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How
do I learn best? How does each individual student learn best?
What can I do to increase student learning in my class(es)?
How can I help every child learn important subject matter?
How can the integration of physical activity increase learning in
a variety of subject areas?
VARK,
an acronym for Visual, Aural, Read/write, and
Kinesthetic, "is a questionnaire that provides users
with a profile of their preferences. These preferences are about
the ways that they want to take-in and give-out information whilst
learning." www.vark-learn.com
"Although
we have known for centuries about the different modes, this inventory,
initially developed in 1987 by Neil Fleming, Lincoln University,
New Zealand, was the first to systematically present a series of
questions with help-sheets for students, teachers, employees, and
others to use in their own way." www.vark-learn.com
How do you learn? One way to find out is by completing an
on-line questionnaire at: www.vark-learn.com/questionnaire.htm.
This helps you distinguish between four sensory modalities that
are used for learning: (1) Visual, (2) Aural, (3)
Read/write, and (4) Kinesthetic (VARK).
"The questionnaire alerts people to the variety of different
approaches to learning. It also supports students who have been
having difficulties with their studies. Teachers who would like
to develop additional learning strategies for their classrooms can
also benefit from VARK." www.vark-learn.com/advice.htm.
Since the purpose of teaching is to help students learn, the development
of additional learning strategies is advantageous. Through
this understanding, teachers can plan lessons that enhance the learning
of every child. One way this can be done is through the use
of as many sensory modalities as possible in each lesson -- allowing
students with different learning styles to learn effectively.
Many
children learn effectively using Kinesthetic techniques. This
can often be accomplished through interdisciplinary teaching --
especially the integration of physical activity with other subjects. Activities found in this section can enhance student learning,
especially in the kinesthetic learner.
Please
continue to send comments and suggestions to me at: smcghie@semo.edu. Thank-you.
Shaunna
McGhie
Interdisciplinary
Section Editor
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Interdisciplinary PE Section Editors: |
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| Math Ideas from PECentral |
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Clockwise/Counterclockwise
Math
grades 2-3
Purpose
of Activity: To teach the concept of moving in a clockwise
and counterclockwise direction and to tell time using addition and
subtraction.
Prerequisites: Students need to be familiar with the different
locomotor movement skills being used and basic addition and subtraction.
Materials Needed: 4 cones with signs, upbeat music, 12
poly spots, cut and laminated numbers 1-12, a large cone and a small
cone set on their sides.
Physical activity: Movement Concepts -- Space Awareness
Brief Description of Activity: Students use a
variety of locomotor skills to practice moving clockwise and counterclockwise,
using a clock made from poly spots and cones to assist their understanding
of CW and CCW directions. They also use the clock to practice
addition and subtraction .
Catch
Comparison
grades 3-5
Purpose
of Activity: The children will compare the differences
in catching four different pieces of equipment. The students will
work in groups to practice catching the items. They will discuss
which one was the easiest and hardest to catch. The class as a group
will graph the results. The graphs can be posted in the gym.
Prerequisites: Catching and graphing skills
Materials
Needed: 15 scarves, 15 small balls, 15 deck tennis
rings,15 bean bags, student check lists and pencils for each group,
poster paper made into a graph
Physical
Activity: Catching
Brief Description
of Activity: Partners, using a variety of items,
practice catching skills. They record the number of catches
made in a row. Then they compare their results to that of
their partner and others in class through the use of graphing techniques.
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"A teacher believes not only
in who you are, but in who you can become."
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| Other Classroom
Fitness Ideas |
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Over/Under Multiples
grades 3-6
(developed by Dr.
Dennis Docheff at Central Missouri State University)
Purpose
of Activity: To reinforce counting by multiples, a precurser
to multiplication. Also, the reinforce counting by fractions,
a precurser to division.
Prerequisites:
Ability to count and an understanding of number lines.
Materials
Needed: One playground ball for each group of 4-5 children.
Physical
Activity: passing ball, bending, stretching
Brief
Description of Activity: The students stand in a line.
The first person in line has a ball. The teacher selects a
number (i.e., 7). The students pass the ball over and under
(over the head of the first child to the second child, then under
the legs of the second child to the third child, and repeat).
As they pass the ball the first child says "7", the next
child "14", etc. When the ball gets to the end of
the line the child in the back runs to the front of the line and
continues.
Variation: You can also do this with fractions (i.e.,
1/4) The first person would say 1/4, then 1/2, then 3/4, then
1, et cetera. Please note that students must reduce their
fraction, as indicated above.
Number
Munchers
grades K-8
(developed by: Ms. Katie
Bander, PE 309, Spring 2002)
Purpose
of Activity: Practice multiplication facts
Prerequisites:
Knowledge of multiplication facts.
Materials
Needed: Soft balls to use to tag people
Physical
Activity: walking
Brief
Description of Activity: This is a variation of tag
that encourages students to use strategy as well as practice their
multiplication facts. Students must walk only on indicated
lines. Taggers can trap students through teamwork and strategy.
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Questions to Ask, or
Thoughts to Share?
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