Embodied Learning
According to Resnick and Wilensky (1998), while role-playing activities have been commonly used in social studies classrooms, they have been infrequently used in science and mathematics classrooms. Speculate on why role playing activities may not be promoted in math and science and elaborate on your opinion on whether activities such as role playing should be promoted. Draw upon direct quotations from embodied learning theories and research in your response.
Engaging students in dynamic activities such as role-play or debate have been a longstanding strategy used by teachers to help students explore and discover. Doing so allows students to examine different points of view, make connections and develop ideas and understanding.
The use of these strategies has traditionally been much less visible in science and math classrooms. One of the reasons for this might stem from the idea that these subjects are more procedurally driven. For example in science, the scientific method is commonly used to investigating phenomena. While in mathematics, symbols, steps, and algorithms are common blueprint used for teaching. When viewed in this light, these strategies on the surface don’t appear well-suited for either science or math learning.
However, this tendency toward linear and procedural teaching methods in science and math is being challenged. Teachers are being encouraged to consider activities that are more physical and dynamic. Encouraging activities that require bodily movement like role play or hand gestures are being considered not only as a way to engage students, but a means to support communication and understanding of conceptual or abstract concepts.
In 2014 the Ontario government, in an effort to improve mathematics education released a support document supporting such strategies. Information contained within a document on Spatial Reasoning in Mathematics supports the use of “non-verbal reasoning” as one means to support learning. The document cites research by Dehaene, Piazza, Pinel & Cohen (2003), to show “that gestures may be incredibly powerful in helping form pathways in the brain and in the development of conceptual understandings, and requires further attention” (p.22).
This suggests to teachers that that learning does not just take place in the brain. This perspective is echoed by Winn () who identifies that “Learning is considered to arise from the reciprocal interaction between external, embodied, activity and internal, cerebral, activity, the whole being embedded in the environment in which it occurs” (p. 22). In this way, thinking extends to include externalized dimension that can be used as a resource for learning and communications.
As a teacher in an elementary school setting, I experience students who are energetic and seek opportunities for movement through out the day. I can see the powerful benefit of supporting and encouraging learning in this way. When I think about those students who are building an understanding of abstract or nonlinear concepts, drawing on physical resources can support student learning in any subject area.
In exploring research on the use of gestures I came across an interesting video clip produced by the Ontario Ministry of Education on The Use of Gestures in Math Class
Gestures in Math Class
Resources:
The Learning Exchange. (2017). Gestures in the math class. Retrieved from http://thelearningexchange.ca/videos/gestures-in-math-class/
Ontario Ministry of Education (Ed). (2014). Paying Attention to Spatial Reasoning. Support document for paying attention to mathematics education. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/LNSPayingAttention.pdf
Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114. Retrieved from: http://www.hitl.washington.edu/people/tfurness/courses/inde543/READINGS-03/WINN/winnpaper2.pdf