Human Movement Through Education

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Human Movement Through Education

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What the Experts Say

• Its time for a mind shift. David Suzuki
•  
• Education for a sustainable future involves a
  comprehensive approach to educational reform.
• http//www.saskrce.ca/
• We cannot live only for ourselves. A thousand
  fibres connect us with our fellow men and among
  those fibres, as sympathetic threads, our actions
  run as causes, and they come back to us as
  effects". - Herman Melville
• http//www.lsf-lst.ca/en/home/

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Table of Contents

• A Teaching Philosophy and Goals
• Methods to Achieve Goals
• Interconnected Learning Experiences
• Detailed Samples of Experiences

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A Philosophy

• We see an opportunity to instill beliefs, provoke
  thoughts and develop appreciation of the worlds
  interrelatedness through the study of human
  movement. As educators we need to understand the
  incredible importance of the correlation between
  connection building, integration of subject
  matter and the heightened sustainability of our
  planet. We want our students to gain new
  perspectives that promote learning throughout
  life and establish an attitude that demonstrates
  an understanding of the interdependence that
  exists within the world.

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Goals

• Understanding that everything in the world is
  connected or related to something else.
• Students will learn that learning and
  transference can take place everywhere and
  through everything.
• Comprehend a sense of self-awareness and impacts
  of self on the environment, on others and on
  self.

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Methods to achieve goals

• Learning through physical aspects of life gives
  students a relevant starting point for
  discovering. We recognize the importance of
  experiential learning and believe transfer occurs
  at a higher frequency if students experience,
  reflect upon and then recreate the experience.
•  

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Methods to achieve goals

• The incorporation of movement awareness provides
  learners with an observable medium to study and
  analyze and can be integrated into all
  learnings.
• Involving student interests into learning
  motivates and connects the learning to their own
  real life situation. Can be taught about
  perspective of other individuals or those that
  grow up in other communities and experience life
  in other ways.

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Interconnected Learning Experience

• World Cup Exploration
• Adapted from
• http//www.fifa.com/worldcup/index.html
• http//www.oxfam.org.uk/education/resources/bring_
  on_the_world/
• The World Cup takes place in June, and is sure to
  be a hot topic with your pupils. Bring on the
  World explores the context of the World Cup, from
  the countries taking part in the competition to
  the trade issues behind the sporting glamour.
  They will also have the opportunity to develop
  their research skills while studying some of the
  countries involved in the World Cup tournament.

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Learning Experiences

• As a class we will discover how the world is
  connected through _____________.
• Cultural Similarities and differences among
  countries involved
• Environmental issues that affect different
  regions and impact of the event itself
• History of the ____________.
• Marketing and the World Cup
• Organization of the World Cup What are the
  responsibilities of the Host Country? Who cleans
  up? What are the /- for the country hosting the
  event?
• 3 Key themes Competition, Teamwork and Critical
  Thinking

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Learning Experience

• As students investigate the interrelated
  aspects of ______________

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Samples of Learning Experiences

• Country and Culture Research Project
• Groups of pupils do research on some of the
  lesser-known countries participating
• Pupils compare two photos of children playing
  football, one taken in Kenya and one in the UK.
  They discuss them, then learn about life in a
  shanty town in the suburbs of Nairobi.
• Pupils present posters displaying the results of
  their research.
• Marketing and the _________________
• Developing a concept map of the way sportswear
  gets from factories in the developing world to
  consumers in the richer countries.
• Pupils write letters to clothing companies asking
  how they know that workers producing their
  clothes are fairly treated.

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Samples of Learning Experiences

• Competition
• Brainstorming the good and bad points about
  competition.
• What problems can occur during playtime at
  school? This thinking-skills activity helps
  pupils to determine issues and identify possible
  solutions.
• Do competitive games help poor people with the
  problems they face? Case studies from Kenya and
  Zambia help pupils think about this.
• Environmental Issues
• How much trash is generated by an event such as
  the World Cup? Design a recycling program to
  implement during the games.
• Research other ways that the environment is
  impacted as a result of the games?
• Reflect on environmental impacts of various
  sporting events in your community. For example
  NASCAR Racing, Grey Cup, Grade 5 Basketball
  Tournament at the school, Agribition

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Internet Resources

• Free the Children
• http//www.freethechildren.com/index.php
• Learning for a Sustainable Future
• http//www.lsf-lst.ca/en/home/
• Oxfam Cool Planet http//www.oxfam.org.uk/coolp
  lanet/index.htm
• Saskatchewan Eco-Network
• http//econet.sk.ca/
• Seeds green Schools
• http//www.seedsfoundation.ca/greenschools.html
• Craik Eco-Village
• http//www.craikecovillage.ca/outreach.html