Sports Activities Should Be Made Compulsory for All Student

Topics: Problem solving, Education, Educational psychology Pages: 22 (5828 words) Published: April 2, 2013

1.Provides opportunities for higher order thinking as opposed to passive listening.
Reinforces listening to others and gives opportunity for immediate feedback and adjustment of thought.

Students talking together provide for input and listening. Students often have to assess the thoughts/ideas of peers, determine whether they “fit” their own, whether they disagree, or partially agree. Students have an opportunity to speak their ideas/thoughts for better formulation. Some often say, “I didn’t think of that” or “That’s a different slant.”

2.Promotes greater student-faculty and student-student interaction.

Students assist each other in understanding material/content. This may even help students broaden their perspectives on issues or problems. Professors have an opportunity to move from group to group, listen and if appropriate add comments. For some students this is the only personalization with a professor that ever occurs. Professors may answer questions that might never be asked without the closer interaction. Problems or misunderstandings can quickly and quietly be handled.

3.Increases student retention and limits anxiety. Students are not overloaded with information. Students actually get time to think about, to talk about, and process information.

Improves interaction and “talk” (Vygotskian Constructivism) and provides
opportunities for students to think about and process the information.
Time for “talking” and/or “writing” is needed to help students make sense
of what they hear before attempting to “take in” even more information.

4.Permits opportunities to connect the content to real life.

Students are often hesitant to speak up and offer opinions, especially in very large classes. Students can provide real life examples of the content
being discussed, thus increasing the relevancy of the learning.

5.Builds self-esteem in students.

Students help each other as discussion occurs. Students are more likely to respond to the whole class after discussing thoughts with a partner or small group. Responses may be more carefully conceived as they try responses with each other. Students may even discover that they understand the information because they must articulate the content to another. Greater satisfaction with the learning experience occurs. Students make personal connections to the content. Enjoyment of learning often leads to greater retention. Interaction often promotes a more positive attitude toward the subject matter or course.

7.Provides for improvement of social interaction skills, greater acceptance of others,
and a greater sense of “community” in the class - in part by addressing learning style differences.

Students may even begin to create study groups for greater learning. Students who teach or tutor each other learn more about each other and how to better communicate information to others. Students benefit from building group skills by working together. Not everyone will agree; students may learn to cope with those who have differing viewpoints, OR recognize that some problems can be very complex and not easily solved with simple responses.

8.Encourages alternative forms of assessment.

Professors have greater opportunities to observe actual processing of information, seeing the results of group projects or field experiences. The applied projects indicate true knowledge.

9.Promotes higher levels of achievement, greater depth of thought and improved attendance.

Enjoyment of interaction and relevancy of content tend to encourage students to master the content. When students are responsible for reading a chapter, then use or discuss the content to create a product find that retention is greater. This often leads to improved attendance.

10.Encourages innovation in both teaching...

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