MOVEMENT and MEMORY a Thesis Presented to the Faculty Of

MOVEMENT AND MEMORY

A Thesis Presented to the Faculty of California State University, Stanislaus

In Partial Fulfillment of the Requirements for the Degree of Master of Arts in Education

By Lisa Joy Adams June 2013

CERTIFICATION OF APPROVAL

MOVEMENT AND MEMORY

by Lisa Joy Adams

Dr. Susan Neufeld Date Professor of Education

Dr. Christopher J. Roe Date Associate Professor of Education

DEDICATION

This project has been an exciting and enlightening journey. I could not have done it without the love, support, and encouragement of my adult children and wonderful husband. My husband has been beside me through the entirety of this endeavor. He has inspired me to reach within myself and motivated me to never give up. He has compelled me to be the best that I can be and I love him for that. He has encouraged me when I have become frustrated and he has rejoiced with me when I have succeeded. It has not always been easy, but he has continuously been by my side and has made significant sacrifices to be present at every completion of every step. It is with all my love and adoration that I dedicate this project to my husband, Gregory

L. Adams.

ACKNOWLEDGEMENTS

First and foremost, I need to acknowledge my parents for the support they have given me throughout my childhood and educational career. They have been

Godly role models, which have impelled me to always do my best. They have continually believed in my abilities and it is because of their dedication to my success that I was able to complete this project.

I also would like to express my heartfelt gratitude to Dr. Susan Neufeld, who has been dedicated to not only my success but also, the success of all her students.

This is an inspiring attribute that I implore to possess and demonstrate throughout my career. It has been through her patience, continual encouragement, and professional experience that I was able to make it through this journey. Her distinct ability to help me see the big picture while allowing me to still pay close attention to the details is a precious gift she possesses and I am grateful to her for that. Throughout this journey, she has laughed with me at life’s funny moments and has cried with me when life’s struggles knock at my door. She provided a safe place to make mistakes and I came to embrace her keen eye and purple pen. She never let me lose sight of my goal and I am truly thankful for her.

TABLE OF CONTENTS PAGE

Dedication ...... iv

Acknowledgements ...... v

Abstract ...... vii

CHAPTER I. Introduction ...... 1

Statement of the Problem ...... 2 Purpose of the Project ...... 4 Significance of the Project ...... 4 Definition of Terms.………………………………………….. 4 Summary……………………………………………………… 5

II. Review of the Literature ...... 7

Theorists ...... 8 Brain Based Research………………………………………… 9 Brain Based Learning Through Kinesthetic Instruction ...... 12 Brain Based Learning Through Total Physical Response ...... 15 Summary……………………………………………………… 16

III. Description of the Project ...... 17

Purpose ...... 17

IV. Implementation ...... 18

V. Summary, Conclusions, and Recommendations ...... 20

Summary ...... 20 Conclusions ...... 21 Recommendations…………………………………………….. 22

References ...... 26

Appendix

A. Movement and Memory ...... 31

ABSTRACT

The lack of retention of knowledge learned is overwhelming in today’ educational system. Many students struggle to remember simple concepts taught in the classroom.

The goal of this project is to provide educators with strategies incorporating kinesthetic techniques to enable students to use both the right and left sides of the brain. Allowing students to connect academic content learned to movements practiced, facilitating long-term retention. Included is a handbook that focuses on lessons including strategies and movements to increase student’s academic retention.

vii

CHAPTER I

INTRODUCTION

In classrooms across America children are struggling and many are academically unsuccessful. Education Data Partnership (2011) reported that, only

46% of all schools in California scored at least 800 on the growth Academic

Performance Index (API) in 2010. Teachers strive to find new and innovative ways to help floundering students retain information taught in school. There have been a number of studies examining the learning and development of children (Kolb, 1984;

Piaget, 1970). Correlational and experimental studies have provided insight into the relationship between teaching and how the brain stores information. Piaget’s Stages of Cognitive Development (1970), Kolb’s Experiential Learning Theory (1984), and

Gardner’s Theory of Multiple Intelligences (1993) are examples of theories that have contributed to the understanding of human development and the learning process.

How does a child or an adult learn best? Gardner (1993) suggested that each person possessed eight distinct intelligences. According to his Multiple Intelligence

Theory, they are visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, logical-mathematical and recently added to the list was the naturalist. These intelligences are seen every day, in every classroom, across

America. Each student possesses their own unique set of intellectual strengths and constraints. Even though Gardner does not refer to these intelligences as learning styles or learning modalities, teachers are striving to present information in a

2 particular manner reflecting specific learning modalities in which students will be able to comprehend the material easier.

Nevertheless, with this wealth of knowledge on learning modalities there continues to be a lack of retention of knowledge learned by students.

