Cognitive Learning Theory

This week we explored instructional strategies that correlate with the cognitive learning theory.  In this week’s videos Dr. Orey discusses how we must limit the amount of information our students can process at a time (Laureate Education, Inc., 2011). Additionally we must connect new ideas to previously learned ideas to help process the new information (Laureate Education, Inc., 2011). Cues, questions, and advance organizers are instructional strategies that help students focus on the most important information and help trigger students prior knowledge on a particular topic (Pitler, Hubbell, Kuhn, Malenoski, 2007, p 74).

The use of an essential question is a great way to get students to think critically about important lesson or unit information. Revisiting the essential question throughout a unit will help students understand why learning the important concepts are crucial.  Cues and lesson questions should be aligned in a strategic format that helps students build on their prior knowledge.

During closure of most lessons students are asked to summarize the key concepts that were covered during class. This process requires the students to recall the key information that was learned throughout the class (p. 119).  Note taking is not a strategy often utilized in physical education; however important cues and concepts are often discussed during class and viewable on a white board to also give students a visual. 

Technological support is also provided to help students organize key concepts. Additional technologies will hopefully be integrated into future physical education classes to help motivate students to think critically about class concepts and not just view PE as a time to have fun.

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD

Behaviorist Learning Theory

The behaviorist learning theory is such an integral part of my teaching strategy.   In physical education we are constantly reinforcing positive behaviors and quality effort.   Many of my students come in with the attitude that they are not good at or skilled enough for certain activities. It can be hard at times to motivate students to try to put effort into improving when they do not see instant gratification in what they are trying to accomplish.  This is why it is imperative to acknowledge any signs of improvement that students are able to achieve. 

A teaching philosophy that I have is getting students to understand the importance of being active and living an active lifestyle.  We want students to find activities that they enjoy and have these activities carry over into their life outside of school staying with them throughout their adult years. Our student’s homework tends not be written assignments, but we do encourage them to participate in a variety of activities when they are away from school that will increase their heart rates. This is why it is important to introduce students to a wide variety of activities during class and make their experience with these activities as positive as we can. 

Technology has played a significant role in increasing our student’s fitness awareness and motivation to become fit.  We use heart rate monitors and pedometers to track our workout intensity.  These devices have encouraged students to increase their intensity levels during class activities.  Many of our students have taken home a heart rate monitor or pedometer to track their activity when they are participating in events away from school.