Vocabulary Tableau, Technology, and Movement

3672794277_c1a12f8d3fVocabulary retention is increased when words are used in context. In an English Language Arts classroom that often means using vocabulary words correctly in writing.  Writing assignments vary from sentences to creative writing prompts, to essays. Using physical movement during vocabulary instruction adds a mind-body connection increasing the likelihood of adding these words to one’s personal word bank. Not only does physical movement create a mind-body connection, it also may utilize the creative and innovation outlets the brain craves as these connections add a sense of novelty.  Furthermore, adding technology reinforces contextual learning as well as creativity. Combining physical activity with technology may be overload for some teachers, but there are some simple apps that can enhance the vocabulary tableau activities I have mentioned in previous posts.

 

Simple Videos: Built-In Cameras

One of the easiest ways to add video technology in the classroom is by using the built-in camera on a tablet or smartphone. For this activity, students work in groups of 3-4.  Each group receives a vocabulary word.  The task for the group is to create a 15-second video of a vocabulary tableau. Groups can either choose one formation that they freeze in for the entire length of the video, or they can create two formations in which the move from one frozen pose to the next. These videos are then uploaded to Google Drive with URLs shared with the teacher. The teacher organizes the URLs in a Google Sheet for students or groups to access.  Students can then view the videos to determine the vocabulary words each group was assigned. The activity can end here, or students can be asked to demonstrate the tableau “live” in class when words are encountered in the text.

 

Photos + Narration:  Shaddow Puppet EDU (http://get-puppet.co/)

This activity adds another layer to the built-in camera option. For this activity, students create an audio slideshow of their vocabulary tableau. Students upload a picture of their tableau to the iPad app, Shaddow Puppet EDU. Students can add a narration of the tableau.  This narration may include synonyms/antonyms or other clues to the physical tableau.  Students can also add other photos available on the web to create a larger slideshow mixing media formats. These slideshows can also be uploaded to Google Drive and shared. Adding audio clues with the tableau utilizes higher-level thinking strategies challenging students at all levels.

 

Photos + Narration + Animation: Tellagami (http://tellagami.com)

Another layer of this activity can involve animation. Tellagami is an easy iPad app that allows students to pick characters and settings from a menu of options. Customization is available with the option of adding pictures from the camera roll to the setting. Students can add pictures of their tableau and then add narration to characters. The narration may include a storyline with the vocabulary word in mind, or it may involve clues similar to those in the audio videos. These videos can be uploaded to Google Drive.

 

Each of these tools can enhance vocabulary instruction. Adding movement, technology, and personalization helps students use and retain vocabulary.  Of course, this entire activity progression can be used with the comprehension of fictional and nonfictional texts instead.

Red Card, Black Card, Move

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The utilization of movement varies from grade level to grade level and from teacher to teacher. I was visiting with a teacher recently, and she mentioned how the use of “brain breaks” is different from elementary to middle school.  Middle school teachers were labeling time to get up and pass in papers or sharpen pencils as brain breaks.  Elementary school teachers were incorporating dance moves or stretching as brain breaks.  I think both, depending on how they are used, or the outcomes of the movements could be considered brain breaks.

I also often hear teachers request the use of movement to enhance content, or the use of movement in conjunction with content.  Many of the activities on this site are, or can be, used alongside the delivery of content.  I also hear from teachers the need for the use of movement in their classrooms to be simple and easy to implement.  This activity is both simple and easily adapted to any content.  A colleague of mine was explaining the activity in the following manner:

Each student is given either a red playing card or a black playing card. In the front of the room, one of the unit’s essential questions was written on a red piece of chart paper, and a second essential question was written on a black piece of chart paper.  Each student was also given a sticky note. When directed, students answered the essential question according to the playing card they received. Students then found a partner with the same playing card and discussed their answers (and made any modification) to the essential question they were assigned.  The sticky notes were then placed on the corresponding chart paper.

This is a simple activity that does not require a lot of thought. It can be modified in many ways. Students could pair up with someone with the opposite color of playing cards and have a conversation. Students could have a large group conversation after dividing themselves up into two large groups.  As the unit progresses, students could be asked to answer the other essential question and repeat the activity.  The same can happen at the end of the unit as a check to see if the essential questions were addressed throughout the unit.

Using movement in the classroom does not have to be flashy.  It can be simple and enhance the normal flow content delivery and classroom discussions; therefore, all teachers should be able to add more movement to their classes on a daily basis.

