Active Classrooms

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Active Classrooms Jo Bailey D. C. Everest Senior High WHPE President 2012-14 2013 Midwest High School PE TOY Email: [email protected] Twitter: @lovephyed

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Active Classrooms. Jo Bailey D. C. Everest Senior High WHPE President 2012-14 2013 Midwest High School PE TOY. Email: [email protected] Twitter: @ lovephyed. Waves!. The line you don’t want to see. http://www.learningreadinesspe.com/ - PowerPoint PPT Presentation

Transcript of Active Classrooms

Page 1: Active Classrooms

Active Classrooms

Jo BaileyD. C. Everest Senior HighWHPE President 2012-142013 Midwest High School PE TOY

Email: [email protected]: @lovephyed

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Waves!

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The line you don’t want to see

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Movement Data!

http://www.learningreadinesspe.com/http://www.kidsreadandride.com/2011_Ark

ansas_Data.pdf

Finland – 15 minutes of activity before every class

California, Texas: Fitter students performed better on tests

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Why do our students need classroom physical activity breaks (CPAB)?

It takes just 17 minutes (+/- 2) of sitting down for blood to leave the brain and pool in the hamstrings. Signals the body to release melatonin, reduces release of BDNF (brain fertilizer)

Exercise fuels the brain with oxygen and triggers the release of neurotrophins which enhance growth, impact mood, cement memory, and enhance connections between neurons

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Why do our students need classroom physical activity breaks (CPAB)?

Standing up creates more attentional arousal, speeds up information processing by 5-20 percent and increases blood flow and oxygen to the brain by 10-15 percent

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Social Network for the brain

>20 minutes of inactivity, neural communication declines

Activity increases neural connections in the brain

We need to expand the social network in our brains- get the neurons to “talk” more to teach other

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Brain Activity

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What are the benefits of CPAB?

Physical activity and cognition are positively related (Sibley & Etnier, 2003)

Physical activity improves cognitive performance and behavior improves following bouts of activity (Tomorowski, 2003)

CPAB temporarily improve attention and behaviour (Pellegrini et al, 1995)

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Systems and Learning

Motor development: framework to sequence patterns needed for academic concepts

Skipping – prerequisite for readingVestibular: Balance and spatial awareness-

placing words and letters on a pageVisual: activities help develop eye trackingSuggested 85% of students are

predominately kinesthetic learners – move to learn!

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Pyramid of Learning

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But I don’t have enough time..

Scenario A Scenario B• Class in session for 15-20

minutes• Students start to display subtle

signs of distraction (glazed eyes etc.) (2 mins)

• Students start to display more obvious signs of distraction (fidgeting, talking, doodling) (2 mins)

• Teacher stops teaching, addresses behavior (1-2 mins)

• Class restarts

Total Time: 5-6 minutes

• Class in session for 15-20 minutes

• Teacher stops students and does 3 minute movement/ brain break

• Class restarts, students are engaged and alert

Total Time: 3 minutes

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Glasser & Confucious

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Levels of Integration

Level Purpose Times Per Week1 Preparing the Brain 1-22 Providing Brain

Breaks2-3

3 Supporting exercise and fitness

3-4

4 Developing class cohesion

4-5

5 Reviewing content 5-66 Teaching content Daily

Source: The Kinesthetic Classroom

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Managing the Environment

Emphasize that CPAB are a privilege and can be removed

This is NOT PE – only a 2-5 minute breakNeeds to be done quietly – Practice!Outcome is not importantToe to toe – easy way to get students into

groups, work with different studentsLost and found/ Friendship cornerWatch for the hypermotivated student – may

need directions twice

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Managing the environment

Have a distinctive transition – clap once, clap twice

Hey-HoBells/ soundsTimersWatch the hand

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Cross Lateral Activities: Activating all parts of the brain (level 1)

Brain Challenges:1. Hold your nose, reach over or under and grab

your nose with the other hand. Switchand switch2. Point an index finger out on one hand and a

thumb up on the other. Switch andswitch.3. As you write your signature on an imaginary

table, rotate your foot in a clockwise circle.4. Heads Shoulders Knees and Toes

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More cross lateral movements