In Gardner’s book (1991), The Unschooled Mind, he explains this phenomenon:

A disciplined education is best conveyed by comparing disciplines with subject matter. All over the world, students study different subjects-mathematics, history, biology, physics, perhaps music, psychology, or geography. They read texts, listen to lectures and carry out exercises. Often however, what they learn is primarily information of a factual sort. After the course, they appear to know what they did not know before-the formula for the binomial theorem, the dates of Civil War battles, the names of phyla and orders, or the law of thermodynamics. However, far too often, the facts are all the students know-and sooner or later, these facts disappear unless they have been repeated and revisited. After all that memorization, little is left. (p xiii) Statement of the Problem

Students are often unable to retain critical information about the concepts they are taught. This in turn has consequences on their ability to meet academic standards in a timely manner. The question becomes how can educators increase students’ retention of knowledge covered in the classroom. Teachers use many strategies in the classroom to help students remember information. The strategies include activities such as note taking, study guides, the use of graphic organizers, realia, choral response, mnemonics, rhymes, and even the use of acronyms.

Another strategy that has become increasingly popular is the use of kinesthetic

3 movements. The use of hand and body movements with vocabulary and concepts can be introduced as part of learning about “volcanoes” or “the rock cycle” in the sciences to help students retain important information. Goldin-Meadow, Wagner

Cook, and Mitchell (2009) suggested movement enhanced long-term memory and showed that bodily movements and gestures not only helped the user recover old ideas but also aided in the creation of new ones. Bohrer (1970) previously reported on the possible connections between physical movements and language learning and observable increases in retention of material learned. Piaget (1970) understood that tactile learning during the first 12 years of a child’s education was important.

In Total Physical Response, the left side of the brain is used to analyze, talk and discuss (Asher, 2003). The right side of the brain is used when moving, acting or creating. When language is taught through lecturing, the left side of the brain receives the information and stores it in short-term memory and is soon forgotten, it never becomes real to the student. When language is taught vigorously through movement, the right brain receives the information and retains it, the same way riding a bike or swimming is remembered, it is then stored in long-term memory. Hardiman (2001) stated to cement long-term memory, connect emotions to learning. Using techniques such as dramatizations, humor, movement, and art, engages the emotional systems of the brain and kindles student academic performance.

In a study conducted by Skoning (2010), a diverse group of students were learning science, social studies, literature, and math through movement and dance techniques. Students in this study struggled retaining information taught through oral

4 or written language. However, with the incorporation of kinesthetic techniques, they were able to connect language with the movements they practiced. Students were able to recall character traits and basic plot lines increasing their academic success in the classroom.

Purpose of the Project

The purpose of this project was to create a handbook that provided educators with strategies for incorporating text and hand motions that enabled students to use both sides of the brain; in turn, allowing students to connect academic content learned to movements practiced, facilitating long-term retention.

Significance of the Project

Material learned in the classroom may be quickly forgotten. Therefore, kinesthetic teaching strategies involving activities such as hand gestures and movements need to be incorporated in teaching to abate unremembered facts and assist students with academic standards in a propitious manner. With the use of these kinesthetic strategies student’s long-term memory may become heightened, students will be able to comprehend the material easier, and academic performance will be enhanced.

Definition of Terms

Academic Performance Index (API). A measurement of academic performance and progress of individual schools in California. API scores range from a low of 200 to a high of 1000.

Brain-Based Learning: Learning in accordance with the way the brain is naturally designed to learn (Jensen, 2008).

Kinesthetic: Movement

Multiple Intelligence Theory: Gardner (1993) suggested that each person possessed eight distinct intelligences. According to his Multiple Intelligence

Theory, there are visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, logical-mathematical and recently added to the list is the naturalist. Each student possessed their own unique set of intellectual strengths and constraints. These eight kinds of intelligence allow eight ways to teach rather than one.

Total Physical Response (TPR). A method of teaching language using physical movement enabling the student to use both sides of their brain, facilitating long-term retention (Asher, 2003).

Summary

Teachers in classrooms across America are using many techniques and teaching strategies to help students remember information. The purpose of this project is to provide educators with strategies incorporating kinesthetic techniques to enable students to use both the right and left sides of the brain. Allowing students to connect academic content learned to movements practiced facilitates long-term retention.

Chapter II reviews the research in the field of brain-based learning and

6 kinesthetic instruction. Chapter lll summarizes the handbook created to aid and motivate teachers to implement and create strategies that support and incorporate kinesthetic hand motions during instruction. Chapter lV describes the implementation of kinesthetic hand motions used in a variety of lessons. Chapter V includes a summary of the project, conclusions from the research, and recommendations for further research and projects using kinesthetic hand motions used during instruction.

