Ramon Magsaysay Memorial Medical Center, Inc.
Aurora Boulevard, Quezon City
Alvares, Efren Jr. F.
Facto, Christian Jay J.
Monterozo, Mary Lynn R.
Nidar, Joy H.
HOW WOULD SOCRATES TEACH GAMES? A CONSTRUCTIVIST APPROACH
Butler, J. (1997)
The thought of teaching for understanding is certainly an essential concept that should be the basis for teachers’ method of teaching.
In the article, Butler noted that traditional skills based method still inadequate for the students to have a complete understanding of the games that they were playing. Thus, Socratic method of teaching and learning was utilized to exhibit a more effective style of teaching games.
Socratic method involved series of questions and answers to gain a better and accurate understanding of an area of interest. However, there were answers which may be too narrow, too restricted, biased and uninformed that would simply produce more questions through the teacher’s guidance. Furthermore, it is important to understand that one’s understanding of a subject is never final or absolute. An unforeseen question could come up at any time, and the process could start all over again; this is the beauty of critical thinking. (Coleman)
Due to mentioned limitations, Butler attempted to provide a system called Teaching Games for Understanding or TGfU that can be applied to games in order to help students gain a complete understanding of the games that they play.
As cited by Forrest, Webb & Pearson, (2006) Teaching Games for Understanding were games based didactic model intended at generating greater understanding of all aspects of games, while increasing activity levels, engagement, motivation and enjoyment in physical education lessons. In this system students were asked to categorize games based on their components, such as Target, Striking, Net/Wall, and Territorial. Webb & Pearson, (2008) also pointed out that teachers need to have a good understanding of the categories and sports and activities to be able to analyze them. Moreover, they also need to understand the questioning technique wherein it was often used to enhance the teaching of games utilizing the said system. It needs to be planned and specific to the outcomes that the teacher requires from the participants.
Buttler, J. (1997) believed that the TGfU method is beneficial and superior to the traditional skills approach. In addition, Webb, Pearson & McKeen (2005) supported that compared to traditional teaching of games, the increased enjoyment of students exposed to the TGfU approach. In contrast, evidence of the superiority of one approach over the other in regard to game performance has been inconclusive. (Gréhaighne, Richard and Griffin, 2005) and it was found no significant difference in the areas measured between the groups using either method. (Harrison, Blakemore et al 2004)
1. In what ways can the Socratic Method be used in the nursing education and nursing profession?
2. What are the benefits and limitations of the Teaching Games for Understanding?
1. Pearson, P. & Webb, P. (2008). An Integrated Approach to Teaching Games for Understanding (TGfU). University of Wollongong Faculty of Education – Papers. pp. 1-9. Retrieved April 5, 2010
2. Pearson, P. & Webb, P. (2008). Developing Effective Questioning in Teaching Games for Understanding (TGfU). University of Wollongong Faculty of Education – Papers. pp. 1-9. Retrieved April 5, 2010
3. Forrest, G., Webb, P. & Pearson, P. (2006). Games For Understanding in Pre Service Teacher
Education: A ‘Game for Outcome’ Approach for Enhanced Understanding of Games. University of Wollongong. pp. 32-44. Retrieved April 5, 2010