The Cloverleaf School 12/3/14 Whole Body Learning Presentation Who le Bo dy L e a rning 1 THE C LO V ERLEA F SC HO O L Who le Bo dy L e a rning 2 De finition: Whole body le a rning o c c urs whe n te a c he rs a nd stude nts e ng a g e physic a lly, me nta lly, a nd e mo tio na lly in the le a rning c yc le . PHYSI CAL 3 “ The im p o rta nc e o f the b o d y is ind isp uta b le ; the b o d y m o v e s, a c ts, re m e m o rize s...a nd re m a ke s the w o rld . It’ s a b surd to se p a ra te the rig o ro us a c ts o f kno w ing the w o rld fro m the b o d y.” - Pa ulo Fre ire 1
The Cloverleaf School 12/3/14 Whole Body Learning Presentation WHY the physic a l a spe c t? 4 • E xte nsive re se a rc h ha s b e e n c o nduc te d to study the impa c t o f physic a l a c tivity o n b o th a c a d e mic pe rfo rma nc e a nd stude nt b e ha vio rs. • Physic a l a c tivity ha s b e e n fo und to e nha nc e le a rning a s we ll a s improve stude nt be ha vior . (F o rdyc e & We hne r, 1993) • E xe rc ise ha s b e e n fo und to affe c t e xe c utive func tio ning b y inc re a sing oxyg e n flow to the b ra in, inc re a sing bra in ne urotra nsmitte rs , a nd improving c og nitive func tioning . (Ba sc h, 2010) WHY the physic a l a spe c t? 5 Move me nt can be an e ffe ctive cognitive str ate gy to: • stre ng the n le a rning • impro ve me mo ry a nd re trie va l • e nha nc e le a rne r motiva tion a nd mo ra le (Je nse n, 2005) Physic a l 6 H ow doe s physical activity impr ove acade mic pe r for mance ? T he pa rt o f the b ra in tha t pro c e sse s mo ve me nt is the sa me pa rt o f the b ra in tha t pro c e sse s le a rning . T he c e re be llum is the a re a o f the b ra in mo st a sso c ia te d with motor ol a s we ll a s c ontr me mor y , a tte ntion , a nd spa tia l pe rc e ption . (Je nse n, 2005) 2
The Cloverleaf School 12/3/14 Whole Body Learning Presentation Physic a l 7 H ow doe s physical activity impr ove stude nt be havior ? By le a rning the rule s a nd g uide line s invo lve d in struc ture d physic a l fitne ss a nd ha ving unstr uc tur e d move me nt time to e ng a g e with pe e rs, physic a lly a c tive stude nts te nd to e xhib it mo re re sponsible pe rsona l a nd soc ia l c hoic e s . (Ba sc h, 2010) Physic a l in the Cla ssro o m 8 Inside the L Inside the L e sson e sson Be side the L Be side the L e sson e sson K F ine sthe tic le a rning idg e ts a c tivitie s Ora l mo to r re g ula to rs Utilizing a ll c la ssro o m Va rie ty o f a c tive le a rning spa c e s se a ting o ptio ns Co nne c ting Stude nt b re a k mo ve me nt to c o nte nt o ppo rtunitie s Struc ture d mo ve me nt during tra nsitio ns Physic a l in the Cla ssro o m 9 3
The Cloverleaf School 12/3/14 Whole Body Learning Presentation E MOT I ONAL 10 “ I’ ve le a rne d tha t p e o p le w ill fo rg e t w ha t yo u sa id , p e o p le w ill fo rg e t w ha t yo u d id , b ut p e o p le w ill ne ve r fo rg e t ho w yo u m a d e the m fe e l.” –Ma ya Ang e lo u WHY the e motiona l a spe c t? 11 Whe n kids ha ve a g re a te r soc ia l c onne c tion it fo ste rs a se nse o f “c o he re nc e ” o r me a ning a nd pur pose in life , whic h, in turn, e nha nc e s the whole body (me nta l, e mo tio na l & physic a l pro c e sse s). (Anto no vsky, 1987) E mo tio na l 12 H ow doe s e motional e ngage me nt impr ove stude nt be havior ? • A c a ring a nd suppo rtive e nviro nme nt impro ve s stude nt b e ha vio r • E ng a g ing in po sitive pe e r inte ra c tio ns is ve ry motiva ting • K no wing stra te g ie s fo r e mo tio na l re g ula tio n a nd na vig a ting so c ia l situa tio ns is e mpowe ring 4
The Cloverleaf School 12/3/14 Whole Body Learning Presentation E mo tio na l in the Cla ssro o m 13 E motiona l Re g ula tion: Our g o a l is fo r stude nts to se lf-re g ula te the ir e mo tio ns within the c la ssro o m se tting te a c h stra te g ie s fo r diffe re nt e mo tio ns te a c h ho w to ta ke a suc c e ssful b re a k E mo tio na l in the Cla ssro o m 14 E mo tio na l in the Cla ssro o m 15 5
