Movement & learning |
Movement and Learning is a topic I became interested in after attending a workshop and I started doing research on it and did my first workshop relating to this strategy at International Studies School at Garinger. I will be adding many pictures to depict my students' activities with this powerful strategy. I have provided an excerpt from a paper that I did in graduate school and will be adding this paper soon!
Movement and Learning by Cherry-Anne Gildharry
Improving students' cognitive skills, having meaningful and engaging classes, attending to students’ diverse learning styles and increasing students' motivation is the dream of every educator and has been an area of major concern and debate for many years. To this date, educators continue to search for strategies that will improve cognition and learning. “We have spent years and resources struggling to teach people to learn, and yet the standardized achievement test scores go down and illiteracy rises. Could it be that one of the key elements we’ve been missing is simply movement?” (Hannaford, 1996). The following sections highlight the many positive attributes that movement has on motivation and morale, brain growth and cognition as well as the benefits for diverse learners
Using Movement to Improve Student Motivation and Morale
"Movement triggers the release of a number of neurotransmitters and hormones, including dopamine, serotonin, adrenaline and endorphins, all of which cause students to feel happy and excited" (Jensen; Lengel & Kuczala, 2010). These releases result in students who are energized, alert, motivated, happy and enthused to learn. In addition, movement provides a positive and stimulating learning atmosphere and transforms a classroom from one of tiredness and inactivity to one with intrinsic motivation and enthusiasm. Students who previously did not want to work become more collaborative and engaged. Requiring students to move can help engage even those typically reluctant, disinterested learners (Honigsfed & Dunn, 2009).
Teachers who have used movement in their classroom would fully attest to a transition from boredom and inactivity to collaboration and enjoyment. This happiness and excitement to learn is definitely observed in the positive disposition and energy exuded by students who participate in movement activities. Research also states that, "numerous teachers who have incorporated movement into their lessons have reported the positive effect of movement on student attitude and motivation" ( Pirie, 1995; Strean,2011; Wolfe,2009; Zimmerman,2002). Additionally, many students come to class with added stress, which deters learning, but, "movement serves to relieve stress" ( Lengel & Kuczala, 2010), which is especially good for adolescents, who often experience additional stress from hormonal imbalance (Helgeson, 2011)
Movement to Increase the Growth of Brain Cells and Cognition
"It is evident that there is a strong connection between physical education, movement, energizing activities and improved cognition" (Jensen, 2005). The goal of any classroom should be one that promotes the growth of brain cells to improve learning and student cognition and incorporates strategies that will allow this. Movement in the classroom promotes this goal and as stated, any task learned when one is physically engaged in doing remains in our memory for a long time (Allen, 2008). Movement to grow brain cells is also supported by Landalf (2000) who affirms that," movement develops neural connections and actually builds the brain". Even though research relates to and supports the benefits of movement, the conscious use of movement in the classroom is not exercised. Hannaford (1996) states that," movement not only enhances learning and memory, but it also causes neural connections to become stronger." Let us explore the science of these neural connections that he refers to. Neurons are brain cells which contain a nucleus that has specialized cell parts called dendrites and axons. The axon carries the nerve impulses (action potential) away from the cell body to another neuron or to an effector organ such as a muscle. Dendrites are protruding treelike extensions that bring information to the cell body. Every person is born with approximately 100 billion neurons from which dendrites are grown. Dendrites grow out of the neurons when you write, talk, listen, and reinforce new learning. When two dendrites grow very close together, a small gap called the synapse is formed between them. Special chemicals called neurotransmitters take messages from one neuron to another, and as you reinforce a concept, dendrites grow thicker. The thicker the dendrites, the faster the signals travel and with enough practice, the dendrites build a "double", stronger connection that lasts a very long time and you remember what you learn (Hestwood &Russell 2007). "Physical activity can support and improve connections between neurons, enabling more effective neural communication, which is essential for learning" (Helgeson, 2011; Lengal & Kuczala, 2010). The profound formation of brain cells and an increase in learning through such a simple activity certainly warrants the integration of movement in the classroom.
