Learning and Instruction

Annotated Bibliography Assignment

Hivner, E. A., Hoke, A. M., Francis, E. B., Hwang, G. W. & Kraschnewski, J. L. (2019). Training Teachers to Implement Physical Activity: Applying Social Cognitive Theory. Health Educational Journal, 78(4), 464-475.

The authors use the social cognitive theory to gauge the impact of physical training on teachers. According to the authors, school happens to be an effective setting where students can engage in physical activity. Comprehensive School Physical Activity Program is largely encouraged in schools so as to promote physical activity. Hivner et al. argue that strategies such as classroom-based physical activity can be incorporated in schools so as to increase physical activity. For instance, the authors suggest the inclusion of short fitness exercises during class lessons. The said exercises can be done during different lessons throughout the day, and thus contribute to achievement of the recommended exercise time of sixty minutes per day. From the study, the authors found that inclusion of physical activities in classroom is important in leaning owing to the fact that it increases time-on-task, mathematic scores, and cognitive functioning among students. Therefore, even though physical activities reduces academic instruction time, it would be prudent to include them in classroom given that they help improve learning outcomes. Hivner et al. point out that teachers lack skills, knowledge, classroom space, and time to implement physical activity in classroom. Therefore, teachers should be trained on Physical activity so as to address the said barriers. The said training should be guided by theories such as social cognitive theory to ensure that training is effective. The social cognitive theory was used to determine the teachers’ beliefs. After training, the authors observed that knowledge and self-efficacy with regard to physical activity increased. As a result, knowledge in physical activity and improved self-efficacy increased the teachers’ confidence to implement physical activity in the classroom setting.

Results from this article have further reinforced my belief that students learn best if physical activity is incorporated in classroom learning since it increases their time-on-task, mathematic scores, and cognitive functioning - thus improving learning outcomes. An effective teacher will include physical activities in classroom sessions so as to help students improve their performance. Teachers can achieve this if they actively engage their students in physical activity during learning. The article will come in handy as I seek to advance the argument that the relevance of motivating and encouraging teachers to include physical activity in classroom cannot be overstated. This could be achieved through training to improve teacher confidence. Such training can include techniques of classroom management such as the use of cues. In addition, training can address various constructs such as environmental, social, and personal constructs, so as to deal with students with diverse needs and exceptionalities.

Khilmiyah, A. & Wiroyo, G. (2021). Emotional and Social Intelligence Assessment Model for Student Character. International Journal of Education Management. 35(4), 789-802.

Khilmiyah’s and Wiroyo’s journal on Emotional Intelligence Assessment Model for Student Character uses the social and emotional intelligence to determine functional outcomes. The authors argue that being successful in life not only requires intelligence, but also emotional and social intelligence. From their study, the authors assessed emotional and social intelligence and found that education achievement is greatly enhanced when students are emotionally and socially intelligent. In addition, emotional intelligence improves teaching given it fosters trust and mitigates stress. Emotional intelligence also improves job satisfaction and performance. The authors conducted a research incorporating 4th grade students aged 10-12 years from elementary schools using PKES model. The first assessment involved emotional intelligence which assessed cognitive aspects, affective aspects, and psychomotor aspects. The assessment model on cognitive aspects was used to determine the students’ moral reasoning about social and emotional intelligence. The affective assessment model was used to determine a person’s sense of spirituality and feelings. The psychomotor assessment model was used to identify performance based on student’s behavior. The second model involved the social intelligence assessment which consisted of affective social intelligence and cognitive social intelligence. Results from the emotional intelligence assessment revealed that students have low abilities and require guidance on some fronts. On the other hand, assessment from social intelligence showed that students had good abilities, but they still require guidance for maintenance.

This article will support my final paper given that it has illuminated the fact that students learn best if their emotional and social intelligence is maintained. An effective teacher will guide his or her students through school learning, counseling, and habituation. A teacher can operate the emotional and social intelligence model to help measure psychomotor, affective, and cognitive functions in students. Teachers require guidance on social and emotional intelligence so as to help them assess the character of students. To deal with students with diverse needs, teachers can adjust the teaching methods and materials so as to improve soft skills among such children.

In this journal that is based on critical thinking, Thompson analyzes the effectiveness of problem-based learning which happens to be a construct that addresses interpersonal competencies and promotes critical thinking. In his study, the author uses medical students to explain learning issues in problem-based learning. Leaning issues are opportunities for the medical students in developing critical thinking, self-direction, and interaction competencies. Thompson suggests that critical thinking is improved when medical students have the opportunity to reflect and make their thoughts visible to peers. The author points out that critical thinking involves cognitive skills of evaluation, synthesis, and evaluation; judgment and augmentation; and interpretation of hypothesis. The extent or the frequency at which the participants analyzed, critically assessed, and justified their assessment was an indication that they were engaged in critical thinking. The author further suggest that learning issues are important in developing self-direction and critical thinking during training. However, it may not be easy to identify learning issues for beginners. Therefore critical thinking can be improved if learning issues are investigated for an extended period of time. From the study, Thompson observed that determination of learning issues happens to be a challenge at the beginning. However, as the students progressed, they interacted more by using their learning issues to learn. As a result, opportunities for critical thinking were increased.

