Meng Lu Kee (5326)

MOVEMENT

WHAT IS MOVEMENT DURING INSTRUCTION?

Using movement as a strategy in the classroom
involves the incorporation of exercise or physical
activities that engages students in academic tasks
and learning. The goal of using this strategy is to
provide the students with the opportunity to get
out of their seats and move around to complete
certain activities and tasks. Movement can be
incorporated throughout the school day during
transition times and content lessons. During
lessons, physical activities can be integrated with
academic subjects to facilitate student learning.
Using movement in classrooms keeps students
engaged and focused!
EXAMPLES
 Vocabulary/Notes Around The Room
 Cooperative Learning: Posting Task
Assignments (Stations)
 Stand-Sit Warm Up
 Four Corners
 Readers Theater
 Role Play
 Rhythm Walks
 Movement Games (Duck, Duck, Goose)
 Total Physical Response (TPR)
 Stand Up, Hand Up, Pair Up
 Inside-Outside Circle
 Gallery Walk/ Chalk Talk
 Brain Breaks (GoNoodle; Stretch Breaks)
WHY USE MOVEMENT?
Research shows using movement and physical
activity in the classroom have positive impact on
students’ learning. Using movement during
content area lessons:
 Improves academic performance
 Reduces disruptive behaviors
 Reduces discipline problems
 Provides the brain with more oxygen needed
to form neural connections used during
learning
 Increases students’ focus on specific tasks for
longer periods of time.
 Improves problem solving, memory, and
reasoning
 Provides variety to lessons, motivating
students
 Redirects students’ attention
 Reduces anxiety and stress
 Improves control, impulsivity, and
hyperactivity for students who have attention
deficit hyperactivity disorder (ADHD)

DID YOU KNOW?

POPULATION MOVEMENT
Rhythm walk is a fun, motivating repeated reading strategy which BENEFITS
incorporates movement. It aims to draw attention to the natural breaks of
 Students in general education
text through purposeful “steps” and helps with fluency and
 Students who are struggling
comprehension. Chunks of texts on card stock are placed in order in a
readers
pathway around the classroom. The walk begins when individual or pairs of
 Students with ADHD
students read the first strip aloud and then takes a step to the next strip  Students with autism
and reads that one. Students can circulate through the Rhythm Walk  Students who English learners
multiple times depending on the passage length. Students then return to
the original passage and transfer their reading skills to the connected text.
 Meng Lu Kee (5326)

PROCEDURE FOR INCORPORATING MOVEMENT INTO CONTENT LESSONS

1. Preplanning
a) Determine how to add movement to each day, throughout the day.
b) Select the subject area and lesson you wish to incorporate the movement strategy.
c) Determine the learning objectives for the lesson (For example, will they be reading a text to answer
questions, writing in their journal, or answer math problems using manipulatives?)
d) Determine how you can adjust, divide, or tweak student activity so movement can be involved.
e) Determine when the movement strategy will be used in the lesson.
(E.g. As an introductory, mid-lesson, or closing activity?)
f) Form instructions for the movement activity (Consider student groups, time,
how students will move around). If stations or cooperative learning strategies
will be used, typing and printing the instructions for students is recommended.
g) List and gather the materials needed for the strategy and activity.
h) Organize and set up the space needed for the activity. (If stations are used, where will each station
be? Will there be space for students to move from one station to another or around the room?)
2. Carrying out the activity and monitoring
a) Before beginning the movement activity, explain instructions and convey expectations to students.
Model to students how it will be done.
b) Start the activity and monitor as students engage in the tasks. Keep track of time using a timer if the
activity involves time constraints.
3. Debrief, discussion, or reflection: Take advantage of opportunities for interesting discussion during or
after the activity.

PLANNING FOR SUCCESS FOR ALL STUDENTS

 Provide brief and clear instructions DID YOU KNOW?
 Practice before beginning the activity Movement-based sensory
 Provide visual reminders of expected behaviors interventions can be effective in
 Provide a peer partner to assist with activities
reducing stereotypical behavior in
 Give specific verbal praise for desired behavior
students with autism to promote
 Engage the student in monitoring his/her own behavior
academic engagement!
(giving self-points when on task)

References:
Helgeson, J. (2011). Four simple ways to add movement in daily lessons. Kappa Delta Pi Record, 47(2), 80-84.
Maays, N. M., Beal-Alvarez, & Jolivette, K. (2011). Using movement-based sensory interventions to address self-stimulatory
behaviors in students with autism. Teaching Exceptional Children, 43(6), 46-52.
Mulrine, C. F., Prater, M. A., & Jenkins, A. (2008). The active Classroom: Supporting students with attention deficit
hyperactivity disorder through exercise. Teaching Exceptional Children, 40(5), 16-22.
Peebles, J. L. (2007). Incorporating movement with fluency instruction: A motivation for struggling readers. Reading
Teacher, 60(6), 578-581. doi:10.1598/RT.60.6.9
Rieg, S. A., & Paquette, K. R. (2009). Using drama and movement to enhance English language learners' literacy
development. Journal of Instructional Psychology, 36(2), 148-154.