Writing Connections With K’NEX

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Everyone has experienced some type of writer’s block. For some students, this occurs more frequently than others.  There ar many causes of writer’s block which may include: structure, classroom environment, brainstorming of ideas, topic, class, focus, time, health, boredom, interest, and so on.  This list can be endless.

There are multiple ways to address writer’s block. In order to combat issues related to stress, anxiety, focus, and lack of ideas, physical movement and tactile manipulation can help calm inhibitors and stimulate the mind allowing writing to occur more freely, or naturally.

Struggling students often need structure to give them stability and guide them through the writing steps they need to produce an effective writing piece. The delivery of the structure can vary from class to class (and year to year), but providing students with options and clear connections between a topic and the writing process is often critical to success.

For this activity, K’NEX (http://www.knexeducation.com/) are used to help inspire creativity and to help illustrate connections in the writing process. K’NEX are building toys consisting of colorful rods and connectors.  The various K’NEX building sets range from simple parts and machines to elaborate systems utilizing pulleys and levers. K’NEX are utilized in some schools to accent STEM activities, but they can also be used in a more simplified manner to help teach students the writing process.

One way to utilize K’NEX is through teaching a basic writing structure. For example, a paragraph may consist of a topic sentence, a detail sentence, an explanation of the detail sentence, followed by a second detail and explanation sentence, and ending with a connecting or concluding sentence. Of course, there are many variations of this and the type of writing and age level will influence this structure. This can be stretched to an essay including an introduction paragraph, body paragraphs, and a conclusion paragraph.  The elaboration of the structure varies from text to text. After an introduction to the writing structure, student groups (or teams) are given a pile of K’NEX. As a group, they create a visual representation of a paragraph, essay, or other writing text. Since K’NEX are color-coded and have the ability to connect in multiple ways, as well as bend, these visual representations can be quite powerful. As an alternative, the instructor can assign elements of a paragraph a color, so students may have to figure out how to connect pieces based on their role.  Since the rods are different sizes and shapes, teachers can use this as a formative assessment to determine the understanding of paragraph/essay structure.

A second way to use K’NEX with writing, is to have students use building sets in relation to an assigned topic. Students can work in teams, or individually, to construct a representation of their topic. The physical manipulation, and the creative outlet, helps students move beyond initial writer’s block allowing them to proceed with the writing process.

Adding more movement to the activity could include a gallery walk or a human representation of the K’NEX creations. The hands-on activity, followed by the physical movement, provides needed mind-body connections that further enhance the academic progress with writing.

Calming the Speaker With Movement

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Public speaking is a fear many people face.  There have been multiple moments in my teaching career when I have encountered a terrified student sweating about giving a presentation, whether it was a presentation meant to be delivered individually or as a group.  In some cases, the student spoke so softly hardly anyone could hear the presentation.  In other cases, the student claimed to have forgotten what he or she was supposed to talk about, so an awkward silence would fill the room.  There were times where a one-on-one presentation opportunity was given to alleviate the burden of public speaking.  Yet, there were also moments (more often than not), when the presentations went smoothly with little hint of anxiety present.

Using physical movement can help reduce stress and anxiety public speaking tends to build in students.  There are multiple ways to add physical movement before public speaking moments.

  1.  Rubric Gallery:  Before starting the presentations for the day, post the rubric around the room.  Ask students to walk around the room to remind themselves of the expectations. As they do so, inform students to generate a goal they have for their presentations. Their goal should include a plan and an indicator to measure their success.
  2. Main Point Tableau:  Students take notes of the main points a speaker is making during his or her presentation.  At the end of the speaker’s presentation, students should stand.  On the teacher’s signal, the students should freeze in a body position that represents a main point of the presentation. The teacher may ask a couple of students to explain their poses and a brief review of the speech can take place.
  3. Wall to Wall Practice:  Students line up on one side of the classroom.  On the signal, students slowly walk to the other side of the classroom reviewing the main points of their presentation. When they get to the other side, they turn around and return to the other side of the classroom.
  4. Speaking Ball Toss:  In groups of five, students toss a koosh ball around the circle.  When they toss the ball, they say a main point of their presentation.  They can also orally state the main components of their speak outline.  For example, they might state a three-word reminder of the hook of their introduction during their first toss.  On their second toss, they might state a phrase from their thesis, and so on.
  5. Small Group Walk:  Journey outdoors (or into the hallway) and have students complete a walk and talk presentation.  In groups of five, one of the students delivers his or her presentation to the rest of the group (and the teacher). The student can walk during the entire presentation or pause as often as he or she feels the need to do so.

