Human Movement Through Education

1. Human Movement Through Education

2. What the Experts Say “It’s 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/

3. Table of Contents • A Teaching Philosophy and Goals • Methods to Achieve Goals • Interconnected Learning Experiences • Detailed Samples of Experiences

4. A Philosophy We see an opportunity to instill beliefs, provoke thoughts and develop appreciation of the world’s 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.

5. 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.

6. 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.

7. 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 learning’s. 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.

8. 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.

9. 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

10. Learning Experience As students investigate the interrelated aspects of ______________

11. 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.

12. 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

13. 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 Planethttp://www.oxfam.org.uk/coolplanet/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