Movement to Assist with Kinesthetic and Diverse Learners and to Enhance Learning for Low-Achieving students
Movement activities readily cater for all types of learners; however, they particularly benefit kinesthetic learners. According to Hannaford (1996), “Eighty-five percent of school age children are natural kinesthetic learners” (Hannaford, 1996). Also, "tactile and kinesthetic learners are more likely to absorb and retain information when they are moving rather than passively listening to the teacher" (Honigsfeld & Dunn, 2009). Kinesthetic learners seem to be at a disadvantage in the traditional classroom and many of them are generally low achievers. In comparing test scores and student growth within and across states, there is a great concern for the large number of underachieving students in schools. There have been many efforts, such as implementing more charter schools, integrating more programs like Communities in Schools, shortening class time, lengthening class time, providing more tutors and offering extended day, to name a few. However, educators and policymakers have still not found a solution that helps students achieve better scores or more importantly, improve on learning, especially for students attending high-needs schools. Educators need to be mindful of the benefits of research on movement. In a study on cooperative learning involving movement activities, Shoval and Shulruf (2011) found active, movement-oriented learning activities to be the most beneficial for low achieving students, who made the greatest improvement during the study. Low achieving students need strategies to help them be motivated and engaged in their learning. They also need the growth of dendrites to improve motivation and learning and movement provides this for them. Similarly, students with Attention Deficit Disorder and Attention Deficit Hyperactive Disorders would benefit greatly from the use of movement activities as," in the United States, attention deficit disorders accounts for almost half of all child psychiatric referrals" (Jensen, 1998). "Movement can be especially beneficial for students with Attention Deficit Hyperactivity Disorder (ADHD) because of the improvement it provides in centering attention" (Mulrine, Prater, & Jenkins, 2008)
We are in an educational era that focuses on preparing students with 21st century skills that include collaboration, innovation and leadership, among others. Movement inspires and generates these skills as well as caters for classrooms that are becoming increasingly diverse, both culturally and socioeconomically. In order to profoundly educate all students, educators need to intentionally shift to the daily inclusion of movement in the classroom and be cognizant that "children remember only 20% of what they hear and 30% of what they see. However, they remember 90% of what they see, hear, say and do" (Landalf, 2004) and, "movement is the door to learning" (Dennison and Dennison, 1989).
Improving students' cognitive skills, having meaningful and engaging classes, attending to students’ diverse learning styles and increasing students' motivation is the dream of every educator and has been an area of major concern and debate for many years. To this date, educators continue to search for strategies that will improve cognition and learning. “We have spent years and resources struggling to teach people to learn, and yet the standardized achievement test scores go down and illiteracy rises. Could it be that one of the key elements we’ve been missing is simply movement?” (Hannaford, 1996). The following sections highlight the many positive attributes that movement has on motivation and morale, brain growth and cognition as well as the benefits for diverse learners
Using Movement to Improve Student Motivation and Morale
"Movement triggers the release of a number of neurotransmitters and hormones, including dopamine, serotonin, adrenaline and endorphins, all of which cause students to feel happy and excited" (Jensen; Lengel & Kuczala, 2010). These releases result in students who are energized, alert, motivated, happy and enthused to learn. In addition, movement provides a positive and stimulating learning atmosphere and transforms a classroom from one of tiredness and inactivity to one with intrinsic motivation and enthusiasm. Students who previously did not want to work become more collaborative and engaged. Requiring students to move can help engage even those typically reluctant, disinterested learners (Honigsfed & Dunn, 2009).
