Hello!
Welcome to the fifth pillar in the series Pillars of Active Learning. If you missed the previous weeks, you can catch up here:
- Re-imagining the lecture as the final frontier
- Challenges of active learning
- Use story
- Incorporate physical objects
- Using micro-lessons
- Entice curiosity
This week, we will “get moving” on the fifth pillar - incorporate movement!
We touched on this in the “Incorporating Physical Objects,” but our brains and bodies are not separate when it comes to learning.
The truth is our bodies are an essential part of the learning experience. Our conscious thoughts, even when learning complex, cognitive topics, are shaped by our physical sensations. And when our bodies are more alert and awake, so are our minds.
Our brains are hardwired to conserve energy, and one of the best ways to do this is to look for patterns and routines in our environment. These predictable events guide our expectations about what will happen. In a classroom setting, a bit of movement novelty can go a long way to overcoming this predictive inertia.
Ideas for Incorporating Movement 🏃♀️
Modify the environment - Unfortunately, most college classrooms are built for sitting. But there are a few simple changes you can make.
💡Simple lighting changes, such as near-darkness or opening the blinds to let in bright sunshine, can add novelty.
🛋️ If furniture allows for rearrangement, allow students to work together and help design their classroom space. When everyone works together, you can quickly and easily modify a space! This type of movement raises their heart rates, creates ownership over their learning experience, and adds novelty.
🖼️ Use the wall space if these changes are not possible. Ask students to create large posters, use whiteboard space, or utilize giant sticky notes to cover the walls with visible student work. Use color whenever possible!
For nursing education leaders:
- If you are in a leadership position, consider advocating for collaborative classrooms with room for movement. Space is likely limited on college campuses, but tightly packed lecture halls or classrooms with individual desks do not provide fantastic learning experiences or align with modern learning outcomes. Creating spaces where students can move (stand, turn, face different directions, and use different parts of the room) benefits all students, including those with limited mobility.
- Looking for inspiration around this? Check out NBBJ Design Firm. They design educational spaces based on how the brain learns and also work on designing hospitals that support well-being.
-
Steelcase offers design resources, planning, and furniture for creating inclusive environments.
- They are holding a “Room to Learn” webinar on March 19 from noon to 1 EST on how universal design can address barriers in education.
- They offer an Active Learning Center Grant. You can learn more HERE.
- And their website is full of inspirational workspaces!
Do a warm-up exercise
Starting a class with gentle physical movement is a simple way to add some movement.
🧘♀️ Stretching - This could be gentle neck stretching, deep breathing exercises, or simple arm circles.
🙋 Require a hand raise - The simple act of raising a hand is an engaging movement practice. Samuel R. Delany, an author, required every student to raise their hand for any question he would ask, whether they knew the answer or not. When he called on someone randomly, students could either give the answer, give a response as to what they did not understand about the question, or simply say they did not know and would like to know what Student X has to say. No matter their response, they are representing themselves as an active participant, and this practice challenges the predictive nature of the question from an instructor.
🤔 Change up the typical think-pair-share - This activity is a staple in an active learning classroom. But there are a few easy modifications that you can make to incorporate movement.
- Create a walking meeting - Send students on a quick lap through the building (or better yet outside!) while they discuss their findings, notes or ideas.
- Ask students to leave their desks and create a large circle around the perimeter of the classroom for large group discussions. Have the group leader or whoever is sharing step forward slightly when they are ready to share their conclusions.
Additional Notes
😰 Nervous energy - It is normal if you feel nervous about asking students to try movement. It is “out of the norm” and you may feel anxiety about your student’s responses. But I will encourage you to be brave! Just try it one time and gauge your students’ response as they are generally receptive, they feel cared for, and it creates a general calm feeling in the classroom.
👩🦽 These movement practices are intended to increase social interactions as well. Be sure to plan for inclusivity and ensure that students with limited mobility can still participate.
Final Thoughts
Our bodies reward us for learning.
We are naturally social, curious, and active. Learning under the right conditions, with a careful mixture of familiarity and novelty, seems to release endorphins. These hormones further cement the experience in our minds and can make the classroom environment pleasing to our minds and bodies. Movement is a teaching tool that can help to create these ideal conditions.
For more information on this topic, I highly recommend “Minding Bodies: How physical space, sensation and movement affect learning” by Susan Hrach.
Stay tuned next week when we will investigate the social aspects of learning and how building community is an essential active learning practice.
Did you know?
This email series is developed from an active learning presentation that uses a unique card deck to illustrate each pillar.
📍If you think this would be useful for your next conference, click below!
|
|
|
|
🫂
Connect in the Facebook community
Say hi →
|
|
|
|
|
|
