I am a person who speaks with her hands, so picking an article from the list given in the module was not so difficult for me. I chose to read Alibali and Nathan’s article on embodiment in mathematics and how teachers’ and learners’ gestures are the proof of it. It was very interesting to see that the authors described gestures as being the evidence for the body to be involved in thinking and speaking about the ideas expressed through those gestures. They even stated, “gestures are taken as evidence that the knowledge itself is embodied” (Alibali and Nathan, 2012, p. 248). I have always felt more comfortable expressing myself when I am able to use my hands and gestures while talking, it does not only help me express myself better but also helps me ‘make knowledge personal’. What I mean by making knowledge personal is that I feel that the main source of knowledge is that it comes from the inside of a person with probing from the outside, but by being able to use gestures and hands while expressing that knowledge, one can take that knowledge back inside. This is my definition of ‘making knowledge personal’ or one may call it embodiment.
Furthermore, it is sad to see that the prominent way of teaching in today’s world does not involve embodiment of knowledge at all. It is one person standing in front of the class, standing at the desk by the board, pouring knowledge out to the students sitting stationary in their seats. Winn puts it beautifully by saying, “The idea that cognitive activity depends on the context in which it takes place has been used as an argument for the ineffectiveness of instructional strategies that are employed uniformly with different kinds of students and in different contexts” (Winn, 2002, p. 5). I found this quote to be really powerful as it shows us the reality of today’s prominent teaching styles. The majority of the PCK in a typical classroom involves instructional strategies that do make learning to be a cognitive thing with no connection with the body.
As I was still thinking about the quote above and what Winn meant by the idea that cognitive activity depends on the context or how could one apply this in a math classroom, I came across an article that made me realize that it can be done. This article by Schaen, Hayden, & Zydney on “Now we have an app for that” talks about a project that involved elementary students to create their own apps to teach a math concept/ practice a math concept. I think this is a great idea to help students use their imagination and create something concrete that they can test their knowledge at. The TPCK taking place in this class is exceptional while the students are able to express their knowledge through creating an app that will reflect their knowledge on a certain subject.
I think I could use this website (www.tinytap.it) in my high school classroom where students create an app as a group where they can test themselves and others on certain topics learned in the unit. I think this is a great way to engage students in ‘hands-on learning’ while providing a TELE where students feel comfortable using technology to express themselves. This way students will be able to take ownership of their learning and at the same time ‘make learning personal’.
A few questions that I want to pose to my fellow learners:
- Can embodiment learning takes place in an environment that lacks technology?
- Can embodiment learning be uncomfortable for children with disability, who cannot physically function as well as other children? What could be some solutions for such situation?
References:
Martha W. Alibali & Mitchell J. Nathan (2012) Embodiment in Mathematics Teaching and Learning: Evidence From Learners’ and Teachers’ Gestures, Journal of the Learning Sciences, 21:2, 247-286
Schaen, R. J., Hayden, G., & Zydney, J. M. (2016). “Now” We Have an App for That. Teaching Children Mathematics, 22(8), 506-509.
Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114. Full-text document retrieved on January 17, 2013
Hey Gursimran:)
You raise some interesting questions!
Can embodiment learning takes place in an environment that lacks technology? YES!!
Embodied learning does not depend on technology but creativity. Teachers need to be willing to try new things and put themselves out there. In my post to Tracy, I discussed the use of gestures for embodied learning.
I stated that “…students are able to slide, flip, rotate, pinch; this non-verbal gesture is great for visual representation and bodily movement and engages different sensory motors that enhances the learning experience for students. I didn’t really think of gestures before but it makes sense as “gestures may be a way to ground abstract instructional information in the physical world that are communicated through sensorimotor representations and stimulates cognitive processes”.
Gestures fall under embodied learning but does not require any technology. I think that sometimes we tend to over-analyze everything instead of looking at different options that may be right in front of us and are simple to integrate.
Thank you for some great points that you have made above, Sabrina!
Hi Gursimran,
I can totally relate to you. I can’t not talk without my hands. It helps me express what I want to say so much better (I think so anyway).
For your first question, I think yes, absolutely, embodiment learning can be done without technology. I have my students up and moving to teach different concepts all the time. For instance, recently we introduced how to make bar graphs to students. Before getting them to draw any graphs, we made human bar graphs and took photos of them to show how you can collect different data and what the data tells you. When I taught grade one, another thing I did to help students to recognize their numbers is have them make numbers with their bodies by lying on the floor. The possibilities are endless, and it comes down to what Sabrina says, and that you have to be creative. That being said, technology can certainly add a new layer to embodied learning, that can enhance the learning in certain situations.
Thanks for your post!
Cheers,
Sarah
Thanks for sharing your embodied learning strategies with grade 1 students, Sarah!
I gotta jump in here too, even though the question has already been answered by others… yes, yes, YES embodied learning can take place w/o tech.
As an anecdote, while I was doing my teacher training back in Newfoundland we had several weeks devoted to getting students up and physically doing stuff. I was a little skeptical at first, especially when it came to the math activities, as I had come from a math background with very little of this sort of thing. One of the activities was on loci, or locus of points. We had to stand in a hallway and a few students were designated as bats (like the mammal) who had to stand in one place and were allowed to turn around in circles with their arms out. Others were designated as moths. The moths had to weave their way through the hallway to try and dodge the bats, who were only able to catch you if you intersected with their radius, or their circle, which is called a locus of points. I thought it was a really silly activity at the time and seemed like a lot of work for a concept that seemed so simple to me (I mean, couldn’t they just draw it on a board??). However, here I am, years later, describing that silly activity in detail, while so many other concepts have long since faded from my mind and into obscurity. I credit embodied learning with helping this activity “stick”, and it involved zero tech 😀
I still have several books of activities ranging across all subjects that are specifically designed to get students up and moving while still learning the topic. And they take zero tech. I cherish them!
I’m not sure how much I added here but I was happy to share the story. Thanks for reminding me of it 🙂
-Scott
Wow, Scott! I am impressed! Thanks for sharing the anecdote. 🙂
No problem!
Hi Gursimran.
Along with those above, my automatic answer to your question regarding whether embodiment learning can take place with technology was a definite YES. As we have discussed in this course before, technology needs to be utilized with a purpose. Like many trends in education, educators become so enthusiastic about using the cool new toy, we forget that it needs a purpose. So although technology can be used to enhance some learning experiences such as the app that you discussed earlier; it is not the end-all-be-all. We are able to have our students engaging in other activities collaboratively and using their bodies without the use of technology.
Shayla