Reflection

Upon reflecting on the past seven weeks of my current Walden class, “Bridging Learning Theory, Instruction, and Technology,” I took a journey back to the first week when we had to define our personal learning theory.  In defining my learning theory at that time, I said that in my Physical Education world and on a personal level, the learning theories that I think help our students to be successful in the experiences that we offer are the Constructionism and the Social Learning Theories.  In all activities and sports skills, there is a building process as well as understanding and storing of information. The Social Learning Theory naturally is a great fit for my Physical Education classes due to the high level of conversation and collaboration (Orey, 2001).   After a more in depth study of the learning theories, I still feel that I primary rely on the Constructionism and Social Learning Theories.  In our classes, we have our students participate in Cooperative Learning activities almost on a daily basis, and this strategy aligns with the Social Learning Theory.  Most of our units involve team sports or team building activities, so this theory and strategy work well for our classes. 

 In studying various resources for learning theories, I found that I love an idea by Dr. Judy Rink, one of my former professors at The University of South Carolina.  In an article written in The Journal of Teaching in Physical Education, Dr. Judy Rink (2001) states that “we need to be wary of appeals for wholesale adoption of particular teaching methods” (p. 113).  This solidifies the fact that we need to adopt a variety of teaching methods to ensure that our students succeed through the learning experiences that we provide for them.  Even though, I still feel that Constructionism and Social Learning Theories are predominant in our classes, even though some aspects of the Cognitive and Behaviorist Learning Theories have to be present. 

Immediate adjustments that I have made regarding instructional practice and technology integration are to incorporate some of the technology tools that I have learned about through this course.  Before this course, I had not used VoiceThread or Concept Mapping.  Both of these tools would greatly enhance our lessons and contribute to student success.  Utilizing these tools would help our students think more deeply about the skills and activities being taught.  This class has given me a greater understanding of how the Learning Theories, strategies, and technology tools go hand in hand which will also assist me in our districts teacher technology requirements and assessments.  We are required to pass a technology assessment and produce a student-centered technology lesson plan once per year.  This assessment is done once a year with in mind that the teacher will integrate technology on a more frequent basis. 

 In our state, we have strict activity guidelines for Physical Education.  Even with this in mind, I would like to make it a goal to integrate technology into my lessons at least once a quarter or more.  This goal will take some planning to determine which technology tools would be compatible with which units of study. Another goal that I would like to achieve is to assist our Technology Integration Specialist in helping classroom teachers with ideas on integrating technology.  I have already done this to some degree in helping the other PE teacher that I work with carry out a SKYPE lesson for his National Board recertification.    

 

References: 

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

Retrieved  from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

 

Rink, J. (2001). Investigating the assumptions of pedagogy. Journal of Teaching in

          Physical Education, 20, 112-128.

 

 

Social Theory and Cooperative Learning

In our resources this week, we focused on the Social Learning Theory and how the strategy of Cooperative Learning correlates with that theory.  Dr. Michael Orey explains the Social Learning Theory very simply as “students actively engaged in constructing artifacts and conversing with others” (Laureate, 2011).  In our South Carolina Physical Education Curriculum Standards, we have two standards that address the social aspect of learning.  Standard Five states, “The student will exhibit responsible personal and social behavior that respects self and others in physical-activity settings. The intent of this standard is achievement of self-initiated behaviors that promote personal and group success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior, and positive social interaction.”  Standard Six states, “The student will demonstrate awareness that physical activity provides the opportunity for health, enjoyment, challenge, self-expression, and social interaction. One of the indicators for these standards is that the students will be able to “work independently and with others on physical-activity tasks”(ed.sc.gov, 2008).  The way that these standards correlate with the Social Learning Theory and Cooperative Learning strategy is that they do not just address the social interaction, but also the cooperation, teamwork, group successes, working with others on tasks.  In most Physical Education classes, students have an opportunity to work independently, with a partner, and within a group.  This learning environment ties into the cooperative strategy as it increases “motivation for learning by establishing a strong kinship and sense of obligation to one another among students, which can lead to greater buy-in and increased achievement.  In well-designed cooperative learning activities, participants develop a sense of positive interdependence-a “sink or swim together” attitude where success on the part of one promotes success among the others”(Pitler, Hubbell, Kuhn, 2012, pp 73). 