GrapevineHeel tapsWindmillsBody taps: Tap left ear, shoulder, elbow &

wrist with right finger. Repeat on opposite side

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Vestibular Movements

Hop and spin- clockwise and counterclockwise

Hand spin – move feet around hands on floor

Crab walk spin - clockwise and counterclockwise

360 spin

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Balance activities

Arabesque walkingTree PoseSide plankCrab kicks holding chairHopscotchSkatersAcross the line

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Combination activities

Jump, throw and catch ballHopping and arm circlesJog & wrist/ elbow/ shoulder tapCross country ski

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Activities

Three shakes (no refusals!)Body writing- name, animal, breakfast,

game with different body partSocial walk and talk –assign topicsFoot to foot bean bag passing

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Activities: Colors/Hyperdash (L2)

Pick a color – touch 5 things of that color around the room (can’t be a person!)

Hyperdash!Post colored spots around classroom. Each

spot also has a number on it (you could also add a letter or a symbol to give you more options or use two different color sets).

Hand out index cards – student must follow sequence on card.

Can be a color, number or mixed sequence.

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Activities: Rock Paper Scissors (L2)

Stand back to back with partnerJump 5 times, turn on the 6th jump and

showVariations: use feet for symbols –

together= rock, apart side = paper, front back straddle = scissors

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Activities: Same Different (L2)

Walk around room. On command get toe-to-toe with a partner

Designate one person to be “same” and one person to be “different”

Jump 10x. On the 10th jump, both partners put one foot forward

If the feet are the same (both right feet), the “same” person gets a point, if they are different, the “different” person gets a point

Change movement pairs from one session to the next – feet apart or feet together; palms up/ palms down

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Scarfs (L2)

One scarf per student preferablyThrow and catch scarf with opposite handThrow, turn, and catch scarfThrow, clap as many times as possible, and

catchThrow and catch scarf on head/ backThrow and catch scarf on foot, lift up to catch

with opposite handThrow and catch behind bodyDo the same activities with a partner

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Activities: Sherlock Holmes (L2)

Send two people out of the roomChoose one person to initiate and change

the movement of the class – quiet, subtle movements

Invite the detectives back in – try to figure out who is the person initiating the change

Add decoys to increase the difficulty

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Activities: Maestro

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Activities: Maestro (L2)

O = lungeX = jumpArrows show which direction to move one

step only)Read the notes like words on a page – L to

R, top to bottom and SAY THEM OUT LOUD.Great activity for decision making, crossing

the midline of the body, tracking, rhythm

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Activities: Maestro (L2)

Level 1: move and say the SAME direction as shown on the screen

Level 2: move in the SAME direction as the arrows, but say the OPPOSITE direction

Level 3: move in the OPPOSITE direction, as the arrows but say the SAME direction

Level 4: move in the OPPOSITE direction as the arrows and say the OPPOSITE direction as shown on the screen

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Activities: Do This, Do That (L2)

Chosen leader performs various movements, each preceded by saying “do this” or “do that”

Students copy the movements but only if they are preceded by the phrase “do this”. If the directions are “do that”, no one is to move

Can use points – students try to get the least number of points during the game

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Activities: Do as I say (L2)

Leader gives verbal commandsLeader attempts to confuse the class by

performing a different movement from what they are saying

E.g. Say “put your hands on your elbows” while placing hands on your waist

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Popsicle Sticks (L3-4)

Write activities/ movements/ exercises on popsicle sticks

Students aim to complete as many stick as they can in time allowed by teacher

Encourage students to add their own (pending teacher approval!)

Work as team: table aims to complete as many stick as possible in time allowed

Give a target to aim for: Expert level=6 sticks

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Cupid Shuffle (L2-4)

4 steps to right4 steps to leftKick left right left right8 step turn 90 degreesRepeat!

Movement is the number 1 manager of student learning states!

