Technology is the Future of Education
There are so many different ways to use technology in the classroom to increase the amount of student learning. It can do more than just increase learning, it can open up new views of the world. In my action research, I am using video analysis technology to increase feedback and metacognition.
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Using Video Analysis and Global Feedback to Increase Metacognition
This website was created to help teachers incorporate video analysis and global feedback in the classroom to not only improve performance, but build metacognition. This website will take you through the journey that my students and I went through to improve on their push-ups.
First, many students struggle when it comes to performing push-ups. According to the California Department of Education, 38% of 5th grade students did not pass the Upper Body Strength component of the Physical Fitness test in the state of California. It also states that 44% of the students fail the push-up section on the physical fitness testing in Napa Valley Unified School District. This is below the state average which is already low to begin with. Last year, a larger portion of the students did not pass due to improper form.
Historically, students are evaluated on effort in their physical education class. Now, with students having to meet California Physical Education Standards, they are being graded on how well they can perform a task.
With metacognition being utilized everyday, students need to learn to use it in the most effective way. Does metacognition produce measurable changes in students performing a task in physical education like push-ups? Students struggle on the three key components of a push-up: keeping their back flat, getting enough depth, and pace. This study will show if video analysis can help build metacognition and self awareness when it comes to students performing push-ups.
During this research journey students recorded each other and sent the videos to peers in France. They received feedback on their performance. During this study, students gained an international friend while improving a task.
Click on the video above here to see a quick 1 minute 30 second summary of my action research.
A Glimpse of my Action Research
Over the past year, I have been gathering data on my students' performance in many areas.The main focus has really been on their performance of a push-up. My action research started on self feedback using video analysis while doing push-ups, but came to find out my students were struggling to grade themselves. They were either analyzing themselves too hard or too easy.
My first round of action research showed improvement when it came to push-ups, which can be seen in Figure 1.1 below. This showed that 74% of the students felt they improved, 20% did not improve, and 6% of students felt their performance decreased when it came to doing push-ups. Even though they improved at the task, I also wanted to make sure they could give themselves honest feedback. I was not focusing on how they graded, but on their improvement. I wanted to make sure they could improve at the task while grading themselves adequately. I made some changes to my research by incorporating feedback from a peer who is not in their class, but from another class located in France.
This was done for a few different reasons. First, I wanted my action research to be more innovative. Secondly, I wanted to give my students a chance to connect and collaborate with students from another part of the world. I feel by having them share their performance with others, they would be more engaged in the task at hand. Lastly, by sharing the video they will have an opportunity to receive feedback from someone other than myself to gain more perspective.
After doing the second round of action research, I created some graphs to see the improvement of my students in the 3 areas of push-ups (back flatness, pace, and depth of pushup).