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A Models-Based approach

In this video, teachers from the Buckingham School will explain a models-based approach and introduce their experiences of using different models.
LEIGH CHURCHWARD: This video is about the models-based approach. We’ve been using the models-based approach for five years at Buckingham School. And by the end of this video, you’ll know how to use this models-based approach and the benefits of it.
In physical education, we should cover a range of outcomes, such as physical, cognitive, social, and affective. Using a models-based approach covers multiple outcomes.
My department’s approach to models-based practice begins in year seven with cooperative learning, where pupils learn socially and development their social skills. In year eight, pupils learn through sports education, where they participate in student-led tournaments, which improve their organization skills. In year nine, pupils learn through TGFU, where they enhance their knowledge and understanding of tactics.
CAROLINE COLLIE: Small groups of students working in different ability levels. At the beginning of the lesson, they are set a task or a goal, a group goal, and they then work as a team and individually to achieve that goal. And [INAUDIBLE] doing mini-plenaries, whether it’s [INAUDIBLE] where they’re going off and they’re answering questions. They were together as a group to then, obviously, progress and achieve the goal at the end.
DANIELLE VAILL: TGFU, it means teaching games for understanding. It’s a model-based approach where tactics comes first, skills come second. I teach it by putting them into game play. Then taking skills out, so they can use the tactics they’ve used. What went right? What went well? Choose a skill, and then implement it back into the game.
JACK RIBBANS: Sport education is based around game play and letting children and students learn about different sports in a way that they can adopt different roles. So for example, they could adopt a role of a manager, a coach, a referee or an umpire, a first aid, et cetera, even a player. And it gives them a really good interest and fun way to interact and communicate as a team, while also learning the knowledge of the game. And by the end of the unit of work or the sport they’ve chosen, they play for a trophy. So it’s all in good sportsmanship. All in good gamesmanship. So they’re rewarding each points each week, which adds to the competition in their league table.
So they get more points for helping out, setting up pitches, et cetera, or helping out the teacher, which all goes towards their league table and their own team. So by the end of it, they’ll win a trophy. We present it in front of everyone. So they really enjoy it. It’s pretty fun.
ANDREW MINNS: It benefits the students of using these models more holistically. And it’s not just about their skills and actual ability within the sport. So for me, so from cooperative learning in year seven, so that you’re kind of pretty much self-explanatory there, is them cooperating as teams. And how they can work together and all of the skills and the attributes that makes up that team, and how they do cooperate. So it’s not just about how good they are at football, rugby, cricket, and so on. It’s that holistic approach. Sports ed, it kind of starts to introduce with more competition and looking at the phases of a season.
And so it looks at, kind of again, different elements, as opposed to just how good you are type of things. So again, it is, again, holistic. And teaching games for understanding, tactically for me, would be the biggest difference from that approach to your more traditional. So that’s kind of the benefits from me in a nutshell.
VIKKI KEEPING: My year 11 students who started cooperative learning when they were in year seven are far more independent learners. They can set their own drills up. They can manage their own learning. They give better peer assessment than they ever have done to other classes that haven’t done cooperative learning in the past. So bringing that through with the models-based approach When they start with cooperative learning in year seven, we do find that they are able to manage their own learning, not only independent, but they can also think for themselves. They can challenge themselves. They know how to differentiate their own learning.
And they know how to kind of push themselves, as well as kind of take a vast majority of roles and actually fulfill those roles within a PE lesson. As that moves them forward into sport ed and even into games for understanding, we do find that they are able to think on a more tactically, kind of a more in-depth level than they would have done before.
CAROLINE COLLIE: OK. So I use the cooperative [INAUDIBLE] model when [? Ofsted ?] came in, which meant I kind of acted as a teacher facilitator and [? stood ?] [? out ?] lesson. And [? saw that ?] it progress. They were set in different ability groups. They worked through tasks throughout the lesson. And then when [? Ofsted ?] came down, they saw them progressing throughout, supporting one another, one to one official interaction. And then every single person made progress in that lesson, which was great.
Obviously, me stepping back and stepping outside the lesson, and just develop pointers and ask some questions to find out what’s going on and what they’re actually learning, where they were going, and to achieve the final goal, which was set at the beginning of the lesson.
VIKKI KEEPING: My top tip would be to allow the students to actually get it wrong. The most kind of frustrating thing is, is when you’re starting to teach with a new model, not only have you got to get used to it, the students have got to get used to it.
CAROLINE COLLIE: My top tip would be to go through it. Because at the beginning I was really nervous about using it. it took me a while to understand it and to actually see the impact it has on the students. But the impact is absolutely amazing, from the first time [INAUDIBLE] I used it to where they are now, is clearly off [INAUDIBLE] to choose cooperative learning before and learn how it works.
ANDREW MINNS: To implement a models-based approach and how to actually pick it up and to learn about it. I would say definitely kind of gradually. Perfect example of how we start here with just cooperative learning and the work that we’ve done here, starting on the non-negotiables. And then start to drip-feed bits in to the curriculum.
LEIGH CHURCHWARD: Well, this video has been about a models-based approach, which we’ve been using at Buckingham for five years. Hopefully after watching this video, you now know the benefits of a models-based approach and how to apply it. Now there will be a series of tasks that you can engage with.
Outstanding teachers promote a wide range of learning outcomes and use a range of pedagogical approaches to teaching and learning to respond to their students’ diverse and complex individual learning needs.
Yet – once we become aware of the full range of pupils’ learning needs, how do we ensure that our practice is diverse enough to meet them all?
One way to do this is to introduce models-based approach.
In this video, teachers from the Buckingham School will explain a models-based approach and introduce their experiences of using different models in the curriculum in order to respond to students diverse, individual and complex learning needs.
Please watch this optional Slideshare created by The Buckingham School on their approach to a models-based curriculum.
While watching consider if and how this approach might be effective for your school and your students.
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