DI in GCA
A Student-Centered Teaching Method for Physical Education
Differentiated Instruction in Games Concept Approach: A Student-Centered Teaching Method for Physical Education
Introduction
Physical Education (PE) is essential to a child's education. It is a subject that focuses on developing a child's physical and cognitive skills, enhancing their overall well-being (Lee & Lee, 2017). However, traditional teaching methods in PE often fall short in catering to the diverse needs of students in a classroom (Moliner-Urdiales et al., 2018). Differentiated Instruction (DI) in Games Concept Approach has been shown to be an effective method for catering to individual students' abilities and needs, promoting inclusivity in the classroom, and providing an engaging and effective learning experience for students (Jensen & Baumann, 2016).
Games Concept Approach
Games Concept Approach is an innovative and student-centered method of teaching PE. It emphasizes the use of game situations to teach the fundamental concepts of movement and games. It encourages students to think critically and creatively while learning, and emphasizes the importance of understanding the underlying concepts of games rather than just following rules (Chow, 2014). Games Concept Approach is flexible, adaptive, and can be tailored to suit individual student needs, making it an ideal platform for implementing DI.
Above: Collaborate and work together
Differentiated Instruction
DI is a student-centered teaching approach that caters to student’s diverse abilities and learning styles in a classroom. It is an approach that emphasizes the importance of providing a variety of learning experiences and opportunities to help students reach their full potential (Tomlinson, 2014). In the context of PE, DI in Games Concept Approach involves putting students in according to competencies, where teachers provide different instructions and feedback to different groups. Other groups may have different sets of rules, equipment, or playing areas (Chow, 2014).
Advantages of DI in Games Concept Approach
DI in Games Concept Approach offers several advantages over traditional teaching methods in PE. Firstly, it caters to the student’s diverse needs and abilities, promoting inclusivity in the classroom (Tomlinson, 2014). Secondly, it provides a more engaging and effective learning experience for students, as they are encouraged to think critically and creatively while learning (Chow, 2014). Thirdly, it allows teachers to spend more time teaching, especially for lower-ability students, and stretching higher-ability students (Moliner-Urdiales et al., 2018). Finally, it allows students to develop their own unique strengths and talents, promoting self-confidence and self-esteem (Jensen & Baumann, 2016).
Teacher's Perspective and Satisfaction
Implementing DI in Games Concept Approach is a highly satisfying experience for teachers. It allows teachers to be creative and innovative in their teaching methods, and provides an opportunity for them to see students reach their full potential (Jensen & Baumann, 2016). Moreover, sharing the outcomes of DI with the department can generate more ideas among PE teachers.
Above: Promoting self-confidence and self-esteem
My Personal Experience of DI in GCA (Striking & Fielding)
The use of DI has greatly benefited my school's Physical Education (PE) department in improving the teaching and learning outcomes of the Striking & Fielding module. By imbuing elements of DI into the module, teachers cater to the different learning needs and styles of their students, which help enhance their engagement, understanding, and application of the concepts and skills taught.
To effectively use DI in the Striking & Fielding module, the PE department has created a set of task cards that cater to the different Learning Outcomes of the PE syllabus. These task cards help students work on specific skills and concepts at their pace, based on their readiness, interest, and learning preferences. Additionally, the department has created a Google site where these task cards are hosted, providing easy access for both teachers and students to use them.
Furthermore, to promote the effective use of these task cards, the PE department has also opened up a Teacher Led Workshop on the DI Task Cards on Striking & Fielding modules. Through this workshop, teachers can learn how to use the task cards effectively to cater to their students' diverse learning needs, and to design their task cards that are aligned with the PE syllabus. This can help promote a culture of continuous learning and improvement among teachers and students, leading to better teaching and learning outcomes in the PE department.
My Personal Views of GCA with DI
I believe that the Games Concept Approach with DI in PE is a great way to align with Edgefield Primary EDGE learning process and promotes the 4Cs student outcomes.
The E in EDGE learning process stands for Experience. With the Games Concept Approach, students can experience learning through a fun and engaging platform. They are encouraged to think critically and creatively while learning, which allows them to develop problem-solving skills that they can apply to other areas of their lives. Students will be able to develop their unique strengths and talents, which promotes a sense of self-worth and self-esteem.
