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KINS 158: Motor Learning and Control

Storytelling, Hands-on Modeling, Exploring

Reflection on Instructional Change using Evidence-Based Lecture Alternatives:

In my course, one of my main goals for the end of the semester is to have students be able to describe how the neuromuscular system (brain to muscle) works together to control voluntary and reflexive movement. This involves students being able to understand/describe neuromuscular pathways and apply them to practical examples. Usually, I have students do a lot of self-testing/quizzing in class to see what they know and don't know. I also have them draw quite a bit. But, I noticed that some students do better with more hands-on activities. So the alternatives I decided to implement were (1) story telling, (2) hands-on modeling, and (3) having them listen to the Huberman Podcast to explore a new technique for studying they had not explicitly tried before.

To implement these changes, I modified how I prepared them for the exam during "Review Sessions". Usually, I have them participate in a Kahoot during class (and they think this is very fun). Then I have them complete a review packet. However, I was finding that students were still struggling when it came to applying the material. So I changed the review session from a Kahoot and other self-quizzes/packets to 1) a story telling session and (2) a hands-on modeling session. After those sessions, I had them complete the traditional review packet as well. Lastly, I had them listen to the podcast and choose a technique for studying they had not tried before and see if it helped.

While I will not have quantitative data until after the deadline for this FLC passes, qualitatively students told me they enjoyed these activities a lot. I also noticed that they did much better than in the past on the short-answer (applied section) of the midterm exam, which is what I was aiming for. I was able to speak with some of the students who did not do as well on the short-answer and they were either absent from the review or chose not to focus on studying the material presented at the review. As to exploring new methods of studying, many of them chose to self-test (which we already do in class). However, I do not think this was successful for them because many of them used what we had already done in class and did not make studying "challenging". As stated in the podcast, for studying to be successful, it should be challenging.

I think STEM is usually very rigid and students can find that boring or have a harder time relating to these topics than the other topics they study. By giving them a more creative outlet with which to apply STEM concepts, I think it got them more interested and exciting about learning neurophysiology in a different way than they had thought of in the past.

**Evidence of Instructional Change**
	Image 2 Title
Sample from student - Spinal-Reflex Arc Hands-On Activity	Sample from group of students -Storytelling of a Sensory System Activity Other stories and typed out stories can be found here

Changes in Course :

Pre FLC Example 1 - Kahoot Quiz
Pre FLC Example 2 - Review Packet

Post FLC Example 1 - Spinal Reflex Arc Hands-On Model

Post FLC Example 2 - Storytelling: Sensory Systems

**Faculty Bio**
Faculty Image	About me:
	Amanda Morris is an Assistant Professor in the Kinesiology Department. She is in her third year at Sac State. Her academic specialties and interests include: Neuromechanics of Concussion, Neuromuscular Changes Across the Lifespan

STEM4Equity: US Dept. of Education STEMHSI P031C210012
*Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of Sacramento State.