What Is Learning
An interesting new learning phenomena is occurring in The UK and Japan and has a special connection with PE enthusiasts. Neuroscientists have been studying the ways in which memories are created in the brain. Down to the cellular level, Douglas Fields from the National Institute of Child Health and Development has made some important contributions to a theory of learning which have been applied to the concept of spaced learning.
Fields' work suggests that memories are created along a pathway of linked cells in the brain. These cells can be turned on when properly stimulated and the pathway they establish can lead to memory building. The focus of his study discussed the stimulation pattern of these cells and suggested that constant stimulation (hours of lecture) didn't enhance the cells' performance nor "switch on" more of the receptor cells; but instead, incremental instruction paired with gaps of time led to increased learning potential.
The gaps, it was found, were most productive when they involved physical movement. So the theory contends that instruction time coupled with free or targeted movement plans not only produces more learning but simultaneously enhances the linked highway of cells that are responsible for creating memories in the brain by turning more of them on. With these cells turned on, the brain is able to create more memories and hence, more learning occurs in the classroom.
So thus enters my integrated model of learning which uses a rotation plan to teach Number Sense in PE. Integrating PE and Math is a creative teaching method which catches children in the momentum of learning where they are most apt to watch, listen. execute and learn. Using targeted movement schemes as an asset to instruct math concepts is an example of integration, provided that it is an ongoing practice that recognizes the potential overlapping nature of each subject.
In Olympic Math Training - An 8 Station Circuit Exercising Your Body Through Your Number Sense
I followed closely the tenants of spaced learning. I coupled targeted movement plans with the very important foundation skill in math, Number Sense. The instruction part of each station not only includes minor re-teaching or topic introduction but also uses scaffolded learning, coupled with prior knowledge and peer coaching. Below is an example of the activity alone. The direct teacher involvement will vary but should subscribe to the pattern of teacher input, 10 minute gap,teacher input, 10 minute gap and teacher input.
Math Games
Station # 1 Bean Bag Toss -- Understanding and applying the concept of divisibility
Children are presented with a number cube containing numbers ranging from one to twelve. In front of them is a four by four grid which has multiples of random numbers located on the cube. Children toss the cube onto the floor, read then numbers and then determine if it "goes into" any of the numbers on the grid. Minds put together and peer coaching allows children to safely guess at divisibility while the team leader refers to a multiplication chart. If the toss renders a divisible number, five jumping jacks ensue; if no divisibility is established ten jumping jacks are performed and then the cube is rolled again. This station ends when three (3) divisibility matches.
Station #2 Velcro Ball / Dart Throw -- Recognizing place value
Given an oversized dart board with numbers ranging from one to a hundred, children will stand at a distance of five feet and throw their ball onto a board. The object of this game is to land the ball on an amount and correctly recite the amount's value. Sounding the numbers out loud with a partner while correctly stating values within the ones, tens and the hundreds place value is the goal. This station ends after twenty values are identified.
Station # 3 Decimal Whole Number Hoops -- Recognizing decimal place value
Two basketball hoops are set up side by side with a big dot in between. The dot represents the decimal point. The board on the right has whole numbers placed around the periphery of the orange square and the board on the right has decimal values arranged accordingly. The goal for this game is for kids to shoot the ball at each hoop, hit a number and then recite its value and then shoot the ball at the next hoop reciting its decimal value. One point is rewarded for each time a number is recited correctly.
Station #4 Bowling Ball Toss/Roll -- Understand non negative numbers; comparing values.
Nerf balls are used for children to roll towards a set of pins which have numbers taped onto their front side. When children knock down two pins they must identify the difference between each pair. An example might include the statement, "5 is greater than 3." Each dual knock-down of the pins requires children to point to the affixed symbols on the gym wall of < or > or = a they make their statements.
Station # 5 Odd or Even Twister -- Recognize the concept of odds and evens
Using a Twister Mat with whole numbers, children explore the concept of Odds and Evens by placing any body part on the selected number courtesy of the call made by their partner. The partner calls numbers from a set of cards ranging from one to twenty. The goal for this station is for the children to develop a sense of odds and evens.
Station # 6 Pizza Math For Identifying Fractions -- Identify fractional amounts
Given a set of fraction pieces in the form of pizza parts, children work towards identifying amounts ranging from one whole, to one half, one quarter and to one eighth. When each child successfully identifies / names a fractional amount five sit ups will be done by both partners. When a mistake is made, review is done and then each partner completes 10 sit ups.
Station # 7 Hockey Slap Shot - Determining whether an equation is true or false
Given an assortment of cards displayed in a Wheel of Fortune format, children are encouraged to slap, toss, throw or simply touch their puck to a selected card. This card resides on a grid measuring five by five cards. Each card has an equation written on it. Children must determine if the equation they selected is true or false. The motion of delivering the puck from the starting point requires students to touch one of the equations and then work with their partners to determine the validity of the statement on the card. Each statement deemed accurate by the students and authenticated by the teacher will result in three standing jumping jacks. Each incorrect attempt will require five ten yard wind sprints.
Station # 8 Ring Around The Rosie Identification - Substituting a symbol for a numeric value
Standing hand and hand around a circle with Roman Numerals placed in each one-eighth area, students will be encouraged to learn the value of symbols which represent one, two, three, four, five, fifty and one hundred in Roman Numerals. Partners will hold hands and sing Ring Around The Rosies song as they fall down at the word, "down" After falling, the symbol where their right knee lands will be identified as I, II, III, IV, V, X, L or C. Using an accompanying conversion chart supplied by the teacher, students will accurately translate the value they landed on into Arabic numbers.
Sources:
Fields, Douglas
Monkseaton.org.uk
NICHD
Nova Jones - Nova Jones M.Ed./Sp.Ed. NBCT
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