Learning in motion for inclusion at school
DOI:
https://doi.org/10.29329/pedper.2024.33Anahtar Kelimeler:
Spaced learning, Physical-setting, Hard skills, Primary schoolÖzet
Spaced learning is a teaching methodology whose peculiarity is the articulation of lesson time, which maximizes students' concentration and memorization. Kelley & Watson (2013) developed this technique to test whether it was possible to encode complex information in long-term memory (LTM) in students using repeated stimuli in a very short time scale. Spaced learning conceives the lesson as an alternative situation that makes students participate and aware.
We are designing a training program to develop the spaced learning methodology in enhancing linguistic, mathematical, and scientific skills in children between 8 and 11 years old. We hypothesized an intervention in five phases, three moments of input and two intervals with distracting activities. Motor activity favors spaced learning because it stimulates students to consolidate knowledge and information through meaningful interactions between mind and body; this is also possible in children with special education needs.
To allow students to learn in a relaxed and effective way, lessons will be interspersed with motor activities and interactive games through a 10-minute physical setting. We will use spaced learning to strengthen hard skills in primary school: text comprehension, grammar, solving math problems, and scientific conceptualizations. The experimental research will be articulated into phases over the course of two years; it will be aimed at a sample made up of 70 classes of Sicilian schools.
Referanslar
Battaglia, G., Agrò, G., Cataldo, P., Palma, A., & Alesi, M. (2019). Influence of a specific aquatic program on social and gross motor skills in adolescents with autism spectrum disorders: Three case reports. Journal of functional Morphology and Kinesiology, 4(2), 27.
Carpenter, S.K., Cepeda, N.J., Rohrer, D., Kang, S.H., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24, 369-378.
De Anna, L. (Ed.) (2009). Processi formativi e percorsi di integrazione nelle Scienze Motorie. Milano: Franco Angeli.
Douglas Fields, R. (2005). Making memories stick. Scientific American, 292(2), 74-81.
Douglas Fields, R., & Bukalo, O. (2020). Myelin makes memories. Nature Neuroscience, 23(4), 469-470.
Dunn, J.M., & Leitschuh, C. (2005). Special physical education. 8th ed. Dubuque (IA): Kendall/Hunt.
Findlay, L.C., & Coplan, R.J. (2008). Come out and play: Shyness in childhood and the benefits of organized sports participation. Canadian Journal of Behavioral Science, 40, 153‐161.
Gomez Paloma, F., Ianes, D., & Tafuri, D. (2017). Embodied cognition: Theories and applications in education science. New York: Nova Science Publishers, Incorporated.
Hernandez, P.J., & Abel, T. (2008). The role of protein synthesis in memory consolidation: progress amid decades of debate. Neurobiological Learning Memory, 3, 293-311.
Kelley, P. (2007). Making minds: What’s wrong with education - and what should we do about it? London/NY: Routledge.
Kelley, P., & Whatson, T. (2013). Making long-term memories in minutes: a Spaced Learning pattern from memory research in education. Frontiers in Human Neuroscience, 7, 1-9.
Landry, B.W., & Driscoll, S.W. (2012). L’attività fisica nei bambini e negli adolescenti. PMR, 4(11), 826-832.
Magnanini, A. (2021). Educazione fisica inclusiva a scuola. Uno studio pilota. Annali online della Didattica e della Formazione Docente, 13(22), 104-121.
Morris, R. G. (2003). Long-term potentiation and memory. Philosophical Transactions of the Royal Society B. Biological Science, 358, 643-647.
Murphy, N.A., & Carbone, P.S. (2008). American Academy of Pediatrics Council on Children with Disabilities Promoting the participation of children with disabilities in sports, recreation, and physical activities. Pediatrics, 121(5), 1057-1061.
Palumbo, C., Ambretti, A., & Scarpa, S. (2019). Esperienze motorie, sportive e disabilità. Italian Journal of Special Education for Inclusion, 7(1), 217-232.
Poitras, V.J., Gray, C.E., Borghese, M.M., Carson, V., Chaput, J.P., Janssen, I., Katzmarzyk, P.T., Pate, R.R., Gorber, S.C., Kho, M.E., Sampson, M., & Tremblay, M.S. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school‐aged children and youth. Applied Physiology, Nutrition, and Metabolism, 41(6 S3), S197-S239.
Ross, S.M., Bogart, K.R., Logan, S.W., Case, L., Fine, J., & Thompson, H. (2016). Physical activity participation of disabled children: A systematic review of conceptual and methodological approaches in health research. Frontiers in Public Health, 4, 187.
Scharf, M.T., Woo, N.H., Lattal, K.M., Young, J.Z., Nguyen, P.V., & Abel, T. (2002). Protein synthesis is required for the enhancement of long-term potentiation and long-term memory by spaced training. Journal of Neurophysiology, 6, 2770–2777.
Valentini, M., & Marinelli, M. (2021). Sport, attività fisica, disabilità in età evolutiva: una systematic review. Italian Journal of Special Education for Inclusion, 9(2), 105-112.
Versteeg, M., Hendriks, R.A., Thomas, A., Ommering, B.W.C., & Steendijk, P. (2020). Conceptualising Spaced Learning in health professions education: A scoping review. Medical Education, 54, 205-216.
İndir
Yayınlanmış
Nasıl Atıf Yapılır
Sayı
Bölüm
Lisans
Telif Hakkı (c) 2024 Pedagogical Perspective
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
Bu çalışma Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License ile lisanslanmıştır.