Group E: Emma Williamson, Abby Ashfield, Sophie Hudson, Jackson Lu

Assignment #4 – Interactive Learning Resource

Here is the link to our final assignment:

https://classroom.google.com/w/NjkwNDg3NTM2Mjky/t/all

Access code: 3e3ahli

Assignment #1 – Blueprint Assignment

Topic: Integrating physical activity in the classroom to enhance learning and well-being

Overview:

This topic will teach elementary teachers the importance of physical activity and how to incorporate it into their classrooms. Physical activity is crucial for physical and mental health. For instance, Kelso et al. (2021) state that “physical activity has been shown to improve various health outcomes, including cardiovascular health, muscular fitness, bone health, mental health and cognitive performance” (p. 1). Many educational institutions recognize this, and recommend an hour minimum for physical activity for children of elementary school age (Carlson et al., 2015; Department for Education, 2019; US Department of Health and Human Services, 2008). As physical activity is so important, educators need to be making sure that they are not ignoring it, which it seems as though they are as Kelso et al. (2021) also state that “81% of school-aged children and adolescents do not engage in sufficient physical activity” (p. 1). This is a statistic that we are hoping to move away from and it is in the hands of educators to make this happen as children spend most of their time in school. 

Misconceptions:

A common misconception could be that physical activity needs to be separate from academic learning, but by incorporating it in the classroom not only will students’ physical and mental wellness improve but their learning as well. For example, according to Miller & Lindt (2017) “movement integration during class [can] help improve students’ motivation and engagement levels” (p. 11). Another common misconception about physical activity is that it needs to be vigorous to be worthwhile doing, but when it comes to integrating it into classrooms this is far from the truth. For instance, according to Miller & Lindt (2017), having students do small movements along with what they are learning makes a big difference, in what they remember. It is seen that teachers feel that incorporating physical movement could distract the class from their learning, when it has actually been seen to improve focus and behavior when used as part of classroom practice (Carlson et al., 2015). Therefore implementing physical movement does not need to be difficult. It can be as simple as teaching gestures alongside new ideas being taught or it can be more structured such as a following along a movement break video. 

Rationale:

Our group chose the subject of integrating physical activity into the classroom because we are all passionate about well-being and interested in elementary education. We recognized that physical activity is being taken more seriously in education programs, so we chose to create a resource that can help those already teaching, who may not have been taught the importance of physical activity or have forgotten about it. By reminding teachers about the importance of physical activity and providing them with strategies to incorporate movement into their classrooms, we hope to improve the well-being and learning of as many students as we can, by helping teachers feel more confident when understanding the benefits of, and planning for physically active lessons. 

References:

Carlson, J. A., Engelberg, J. K., Cain, K. L., Conway, T. L., Mignano, A. M., Bonilla, E. A., Geremia, C., & Sallis, J. F. (2015). Implementing classroom physical activity breaks: Associations with student physical activity and classroom behavior. Preventive Medicine, 81, 67–72. https://doi.org/10.1016/j.ypmed.2015.08.006

Department for Education, (2019). Physical activity guidelines: UK Chief Medical Officers’ report, https://assets.publishing.service.gov.uk/media/5d839543ed915d52428dc134/uk-chief-medical-officers-physical-activity-guidelines.pdf 

Kelso, A., Reimers, A. K., Abu-Omar, K., Wunsch, K., Niessner, C., Wäsche, H., &   Demetriou, Y. (2021). Locations of Physical Activity: Where Are Children, Adolescents, and Adults Physically Active? A Systematic Review. International Journal of Environmental Research and Public Health, 18(3), 1240-.          https://doi.org/10.3390/ijerph18031240

Miller, S. C., & Lindt, S. F. (2017). Moving INTO the Classroom: A Handbook for Movement Integration in the Elementary Classroom(1st ed. 2018.). Springer Nature. https://doi.org/10.1007/978-981-10-6424-1

US Department of Health and Human Services, (2008). US Department of Health and Human Services Physical Activity Guidelines for Americans Retrieved from http://www.health.gov/paguidelines/pdf/paguide.pdf (2024, May)

Learning Design

Constructivist Learning Theory – The learners who would take part in this class would be those seeking to add knowledge to an already established base – teachers looking to add to their classroom practice. Because of this, and due to the class aiming to tap into this and build on their previous experiences, we have decided that a constructivist approach to learning would be appropriate in the design of our class. Constructivism allows learners to make the new knowledge meaningful for themselves and encourages reflection through collaboration (Ertmer & Newby, 2013). Our tasks are focussed on learning new knowledge, but more about the application of their learning and creating sustainable change in the teachers’ practice.