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Activities: Academic Integration (L5)

Quick Math Face your partner. Pretend to put your water gun in your holsters. For one-hand addition,on the signal “Draw” each partner shows

any number of fingers and thumbs on one hand. The first partner who adds the fingers and thumbs of both

partners wins the draw. For two-hand addition, add partner #1 and partner #2 fingers

and thumbs together for the sum. For one-hand multiplication, multiply partner #1 times partner #2

for the product. For two-hand multiplication, multiply the sum of Partner#1’s

hands times the sum of partner #2’s hands for the product. ** Can’t do same number every time!**

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Activities: Academic Integration

EvensStudents walk around the roomOn command they find a partner, designate one to

be “odds” and one to be “evens”Hit fist into hand 3x and on 3rd time stick out a

combination of fingers: 0,1,2,3,4,5Total number of fingers is added togetherIf it is even, “evens” player get the point, if it is

odd, “odds” player gets the pointPlay best of 3 games then find another partner and

repeat

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Academic Integration

It’s all in the numbers

Spread playing cards, face down around classroom

Show a math problem on boardStudents solve the problem then look for the

cards that make up the answerFace cards = 10, Ace’s =1Could assign points to groups; complete

several problems

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Activities: Academic Integration (L5)

BalloonsOne per group of studentsKeep up – have to review topic/ answer

question/ link concepts while keeping balloon from hitting the floor/ table

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Activities: Academic Integration (L5)

Rock Paper Scissors, MathWalk around room. On command get toe to

toe with a partner.Face partner and say R-P-S MathWhen you say the word math, you should put

between 1-4 fingers out (no thumbs or zero’s)The person who adds the numbers/ multiples

the numbers first wins the roundPlay best of 5 rounds

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Punctuation in Action (L5)

Read a sentence or story. Punctuate using the following body movements and sounds.

Capital letter: jump up and say. “Go” Period: Put your fist on your nose and say, “Whoa” Comma: Hands on hips and circle hips around and say, “Slow

down” Question Mark: Shrug shoulders with hands up in air and say,

“Huh?” Exclamation Mark: Grab the air with the right fist and bring down

forcefully and say, “Yes” Quotation Marks: Pretend to make quotation marks in the air with fingers and say,

”Ching, ching” Apostrophe: Use the elbow to make an apostrophe in the air and

say, “Not”

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Milk top math

Add 2 dice - flip over milk cap with number on itDo activity under cap that many times. First with all flipped over wins.

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Content Review Ideas (L5)

Give students cards with information that needs to be ordered on them

Students need to find their group (differentiate by color/ number) and get themselves in the correct order

Dance/ Lyric Creation – create a song of the material to be reviewed

Q and A match. Half the students have the Q, half have the A. Find your matching partner

Partner ball pass review

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Academic Integration: Letter Spots

Letter SpotsThink of a word involving letters A,B,C,D,ERight shoulder = A, Right Ear = B, Nose =C, Left

ear = D, Left shoulder = EWithout talking, spell out the word using letter

spots on bodyPartner has to say letters out loud and say the wordChange letters/ body parts/ add body partsVocab lists for topic; spell out answer to question

using body

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Activities: Academic Integration

Pre-Test Taking Activity

Before starting test have students perform these warm-ups/hook-ups:

1 leg squat touch opposite hand to floor: 20 each side Spins and turns: 5 spins in each directions Knee to Elbow: 30 times for each elbow Stretches Hands over Heads Hands behind back Shoulder shrugs Head Rolls

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Resources

http://www.aahperd.org/naspe/publications/teachingTools/upload/PA-During-School-Day.pdf pages 2 and 3 have a variety of links to different activities

http://brainbreaks.blogspot.com/http://

pecentral.org/lessonideas/searchresults.asp?category=55 classroom integrated lessons. Most of them are elementary but you could adapt and tailor them to suit your needs

Roll Some Fun brain break activity: http://yourtherapysource.com/files/Roll_Some_Fun_Freebie2.pdf

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Further Reading

The Kinesthetic Classroom – Traci Lengel and Michael Kuczala

Promoting physical activity and health in the classroom – Robert Pangrazi, Aaron Beighle & Deb Pangrazi