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The Impacts of Movement in the Classroom

A presentation describing the many pros of incorporating movement into everyday classroom learning. EDGR 535
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Kathryn Davis

on 22 September 2012

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Transcript of The Impacts of Movement in the Classroom

Kathryn Davis
Concordia University EDGR 535 The Impacts of Movement in the Classroom Why movement is good for the brain Did you know... -The part of the brain that process movement is the same part of the brain that processes learning (Jenson, 2005)
Stress What it does to the body How movement helps this -Excess stress creates glucocorticords (i.e. cortisol)
which prolonged exposure can cause damage to
neurons in the hippocampus (where learning and
memory occur) (Chrapko, 2004) -Movement improves the ability for the
body to handle stress by "training" the body
to recover quicker from the excess adrenaline
created during stressful situations (Jensen, 2005). Why we should incorporate movement into the classroom -Research shows that by using multisensory strategies, teachers can engage and sustain the attention of all students. By employing a variety of strategies, the teacher may address the mixed efficiencies of those students as well as the dominant and secondary preferences of others. Thus, they reinforce strong preferences and strengthen weaker ones (Silver et al., 2000; Haggart, 2003). -Research shows that varying teaching strategies to address all sensory preferences increases learning, regardless of the individual student’s primary preference (Thomas, Cox, & Kojima, 2000). "Kinesthetic Style: Learning through doing The kinesthetic learner must “do” something to learn it. This person is actively involved in learning and loves to flex those large motor muscles. There is a lot of body movement going on when these learners are in the throes of learning. Research in the learning styles area shows that 25 to 35 percent of the general population are kinesthetic learners" (Performance Learning Systems, 2007). Chang, J. (2011). Kinect math - A kinesthetic learning experience. Retrieved September, 2012, from youtube.com/watch?v=5GXdNQzoPrk.

Chrapko, T. E. (2004). Secrets of the brain: The mystery of memory. Science Mysteries. Retrieved from www.world-mysteries.com/sci_memory1.htm.

Herrmann, M. (2009). ABCs and All of Me Alphabet Song. Retrieved September, 2012, from <

Jensen, E. (2005). Teaching with the brain in mind 2nd ed. Alexandria, VA: ASCD.

Kempermann, G. (2002, February 1). Why new neutrons? Possible functions for adult hippocampal neurogenesis. Journal of Neuroscience, 22(3), 635-638.

Kesslak, J., Patrick, V., So, J., Cotman, C., and Gomez-Pinilla, F. (1998, August). Learning upregulates brain-derived neurotrophic factor messenger ribonucleic acid: A mechanism to facilitates encoding and circuit maintenance. Behavioral Neuroscience, 112(4), 1012-1019.

King (2010) Parts of speech kinesthetic mnemonic for the eight parts of speech. Retrieved September 2012, from youtube.com/watch?v=p-mlOGTb17k.

NYTeachers. (2010, September). Kinesthetic Learning.mov. Retrieved September, 2012, from <youtube.com/watch?v=Gr-i98YCcLU&list=LPwso_1moJYN0&index=4&feature=plcp>


Performance Learning Systems (2007). The benefits of multisensory teaching and sensory words. Performance Learning Systems December 2007 Newsletter.

Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.

Thomas, H., Cox, R., & Kojima, T. (2000). Relating preferred learning style to student achievement. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages, Vancouver, BC [Canada]. (ERIC Document Reproduction Service No. 445 513).

Van Praggm H., Kempermann, G., & Gage, F. H. (1999, March). Running increases cell proliferation and neurogenesis in the adult mouse denate gyrus. Nature Neuroscience, 2(3), 266-270. If the majority of the student population are kinesthetic
learners that learn best from interactive learning, why is the normal school day and classroom designed for students to sit and listen?
I ask this question as a kinesthetic learner, and as an educator who sees students' anxieties and frustrations everyday.
What would happen if we changed our teaching style? What positive effects would we see?
Why don't teachers simply change their teaching styles? All of these questions and more I have researched and found some answers for you. Why most teachers don't incorporate movement into their lessons After polling the teachers at my school,
35% of teachers make an effort to include
movement into their lessons everyday.
Reasons for not including kinesthetic
learning or movement include:
-Not enough time (49 minute classes)
-Classes are too large
-Unsure how to incorporate movement
into their content
-Believe movement is not essential to their curriculum Simple Strategies and Examples for Incorporating Movement into the Classroom Elementary Students Middle School Students High School Students Experienced Teachers Advice In conclusion, I see movement needed in the classroom on
an everyday basis. It is healthy for the kids and helps them learn at a higher retention rate. I see kinesthetic learning as all positives. I think an effort for teachers to incorporate movement into their everyday lessons should be one of the next big focuses in education. If people are so concerned on how to raise test scores, why don't they try new teaching strategies? References and Resources -Movement increases neuron growth (aka brain
cells) (Van Praag et al., 1999) and leads to better memory and reduced likelihood of depression (Kempermann, 2002).
-Movement triggers the release of BDNF, brain-derived neurotrophic factor (Kesslak, Patrick, So, Cotman, & Gomez-Pinilla, 1998). This natural substance enhances cognition by boosting the neurons' ability to communicate with one another (Jenson, 2005). (NYTeachers, 2010) (Herrmann, 2009) (Chang, 2011) (King, 2010)
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