Public speaking is scary for many people, but it doesn’t have to be the beast it is perceived as being. By listening and observing the feelings of students as they prepare for and anticipate presentations, teachers can counter some of the fear and anxiety students are expressing. Adding movement is just one way teachers can begin to address this fear.  Providing students with the appropriate skills they need can help them conquer the fear and feel a bit of success.

It’s the Holiday Season, so get up and Move

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The holiday season is probably my favorite time of year.  My family has several traditions we enjoy that only happen at during the months of November and December.  My two children have grown to not only anticipate these activities but appreciate them. From participating in a fun run, to watching a holiday parade, to making gingerbread houses with leftover Halloween candy, to picking the right tree to cut down, to spending quiet time singing and reflecting about all of the action around us.

The excitement of the season paired with the anxiety some students face over the uncertainty of their situation during a break from a structured environment can create challenging moments for the classroom teacher.

Teachers are often coached to keep classrooms relatively normal during this time of year to help reduce the anxiety and stress some students are feeling. Even though the classroom may start to feel a little chaotic during this stretch of the year, it is a perfect time to integrate physical movement in the classroom.  Since there is the potential for an increase in chaos, it is also a time to reinforce physical movement protocols and routines.  Physical movement reduces the levels of stress and anxiety fostering a safe environment for students so learning can occur. Some of my favorite lessons at this time of year include:

Snowball fight:  Questions regarding a lesson are written on a sheet of paper.  The teacher tells students to write an answer on the sheet of paper, wad the piece of paper into a ball, and stand on the sides of the classroom.  When the teacher signals, students throw the balls into the center of the classroom.  Students pick up a ball, straighten it out, add to the answer of the question and then repeat the activity.

Vocabulary Snowflake:  Each student creates a large snowflake.  It may be helpful to show a brief youtube video of a simple design. Once the snowflake has been created, students write a vocabulary word somewhere on the snowflake.  The snowflakes are then hung around the walls of the classroom.  Students then are instructed to quietly find a snowflake and add an antonym, sketch, or sentence for a new word.  Students move around the classroom adding missing elements to each snowflake.

Snow boots Shuffle:  A pair of snow boots is positioned on a table top.  Discussion questions/pictures are color coded and then cut in two.  Students select a piece from the boots and find their matching partner.  The pair discussion the question or prompt with the option of moving around the room.

There are several options for movement, but adding a seasonal flare creates novelty and increases the motivation students have to reflect, review, learn, and explore.

 

 

The Movement Routine

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Movement and Routine

 

The start of the school year is one of the most exciting times of the year for teachers, students, and parents.  While some may argue that point, as a teacher I am filled with elation, nervous energy, and satisfaction in my chosen profession.  

 

The start of the school year is filled with preparation, and teacher after teacher will tell you how important it is to set-up the classroom in such a way, to greet students, to establish relationships, to build a positive learning climate, and to establish routines and rules. How individual teachers and classrooms go through this process varies.  

 

Utilizing movement in the classroom is essential, and starting the year off by frequently using movement helps teachers and students get acclimated to the process and helps establish a practice that becomes ingrained in the daily/weekly activity of the classroom procedures.

 

Movement Mindset

When thinking about using movement in the classroom, teachers need to define the purpose behind using movement.  If the purpose of adding movement is to add fun to the classroom or to do it because other classes are doing it, the success may dwindle.  When teachers and students understand the benefits of movement, the benefits kick in and the needs of the whole child are addressed more adequately. One of the reasons I started to use movement in my classroom was to create opportunities of students to refocus on a task or topic at hand. Research has indicated the connection between the use of movement and improved focus or on-task behavior (Grieco, Jowers, & Bartholomew, 2009; Jensen, 1998; Maher et al., 2009). As I gave instructions on how to perform movement activities, I informed students of the benefits of focusing on the task at hand.  Furthermore, I planned activities with the idea that I wanted students to focus on learning a specific task that was either addressed during the activity or immediately after the activity.  If content was specifically challenging, I had students perform the activity prior to engaging in learning difficult content.  Using movement to focus students became my purpose.  Since it was my purpose, I was very intentional in its use, which improved the success and understanding regarding movement activities selected and used throughout the school year.

