Why Move in the Classroom

Play - March 2008

cheart@charter.net — Thu, 24 Jun 2010 16:33:00 GMT

Play Blog

March 08

Play is anything you do that lights up your brain—or that of your students.

It could be physical, social, or emotional, usually creating fun, joy, and laughter,

Physical

Your Phy Ed teacher is the expert here, with both the information and equipment. They make great partners and resources in this brain work. Group or individual large muscle activity does wonders to refresh brain and body—indoors or out.

An Occupational Therapist colleague teaches alphabet to young students using something she calls a “Zoom-ball.” Two students hold handles attached to a ball, stretching and relaxing the attached rubber band to pass it between them while reciting alphabet or other concepts. She encourages educators to find creative ways to incorporate balls, and other typically PE dept equipment in the classroom.

Social

Given the chance, boys often choose competitive team sports at recess. Classroom teams have been known to get excited about group contests for math, spelling, geography or many other topics. The urgency of heightened emotion may make learning easier for some boys, but it may work just the opposite for some girls.

Non-competitive group games help children when they want to join a group but just can’t quite take the first step. Some Eau Claire Elementary Schools have offered a program called Play Fair based, in part on the book Playing to Learn, Learning to Play by Charlie Steffens and Spencer Gorin (Legacy House, 1997). The two most important things in play are People and Fun. Older students serve as group leaders at recess, setting up and facilitating the games. For more information just send me an email.

Rhythm and music as Learning Anchors

Some teachers find success encouraging students to move rhythmically emphasizing concepts, letters, sequences, or learning any list—bones of the skeleton, presidents, state capitals, maybe even the periodic table of elements. Adding music and movement boosts retention.

Hopefully, warmer weather is on the way so we can all enjoy more outdoor play. Green grass, maybe some golf? Find some time to play so you lose track of time—that’s the best!

Music, Movement and Memories - Nov 07

cheart@charter.net — Thu, 24 Jun 2010 16:28:00 GMT

November Brain Buddies Blog – Music, Movement and Memories

Music and movement are keys that can open the mind for learning. We may not always think of it this way, but making and keeping memories are foundations of the educational experience.

The computer stores enormous quantities of simple, linear memories—but the brain works with vastly more complex networks with pieces all over the brain. Each memory has an emotional component, a situational context, the facts, sensory tags, and connections to all previous related experiences.

That’s why music and movement are powerful partners in the learning process. Music evokes emotion, either positive or negative. Feelings trigger the release of powerful neurotransmitters. When it’s good, learning sticks. Keep it light. Any sense of threat will lead the brain to barricade similar experiences in the future. Music can signal transitions, set a calm environment, or energize students for movement and memory.

Movement engages the vestibular system, adding richness to the memory, increasing the likelihood of recalling it later. Through repetition and practice, skills and information (times tables, sight words, riding a bike, driving a car) translate into automatic skills that the cerebellum (or little brain) stores for quick retrieval when needed. Movement with music serves as glue to make learning stick.

To keep minds active, have students come up with their own rhythmic movements or raps to reinforce the concepts you are teaching. Fun helps kids learn Try having them move arms and legs across the midline while seated, move around the room, or—for an extra oxygen boost—get them moving outdoors. Move it to learn it!

Please add a comment to let us know how you use music and movement as tools to support your students’ learning.

Why Move in the Classroom

cheart@charter.net — Thu, 24 Jun 2010 16:22:00 GMT

Why Move in the Classroom? Visual-Proprioceptive-Ocular System If they could only sit still! Children's bodies want to be on the move constantly, given the opportunity. Teachers across the country are making that possible without a power struggle with chair-less classrooms. Exercise (Stability) Balls replace traditional chairs, reportedly improving student focus, posture and fitness all at the same time. The topic came up during a Health Ed Network seminar I presented in St. Louis "Educational Applications of Current Neuroscience" on March 7. It follows Carla Hannaford's observations in her classic book Smart Moves-All Learning Is Not In Your Head. Movement is essential for learning. Children's need for movement is based in the Vestibular System and the "Triad" described in workshops by Mary Kawar MS, OTR. Consulting with colleagues to further educate myself and answer participant's questions about the Visual – Proprioceptive-Ocular Systems, I acknowledge Anne Yockey MS, OTR for her guidance and professional resources in this search. She recommends workshops by Mary Kawar, MS, OTR for more information on these topics. http://www.vitallinks.net/workshops.shtmlVisual-Proprioceptive-Visual SystemThe Triad: Vestibular-Proprioceptive-Visual Systems are building blocks for higher level learning. We must look beyond traditional auditory teaching approaches and engage this foundational triad to create optimal learning. The integration of movement, eyes, ears and mouth works best. Visual Processing: Perfect 20/20 vision indicates only the clarity with which one sees. The traditional eye chart does not reassure reading ability or visual function. Visual Information Processing is a more meaningful term; referring to the visual processing skills necessary for learning and performance. EMDR-Eye Movement Desensitization and Reprocessing: Eye movements correlate with emotional processing, so they can be used as a tool in healing. Research has proven EMDR effective in psychotherapeutic treatment of PTSD (Post Traumatic Stress Disorder). During EMDR, the client attends to emotionally disturbing material while focusing on an external stimulus. The therapist directs lateral eye movements, and uses hand tapping and audio stimulation. For more information visit the association's website: http://www.emdr.com/briefdes.htm Vestibular System: This system balances all sensory systems; very important for learning. It’s located in the three semicircular canals of the inner ear. Vestibular receptors are the tiny hair cells (cristae) within the semicircular canals, the utricle and saccule of the vestibular labyrinth. From Sensory Integration: Theory and Practice Fisher, Murray and Bundy 1991The cochlea, also in the inner ear, takes care of hearing. Because it’s surrounded by a liquid [paralymph] also shared with the vestibular system, vestibular stimulation can also improve hearing. Proprioceptive System: This senses spatial orientation and organization of body parts through information arising form one’s position and movement for purposes of motor planning and control. It monitors intensity, rate, duration and timing of force of movement needed under all circumstances, based on muscle tension: how much and how fast a muscle is being stretched. Proprioceptive Signals: They originate in muscles, ligaments, tendons and joints, connective tissue and vibratory receptors in the bones. Feedback indicates the degree of stretch registered in the endings of muscle spindles. Occupational Therapists consider whether movement is active—originating from the individual’s own brain, or passive—created externally. This information is adapted from workshop materials from Mary Kawar, MS, OTR.

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Health Ed Network sends me to present seminars across the nation where I still learn as much as I teach—just as during my school counselor days. Their site is www.health-ed.com Please check www.ourbrainbuddies.com About Us-Schedule for upcoming seminars. I also present through Connections of the Heart LLC, but without official Continuing Education Units. Research continues into the use of Classroom Stability Balls. More information can be found at:www.wittfitt.com :Lisa Witt, a teacher in Hudson, Wisconsin has used stability balls in her classrooms in Iowa and Colorado, and now conducts training for teachers in their use. Balls with "legs" are available preventing them from "escaping" all over the room. http://student-health-issues.suite101.com/article.cfm/no_more_classroom_chairs May's Nature Blog follows, focusing on Negative and Positive Ions. Thanks for your interest, and for passing this address on to your colleagues! Sandi

For additional articles and information, visit www.ourbrainbuddies.com or send an email sandi@ourbrainbuddies.com