Inquiry-Based Learning Environment – Our design is framed around an inquiry-based approach to the learning environment. We decided on this approach due to the nature of the tasks – more open-ended, permitting the learner to apply their new knowledge and ideas in their own, creative way. This allows us to keep tasks open and relevant to the teachers, hoping to steer them towards completing a resource that they can use for more than an assessment opportunity in a class. By incorporating elements of collaboration, the teachers can build on their knowledge and gain new ideas and experiences from others (Ertmer & Newby, 2013). Although we discussed how Inquiry Based this class can be, if we are pre-determining the goals and outcomes, we decided that most learners would be approaching this through intrinsic motivation, out of a concern to adapt their teaching to promote health and wellbeing. Giving the initial problem or topic should already align with the learners’ interests, this allows us to design the class so they form ideas and conclusions through inquiry based approaches (Kori, 2021).

References:

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.

Kori, K. (2021). Inquiry-Based Learning in Higher Education. In: Vaz de Carvalho, C., Bauters, M. (eds) Technology Supported Active Learning. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-16-2082-9 

Learning Design Template:

Big Idea: Teaching teachers how the integration of physical activity into the classroom setting enhances students’ well-being and academic performance.

Big Idea   What is the big idea that the learner will walk away with at the end of the lesson that is critical for learners at this stage of their learning path? Learning Outcome(s)What specific things will the learner know or be able to do by the end of the lesson? Evidence of LearningWhat does learning look like for this objective? (e.g., accurate performance of a task, correct use of terminology)AssessmentsWhat will learners do to provide evidence of their learning? (e.g., a presentation, a test, a project)Learning ActivitiesWhat learning activities will allow learners to acquire and practice the skills necessary to demonstrate their learning and complete the assessment successfully?
Big Idea: Teaching teachers how the integration of physical activity into the classroom setting enhances students’ well-being and academic performance.
Can you explain some key benefits of movement or physical activity for your class’s learning?











Can you name some key benefits of movement or physical activity for your class’s wellbeing?










How can you incorporate movement into given lessons in a meaningful way?





How can you improve opportunities for movement within your own lesson planning and context?







Identify key positive benefits of movement and physical activity on children’s learning.
– Improved attention and focus 
– Enhanced memory
– Increased brain function and plasticity 



Identify key positive benefits of movement and physical activity for children’s well-being.
– Reduced stress and anxiety   – Improved behavior and emotional regulation
– Better physical health 


Demonstrate how to incorporate movement into given lessons in a meaningful way.
– Lesson design  – Activity  adaptation


Reflect on, and improve opportunities for, movement within their own lesson planning
– Self assessment – Continuous improvement
– Time management  




Accurate identification and explanation of the benefits of physical activity within lessons.  
Notes taken from provided readings:  – Summaries of the resources that will be utilized for later assessment.

Children’s learning will be more active and wellbeing will be positively affected










Teachers will incorporate physical activity into their daily lessons

Teachers effectively manage classroom behavior during physical activities, ensuring a safe and inclusive  environment. 

Teachers use physical activities as a tool to enhance focus and manage classroom disruption.
Written reflections 
– Key points and reflections from readings outlining each point of the learning outcomes – This could be guided reflection: 
1. Teachers can list and explain at least three ways physical activity enhances attention and focus
2. Teachers provide examples of activities that are known to enhance memory and recall
3. Teachers observe and report changes in students emotional regulation, improved health outcomes following physical activity
4. Teachers demonstrate the ability to effectively time manage and integrate physical activity into classroom

 Adapting existing in-active lesson plans to be more physically active giving reasons for their choices


Reflective journals
 – Reflections on their experience incorporating physical activity in the classroom, documenting areas of success and areas for improvement




3-2-1 summaries of readings or videos
–  3 key takeaways from the resource
– 2 areas to implement in the classroom
– 1 priority area to follow up 
























Adapting and assessing existing in-active lesson plans to be more physically active giving reasons for their choices
Provide constructive feedback

Written reflections or insights into which activities best fit their context and reasons why
Showing active parts of lessons and rationales for using particular activities. 

