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

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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

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8 What is activity? Movement – not being stillPhysical 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 thinkAttention 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 tappingJumping jack spin Tree pose Ear and noes Thumb and pointer

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

17 II. Providing Brain BreaksBody Writing Imaginary Hot Potato Bonnie

18 III. Supporting Exercise and FitnessWhat 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 FitnessShake 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 ReviewCardio 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 InsulinNeural Network relay race SAT words

26 Weakest Next Strongest StrongestMemory 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 learnersAlmost 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 contentLearning 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 electricity10 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?