CI 100

Shirley Hales
Eduardo Pena
Cheyenne Ramirez

Feedback Report

For our Teach Leap Project, Academic Recess, our target audience is K-6
educators and students. We drafted and sent out a survey via Google Forms to K-6
teachers. This survey was sent to and answered by 44 teachers. The survey consisted
of 7 questions. Some questions had write-in responses; other questions had
multiple-choice/checklist responses. The checklist responses allowed for more flexibility
in the way they answered as opposed to the multiple-choice response but left less room
for individual responses that the write-in option gave.

Mind Map User Experience

The Good The Bad

What did people value the most? What failed?

The survey indicates that teachers were
interested and seemed to value a website that
could have links to an assortment of
Academic Brain Breaks for kids. It was also
good to see that we got a good mix of K-6
teachers to respond to our survey. Our
survey participants ranged fairly evenly
across each of the grade levels. Another
good item was the feedback we received
indicating that 86.4% of our respondents
were interested in research based solutions to
address off-task behavior. This response
leads us to believe we are on the right track
to providing a solution to a common
problem. Also, 45% of our respondents said
that they would use our website twice a day,
18% said they would use it three times a day,
and 11.4% said they would use it up to four
times a day. That means our website would
see foot traffic, and what we can do now, is
to see if there is anything we can do to
increase those numbers from here.
What got them excited?​ Teachers are busy
and there is never enough time in the day.
Knowing that there is one place you can go
online to access activities for students is not investigation for us is whether we want to
only a time saver, but it can help reduce
undesirable behaviors in the classroom and
I wouldn’t say that anything failed, however,
there were 13.6% of teachers who answered
“no” to being interested in research-based
solutions for addressing off-task behavior.
While the amount wasn’t staggering, it does
show us that we need to work on a ‘hook’ to
catch their attention and generate more interest
in this topic. We also could look into how to
sell the benefits of brain breaks and concretely
convey the importance of brain breaks on a
student’s ability to perform in the classroom.
Were there suggestions for improvement?
There were not any suggestions for
improvement, however, it was interesting to
note that the survey showed the 15.9% of the
survey responses showed that teachers were
already giving additional breaks at school. It
would be interesting to know if those teachers
had a reduced number of minutes with
students off-task.
What needs further investigation?
The area that needs further investigation is
how many minutes we will devote to our Brain
Break lesson plans for suggested Brain Breaks
throughout the day.
Something else that would need further
focus on more relaxing, physical, or mental
brain breaks or a mixture of all three.
 CI 100
Shirley Hales
Eduardo Pena
Cheyenne Ramirez

increase learning, and that is something to

get excited about!
What convinced them about the idea?
Sometimes, all it takes is for an idea to take
hold. The idea of reducing undesirable
behavior and increase learning with
something as simple as Brain Break is
something that is worth a try. Teachers use
their classrooms as laboratories for
research. This by far sounds like a fun way
to conduct research and improve student
learning!

The Unexpected What’s Next?

Was there anything Based on what you learned, how would

unexpected/surprised you?​ We were
surprised that 84% of our respondents
wanted more information on Academic Brain
Breaks. We are excited about this and can’t
wait to test out our website and lesson plans
in several classrooms.
you change your idea?​ Our next steps
would be to address and accept where there
is room for improvement and to move forward
to make those changes. We are still thinking
about our next steps. In determining the types
of lesson plans and links for our website.

Some good information that we got from our survey includes the range of grade levels
we were able to hear from. As can be seen in the chart below, our 44 participants
ranged fairly evenly across each of the grade levels we are focused on for our project,
save for special education.
CI 100
Shirley Hales
Eduardo Pena
Cheyenne Ramirez
 CI 100
Shirley Hales
Eduardo Pena
Cheyenne Ramirez

What kind of activities do you do with your students during these 

breaks?​44 responses 
Classroom movement, brain break games. 
Physical movements, deep breathing/calming breaks, and quick deep thinking breaks. 
 CI 100
Shirley Hales
Eduardo Pena
Cheyenne Ramirez

Structured play, group activities, hands on play 

Music 
I have a scheduled five minute brain break with logic games and puzzles. In addition, between lessons I 
give challenge questions or riddles that the students participate as a whole class. 
Stretching, games 
Go noodle 
Play Math heads up 7 up with the students 
Walk around, learning based games. 
Depending on the child something that is not what they need the break from. So what they choose and 
like to do. Could be physical (run an errand, dance, etc.), technology (ipad game) or art (coloring, play 
doh....) 
Deep breathing exercises, physical exercise, get up and move between stations 
Go Noodle, games, dance parties, exercises, partner talk/walking around the room 
Many... GoNoodle, fresh air, etc. 
Movement activities, discussion topics with peers 
Read aloud, silent reading, online games 
GoNoodle  
Brain breaks, go noodle 
GoNoodle or we get outside 
Outside for free play, run to the wall and back, in class games 
I give them a few minutes to talk to their friends. 
GoNoodle, clay, Legos 
I allow breaks for specific students who need a cool down if they’re frustrated. Usually they’ll take time 
outside, up to avoid 10 mins. As a whole class, a few times a week, I’ll have the kids put their heads 
down to relax or calm down if they’re hyper. If I need to get the kids engaged I’ll try getting them moving 
by having them pick sides of the room/corners, moving around the room, or just sitting down/standing 
up quickly to get the blood flowing. I also provide 15 mins per day of silent reading before we move into 
direct reading instruction, and 15 minutes per day reading our class book after lunch. 
Go Noodle, PE exercise, Brain puzzles/games 
Wiggle time, moving stations, go.noodle 
Exercises, YouTube videos with movement, GoNoodle activities, songs with actions, Simon Says 
go noodle, exercises like push ups or squats, touching our toes 
Time outs, game activities with me that are educational 
GoNoodle dance parties, peer time, reinforcers with toys, sensory breaks p 
Book Buddies 
YouTube abc, numbers, shapes that include movement. In addition working on phonics that include 
movement cards embedded throughout. 
Stretching, movement breaks, Go Noodle 
Brain break games, classroom movement 
Educational videos or go noodle dance 
Go Noodle, math games, videos to practice counting numbers and sounds, drawing and color 
Celebrate birthdays, conduct Math facts competitions, & allow silent reading. 
Movement breaks, 
Read alouds 
GoNoodle Brain Breaks, Guided meditation Brain Breaks (mindyeti.com), Structured stretching 
free time, work time, math challenge games, quick story, turn in chat, etc 
extra recess, stem activity, Go Noodle 
Wiggle breaks, dance outs, music breaks, quick reads, bunny breaks, etc 
play with toys, dancing, sensory activities (yoga ball, sand, beans) 
Stretching and go noodle 
CI 100
Shirley Hales
Eduardo Pena
Cheyenne Ramirez