This article proves to be effective for my final paper. This is more so the case given that it has made me believe that students learn best if they are given more time to determine learning issues. Interaction with learning issues is important owing to the fact that it improves their critical thinking skills as they try to solve the said issues. An effective teacher will always give the student time to interact with each other and learn about each other’s learning issues in a classroom environment. With regard to direct instruction, I believe that students should be encouraged to move into active leaning since initial leaning can be tentative. To manage the classroom, a teacher should be present during interactions so as to ensure that the opportunity for critical thinking is not shut. Technology is also an important tool in helping students learn. This is more so the case given that students can use tools such as PowerPoint to represent their learning issues.

Trach, J., Lee, M. & Hymel, S. (2018). A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics. Journal of Emotional and Behavioral Disorders, 26, 11-20.

The authors, Trach, Lee, and Hymel, review the effect of social-emotional learning in reducing the impact and prevalence of emotional and behavioral problems (EBP) in schools. In this study, the authors explore the effects of social dynamics and group processes in addressing EBP through social-emotional learning using Bronfenbrenner’s social-ecological model. According to social-ecological model, human development is often as a result of interaction between humans and their peers, school, and family. Therefore, with regard to the said model, the authors agree that SEL can change the perspective of a group functioning as well as that of an individual. In schools, teachers influences the social-emotional development of children as they gather in groups. Trach et al. suggest that children who experience EBP have both external and internal problems. Both external and internal problems lead to victimization and rejection among peers. Therefore, the authors argue that the school functioning of children with EBP is influenced by social relationships. To improve social functioning of children experiencing EBP, the authors suggest the implementation of SEL in schools. When SEL is implemented in schools, particularly among children with EBP, the authors found that it helped reduce criminal/delinquent behavior, improve quality of life, as well as emotional and mental well-being of the said children.

This article will be important in supporting my final paper on various fronts. To begin with, thanks to the article, I came to learn that students learn best if their social well-being is functional. Thus, I will be explaining that to be a good teacher, there is need to have positive social relationships with the students so as to improve their outcomes. This is more so the case given that positive relationships between teachers and students foster positive emotional and social development of the child. With regard to direct instruction, technology, motivation, classroom management, and inclusion of students with diverse needs and exceptionalities, there would be need to ensure that all students are actively engaged on multiple fronts so as to improve their social functioning. In addition teachers can improve social functioning by managing problem behaviors. Further, teachers can offer emotional support to students with EBP. I will be demonstrating that to achieve this, teachers should be trained on social dynamics and ways in which they can promote SEL. This can be done though online resources such as SEL resource finder with the aim of addressing gaps related to teacher training.

Viadimir, T., Toni, M., Vasileva-Stojanovska, T. & Marina, V. (2018). Traditional Games in Elementary School: Relationships of Student’s Personality Traits, Motivation and Experience with Learning Outcomes. Plos One, 13(8), e0202172.

The authors, Viadimir et al., describe how traditional games can be integrated in elementary schools to determine learning achievements. The authors argue that involvement of game based learning in education enhances learning activities by offering a collaborative and intuitive environment while retaining student interest and attention in subject. Game-based learning involves activities that provides individuals with practical tests, problem solving challenges, and instructional guidelines. Essentially, game based learning helps motivate students while engaging them in active processing of educational content. In addition, the authors found that game based learning improves self-efficacy, experience, consciousness, and helps a student be satisfied when learning in similar environments. To support the fact that traditional games should be included in elementary schools, Viadimir et al. used five K9 elementary schools from Macedonia. 46 girls, 56 boys, and 102 students were included in the study. Two of the schools used were from the village while the remaining three schools were from Macedonia city. In this study, six traditional games were integrated in six sessions of learning. After the learning session, the learning outcomes of the students were evaluated and graded.

Drawing from this article, I will be indicating that students learn best if they are given opportunities to engage in games in their learning experience. This is more so the case given that gaming activities tend to have a story or a goal behind them. Repeating these games improves performance as they try to achieve the goal of the game. I intent to demonstrate that an effective teacher will always transfer gaming skills into classroom learning so as to improve learning outcomes. With regard to direct instructions, students should be engaged in various games so as to improve their understanding and interest in education. Incorporation of technological tools in schools creates a cognitive environment of learning whereby students transfer the skills that they have learnt from gaming to classroom learning. I will further argue that students should also be motivated during game-based learning so as to help the said students remain focused and dedicated to the educational activity. Teachers can effectively manage their classrooms by creating a learning environment that increases the student’s perception in class. In addition, teachers can help increase efficiency in learning by using game-based learning to awaken learner interest and perception of the education process as an enjoyable and interesting activity/undertaking.