Interactive Engagement
The video inherently requires students to actively participate by following along with physical exercises. This engagement compels students to move from their seats, find a comfortable space, and perform the activities demonstrated in the video. This inherent interaction ensures that students are not passive recipients but active participants in the learning process.
Learner Responses
Students are less likely to take traditional notes due to the physical nature of the video. This experiential learning process can lead to self-reflection on how these activities impact their focus and learning. After completing the physical exercises, students can be encouraged to reflect on whether the activity helped them concentrate better during subsequent learning activities.
Post Video
Students can be asked to take a short break and then engage in a learning activity, such as reading a chapter or solving problems. Afterwards, they should reflect on whether the physical activity helped them focus better. This reflection can be documented on why they believe the activity did or did not enhance their concentration. This exercise not only promotes self-awareness but also develops critical thinking and reflective skills.
Feedback Mechanisms
Students can share their reflections and feedback through various channels. They can comment directly on the video, participate in a discussion on Google Classroom, or email their reflections to the instructor. This multi-channel feedback system ensures that students can choose the medium they are most comfortable with.
Scalable Activity
The video itself is only about 4 minutes long, but students can extend their physical activity up to 60 minutes, aligning with CDC recommendations. This scalability makes the activity flexible and beneficial, as numerous studies [1] have shown the positive impact of physical fitness on learning . The online nature of the video allows it to be accessed by any number of students.
Video Design for Better Inclusiveness
To generate more and better activity from students, the video could include modifications such as detailed verbal instructions and alternative exercises for students with disabilities. This approach would make the video more accessible and inclusive, ensuring that all students can engage meaningfully.
[1] de Bruijn, A. G. M., Hartman, E., Kostons, D., Visscher, C., & Bosker, R. J. (2018). Exploring the relations among physical fitness, executive functioning, and low academic achievement. Journal of Experimental Child Psychology, 167, 204–221. https://doi.org/10.1016/j.jecp.2017.10.010
Hi!
I liked your blog post on interactive engagement and how this can be incorporated through physical activities in a learning environment. Specifically, I thought your point on self-reflection and feedback mechanisms was interesting. I was wondering what types of strategies could be implemented to ensure that the post-video reflective process equally benefits students with a variety of learning needs?
Thanks for sharing your thoughts I really enjoyed reading your post!
– Emma