 

This idea is evident in most of our daily activities, but one of my favorite units that incorporate cooperative learning is our gymnastics unit.  The students have to work with a peer group to achieve a certain outcome.  They have individual requirements as well as group requirements within the final routine.  During this unit, I have seen students succeed and make accomplishments in areas where they needed improvement.  I have also seen students make strides in achieving a goal working with peers that they would not have chosen to work with.  Another area of focus for us is Fitness Testing where the students score individually and set individual goals for future assessments.  Once this is established, we have them collaborate and work cooperatively with a group to devise a plan to improve their fitness.  Some groups have developed with fitness stations to be used for the entire class and some have researched and found individual activities to help make improvements for specific fitness assessments. At our school, we use Edmodo as a communication tool.  It provides a safe and easy way for students and teachers to connect, collaborate, share content and access assignments. The classroom teachers use it for assignments and communication with parents.  It has been neat to for us as far as PE goes to be able to use it as a reminder for specific units or events.  Some of our students have had conversations about their favorite PE activity. 

Here is a link to my first VoiceThread which briefly explains to the students the components of fitness testing and questions to consider when setting goals for improvement.

 http://voicethread.com/share/5614814/
 

 

 

References:

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [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.  (2012).  Using Technology with Classroom Instruction that Works.  Alexandria, VA: ASCD

 South Carolina Department of Education (2008).  South Carolina Academic

          Standards for Physical Education.  Retrieved from http://ed.sc.gov.

 

Constructivism and Constructionism

Dr. Orey explains that Constructionism is a theory of learning where “people learn best when they build an external artifact or something they can share with others and Constructivism is a theory of knowledge stating that each individual actively constructs his or her own meaning (Laureate Education, Inc., 2011).  This topic is not new to educators.  In 1993, Brooks and Brooks suggested that constructivist pedagogies include 1) inspiring student initiative, 2) accepting student autonomy, 3) employing cognitive language to challenge critical thinking, 4) fostering independent thinking and innovation by building on student responses, 5) developing knowledge construction by challenging students to recognize prior learning, 6) provide interactive opportunities among students, 7) encourage critical thinking and problem solving individually and collectively, and 8) provide time, prompts, redirected questions and probing to push students to develop and integrate new knowledge and construct their own meaning (Brooks & Brooks, 1993). 

I think that both theories have a place in today’s classroom with Constructionism being dominant especially in Physical Education.  There are times when we have to present facts to the learners in the traditional way and there are times when students need to create something based on their learning.  This is the most ideal learning experience and one that is enduring.  In my classes, with most skills and activities we teach, the above concepts are natural as the students are engaged in activity, required to call upon to recognize prior learning, interactive,  challenged to think critically and independently.  The challenge for us is time as I have previously stated.  It is my goal to keep the students actively engaged in exercise and skill development.  However, I can incorporate the strategies using technology tools such as Power Point, Excel, Word, Webquests, etc. to enhance our learning experiences.  We just don’t have easy access to incorporate these strategies on a daily or weekly basis.  We do integrate technology in some form during each unit of instruction.   

Generating and Testing Hypotheses in PE

This week we also explored the learning strategy Generating and Testing Hypotheses.  “When students generate and test hypotheses, they are engaged in complex mental processes, apply content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, & Kuhn, 2012).  The processes that can be used to generate and test hypotheses are systems analysis, problem solving, experimental inquiry, and investigation.  These processes should also be used to students’ previous knowledge, experience, or interests(Pitler, et al, 2012).  A lot of people would not think that this strategy can be used in Physical Education other than health related issues.  When we fitness test our students during the fall we test five components of fitness which are endurance, upper-body strength, abdominal strength/endurance, flexibility, and agility.  They record their initial scores on a goal sheet as well as a goal for the spring test. This is done in excel.  We then have them research ways to improve in each category and come up with a plan.  During our warm up activities, we often set up stations which are designed to improve one of the fitness areas.  We include activities that they have researched and determined will assist them in improving in a certain fitness area.  They keep up with their progress.  One way that I can use this activity and incorporate the strategy from this week’s resources is to have the students determine if their Physical Education time is going to be sufficient to improve their fitness scores. Through research they will need to determine what exercises and how much of the exercise will improve fitness in each category. This information will be recorded on a spreadsheet.  They will gather the information and give a presentation to a peer group the exercises necessary to make improvements and whether or not PE time will be sufficient to reach their set goal.

This instructional strategy correlates with the Constructivism and Constructionism Learning Theories because it is constructivism when they generate they hypotheses, and constructionism when they collect the date and utilize a technology tool to produce an artifact.  I just learned today that our TIS at our school is going to train our fifth grade students to use Keynote for the iPad.  I don’t know a lot about Keynote yet, but I think that it would be a cool way to design and share a presentation.

References

Brooks, J., & Brooks, M. (1993). In search of understanding: The Case for

Constructivist Classrooms. ASCD.

 

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and

constructivist learning theories [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. R., & Kuhn, M. (2012). Using Technology with Classroom

          Instruction that Works (2^nd ed.). Alexandria, VA: ASCD.

