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
My team met to discuss how we are assessing our students in our classrooms and we talked about essential questions that are presented before each lesson. These are great questions to post to our students and then at the end of the period take a small quick formative assessment to see if they mastered the concept. In any other subject this could be done by observations of classwork or even exit slips before they leave your class. In physical education it does make it more challenging but through observations I’m sure you are able to tell who understands what was taught. The reasoning behind certain activities and why they are done may be difficult to observe though.
ReplyDeleteI too would like to find a way to incorporate technology into this daily essential question. I want to have something that actually shows their daily progression or mastery of the concept yet also utilizes 21st Century skills. This is challenging because I have only one student computer in my room and only one 30 minute period a week in a computer lab. I am hoping that through future technology drives at my school we will be able to have lap top carts and more student computers in classrooms so that they could possibly create a running portfolio.
I enjoyed reading your post about the cognitive learning theory. I agree with you to an extent about essential questions. I agree that they help kids understand what they are learning about and helps teachers to drive instruction, but when I was forced to post essential questions for every subject in my 1st grade classroom, I did not feel that it was beneficial at all. For my 1st graders, it was just random questions on the wall that they could not read and a waste of my time creating/posting them. I do however, feel that for upper grades essential questions are beneficial. Good post Mike! :o)
ReplyDeleteI try to increase the relevance of the essential question by only posting one per unit. We re-visit that question throughout the unit so I try to present it in different ways. This helps keep students engaged when answering the question and it also helps promote critical thinking that will increase their awareness of unit objectives.
ReplyDeleteMike,
ReplyDeleteYou said how you are hoping for more use of technology for your gym classes to show the importance of Physical Education and to help students see that it is not "just a time to have fun." I think this is a great idea. My fifth grade students have P.E. every week and the first week of school they earned their "Eagle" (just part of PBIS for our school), but since then their teacher has said that they come close to earning it, but never reach it. The only piece of technology other than speakers I have seen our gym teachers use is a projector off of a clean wall.
I know it can be hard to use technology is your area, but what other types did you plan to try and integrate into your lessons? How would you better help the students understand the importance of each skill you are teaching them? Maybe I can take your idea and bring it back to my P.E. teacher who is having problems himself with our young technology-savvy students!
Great post!