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Schedule

Schedule. Lucy Helleman Kate McFall Ann Murphy Ana Rodriguez. Given that physical activity is important , how can we integrate it into the classroom ?. Goals. Identify at least two reasons for incorporating movement within the classroom

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Schedule

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  1. Schedule

  2. Lucy Helleman Kate McFall Ann Murphy Ana Rodriguez Giventhatphysicalactivityisimportant, how can weintegrateitintotheclassroom?

  3. Goals • Identify at least two reasons for incorporating movement within the classroom • Identify at least four different ways to incorporate movement within the classroom • Seminar participants will be able to make an informed decision regarding how to structure breaks within their classroom schedule.

  4. WhoFidgets? Almost everyone in the class fidgets in some way. However, • 2/3 of the class says it bothers them when other people fidget • only 1/3 of the class claims to have trouble sitting still • just over half of the class believes they have a long attention span. The average score on a scale of 4-24 was a 14. The most common kind of fidgeting found in our class is to kick or tap feet.

  5. …more facts • The large majority of the class agreed that some kind of break should be taken during the day or class. • 65% of the class said they would not use fidgets in the classroom. Only 12% said they would definitely use them.

  6. ADD? or ADHD? What is the difference?

  7. What is ADHD? • 5-10% of American children affected • Thirteen million American adults • Often misdiagnosed • The primary symptoms are hyperactivity, impulsivity, and inattention • The behaviors must appear before age 7 and continue for at least six months • The symptoms must also create a real handicap in at least two areas of the child’s life

  8. Life in the Classroom with ADHD • Attention variability • 10% less brain activity • Physical movement and learning connection How to Combat: • Strict schedule • Rigorous movement with mental challenge • Movement is not the enemy of learning!

  9. Activities Within The Lesson • Something within the lesson that allows for a break, but does not break away from the actual lesson.

  10. Structured breaks • Breaks in which adults totally regulate the social interaction among students. • Example: guided games

  11. Unstructured Breaks • Breaks when an adult is not structuring the social interaction, either indoors or outside, between children in a regular school day. • Example: Recess

  12. Which is Better? • There is a great deal of research showing that unstructured breaks help improve learning and general attitude towards School. • There is also an argument that recess should not be used at all.

  13. What are Fidgets? • A fidget is some kind of manipulative that students can fiddle with in the classroom. • Examples: Exercise ball, stress ball, rubber band, gum, etc. • A fidget is a tool, NOT a toy.

  14. Somesuggested rules forusingfidgetsinclude: • Explain its purpose • Silent • Used only by the child owner • Taken away if misused • Foot fidgets are preferable

  15. Akeela and theBee

  16. "The kids at the bee they do all kinds of things. They sway back and forth, they turn around and turn around in circles, anything they have to do to keep focused.“ • What movement strategies do you use to learn? How does it impact your study habits? • Would you let a child in your class do anything to stay focused? If not, what kind of limits must be set? If so, how will that impact your classroom? • Is it beneficial to teach children to use certain movement strategies to aid in learning in school when they will not be able to use them in a professional setting?

  17. Small Group Discussion

  18. Large-Group Questions • If given only approximately 5 hours of instructional time a day, are you willing to give up 5 minutes every hour to movement? • If so, that means 25 minutes a day, 2 hours a week, 12 hours every six week period, 70 hours over the year. Still worth it? • How do fidgets factor in?

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