In the reading in this week’s text we explored two different instructional strategies. The strategies included “cues, questions, and advance organizers” and “summarizing and note taking (Pitler, 2007).” The cognitive theory is based on many different theories that revolve around auditory and visual learning, The learner is like a computer processing information, and that students learn from each other from demonstrations and visual modeling. The instructional strategies described in chapter 4 talked about cues, questions, and advanced organizers. In physical education, cues are very important for students to learn the concept. Cues are related to the cognitive learning theory because it modeling a visual in the students minds of what is expected. For instance when describing a certain skill it is helpful to give the students some sort of cue to remember. When describing catching a football, if the ball is above your waist your pointer finger and thumbs together forming a “diamond”. If the football is thrown below your waist your hands will be closer together forming “pinky’s touching.” These forms are demonstrated visually multiple times so students can grasp the concept. Many students tend to ask questions, I feel that answering the questions is important. The more time you take to demonstrate and answer questions will make the quality of learning in the lesson greater.
The one thing that I found frustrating was taking notes. Especially when you didn’t know what was expected on the test. Most of your time was spent taking notes not really paying attention to what was really being taught. In the chapter “summarizing and note taking” it talks about more efficient ways to take notes. One recommendation that I found useful was “give students teacher-prepared notes (Pitler, pg 120).” I like being straight to the point and having my students know what I’m looking for. This eliminates time spent trying to find the answer or what is expected. They can study the notes off the sheet that was given to them. I think mapping is a great way for students to learn. Since most of the time students are in activity it is hard for me to have students take notes. This is their time to be moving around getting some activity in building up their Heart Rate. Therefore giving students notes of what is expected on the quizzes helps me and them understand what concepts I’m looking for them to learn.
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In high school I never had to take my own notes because the teachers either wrote the notes on the board and we copied them or they handed us study guides. In college I really suffered in lecture style classes. A professor showed me how to effectively take notes in an outline format and that made all the difference because I could see how events and facts were connected to the big ideas. When I first started teaching, I used to give my students an outline format with key headings and left the majority blank. We would read a section of text and together decide on the bullets to include under the headings. I would love to use this idea on the computer with Inspiration or PowerPoint. These tools would help create the connections between concepts and the addition of graphics would really help students code the information in different ways.
ReplyDeleteI am so glad I'm not the only one that went to college and didn't know how to take notes. I was so lost the first semister.
ReplyDeleteI agree that the note-taking process can be frustrating because, well, what is really important? Creating teacher-prepared notes is a good way to focus students to the key concepts. Creating concept maps with blank nodes to be filled in as they learn is another way to be direct in the content that we want our students to remember. The great thing about concept maps is that students can add nodes for further inquiry or for extending knowledge.
ReplyDeleteTaking effective notes are important. I do like how you went over the notes with your students. This way it shows them exactly what your looking from them. It also highlights the key points. This makes it much easier to learn when you can focus on what is to be learned specifically for that unit.
ReplyDeleteConcept maps are great way to learn the content as well. I feel that students can learn at different levels. Some are more visual and this makes it easier for the students to correlate the concepts that are being learned.
I think in your filed of PE offering students teacher-prepared notes makes a lot of sense. This will allow your time to be spent keeping the kids active and exercising. I imagine concept webs would be easily adaptable in PE. As so much of health, fitness, diet, and nutrition is related, a concept web can be an organized, visual way for students to understand those connections.
ReplyDeleteAs you mentioned, providing students with teacher-prepared notes will take the guesswork out of what the students need to know for the quiz. Instead, students can fully focus on the activities and concepts you are teaching them.
Providing students with teacher-prepared notes is an effective way of modeling how to take notes in class and a useful study guide for test taking. It is a skill that takes time to develop. Most students start by taking notes verbatim but then learn to filter out unnecessary information or synthesize thoughts to form more general, overlying concepts. It is another example of explicit instruction that is intended to help students be successful in the classroom and in developing effective study habits.
ReplyDeleteI know that most of my college professors would provide students with notes related to the tests they'd be giving. I think that concept mapping would have been an excellent way to show students how to organize their note taking, and I'm sure it might have saved time for some of the professors!
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