is a generalization or main idea which is transferable to other situations. The term concept is used in this document to refer to ideas that have transfer value. Ideas about physical activity, movement skills and personal, social and cultural skills have transfer value when, after being learned in one way, context or environment, they can be used in a variety of other ways, contexts and environments. Teachers who use a concept-based approach expect that after having taught the concept, Sending—more specifically, the overarm throwing pattern—students will transfer what they have learned to other skills and contexts where this movement pattern is used. For example, the badminton and tennis overhead smash, the volleyball serve, the javelin throw. Students who understand how to absorb force when landing on the feet are able to use that knowledge in other situations requiring the absorption of force. For example, when performing other types of landings (landings on the hands, landings while rotating) or when receiving an object (catching a ball, collecting a soccer ball, collecting a puck using a hockey stick). Students who have learned the concept of "zone defense" (defending an area as opposed to a player) can then apply it in various sports (e.g., floor hockey, volleyball, basketball, football, soccer). If students understand concepts such as overload and recovery, they will be able to design their own fitness programs. While all teaching methods have a place in concept-based education, the use of exploration, discovery
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This note was uploaded on 05/12/2011 for the course TED 403` taught by Professor Espisito during the Spring '11 term at CSU Dominguez Hills.

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Conceptual Teaching - Conceptual Teaching and Learning in...

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