Cognitivism in Practice

This week in my technology class, we have moved from focusing on the Behaviorist Theory to the Cognitive Theory. In The Cognitive Learning Theories video segment Dr. Orey explains that the Cognitive Learning Theory is all about processing information starting with information reception to short-term or working memory then to long-term memory. The three types of long-term memory are: declarative (facts/information), procedural (how to do things), episodic (events in our lives) (Laureate Education, Inc., 2011a). It is my goal to produce rich learning experiences so that the information will be stored in the learner’s long-term memory.

We learned about several instructional strategies and tools that directly correlate with the Cognitive Learning Theory. They are: cues, questions, advance organizers, summarizing, note-taking, concept mapping, and virtual field trips. I have to say that my first thought was how can these strategies help me in Physical Education where we have strict activity guidelines and are usually moving for most of the 50 minutes that our students are with us? After exploring each strategy and tool, I found that I can utilize most of the strategies and already use some with my students.

Cues, Questions, and Advance Organizers:
Cues are “hints” to students about the content of a lesson. Questions allow students to access previously learned information on the topic, and teachers to assess what the students do not already know. Advance organizers are introduced before a lesson to draw attention to important points, identify relationships within the material, and relate material to students’ prior knowledge (Pitler, Hubbell, Kuhn, 2012). In our classes we constantly use cues and questions, and this week’s information has caused me to contemplate how I can utilize advance organizers in my classes. One way that I found to be conducive to PE class is to have the students to create a brochure outlining skills and techniques for a certain sport or activity. This could be coordinated with the computer lab instructor.

Summarizing and Note Taking:
Note taking and summarizing are similar in that they enhance the students’ ability to organize information in a way that captures the main ideas and supporting details. Note taking is rarely taught as a skill, and some students really need guidance in this area. There are a number of word processing and web applications that assist with summarizing and note taking. Wikis and blogs support collaborative note taking and summarizing (Ptiler, Hubbell, Kuhn, 2012). Here is a website that is fun for the students to demonstration summarization: www.wordle.com.

Concept Maps:
Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts (Novak, & Cañas, 2008). Concept maps are advance organizers.

Virtual Field Trips:
Virtual Field Trips provide rich experiences that in turn create episodes that will hopefully stay in the student’s long-term memory. They provide opportunity to compare information with other primary sources. Usually when we allow our students to experience a virtual field trip, we are using all of the learning theories (Orey, 2011). Check out this website for a variety of virtual field trips: http://www.areavibes.com/library/online-field-trips-for-students/

This week’s resources have really been an eye opener for me in regards to utilizing strategies and technology tools as they relate to the Cognitive Learning Theory. I have a new commitment to utilize some of these strategies and tools to help my students make connections and associations to the content that will help get information to and keep it in their long-term memory. This, in turn, will hopefully assist in producing lifelong, healthy learners even in Physical Education.

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive 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

Laureate Education, Inc. (Producer). (2011). Program six: Spotlight on technology: Virtual field trips [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

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/ TheoryUnderlyingConceptMaps.pdf

Pitler, H. Hubbell, E. & Kuhn, M. (2012). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD

Behaviorist Theory

In my Walden class this week we are learning about the Behaviorist Learning Theory and how certain instructional strategies correlate with this learning theory.  At the beginning of each year, most teachers establish expectations that relate to classroom management and behavior. This is to ensure the learning experiences are positive and maximized for every student.  In our PE classes, we reinforce effort and recognize positive actions and behavior.  As stated in our text for this course, “research indicates that when teachers use a mastery-oriented approach to provide recognition and praise, praise can be used to promote student engagement and decrease behavioral problems.”  They also discuss that when praise is sincere, it can influence intrinsic motivation (Pitler, Hubbell, & Kuhn, 2012).  As I was studying the information about reinforcement, it reminded me of a quote that our principal uses frequently, “No significant learning occurs without a significant relationship” (Comer, 1995).  This positive relationship needs to take place in order to ensure intrinsic motivation and trust. 

“Reinforcing effort and providing recognition” (Pitler, Hubbell, & Kuhn, 2012) are natural strategies for a PE class.  We are constantly seeking to reinforce behaviors as well as effort so that a student experiences some success and hopefully, in turn, will be excited about PE and lifelong activity.  It is important to me for my students to succeed to the point that they love PE and develop a desire for a healthy lifestyle.  These positive outcomes only happen when we reinforce, recognize, and develop that significant relationship to build trust. 

In our classes, it is also very important to provide opportunities for practice of a skill.  For instance, we have students who could not jump rope at the beginning of this school year.  As an aerobic activity, when we can’t get outside to walk/jog, we jump rope.  Providing practice, reinforcing effort, and encouraging home practice has helped some students to go from not being able to jump rope at all to  being able to jump for one to two minutes without stopping.  This type of success is attributed to merging positive behavior management with positive instructional strategies.

