Movement to Learn Laura Atkins, Jenny Baker, Samantha Heppeard, Kaitlyn Meadors, and Nina Powell

Background Currently the focus is on testing, standards, getting assessments. Students have no outlet for their natural energy. Personal experiences in schools. Field work and our elementary experiences.

Overview The curriculum is based on daily movement activities for students to participate in Through professional development, teachers are taught how to implement these activities in their lessons and daily schedule

Daily Schedule Morning Meeting/Yoga - When students arrive Students stretch and focus their energy and breaths and centering the mind to get ready for the day Mid-morning refocus Have students twist their bodies (arms side to side), engage the left and right brain as well as the vestibular system (sense of balance and movement) After lunch March back to the classroom with quiet arms and feet, engage the students kinesthetically with songs and chants Afternoon Balance & Spatial Orientation Students can take a break from the packed day with activities such as the Hand Jive, Toe Tapping and Afternoon Rock

Practice Teachers can set up their classroom environment to reflect an active class yoga balls limiting furniture creating areas designated for art, writing, etc. Having brain breaks scheduled throughout the day can go along with the lesson or theme for the day

Assessment

Rationale Providing students with an outlet for their energy Allows them to have a multimodal learning experience Strays away from students only sitting in their seats all day long Integrates movement into their daily lives

Philosophies Progressivist democratic & social living, active listening and learning integrating movement into the curriculum structured around the needs of the student

Types of Curriculum Official implementing a daily schedule that includes the movement activities Operational Planned activities such as morning yoga, brain breaks, mid-morning refocus, afternoon balance Have conversations with students about what it means to be healthy and topics that surround healthy lifestyles Hidden the classroom setup teaching students how to be active and adapt a healthy lifestyle

Types of Curriculum cont. Null encouraging students to participate in fitness activities outside of school students are taught to self-regulate their minds and body Extra having pep rallies or assemblies at the beginning of the year to get students excited about moving family fitness nights newsletters sent home to families including healthy recipes and fitness tips

Conclusion Teacher’s should maintain a flexible schedule and find ways to integrate the movement into their lessons This type of curriculum takes time when incorporating this movement into the classroom Movement is beneficial for all students, teachers should constantly remind themselves about the positives that come from the curriculum

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