Classrooms in Motion

Active Learning? or Active Learning?

Active learning is commonly included as a pedagogical strategy to enhance teaching effectiveness and learner engagement. Traditionally, active learning is defined as the opposite of passive learning, where the student is actively involved in the process. I recently attended a professional development workshop on interactive teaching methods, where a quote from Dr. Richard Hake (1998) was shared: Active learning is head’s on (always) and hand’s on (usually). I was struck by this concise description and excited that this session was disseminating the information to college-level professors who could apply it in their teaching. The session co-presenter, Dr. Catharina Laporte, went on to share a variety of strategies she uses in her own classroom (included the Walk and Talk, which she learned from me!).

In reflecting upon this session, I considered an addition to Dr. Hake’s statement on active learning. What if we were to add “…and body’s on“ to encourage incorporation of movement? Given the science that supports movement and cognition, expanding the ‘active’ component of ‘active learning’ has the potential to enhance student achievement. As with any pedagogy, it is important to acknowledge that one size doesn’t fit all, and that one approach is not universal.  Active learning without movement can be effective and worthwhile, and classroom movement unrelated to course content can be effective and worthwhile. Offering students an opportunity to think critically about a topic, to apply it to their own lives or connect it to other content, to interact with others to gain diverse perspectives, and to engage in learning experiences not limited to independent seat work has the potential to expand the outcomes of a traditional classroom framework.

So, should we promote active learning? Or active learning? The answer is YES.

For more on active learning from Dr. Laporte:
https://sites.google.com/a/tamu.edu/claporte/active-learning

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Action Research: Physical Activity and Writing?

I have read many articles about the effects of physical activity and fitness on academic achievement. The majority of these studies seem to assess elementary-aged children and math outcomes. Therefore, I was excited to read this article about some interesting research specifically exploring writing among older students. Props to Leah Carter and Hugo Engele for undertaking this project! Thus far, preliminary evidence suggests that pre-writing exercise “appeared to positively affect student divergent thinking and ideation and has led to greater student compliance and confidence in the initial stages of the writing process.” Neat!

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New Physical Activity Guidelines

The second edition of the national physical activity guidelines was recently released with expanded and enhanced recommendations. See the full document here.

Relevant revisions include:

• Additional health benefits of physical activity related to brain health
• Immediate and longer term benefits of physical activity on how people feel, function, and sleep
• Risks of sedentary behavior and their relationship with physical activity
• Physical activity guidance for children ages 3-5 years

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New Resource from CDC: Strategies for Classroom Physical Activity in Schools

Just released today, this 20-page document from the Centers for Disease Control and Prevention is a great resource for any school professional interested in learning more about classroom physical activity. It concisely overviews definitions, benefits, current status, and implementation strategies. Whether you are new to the topic of classroom physical activity, need a refresher or new ideas, or are a veteran movement facilitator, this document will likely have something for you!

Link to Strategies for Classroom Physical Activity in Schools

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Just Released: 2018 US Report Card on Physical Activity for Children and Youth

The National Physical Activity Plan envisions a day when Americans are physically active and live in a culture supportive of and conducive to physical activity. The first plan was released in 2010, and has evolved over the years. In 2014 and again in 2016, a report was published to “assess levels of physical activity and sedentary behaviors in American children and youth, facilitators and barriers for physical activity, and related health outcomes.”

The third iteration of this report is now available. It provides an array of information relevant to anyone working with children and shares the current status of physical activity engagement about American youth. Across nine highlight areas, the top grade was a C with the lowest grade earned in “overall physical activity” at a D-. This is a disappointing result, but speaks to the continued need for promotion of classroom physical activity and facilitation of a culture of movement in schools.

Link to 2018 US Report Card on Physical Activity for Children and Youth webpage

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Action for Healthy Kids and Active Schools Combine

Let’s Move Active Schools, the initiative started by First Lady Michelle Obama in 2013, is now part of the Action for Healthy Kids organization. As per the announcement: “This partnership leverages the strength of our aligned missions and robust networks, positioning both organizations to activate even more schools and health champions and increase our impact in schools and communities nationwide.”

Read the press release here.

The vision of Active Schools fits with the mission of Action for Healthy Kids, as both strive to increase student health. Let’s keep moving!

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The Cs of College – What I Want My Students to Learn

Content. This is the C that drives our education system. The content is the material that we want students to learn in our classrooms. Recently, I went to a college teaching conference and, along with the end of semester experiences, facilitated a reflection on what I want my students to take away from my classes. While I agree that the content is a critical component, I also acknowledge that if we teach students how to learn, they can look up content in the moment. Plus, necessary content is often specific to the situation and the environment, which may not be the same content that I offer in my curriculum. Therefore, I propose several additional important Cs…

Communication

Being able to communicate effectively via multiple mediums is a life skill that requires practice. Especially in a generation rife with electronic communication, providing students with opportunities to practice listening and to dialogue with peers, write professionally, and present orally sets them up for future success.

Collaboration

Ah, working with others! Being able to communicate is a sub-set of collaboration, but working in a group presents unique challenges, especially when you’re paired with someone who wants to do nothing…or everything. Navigating group-work situations while in schools enables students to gain perspective and experience that will inform the group-work that will inevitably present itself in professional life.

Conscientiousness

Being conscientious is often an intrinsic characteristic, but one that can be modeled and encouraged. As with communication, providing students with opportunities to practice may enable them to increase their awareness of how to be conscientious. This includes skills such as respect, time management, organization, consistency, punctuality, professionalism, and effective communication.

Compassion

Compassion is also an intrinsic characteristic that can be promoted. Sharing stories and information to broaden students’ perspectives may increase their ability to understand and respect differences. Compassion can also be modeled, both in teacher-student interactions, and by creating a safe and effective classroom climate that generates respectful dialogue. Compassion for self is also critical, and students should be encouraged to reinvent negative self-talk (ex: change “I’m not a good writer” to “I’m still working to improve my writing”). Interesting find: Wharton Commencement Speech 2018

Creativity

Too often in education, the content piece overshadows creativity as students strive to present the “right” answer. Innovation and creativity may be squashed in a system that offers a specific rubric that rewards students for linear responses to demonstrate knowledge and understanding. However, creativity is an integral part of problem solving and resourcefulness, both marketable traits for professional success, and should be cultivated.

 

 

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Schools’ Role in BMI Reporting

In a recently published research article about the body mass index (BMI) reports that are sent home by some schools, parents’ perceptions are reported. Results were mixed, but it does appear there is a benefit to providing this information to parents. However, the researchers draw an important conclusion, which is:

“Schools are a critical link in improving the health of children through programs such as BMI health reports. However, if schools take on the responsibility of sharing BMI report cards with parents, they must also be willing to provide some support and act as a resource for parents.”

The link to a synopsis and the article are provided.

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Sleep: For Holistic Health

While this site is dedicated to promoting physical activity, which is associated with physical, psychological, and academic health, physical activity is just one critical component contributing to holistic health. There are many, including diet, stress, and support networks…and sleep! Many of us report an increased crankiness with lack of sleep, but sleep is also inexplicably linked to a host of other factors.

In this article, sleep quality and duration are connected to learning, the ultimate goal of our education system. As such, sleep is an important consideration for educators, and addressing children’s sleep habits may be that missing link in enhancing academic performance.

Read full article here.

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