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Human
Movement
in the
General
Classroom
by
Adela Mae Alguno
and
Jaydil Hermias
CEBU INTERNATIONAL SCHOOL
Physical Education Department
Objectives :
Use creative movement and dance as teaching tools in the classroom
Integration of activities within the instructional day will meet the needs of a variety of learners especially kinesthetic learners in a more meaningful manner.
What to expect from the Workshop?
9:15–9:25 Powerpoint Presentation
9:25–9:45 Workshop Activity
9:45–10:05 Group Work
10:05–10:15 Group Presentation
10:15–10:20 Wrap up / Cool down
Teacher’s Flexibility in Class
To meet the needs of
the kinesthetic
learners, teachers
often add quick movement activities
between lessons to
allow children an
opportunity for
movement.
Effects of Dance on
Academic Learning
Werner (2001) revealed that integrating dance in math classes significantly increased positive attitudes toward math in students in second through fifth grades.
Grant’s (1985) study of the use of kinesthetic approaches to teach young children at-risk also pointed to the benefits of incorporating movement for instructional purposes.
Grant used kinesthetic approaches with first-graders to teach reading and writing skills relying heavily on motor skills and the use of gestures in addition to auditory and visual stimuli.
“Not only did the kinesthetic method prove to be more effective, but much more enjoyable for the students as well. The physical movement of this method causes such a strong attraction for the young child.”
Effects of Dance on Behavior
Griss (1994) discussed the ability to take disruptive energy and make it creative. When creative energy is aligned with learning objectives, a positive environment is created. Many children who exhibit behaviors that challenge their teachers may be kinesthetic learners.
Dance is beneficial for students who have
difficulty expressing themselves orally or
in writing.
Effects of Dance on Assessment
An additional benefit to adding movement and dance activities to the classroom involves the creation of alternate forms of assessment.
Dance represents a very expressive form of communication between a dancer and an audience. As such, it is a useful tool to evaluate the expression of a student’s understanding of class content.
Lee (1994) wrote about allowing a student to
dance her understanding of class concepts.
Lee’s college student was able to use her
strengths to demonstrate her understanding of
the differences between consultation and
collaboration.
The student’s performance proved to be a very
powerful experience for all of the students in
her class.
Teachers who have included multiple intelligence theory in their classrooms easily could add experiences such as these to allow their students new ways to demonstrate a clear understanding of their own learning.
To use dance as a legitimate form of assessment, teachers need to develop appropriate scoring rubrics aligned to standards, benchmarks, and goals.
Teachers must purposefully and clearly state expected outcomes as they design rubrics so that they can objectively evaluate their students’ performance.
Table 1. Character Analysis 3 External character traits (physical attributes & actions) and internal character traits (personality,
motivation, & relationships) of the character are evident and clearly portrayed through the movement phrases performed
Primary complications/problems dealt with by the character are accurately portrayed through movement phrases
Organization is strong and contains well developed movement phrases and transitions; themes are clear and evident
Movements chosen match what they were supposed to portray
2 External character traits are evident in the movement phrases performed and some attention has peen
paid to internal character traits, however the focus is on external traits The main problem in the story is evident through the movements used, but other complications are
not evident Several important movement phrases are present and well sequenced, but transitions are needed Some movement chosen match what they are supposed to represent, others seem very contrived or
mismatched
1 Only external character traits are present in the movements used Some aspects of the story are present in the movement phrases, but they did not contain the primary
complication/problems faced by the character Sequence of movement phrases is difficult to follow and lacks clear organization Movements chosen often are not a good match for what they are supposed to represent
Topic integrated with
Human Movement
Insect metamorphosis lesson and observations of caterpillars and butterflies
First Section: entrance to the stage- caterpillar would move heavy, indirect & slow : students perform a wringing movements with their bodies
Second Section: forming of chrysalis followed by stillness Final Section: end with a way to leave the stage the way a butterfly would move –
light, fast and using flicking movements as they flit across, then off the stage.
Who am I with?
A
Rae
Khristine
Clara
B Lianne
Rosalie
Sandee
C Jeralyn
Joel
Emily
MATH – “Counting Song”
SCIENCE – “Sugar Song”
ENGLISH – “Verb Song”
We need to push ourselves further to think of creative ways to meet learning standards and the many ways that children demonstrate their intelligence and understanding.
Attention must be paid to all of the intelligences our children possess and to all of their learning styles.
Dance is important to incorporate into our inclusive classrooms if we want to meet the needs of more diverse groups of students.
STACEY N. SKONING
Teaching Exceptional Children Plus
Vol 4, Issue 6, July 2008
Thank you and
keep those
bodies moving in classroom…