How would contextual embedding, affective filter and metacognition come in to play in a lesson plan teaching CDL students proper techniques for weight lifting?

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mwestwood | College Teacher | (Level 3) Distinguished Educator

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A Distance Learning Class would certainly offer challenges to teaching proper weight lifting techniques without the minute-by-minute physical contact with students. With affective filter, the instructor monitors the students' interaction in order to maintain a positive environment; with metacognition the instructor appreciates what the students already know and applies this knowledge to the new situation; and, with metacognition, the instructor enables the students to apply what they already know to this new situation.

  • Contextual embedding

With this educational strategy, the instructor could show a video of athletes training in a weight room. Since there are different workouts for those participating in different sports, there would need to be a range of shots of various athletes. Now, if the students are just in a general weightlifting class, a video of a personal trainer working with someone would be effective. These visual presentations would set a scene and a "true story" for the students. Also, they would provide reference for the instructor as he/she teaches various weight exercises for different muscles such as the pectoral, biceps, triceps, gluteus maximus, quadriceps, leg biceps, calves, and back muscles: trapezius, latissimus dorsi, and lower lumbar.

  • Affective filter

With this educational strategy, the instructor keeps students from laughing at each other and provides an affirming environment. If the students are actually in the weight room using the weights as instruction is going on, there must be a monitor in place to assist anyone who gets into a physically compromising situation.

Also, there must be a positive environment established as much as possible in which peers do not laugh at one another's attempts; errors should be viewed as a natural progression in the learning process. Videos and instructor feedback can reinforce this idea. Of course, here again the assistance of a physical monitor with the students is helpful.

  • Metacognition

With this educational strategy, the instructor appreciates what students already know and applies this knowledge to the new situation. Having conversations with the students about their knowledge also serves to engage them and give them a sense of empowerment. When students can make connections with what they already know, they learn and perform better, so if they can assist one another with exercises, there are positive results. Often one hears of "workout partners," so applying this "partnership" to the learning environment can be effective.

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