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KINS 134 & 132: History and Philosophy of Sport and Physical Education & Fitness Facility Management

Socratic, reflective, questioning

Reflection on Instructional Change using Evidence-Based Lecture Alternatives:

First semester teaching: This Spring semester was my first semester teaching at Sacramento State. I was a last-minute hire so I only had a short time to prepare my classes. I followed the example of previous syllabi and I chose a traditional textbook to follow and base my lectures on. In this context, I had to learn a lot of content before I taught it to my students and the 'easiest' way to teach it was in traditional lecture form. The lecture alternatives I applied were minimal and I am excited to apply more creative ideas in the future.
Applied ideas: Based on the podcast episode, the ideas I applied were summarizing open-ended questions at the end of the lectures; pop-quiz questions during lectures; Formulate a Question during lectures; debates; and cluster maps. I chose these methods because I was able to incorporate them into my lectures without disrupting the grading system. During lectures, I would apply Socratic questioning, which are open-ended questions with no clear answer to stimulate critical thinking. In line with the podcast, I would pause and give students time to consider the questions.
Artificial Intelligence: While teaching and receiving students' written assignments, I noticed a lot of AI use. Before starting to teach, I tried to ignore AI but it is out there and students are using it. Again, it was difficult to change too much about my course design because I had to follow my own syllabus. I have many ideas to incorporate AI in my lessons with the podcast episode in mind. Traditional teaching and assignments for my courses will no longer teach students how to think critically, develop problem solving skills, and create thoughts of their own.
Student response: It was difficult to engage the students with the testing methods I incorporated. Many students seemed distracted by their devices (laptops, tablets) and most of them did not attempt to answer questions unless I called individuals by name. In my Fitness Facility class, the summarizing questions at the end of the lecture worked well, although the same 5-8 students would attempt to answer them. In my History class, the most effective method was the debate. I held two debates in class: one ad-hoc and one with preparation. The second debate also functioned as an extra credit assignment. Students could receive extra points for participation, engagement, quality of research/evidence, critical thinking, and rebuttal. The topics of the debates would reemerge in students' reader-response journals, which indicates the information stuck and made an impact.
Student success in STEM: This project led to student success because it exposed them to testing methods during lectures that contribute to the offsetting of forgetting information. The next step is to apply the information into critical thinking and problem solving.

**Evidence of Instructional Change**
Formulate a Question slide	Pop Quiz Question slide
This slide is from my PowerPoint presentation where I give students two minutes to formulate one or two questions. I want them to formulate a question about something they understood so they can feel confident to ask that question. I also want them to formulate a question about something they had trouble understanding so they have the opportunity to ask clarifying or follow-up questions. Once questions were asked, the class was encouraged to help answer the question. By asking them to formulate questions, I 'forced' them to consider the information discussed so far which is a form of self-testing: how much do I remember of what was said, what did I understand well, and what went over my head?	This is an example of a pop quiz question during my lecture. Before this slide, I had discussed content about Europeans colonizing the New World and how they declared the land empty yet also called Native Americans savages. This open-ended question was aimed to make students think about the information they very recently received. Without answers available on the screen, this was in line with Huberman's New Material & Self-Test Timing idea.

Changes in Course:

Pre FLC Example 1

My Pre FLC example is an Extra Credit Assignment for my Fitness Facility Management class. I wanted students to read an academic article and reflect on its content in relation to their final project for the class, i.e., a business plan for a fitness facility. The aim was for them engage with academic material, learn about organizational culture, what is looks like, and how it can be affected. Then I wanted them to apply the knowledge to their own imaginary gym and reflect on how they can or cannot control what their gym's culture will be. Many students used AI to write this essay for them which means the aim of this assignment was not achieved.

Post FLC Example 1

I redesigned my Extra Credit Assignment to a 'fill-in-the-blank-quiz'. I will ask students to read a book chapter called "Gym Spaces" and then have them fill in the blanks of fifteen quiz questions. This way they have to think about the material and remember the content, which causes connections between neurons that are beneficial for learning (according to Huberman). If they don't know the answer, they can go back to the material, read it again, engage with it again, and fill out the blank.

See description above image.

**Faculty Bio**
Faculty Picture	Dr. Suzanne Ryder Lecturer of Sport Management/Sociology University of California, Sacramento
	Dr. Suzanne Ryder is a lecturer in the Kinesiology department of the University of California, Sacramento. She earned her PhD from Victoria University in Melbourne, Australia. Her research focuses on women's sport from a sport sociological perspective. With a sport management and sociology background, Dr. Ryder teaches History and Philosophy of Sport and PE and Fitness Facility management to undergraduate students.

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.