I stumbled upon an outstanding book - Traci Lengel and Mike Kuczala's The Kinesthetic Classroom: Teaching and Learning Through Movement. It offers research based evidence into the positive effects of movement in the classroom as well as practical approaches for integrating movement into English, math, science, and social studies classrooms in both elementary and secondary grades.
What's the story?
Lengel and Kuczala state that "Movement makes the learning process more efficient," (p. 19). On pages 19 and 20, they share a list of ways in which combining movement with content improves overall learning; creating more neural pathways, improving attention with sensory engagement, making recall easier, multi-sensory opportunity for stages of learning, and dynamic, sensory experiences among others.
They cite a study done in a secondary school in Naperville School District, Naperville, Illinois in which students had the opportunity to engage in exercise, some with additional content, some purely movement based, before going on to English and Math classes. The program was called Learning Readiness PE (LRPE).
In one semester, those [students] with LRPE improved their reading and comprehension scores by 0.5 grade levels more than those students in the study who took the literacy class alone. The results were just as compelling with the students who took the LRPE before math class. These students increased their algebra readiness by an average of 20.4% compared to 3.87% in the students without LRPE. (p. 22)
These are outstanding results - the program has become mandatory in Naperville District Schools.
Is it useful?
My favorite parts of the text were chapters 8 and 9 - "Reviewing Content" and "Teaching Content" respectively. Both chapters provided specific lessons for different content areas and grade levels utilizing movement. Many of the review activities are familiar games like musical chairs, with content layered over the movement. The teaching activities for English vary, but many are creatively focused, allowing students to explore within a physical and intellectual framework. Others are partner based activities that could be performed in seats, but instead have materials spread around the room to encourage moving. All are adaptable - excellent places to start the process of integrating movement into the classroom.
Conclusion
Many of the ideas in The Kinesthetic Classroom are practical and adaptable for a variety of classrooms. The inclusion of research and neuroscience frame movement in the classroom as not just a tool to use when looking for something new, but a necessity for more productive learners. I look forward to integrating these lessons into my own practice.
References
Lengel, T., Kuczala, M. (2010). The kinesthetic classroom: Teaching and learning through movement. Thousand Oaks, CA: A SAGE Company.