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Transcript of Movement Integration
Increases Cognitive Learning
We need to remember that
"movement can be an effective cognitive strategy to (1) strengthen learning, (2) improve memory and retrieval, and (3) enhance learner motivation and morale(Jensen, 2005)."
Students need to have movement in their lessons to remain engaged and keep the oxygen flowing into their brains. Children, especially young children, need movement because their brains are still developing. The cerebellum which is "the part of the brain that processes movement is the same part of the brain that processes learning(Jensen, 2005)." Children learn through experience and the movements create an experience for the brain.
Movement in the classroom is fun and engaging.
"The use of music, movement, song and sound is a fun and effective way to gain attention, hold it and redirect it(Rogers, n.d.)."
Movement in the classroom is rhythmic.
Movement in the classroom is motivating.
Movement in the classroom improves learning.
"Movement is the key to learning(Gilbert, 1997)."
Movement in the classroom increases brain activity.
Gilbert, A. G. (1997). Retrieved from http://education.jhu.edu/PD/newhorizons/strategies/topics/Arts in Education/gilbert.htm
Jensen, E. (2009). Teaching with the brain in mind (2nd ed.). Alexandria, VA: ASCD
Rogers, R. (n.d.). Retrieved from http://www.teyl.org/article10.html
Form letters by moving and using entire body.(letter formation)
Toss a bean bag and name the letter or make the phonetic sound(letter name).
Use colored tape to make letters on the floor and have students trace letter by walking on it.(letter formation)
Play musical letters by passing letters around the circle and stopping the music and naming the letter that we have in our hand.(letter recognition and naming)
Partners throw a ball to each other while counting numbers.(rote counting)
Using carpet squares or make squares with tape and place geometric shape on the square and have students jump around and name the shape they land on.(learning shapes)
Practice patterns by making patterns with our hands and patting them on different parts of the body.(patterns)
Roll two die one with numbers and the other with a exercise or movement and have students take turns rolling and doing the movement the amount shown on the number dice.(sets)
During this research, I have learned about different types of movements and areas of implementation. There is movement that concentrates on bridging the left and right hemisphere. Most movement is rhythmic and appealing to the body. Movement can be used with music or without. Movement can be done sitting or standing. It can also be rigorous or calm. Strategies can be used in all core subjects. I have included some links for further reading and application. Most strategies that I presented were easy and did not require a large amount of money to implement. In my personal experience my students who are learning sounds remember the movement that goes with the letter before recalling the sound the letter makes. I now know that my young students need movement to increase their learning potential. This concept is not new but with new Magnetic Resonance Imaging (MRI), in depth studies can now show us the areas activated when exercising and learning.
This presentation gives us a research based foundation of the need for movement in the classroom.
Pre-k and kindergarten teachers will be able to utilize the key strategies outlined specifically for language and math.
Teachers will be able to find additional research based strategies in the links provided.
Helpful Links for Educators who want to incorporate more movement in their classrooms:
Math and movement
EDGR 535 Final Presentation
December 14, 2013