1. Learning – It’s not all in your head!
Creating a kinesthetic classroom through Action Based Learning
Molly Dibble
Creech Road Elementary

2. Why do you think some students come to school not ready to learn?
Sticky
Favorite Past time
School and/or Position
Why do you think some students come to school not ready to learn?

3. Two Farmers

5. The WHAT
The SO WHAT
And the NOW WHAT

6. The WHAT What is Action Based Learning?
Using purposeful and intentional movement and activity to help students learn effectively and efficiently
FREE, costs only creativity
* What Action Based Learning is NOT
“one more thing”
Random “brain breaks”
Taking the place of instruction

8. What is activity? Movement – not being still
Physical Activity – movement with more energy
Exercise – elevated heart rate for a sustained period of time

9. How does the brain learn and remember?

10. How does the brain learn and remember?
When learning something new the brain recruits nerve cell to create a new circuit.
Repeated activation or practice with new information causes synapse to swell and make stronger connections.
If there is no practice, attraction between the synapse diminish, weakening the signal.

11. Neurotransmitters
Norepinephrine – Influences attention, perception, and motivation
Dopamine – Influences learning, attention and movement
BDNF (Brain Derived Neurotropic Factor) – builds and maintains the cell circuitry, MIRACLE GROW FOR THE BRAIN, stored in large muscle groups, plays major role in neurogenesis

12. What makes us move makes us think
Attention will last 7-8 minutes. Then blood pools in hamstrings.
Body and brain were made to move. If body is not moving, it is signaling to the brain that it is time to sleep.
Emotional engagement can also keep people focused
Mental twist

13. The So What What needs to be done to create a kinesthetic classroom?
6 step framework

14. I. Preparing the Brain
Brain compatible movements that improve neural connections, and cognitive abilities are heightened.
Forces brain hemispheres to work together – learning to read, write and do mate requires both hemispheres.
Assists in energy and blood flow, decreases tension, improves concentration
Helps spatial awareness which relates to abstract thinking.
Movements that stimulate the inner ear alert the brain to sensory stimuli

15. I. Preparing the Brain Heel taps Wind mills Hand clapping, toe tapping
Jumping jack spin
Tree pose
Ear and noes
Thumb and pointer

16. II. Providing Brain Breaks
Gives hippocampus time to process information
Lessens feelings of being overwhelmed
Refocuses the brain
Reenergizes the body and brain

17. II. Providing Brain Breaks
Body Writing
Imaginary Hot Potato
Bonnie

18. III. Supporting Exercise and Fitness
What message would it send if EVERY class engaged in exercise?
Research is suggesting physically fit children perform better in the classroom.
“Fitness” includes cardio-respiratory endurance, muscular strength, muscular endurance, body mass index and flexibility
Naperville

19. III. Supporting Exercise and Fitness
Shake
Twist
Stretch
Arm Curls
Front Raise
Lateral Raise

20. IV. Class Cohesion
Brain prioritizes information, most crucial is related to survival. 2nd most important is that which generates emotions.
When students feel stressed or uncomfortable, learning is difficult
Parts of the brain that use higher-level thinking strategies and critical thinking skills shut down when a student’s emotional state is compromised

21. IV. Class Cohesion
Balloon Tap
Name Pass

22. V. Reviewing Content
Material has to be reviewed, why not use movement?
When cognitive information is linked with movement, retaining and recalling data becomes easier.

23. V. Reviewing Content Content Area Tag Meet & Greet Review Bingo Review
Cardio Review
Rock Paper Scissors Math
Math Clap

24. VI. Teaching Content
Using movement to teach will lead to students absorbing more information and retention will last longer (Jensen, 2000)
Every age group can learn and obtain implicit knowledge
There is a cross-cultural transmission
Bridges will be formed that connect the body and brain
Is more that just walking to the board to write something, or moving to work in groups.
Refers to experiencing the academic concepts by using the body.
Increases understanding and retention
Improves social skills and class cohesion
Increase learner motivation
Provides opportunities for problem solving and higher level thinking

25. VI. Teaching Content Punctuation Clusters Insulin
Neural Network relay race
SAT words

26. Weakest Next Strongest Strongest
Memory Pathways
Weakest
Semantic – numbers and text
Episodic – where you were when you learned (like memories attached to a song)
Procedural – muscle memory (riding a bike, driving a car)
Next Strongest
Strongest

27. Students in Poverty 85% of learners are kinesthetic learners
Almost All children in poverty rely on kinesthetic strengths for learning (payne).
Children in poverty learn the same, but they remember differently
Exercise directly counterbalances the effects of poverty.
Neurons will “hunker down” to protect the brain when under stress, affecting the
Frontal lobe
Pre Frontal Cortex
Hippocampus

28. Learning Lab Making important connections while learning content
Learning Checklist
Physical needs – nutrition, exercise, water, sleep
Emotional needs/social competency
Balance – spatial awareness, vestibular system
Motor skills – what makes us move, makes us think
Eye fitness – eye tracking and ocular pursuit
Crossing the midline – organizes, integrates, and energizes the brain
Rhythm – beat awareness and beat competency

29. Learning Lab
What if this is how we did intervention?

30. Kinesthetic Equipment

31. Hydration Water is natural conductor of electricity
10 minutes after drinking water students experience 68% better retention and retrieval of knowledge
Constant hydration (access to water) prohibits peaks and valleys through out the day
On average, it takes the body 3 weeks to get used to added water

32. The NOW WHAT How often do you think students should be moving?
What movement is being done in your school now?
Why would teachers refrain from using movement to teach? How can you overcome that barrier?
Can you afford not to have kinesthetic classrooms? Who in your school would be interested in this?