The Cloverleaf School 12/3/14 Whole Body Learning Presentation E mo tio na l in the Cla ssro o m 16 Dire c t Instruc tion in Soc ia l Skills: pe rso na l spa c e he lpful wo rds po sitive se lf-ta lk (se lf-ima g e ) c o o pe ra tive pla y winning & lo sing c o nve rsa tio n skills pub lic a nd priva te E mo tio na l in the Cla ssro o m 17 Soc ia l T hinking : • se lf-a wa re ne ss & se lf-mo nito ring • b e ing a pa rt o f a g ro up • re c o g nizing e xpe c ta tio ns • disc ussing ho w we a ffe c t o the rs • so c ia l b e ha vio r ma pping • vide o mo de ling • pe rspe c tive ta king • no nve rb a l a nd ve rb a l c o mmunic a tio n E mo tio na l in the Cla ssro o m 18 Stude nt Se lf- Re fle c tion • so c ia l b e ha vio r ma pping Se lf- Advoc a c y • stude nts ide ntify the stra te g ie s tha t wo rk fo r the m • e mpo we r the m to a sk fo r wha t the y ne e d • L e a rne r Pro file s 6
The Cloverleaf School 12/3/14 Whole Body Learning Presentation E mo tio na l in the Cla ssro o m 19 Positive L a ng ua g e E mo tio na l in the Cla ssro o m 20 Our goal is for our stude nts to be a par t of a community T he re fore , we wa nt our stude nts to be : Ca pa b le Co nne c te d Co nsid e ra te Cre a tive T o do this, we : e ng a g e in c o mmunity-b uilding a s a sc ho o l e ng a g e in c o mmunity-b uilding a s a c la ss E mo tio na l in the Cla ssro o m 21 7
The Cloverleaf School 12/3/14 Whole Body Learning Presentation E mo tio na l in the Cla ssro o m 22 E mo tio na l in the Cla ssro o m 23 ME NT AL 24 "Stude nts a re E NGAGE D whe n the y a re a ttra c te d to the ir wo rk, PE RSI ST de spite c ha lle ng e s & o b sta c le s, a nd ta ke visib le DE L I GHT in a c c o mplishing the ir wo rk." -Ada m F le tc he r 8
The Cloverleaf School 12/3/14 Whole Body Learning Presentation WHY the me nta l a spe c t? 25 Be c a use stude nts suc c e e d whe n the y a re me nta lly e ng a g e d, c ha lle ng e d, a nd suppo rte d: "Cha lle ng ing a nd a tta ina b le a c a de mic g o a ls, te a c hing stra te g ie s tha t e mpha size stude nt c o lla b o ra tio n, a nd sub je c t ma tte r tha t is me a ning ful a nd c o nne c te d to stude nts' e xpe rie nc e s a lso c o ntrib ute to the ir fe e ling s o f a c a de mic c o mpe te nc e a nd e ng a g e me nt." "Onc e stude nts a re c o nfide nt o f the ir a b ility to suc c e e d, the y b e c o me mo re e ng a g e d a nd le a rn mo re . ...T he e a rlie r [we ] b e g in to b uild stude nts' c o nfide nc e in the ir a b ility to do we ll, the b e tte r o ff the y will b e . Be c a use stude nts' no tio ns o f the ir c a pa c ity to b e suc c e ssful a re so impo rta nt to e ng a g e me nt in sc ho o l a nd le a rning , sc ho o l c o nte xts sho uld b e de sig ne d in wa ys tha t suppo rt fe e ling s o f suc c e ss.“ (Ake y, 2006) Me nta l 26 H ow do we me ntally e ngage stude nts? By par tne r ing with stude nts in an e mpo we ring le arning e xpe rie nc e : • stude nt-le d c o nfe re nc e s • stude nt-c re a te d po rtfo lio s • g o a l-se tting a nd re fle c tio n a s re g ula r pa rt o f le a rning c yc le • g ro wth-o rie nte d c la ssro o m c lima te • sc a ffo lding to ma ximize inde pe nde nc e Me nta l 27 H ow do we me ntally e ngage stude nts? By conne cting le arning to stude nts' live s and the wo rld aro und the m: • c ritic a l lite ra c y inte g ra tio n • pro b le m-po sing disc ussio ns • ta king le a rning e xpe rie nc e s o ut into the c o mmunity • pe e r-to -pe e r le a rning • b uilding o n stude nts' stre ng ths & inte re sts 9
The Cloverleaf School 12/3/14 Whole Body Learning Presentation Me nta l in the Cla ssro o m 28 Pe o ple fe e l e ng a g e d whe n the y a re me nta lly stimula te d a nd c ha lle ng e d to push the mse lve s. At Clo ve rle a f, we b a la nc e c ha lle ng e with suppo rt to ke e p stude nts me nta lly e ng a g e d a nd inve ste d in the ir o wn sc ho o l e xpe rie nc e . Me nta l in the Cla ssro o m 29 Me nta l in the Cla ssro o m 30 10
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