Movement in the Classroom Eric L. Jeffcoat Aiken County Public School District Hammond Hill Elementary

Whether you like it or not movement will occur in your classroom.

Types of Movement Stretching to deal with the wiggles Exercise to engage the mind and body Purposeful academic movement for the whole class

The Brain and Movement The brain is attracted to novelty and is preprogrammed to notice differences. Therefore, using creative and innovative strategies that infuse movement into instruction allows the brain to stay connected for longer periods of time. https://www.njea.org/news-and-publications/njea-review/april-2011/get-your- students-moving

The Brain and Movement The brain wants the body to move. The brain is stimulated and naturally learns through the movement of its own body. Using movement to teach content creates a very natural and efficient way to learn. https://www.njea.org/news-and-publications/njea-review/april-2011/get-your-students- moving

The Brain and Movement The brain is a social organ that needs to interact with people. At varying levels, we are all social creatures and crave human engagement and attention. Interactive, cooperative experiences provide the brain with an optimal environment to flourish socially as well as intellectually. Movement activities encourage cooperative learning experiences. https://www.njea.org/news-and-publications/njea-review/april-2011/get-your-students-moving

The Brain and Movement Learning is primarily an emotional process. When the individual cares about what is being taught, the brain remembers and retrieves information more effectively. We are our emotions; they practically run our lives. Experiential movement is a productive way to create a positive, fun, and engaging classroom environment that enhances the learning process. https://www.njea.org/news-and-publications/njea-review/april-2011/get-your-students-moving

The Brain and Movement The brain operates from concrete experiences. Exposing the brain to “hands-on” learning experiences is critical to memory and retrieval. The brain prefers active, not passive, learning. The more student movements are aligned and connected to instruction, the more profound the learning process. https://www.njea.org/news-and-publications/njea-review/april-2011/get-your-students-moving

The Brain and Movement The brain is always trying to create a reason for learning. Movement creates increased brain connectivity which enhances higher level problem-solving and critical thinking skills. https://www.njea.org/news-and-publications/njea-review/april-2011/get-your-students- moving

Movement Strategies Let’s start moving.

Plan for Movement Strategies Purpose Why do you need them to move What movement strategy will lead to the greatest academic gain Plan When will this take place in the lesson How long do you want it to last Closure to the movement activity Prep Prewritten Instructions Materials

Body Mapping The teacher will have the students use their body as a symbol or make motions with their hands.

The dog ran across the street Does your dog chase birds What a big dog you have Did your dog eat your spaghetti My mom yelled, “Get your dirty dog off my new sheets “ My dog eats grits for breakfast

Corners Students move to different corners of the room, depending on their point of view. This activity may help students see that not everyone shares the same point of view, and it may stretch their own way of thinking. The teacher announces “corners.” Then she announces the choices for each corner of the room. Students are then given a small amount of silent think time to make a choice. Optional - They will write the name of their corner on a piece of paper but should not discuss it with anyone else. Teacher tells students to go to their chosen corners. Once they are in their corner, they will discuss with the group or partner why they chose that answer/corner Teacher will then select a student from each corner to share what their group discussed

Planning Before During After How will they go to the corners? What will they do when they are in their corner? How do students communicate with each other while they are in their corner? Include listening and voice level After How will your students get back from the corners to their desks? What are they to do when they get back to their desks?

What prevents teachers from using movement in their classroom? Afraid of chaos Don’t want kids to move Lack of strategies Takes too much time

Stand Up, Hand Up, Pair Up Hand up, High five a person to be your partner Introduce self “A” share your answer and reasoning “B” share your answer and reasoning Thank your partner Hand up, find another partner

Planning Before During After

What song describes your school?

Inside Outside Circle In concentric circles, students rotate to face new partners and answer questions. Find a partner One student will be A and the other person will be B All students that are B form a circle All students that are A form a circle around the Bs but going in the opposite direction A will face B The teacher will ask a question and the partners discuss the answer. The teacher will say rotate a specific number of spaces and they will rotate that number of spaces going in the opposite direction. The teacher will ask a question for the new sets of partners to answer.

Planning Before During After

What is something your school does well?

What are your thoughts on year round school?

Quiz-Quiz Trade Write a question on the front of your sticky note. Record the answer on the back Find a partner using Stand Up, Hand Up, Pair Up Quiz one another Trade cards and find another partner!

Planning Before During After

Final Thoughts Movement activities should become as important as so-called “book work.” We need to better allocate resources to harness the hidden power of movement, activities, and sports. This attitude has become more and more prevalent among scientists who study the brain. It's time for educators to catch on. http://www.ascd.org/publications/books/104013/chapters/Movement-and-Learning.aspx