Movement to Learn

Laura Atkins, Jenny Baker, Samantha

Heppeard, Kaitlyn Meadors, and Nina Powell

Background
Currently the focus is on testing, standards,
getting assessments.
o Students have no outlet for their natural
energy.
Personal experiences in schools.
o Field work and our elementary
experiences.

Overview
The curriculum is based on daily movement activities
for students to participate in
Through professional development, teachers are taught
how to implement these activities in their lessons and
daily schedule

Daily Schedule
Morning Meeting/Yoga - When students arrive

Students stretch and focus their energy and breaths and centering the mind to get ready for
the day

Mid-morning refocus

Have students twist their bodies (arms side to side), engage the left and right brain as well as
the vestibular system (sense of balance and movement)

After lunch

March back to the classroom with quiet arms and feet, engage the students kinesthetically with
songs and chants

Afternoon Balance & Spatial Orientation

Students can take a break from the packed day with activities such as the Hand Jive, Toe
Tapping and Afternoon Rock

Practice
Teachers can set up their classroom environment to
reflect an active class
o yoga balls
o limiting furniture
o creating areas designated for art,
writing, etc.
Having brain breaks scheduled
throughout the day
o can go along with the lesson or
theme for the day

Assessment

Rationale
Providing students with
an outlet for their energy
Allows them to have a
multimodal learning experience
Strays away from students only sitting in their seats all
day long
Integrates movement into their daily lives

Philosophies
Progressivist
o democratic & social living, active listening and
learning
o integrating movement into the curriculum
o structured around the needs of the student

Types of Curriculum
Official
o implementing a daily schedule that includes the movement
activities
Operational
o Planned activities such as morning yoga, brain breaks, midmorning refocus, afternoon balance
o Have conversations with students about what it means to be
healthy and topics that surround healthy lifestyles
Hidden
o the classroom setup
o teaching students how to be active and adapt a healthy lifestyle

Types of Curriculum cont.

Null
o encouraging students to participate in fitness activities
outside of school
o students are taught to self-regulate their minds and body
Extra
o having pep rallies or assemblies at the beginning of the
year to get students excited about moving
o family fitness nights
o newsletters sent home to families including healthy
recipes and fitness tips

Conclusion
Teachers should maintain a flexible
schedule and find ways to integrate
the movement into their lessons
This type of curriculum takes time
when incorporating this movement
into the classroom
Movement is beneficial for all students, teachers should
constantly remind themselves about the positives that
come from the curriculum

Bibliography
[Deskerciser - Muscle and movement for classroom seats photograph]. Retrieved April 30th, 2015
from http://www.autismcommunitystore.com/deskerciser-muscle-and-movement-for-classroom-seats
[The Benefits of Yoga and Meditation For Children photograph]. Retieved April 30th, 2015 from
http://lettersandlullabies.com/2013/11/05/the-benefits-of-yoga-and-meditation-for-children-an-interview-with-marysusan-stults-of-adventure-yoga-for-kids/
[Yoga 4 Classroom Management Teacher Training photograph]. Retrieved April 30th, 2015 from
http://www.kingwoodyoga.com/Classes.htm
Furmanek, D. (2014). Classroom choreography: Enhancing learning through movement.Young Children, 80-85.
Hartmann, J. (2014, May 7th).Let's Get Fit | Count to 100 | Educational Songs | Kids Videos | YouTube for Kids | Jack
Hartmann. Retrieved April 30th, 2015 from https://youtu.be/0TgLtF3PMOc
Orlowski, M., Lorson, K., Lyon, A., & Minoughan, S. (2013). My classroom physical activity pyramid: A tool for
integrating movement into the classroom. Journal of Physical Education, Recreation & Dance, 47-51.