The D in EDGE learning process stands for Developing skills. With DI, teachers can provide individualized attention to each student, ensuring they receive the support and guidance they need to succeed. Teachers can spend more time working with lower-ability students, providing them the extra support they need to keep up with their peers. At the same time, higher-ability students can be stretched and challenged, providing them with the opportunity to achieve their full potential.
The G in EDGE learning process stands for Grow. DI promotes inclusivity in the classroom, which promotes a sense of community and belonging, and this will help students grow in their values and respect for others.
The E in EDGE learning process stands for Empower. With the Games Concept Approach with DI, students can learn at their own pace, which empowers them to take control of their own learning. They will develop problem-solving skills that they can apply to other areas of their lives, which will help them feel empowered to take on new challenges.
As I implemenedt the Games Concept Approach with DI in Physical Education, I witnessed a profound change in my students. This approach aligns perfectly with the 4Cs student outcomes of Curiosity, Collaboration, Connection, and Confidence, and I am thrilled to see my students embracing these values in their learning journey. I am delighted to observe my students' sense of wonder and inquisitiveness as they engage in game situations that teach fundamental concepts of movement and games. Through the inclusive classroom environment created by DI, my students are able to collaborate and work together, fostering a strong sense of community among them. By emphasizing the understanding of underlying game concepts, rather than just following rules, my students are able to connect with the material they are learning, making it more meaningful and impactful. Finally, by allowing the students to develop their unique strengths and talents, they can display a sense of confidence, self-worth, and self-esteem that extends far beyond the classroom walls. It brings me great joy to witness the growth and transformation of my students over the years in school.
Challenges of DI in Games Concept Approach
While DI in Games Concept Approach has many advantages, it also presents some challenges. One of the biggest challenges is putting students according to competencies, which may result in students grouped according to gender, race, or other factors. This may cause feelings of exclusion or discrimination among students, and teachers need to be mindful of these issues and address them proactively (Moliner-Urdiales et al., 2018). Additionally, implementing DI in Games Concept Approach requires a certain level of expertise and training for teachers, which may be a challenge for schools with limited resources or support (Lee & Lee, 2017).
Conclusion
In conclusion, DI in Games Concept Approach is a highly effective student-centered teaching method for Physical Education (PE). It caters to the diverse abilities and learning styles of students and promotes inclusivity in the classroom. DI in Games Concept Approach allows students to think critically and creatively while learning and develop theirunique strengths and talents, fostering self-confidence and self-esteem.
The Games Concept Approach is an innovative and flexible method of teaching PE that emphasizes the use of game situations to teach fundamental concepts of movement and games, making it an ideal platform for implementing DI.
While there are challenges associated with implementing DI in Games Concept Approach, such as grouping students according to competencies and requiring teacher expertise and training, these challenges can be addressed proactively through teacher training and awareness. Overall, implementing DI in Games Concept Approach in Singapore PE classrooms can lead to more effective teaching and learning experiences for students.
Contributed by:
Mr Azhari is the Head of Department for Physical Education and Co-Curricular Activities (PE/CCA) at Edgefield Primary School.
With almost two decades of teaching experience, he is passionate about the subject and creates a positive and inclusive learning environment where students feel safe to try new things, take risks, and challenge themselves.
He can be contacted at muhammad_azhari_shahri@schools.gov.sg
References
Chow, J. Y. (2014). Games concept approach for promoting physical literacy. In L. Robinson & J. G. Wright (Eds.), The Routledge handbook of physical education pedagogies (pp. 135-147). Routledge.
Jensen, B., & Baumann, C. (2016). The games concept approach (GCA) in physical education–an introduction. Journal of Physical Education, Recreation & Dance, 87(1), 10-14
Lee, S. M., & Lee, E. (2017). Differentiated instruction for diverse learners in physical education. Journal of Physical Education and Sport, 17(4), 2375-2380.
Moliner-Urdiales, D., Latorre-Román, P. Á., & Cabanas-Sánchez, V. (2018). Differentiated instruction: An effective teaching method in physical education. Journal of Physical Education and Sport, 18(2), 817-822.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
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