Reflection

Before I even looked back at my week 1 paper, I knew that most of my paper would be about the social learning theory.  This theory plays such a vital role in a physical education environment.  As we have learned the social learning theory goes hand in hand with cooperative learning.  Student collaboration and student interaction are promoted in the majority of PE lessons.   As we have discovered, all students have different learning styles so incorporating various learning theories and strategies is also important.

This course has taught me what a critical role technology can play as a learning tool.  When I think of technology the first thing that comes to mind is an interactive white board.  This can be a great instructional tool, but if it is only used as another device for teachers to lecture students, then it loses its instructional capabilities. The use of technologies such as the VoiceThread can add meaning to lesson and increase the chances of students being active learners. 

A goal of mine is to find creative ways to introduce various technologies as learning tools in a physical education setting.  The challenge behind this goal is to incorporate these tools, but still make sure the students are getting their necessary physical activity in every class.  The use of pedometers, and heart-rate monitors is a step in the right direction, but having students present course material via a VoiceThread can be extremely beneficial.  My next goal will be to get my colleagues on board with the use of technology. We have discussed the benefits of using technology but we are still not utilizing this enough  as a department. I think getting things started in my classes and making mydepartment aware of the many benefits technology presents as a learning tool is a step in the right direction.

Voice Thread

Link to my voice thread: http://voicethread.com/?#u2128201

Connectivism and Social Learning Theory

We have learned that the social learning theory is built around the premise that students must be actively engaged in conversation to build upon what they are trying to learn (Laureate Education, Inc., 2011).  This goes hand in hand with cooperative learning which focuses on interaction amongst group members to enhance student learning (Pitler, Hubbell, Kuhn, Malenoski, 2007).  Student interaction can help build confidence, and create an environment where critical thinking is the norm.  As most teachers view cooperative learning in a positive light, the strategy behind how we decide to group our students may be just as important as using the strategy itself.  When you consider the criteria to group students for cooperative learning, group size, students’ abilities, and how often groupings are used should all be considered (Pitler, Hubbell, Kuhn, Malenoski, 2007).  Students should be aware that expectations are that all group members participate and that each group works in a positive manner.
In terms of technology, a common practice with cooperative learning is creating a video that captures student performances or student teachings. I have incorporated this into my lessons by taping students who are teaching a particular skill or strategy.   Creating the video  can be a challenging task that requires many student roles and responsibilities (Pitler, Hubbell, Kuhn, Malenoski, 2007).  Students often find great meaning in this type of project which increases student motivation and participation.

References:

Laureate Education, Inc. (Producer). (2011). Program 5: Social learning theories [Motion Picture].     
           Bridging learning theory, instruction, and technology. Baltimore, MD: Author.


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

Constructivism in Practice

This week we have learned about the “Generating and Testing Hypothesis” and how this instructional strategy aligns with constructivism.  It appears that even though we think of Generating and Testing Hypothesis as a Science based strategy, it can be utilized in all content areas (Pittler, Hubbell, Kuhn, Malenoski, 2007, p.202).  I agree with this sentiment, as I feel that we should be engaging students in critical thinking processes, and interpretation of class materials or class results in all subject areas.   We must encourage and motivate our students to explain their hypothesis and how they have reached certain conclusions (2007, p.202).  

Two tasks that I utilize to help students generate and test hypothesis are problem solving and decision making.  My students are expected to learn certain skills and strategies, and have an understanding of when and why they should use these skills.  When we gather data in class (fitness scores, win/loss record, successful attempts, etc.) we always explore and discuss these outcomes to determine the strategies that will produce the best results.

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