List of Resources for Learners to Access:

Journals/readings/books:

Carlson, J. A., Engelberg, J. K., Cain, K. L., Conway, T. L., Mignano, A. M., Bonilla, E. A., Geremia, C., & Sallis, J. F. (2015). Implementing classroom physical activity breaks: Associations with student physical activity and classroom behavior. Preventive Medicine, 81, 67–72. https://doi.org/10.1016/j.ypmed.2015.08.006

Department for Education, (2019). Physical activity guidelines: UK Chief Medical Officers’ report, https://assets.publishing.service.gov.uk/media/5d839543ed915d52428dc134/uk-chief-medical-officers-physical-activity-guidelines.pdf 

Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52(Supp), S36–S42. https://doi.org/10.1016/j.ypmed.2011.01.021 

Herbert, P. C., & Whitney, E. A. (2018). Physical Activity Stations: Opportunities for Teachers and Students during the School Day. Strategies: A Journal for Physical and Sport Educators, 31(5), 37–41. https://doi-org.ezproxy.library.uvic.ca/10.1080/08924562.2018.1491712

Kelso, A., Reimers, A. K., Abu-Omar, K., Wunsch, K., Niessner, C., Wäsche, H., & Demetriou, Y. (2021). Locations of Physical Activity: Where Are Children, Adolescents, and Adults Physically Active? A Systematic Review. International Journal of Environmental Research and Public Health, 18(3), 1240-.         https://doi.org/10.3390/ijerph18031240

Layne, T., Yli-Piipari, S., & Knox, T. (2021). Physical Activity Break Program to Improve Elementary Students’ Executive Function and Mathematics Performance. Education 3-13, 49(5), 583–591. https://doi-org.ezproxy.library.uvic.ca/10.1080/03004279.2020.1746820

Miller, S. C., & Lindt, S. F. (2017). Moving INTO the Classroom: A Handbook for Movement Integration in the Elementary Classroom(1st ed. 2018.). Springer Nature. https://doi.org/10.1007/978-981-10-6424-1

Turner, L., & Chaloupka, F. J. (2017). Reach and Implementation of Physical Activity Breaks and Active Lessons in Elementary School Classrooms. Health Education & Behavior, 44(3), 370–375. https://doi-org.ezproxy.library.uvic.ca/10.1177/1090198116667714

US Department of Health and Human Services, (2008). US Department of Health and Human Services Physical Activity Guidelines for Americans Retrieved from http://www.health.gov/paguidelines/pdf/paguide.pdf (2024, May)

Grey:

https://www.youtube.com/watch?v=pbD7Dcmlmws

https://developlearngrow.com/brain-break-exercises/ – pdf of ideas for brain/physical breaks
https://www.youtube.com/watch?v=tARSCzHLF5g

Tech tools:

WordPress – To present information and give the main format of the class. 

Shared google documents – To see and adapt resources 

Mattermost – For creating a community 

Project Plan

Learning Outcomes to focus on

Know the benefits of movement and physical activity for learning – Jackson 

Know the benefits of movement and physical activity for mental wellbeing – Emma

Demonstrate how to incorporate movement into given lessons in a meaningful way – Sophie

Reflect on, and improve opportunities for, movement within own lesson planning – Abby

Components to focus on:

Introduction and Context – Abby

  1. Overview 
    • Create a concise definition of your topic, citing at least two academic sources.
    • Describe your learning context and learners, including educational background, age, interests, lifestyle, prior knowledge and experience, and specific learning needs.

Theoretical Foundation and Design Rationale – Sophie

  1. Theoretical Foundation
    • Describe and provide a rationale for the learning theory behind your design choices (behaviorism, cognitivism, or constructivism). Explain why this theory is a good fit for your topic.
    • Describe and provide a rationale for the learning design you chose (inquiry, project-based, direct instruction, etc.). Explain why this learning design is effective for this topic and context.
    • Outline plans for designing for the inclusion of diverse learners using UDL and CAST principles.
    • Provide a rationale for your technology choices.

Learning Objectives and Content

  1. Learning Objectives and Resources – All of the group, as outlined in LOs above
    • Develop learning objectives that address each of your essential questions.
    • Compile resources and content that prepare students for their assessment activities. (Content can be in point form.)
    • Create an assessment plan, including formative and summative assessment activities, how you will provide feedback, and how you will determine a learner’s final standing in relation to the outcomes (e.g., proficiency rating, complete/incomplete, a percentage, or a letter grade). Ensure you can confidently determine that the outcomes have been met.  Emma

Component 4: Interactive Activities and References –  Jackson

  1. Interactive Learning Activities and References
    • Develop an interactive learning activity for each learning objective/subtopic.
    • Compile a bibliography or reference list of all resources cited. Use a consistent citation format (APA, MLA, etc.). 
    • If any Generative AI tools were used, ensure they are cited appropriately