Comer, J. (1995). Lecture given at Education Service Center, Region IV. Houston, TX.

Pitler, H. Hubbell, E. & Kuhn, M. (2012).  Using Tehcnology with Classroom Instruction that Works.  Alexandria, VA:  ASCD

Reflecting

Upon reflecting on the knowledge that I have gained from taking my current Walden class, “Understanding the Impact of Technology on Education, Work, and Society,” I have realized that I developed technology skills that can be utilized in any class, even Physical Education.  In the past, I would incorporate technology about once or twice per year, but this school year, I have had a renewed enthusiasm to plan learning experiences including technology on a more frequent basis.  Even though, our area is not conducive to integrating technology into every class due to strict activity guidelines, I have integrated technology more than I have in the past.  This is because I am more comfortable designing a blog, a wiki, and even creating a podcast.  I have thoroughly enjoyed this class and are leaving it with so much information that I can actually use in my PE classes.

As a part of our class, we learned more deeply about the 21^st Century skills.  If I could sum up in one sentence what our goal as an educator should be, I would use Dr. Thornburg’s idea when he stated, “Learning occurs when a mediating influence provides the “spark” to push the learner to the next level of knowledge.”  In doing so, we have to teach 21^st Century skills such as collaboration and integrating technology.  In PE, we are actively collaborating whether it is with one other partner, in a small group, cooperative activities, or competitive activities. These situations are usually learner-centered and I realized through this class, that students want to progress to that next level as Dr. Thornburg stated if given the opportunity. 

I will continue to expand my knowledge in utilizing technology tools in learning experiences by continuing my Walden program in the Integrating Technology Specialization as well as staying abreast of any new tools and skills available for education.  As a requirement of our school district, I will participate in the Technology Assessment each school year.

Over the next two years, I will plan to integrate technology into my learning experiences at least once or twice during a unit.  We see our students one time per week and have strict activity guidelines.  Our units usually last approximately four to six weeks.   I plan to have the students use their computer lab time to accomplish some of the technology goals that relate to the units being taught such as developing a blog or wiki.  I also plan to have more student-directed learning by allowing the students to lead activities and having instant activities as soon as they enter the gym.

In week one, I completed a checklist assessing practices regarding integrating technology.  The two areas that I rarely practiced were having the students share and present information in multiple ways and collaborating with students to explore new technologies and finding out how the tools can be used to solve problems in real world environments.  I have since had students assist me and each other in incorporating a SKYPE lesson into one of our units.  I am currently working on a learning experience where the students develop a blog to display their work.

Digital Learners

This week we have been learning how today's students are considered digital learners and Digital Natives.  Here is the link to my first podcast including results from interviewing a few of our digital learners.

Listen to this episode

21st Century Skills

 In PE we spend a lot of time collaborating.  Most of our activities involve partner or group/teamwork.  Without realizing it, we are heading in the right direction in preparing our students for the 21^st Century.  This week I have been exploring the Partnership for 21st Century Skills website.  I think the basic goal of preparing our students for the 21^st Century is to teach them correct principles and let them govern themselves with guidance.  As a part of the Framework for 21^st Century Learning, Mr. Kay and the other team members have a vision for students to learn the essential skills such as critical thinking, problem solving, communication, and collaboration. I do agree with the authors that blending skills is necessary for the 21^st Century learner and this site has a vast amount of information and resources to help us move in that direction. I just love the resource page which provides ideas for educators, policy makers, parents, and community members along with videos and overview materials.   It is fairly easy to navigate, however there is so much information that you can easily move to a different page and “get lost” there.  I found this site informative and interesting and one that I could spend hours absorbing information from.  I look forward to using some of the techniques and ideas in my own classroom.  Take a look at the website and let me know what you think.

Blogging in Physical Education

Between two PE teachers, we see all 980 K5-fifth grade students in our school over the period of one week. It is more beneficial to use our blog to showcase student work such as photos of certain skills and activities.  Our school utilizes Edmodo.com as an educational networking site for students and teachers to communicate and collaborate.  This is where it would be more beneficial for our PE students to interact with one another about content. They actually have some really great conversations about activities, games, and skills that we are learning. However, our class blog will showcase work so that parents, students, and classroom teachers can see what is happening in PE.  Our computer lab instructors can give the students an opportunity to view the blog and make comments.  We would definitely consult some of our students to determine what types of content they would like to see on our blog and may be even give a select group of students access to assist in managing the blog.

Welcome

Welcome to our Physical Education blog.  I am currently working on a Master's in Education Degree with Technology Integration Specialization from Walden University. This is my first blog and it is my goal to enhance our PE classes by integrating technology so jump in and hang on.  I look forward to keeping you up to date with our success as well as learning from any fellow bloggers.