Teachers who have used movement in their classroom would fully attest to a transition from boredom and inactivity to collaboration and enjoyment. This happiness and excitement to learn is definitely observed in the positive disposition and energy exuded by students who participate in movement activities. Research also states that, "numerous teachers who have incorporated movement into their lessons have reported the positive effect of movement on student attitude and motivation" ( Pirie, 1995; Strean,2011; Wolfe,2009; Zimmerman,2002). Additionally, many students come to class with added stress, which deters learning, but, "movement serves to relieve stress" ( Lengel & Kuczala, 2010), which is especially good for adolescents, who often experience additional stress from hormonal imbalance (Helgeson, 2011)
Movement to Increase the Growth of Brain Cells and Cognition
"It is evident that there is a strong connection between physical education, movement, energizing activities and improved cognition" (Jensen, 2005). The goal of any classroom should be one that promotes the growth of brain cells to improve learning and student cognition and incorporates strategies that will allow this. Movement in the classroom promotes this goal and as stated, any task learned when one is physically engaged in doing remains in our memory for a long time (Allen, 2008). Movement to grow brain cells is also supported by Landalf (2000) who affirms that," movement develops neural connections and actually builds the brain". Even though research relates to and supports the benefits of movement, the conscious use of movement in the classroom is not exercised. Hannaford (1996) states that," movement not only enhances learning and memory, but it also causes neural connections to become stronger." Let us explore the science of these neural connections that he refers to. Neurons are brain cells which contain a nucleus that has specialized cell parts called dendrites and axons. The axon carries the nerve impulses (action potential) away from the cell body to another neuron or to an effector organ such as a muscle. Dendrites are protruding treelike extensions that bring information to the cell body. Every person is born with approximately 100 billion neurons from which dendrites are grown. Dendrites grow out of the neurons when you write, talk, listen, and reinforce new learning. When two dendrites grow very close together, a small gap called the synapse is formed between them. Special chemicals called neurotransmitters take messages from one neuron to another, and as you reinforce a concept, dendrites grow thicker. The thicker the dendrites, the faster the signals travel and with enough practice, the dendrites build a "double", stronger connection that lasts a very long time and you remember what you learn (Hestwood &Russell 2007). "Physical activity can support and improve connections between neurons, enabling more effective neural communication, which is essential for learning" (Helgeson, 2011; Lengal & Kuczala, 2010). The profound formation of brain cells and an increase in learning through such a simple activity certainly warrants the integration of movement in the classroom.
Movement to Assist with Kinesthetic and Diverse Learners and to Enhance Learning for Low-Achieving students
Movement activities readily cater for all types of learners; however, they particularly benefit kinesthetic learners. According to Hannaford (1996), “Eighty-five percent of school age children are natural kinesthetic learners” (Hannaford, 1996). Also, "tactile and kinesthetic learners are more likely to absorb and retain information when they are moving rather than passively listening to the teacher" (Honigsfeld & Dunn, 2009). Kinesthetic learners seem to be at a disadvantage in the traditional classroom and many of them are generally low achievers. In comparing test scores and student growth within and across states, there is a great concern for the large number of underachieving students in schools. There have been many efforts, such as implementing more charter schools, integrating more programs like Communities in Schools, shortening class time, lengthening class time, providing more tutors and offering extended day, to name a few. However, educators and policymakers have still not found a solution that helps students achieve better scores or more importantly, improve on learning, especially for students attending high-needs schools. Educators need to be mindful of the benefits of research on movement. In a study on cooperative learning involving movement activities, Shoval and Shulruf (2011) found active, movement-oriented learning activities to be the most beneficial for low achieving students, who made the greatest improvement during the study. Low achieving students need strategies to help them be motivated and engaged in their learning. They also need the growth of dendrites to improve motivation and learning and movement provides this for them. Similarly, students with Attention Deficit Disorder and Attention Deficit Hyperactive Disorders would benefit greatly from the use of movement activities as," in the United States, attention deficit disorders accounts for almost half of all child psychiatric referrals" (Jensen, 1998). "Movement can be especially beneficial for students with Attention Deficit Hyperactivity Disorder (ADHD) because of the improvement it provides in centering attention" (Mulrine, Prater, & Jenkins, 2008)
We are in an educational era that focuses on preparing students with 21st century skills that include collaboration, innovation and leadership, among others. Movement inspires and generates these skills as well as caters for classrooms that are becoming increasingly diverse, both culturally and socioeconomically. In order to profoundly educate all students, educators need to intentionally shift to the daily inclusion of movement in the classroom and be cognizant that "children remember only 20% of what they hear and 30% of what they see. However, they remember 90% of what they see, hear, say and do" (Landalf, 2004) and, "movement is the door to learning" (Dennison and Dennison, 1989).