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

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

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

4. 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.
students-moving

5. 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.
moving

6. 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.

7. 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.

8. 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.

9. 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.
moving

10. Movement Strategies
Let’s start moving.

11. 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

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

13. 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

14. 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

15. 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?

16. 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

17. 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

18. Planning
Before
During
After

19. What song describes your school?

20. 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.

21. Planning
Before
During
After

22. What is something your school does well?

23. What are your thoughts on year round school?

24. 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!

25. Planning
Before
During
After

26. 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.