It was fascinating to read and learn about embodied learning this week because as a primary teacher I see and use this type of learning regularly across the school, especially in the early years. Think of the song ‘I’m a Little Teapot’ or ‘The Itsy-Bitsy Spider’ for instance. While learning those songs everyone learns the lyrics while learning the gestures that go with it, and I would put money on the fact that most adults would be able to recite the words along with the movements years after being taught. According to Winn (2003), cognition does not just involve the brain but the whole body. Embodied learning then is “how our physical bodies serve to externalize the activities of our physical brains in order to connect cognitive activity to the environment” (Winn, 2003). Lingred & Johnson-Glenberg (2013) explain that in recent years there has been a lot of attention given to improve and introduce new instructional methods that focus on ways to include using the body to make meaningful connections with content in math and science. These new innovations have lead to the emergence of “new technologies that accept natural physical movement” such as gestures touch and body positioning. Combining the real world with the physical world is what Lingred & Johnson-Glenberg (2013) describe as mixed-realities (MR). In many schools today we have a wide-range of tools at our disposal to emerge students in mixed-realities. “These technologies typically involve [using] real-world objects, such as our bodies…[alongside] some type of digital display.” (Lingred & Johnson-Glenberg, 2013). While participating in a MR, students are in a controlled context where they have the chance to interact physically with the content to further understand concepts and explore cause and effect directly.
Reflecting on embodied learning and Module B, I think that planning with embodied learning in mind and mixed-realities could fit into any of the TELEs we investigated. Using this type of approach aligns well with the principles we discussed in the last module. It promotes learning through collaboration, it’s motivating, reaches all learning styles, as well as gives the teacher an opportunity to rethink and administer unique and well-planned assessments.
In Math class, I occasionally use an embodied learning approach and mixed-realities. For instance, a few weeks ago we made human graphs in different ways to teach students about scale, and we incorporated the robot Sphero when teaching students about angles. It definitely has a place in the classroom and I can appreciate how using the whole body and getting kids involved can help them make more connections, as well as be more involved and invested in their learning.
Questions I have are:
When should we introduce mixed/virtual/augmented realities etc? Should young students be exploring and making connections with their natural environments before exploring things outside of their physical reach?
Is embodied learning something that teachers do naturally? Does it need to be explicitly planned? Or is it something that is woven into planning organically through best practices?
References:
Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42(8), 445-452.http://www.move2learn.education.ed.ac.uk/wp-content/uploads/2015/04/Lindgren-2013-Embodied-Learning-and-Mixed-Reality.pdf
Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114.
Hi Sarah,
I thought about your second question. I think for younger kids, embodied learning is something natural for teachers (at least I hope so ) – you mentioned some good examples in your post, and I also know from my kids they sometimes have math games where they move around the room, that seems effective and also fun.
However, when it comes to adding digital media to design AR/VR/MR environments, this requires a lot of TPCK, a lot of motivation, and good organizational and technical support by the school or university. My feeling is that only in very supportive environments, teacher will try this out. Or am I too pessimistic?
Elske
Hi Elske,
I agree that teachers need to have a very supportive environment to explore different virtual environments. They need to have effective coaching and feedback as well as the resources to do so!.
Thanks for your comments!
Sarah
Hi Sarah
I like the fact that you discussed how you use ” embodied learning” in your primary class. These were one of the fondness memories of elementary school — that and recess and naptime in the afternoon.
I also wonder when we should introduce mixed/virtual/augmented realities. My belief, the later the better.
Christopher
Hi Sarah,
Your second question touches on a point that I thought about often while reading this week – do we need to explicitly plan embodied learning into our units? Are many teachers not already doing this naturally, when it is suited to the topic and content? This brings me back to the concept of balance, something that I often think about during this course. It is certainly helpful to have a reminder about how physically moving is beneficial to learning, as well as the theory behind it, but I think this is naturally woven into most elementary school classrooms. Although I found these readings really interesting, embodied learning isn’t something I feel I need to rush to change many of my unit plans to include and I have other concepts that we’ve explored in this course, that take a much higher priority for me trying in my own classroom.
Thanks for your post!
Kathryn
Thanks, Kathryn,
I agree. In elementary, the majority of teachers are experts on embedding embodied learning into their classrooms. I feel as you move up into secondary is where you begin to see less of it and perhaps it needs to be something secondary teachers consider when they are planning.
Cheers,
Sarah
Hi Sarah,
Great Questions:)
Is embodied learning something that teachers do naturally? Does it need to be explicitly planned? Or is it something that is woven into planning organically through best practices?
I think that as long as teachers integrate embodied learning in a meaningful way that keeps the students at the forefront, that is what matters. Embodied learning can be implemented in most subjects and this would be great for those students that require different sensorimotor skills to be fired up in their learning. Sometimes this will happen organically and at times teachers will have to have it planned (for management purposes, etc).
Sarah,
I found your posting to be very relevant and thought-provoking.
For me, embodied learning is using a priority in my lessons, as I get the best results when students are immersed in the lesson. Quite often students showed increased ability to transfer what they “know” into different situations. Truthfully, applying MR applications into my lessons does not come naturally for me. I have used Google cardboards/Google My Map, however, I still recognize the need for continued professional development
of AR/VR educational books and games.
~Mary
Hi Mary,
For me as well. For instance, right now my team and I are using Google Cardboard. We are utilizing our tech coaches and getting different ideas on how to authentically use it so it ties into our unit naturally rather than a stand-alone learning engagement. It has been fun so far, but more planning and ideas are needed for it to most effective.
Thanks!
Sarah
Hey Sarah,
I especially like your second question. I feel it does need to be explicitly planned. I cannot remember any of the embodied learning concepts coming up in any of the recent professional development I’ve done.
It’s actually almost humorous. The French teacher at my school uses gestures and other movements to help her students remember specific words and larger concepts. I’ve often chuckled at how goofy or juvenile it appears. We often razz her in the staff room about how her classes are like one big song with actions. This week (and your question) were really a wakeup call for me. She is really onto something. I need to spend less time chuckling and a little more time figuring out how to incorporate similar effective strategies in my own teaching.