 

Focusing on a clear purpose helps teachers with consistency.  A clear purpose also helps communicate reasons for using it to students, other teachers, and administrators. Plus, it helps direct evidence towards meeting the needs of diverse learners.

 

Movement Initial Routine

 

Once a purpose has been established (or contemplated), teachers can move into the initial routine process.  Establishing a movement routine should to be addressed each time a new movement activity is introduced.  However, the initial routine introduction is more elaborate.

 

Intentionally practicing how to perform a movement activity takes time initially, but the payoff will save time in the future.

 

Movement Sustained Routine

 

Using movement multiple times per week keeps students engaged with the content and helps students and teachers expect and understand why it is being used.  As movement activities are introduced, students may need to be reminded of the routines in place.  Also, as the year progresses, teachers may wish to add novelty to a previous activity with simple modifications.  The brain feeds off of novelty, and adding new elements to an activity increases student awareness aiding to effective classroom management.

 

Adding movement also helps teachers determine when to involve kids.  A lesson that seems to be teacher-directed can be shifted to more of a student-directed lesson with the addition of individual and collaborative movement activities. Being intentionally with movements helps teachers sustain its use in the classroom and support the routines they established at the beginning of the school year. This is true for content-specific movement activities and brain-break activities.

 

If teachers are worried about classroom management, it is important to establish routines and start with short and simple activities.  For example, having students stand by their desks and form a statue with their bodies representing something they have read is a simple movement.  Students do not have to move away from their desks, and it can be done in seconds. The routine may include telling students to stand to the right of their desks and push their chairs in.  on the count of three, freeze into a position.  Hold the position for 10 seconds and then return to their seats. Another simple activity is to post key questions from a unit of study around the room.  Students stand and move from question to question to complete their answers.  The routine may include informing students to remain silent, walk to a sheet to read a question, make sure no more than three people are at the question, move to another question, and return to their seats when finished. These are simple activities that require small efforts from the teacher and the students. These are also activities that can be elaborated on easily as the year progresses.

Using frequent movement activities in the classroom will transform the teaching experience for teachers and the learning experiences for students.

image:  flicker.com

Moving Staff Meetings

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School is starting!  For some, this is the time they have been waiting for.  For others, what they have been dreading has finally become a reality.

August is prime time for teachers to get their classrooms ready and start to attend district required professional development trainings and staff meetings. These trainings and meetings contain valuable information and necessities to start the school year and keep progressing throughout the year as a staff, a content specialist, grade level expert, and so on.

While teachers may be generally excited to start a new year, the set-up of staff meeting can be dreadful. Long periods of sitting and watching slide after slide of a monotone lecture is an ironic set-up to how the school year should start in classrooms at every level. If students and teachers are to be energized, then they need to be given a chance to feel energized, or they need the opportunity to have their energy fed.

It is easy to spoon feed information via lecture.  It is also relatively risk-free as a presenter.  Most people are able to stand and read or speak.  It can take little effort, but the rewards are limited.  By investing in a few brain breaks, or movement activities involving collegial interactions, staff meetings and trainings can be viewed as more valuable. Plus the information shared has a higher chance of being retained and embraced.

As administrative teams, and teacher leaders, prepare for the back-to-school meetings, I challenge them to thinking of ways to add movement. Below are some simple ways to add a movement or more to a meeting.

  • Instead of sitting and discussing, have teacher find a colleague to share comments with via a standing discussion.
  • Break teachers up into groups in different areas of the room to have them move to a new location for a discussion. This discussion can be a standing or sitting discussion.
  • Rather than showing data via a power point, post the data around the room and have teachers analyze it, or react to it, via a gallery walk.
  • When reviewing information, or formulating an opinion base, teachers can participate in a stand-sit response.  All teachers stand.  As teachers share, they sit (see earlier posts to modify the student version).
  • To break up discussion groups, teacher can participate in a rotating conversation gathering multiple perspectives. See the video on the Teaching Channel (https://www.teachingchannel.org/videos/conver-stations-strategy).
  • Take the discussion outside.  In many parts of the country, the weather is gorgeous during the summer months.  Teachers can walk and talk while being outdoors.

The options can be endless, and the rewards can be limitless. Plus, modeling ways to get teachers moving can provide teachers with the inspiration to add more movement to their classrooms.

image: http://missiontosave.com/wp-content/uploads/2012/06/start-line.jpg