CHAPTER II

LITERATURE REVIEW

Movement and physical activity is essential in an individual’s learning process

(Blakemore, 2003). The connection between movement and retention is being researched in the fields of brain-based learning. When movement is incorporated with classroom instruction, students have a greater chance of being able to recall such information at a later time. Hannaford (1995) stated that, “the human qualities we associate with the mind can never exist separate from the body” (p. 11); movement is a crucial part of learning and thinking, as well as a fundamental part of mental processing. Furthermore, teachers need to be more aware of the body’s role in learning. Hannaford (1995) wrote:

To ‘pin down’ a thought, there must be movement. Movement anchors thought. Learning involves the building of skills, and skills of every manner are built through movement of muscles. Medicine, art, music, and science, competence in these and other professions develop through an intricate internal networking among thought, muscles, and emotions. (p. 98)

According to Marigliano and Russo (2011) teachers helped children develop their working memory, when they asked children to recall what movements they did or saw their peers do. This fostered the ability to hold information in the mind over a period of many seconds. In addition, children used their working memory as they reflected on their own thinking and saw connections between different experiences.

Theorists

A review of literature surrounding human development shows the expansion of the learning process and student retention. One influential discovery was Kolb’s

Experiential Learning Theory (ELT) where he defined learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience" (1984, p. 41).

His model shared two ways of grasping experience, Concrete Experience and

Abstract Conceptualization and two modes of transforming experience, Reflective

Observation and Active Experimentation. ELT suggested the learner must repeatedly choose which set of learning abilities to use in a particular learning situation.

Furthermore, Gardner (1993) suggested that each person possessed eight distinct intelligences. According to Brualdi, (1996) Gardner argued that there was both a biological and a cultural basis for the Multiple Intelligences. The Intelligences included visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, logical-mathematical and recently added to the list was the naturalist.

Gardner claimed that the eight intelligences did not operate independently.

Neurobiological research indicated that modification in the synaptic connections between cells in the brain resulted when different learning took place. Therefore, these synaptic connections were taking place in different areas of the brain. In addition to these biological factors, Gardner (1983) argued that the cultural values placed upon abilities to perform certain tasks provided motivation to become skilled in specific areas. Particular intelligences may be highly evolved in individuals of one

9 culture and not as developed in those of another culture. This was fundamental for teachers to understand, because students enter the classroom with different sets of developed intelligences. Each have their own strengths and weaknesses resulting in how well they learn information when presented in a certain manner.

Along with these, Bohrer (1970) looked at language instruction by incorporating visual cues and movement games. He discussed the educational theories of De Sauze, Kale, and Asher. The theorists communicated the important connection between auditory, visual, and kinesthetic movement during instruction and how when used together it reinforces learning and improves retention.

Brain Based Research

Jensen (1998) described the human brain as being divided into four areas called lobes, the occipital, frontal, parietal, and temporal. The occipital lobe, located at the back of the brain was responsible for vision. The frontal lobe was involved in problem solving and judgment. The parietal lobe, located at the top of the brain processed higher sensory and language functions. The temporal lobes, left and right, just over the ears were responsible for hearing, memory, meaning, and language. In the back lower area of the brain was the cerebellum, which was responsible for motor movement and some areas of cognition. Jensen (1998) cited Thompson’s studies, which supported the conclusion that the cerebellum was where long-term memory for motor learning was located.

Jensen (1998) went on to describe how learning was the brain’s best function.

“Learning changes the brain because it can rewire itself with each new stimulation,

10 experience, and behavior” (p. 13). Any form of stimulus started the learning process.

Once the process was started the stimulus was sorted and stored at multiple levels in the brain. Which in turn, formed the potential of a memory. Therefore, as educators, it was important to understand that, for information to become retrievable, it first needed to become a memory.

According to Jensen (1998) “Memory and recall are critical elements in the learning process for very practical reasons. The only way to know that students have learned something is if they demonstrate recall of it” (p. 99). Also, “Memory is a process, not a fixed thing or singular skill. There is no single location for all our memories” (p. 100). Consequently, there are a number of ways to access the memories that are stored throughout the brain. Jensen (1998) cited researcher

Schacter stating that there were different locations and systems throughout the brain responsible for learning and recall. That is why if a person lost 20% of their cortex they could still retrieve information well. These different systems also explained how a student could recall statistics from sports yet have poor recall when it came to famous people in history. Jensen (1998) went on to cite Gallistel, Tulving, and

Calvin, who emphasized that for retrieval to occur certain neurons must be triggered to activate our memories. Thus, memory and retrieval could not be separated and was directly determined by what retrieval process was activated. Different types of learning required a particular type of triggering to take place. When enough of the right types of neurons were stimulated in the precise way, there was efficacious retrieval.

Jensen (1998) explained that there were separate memory pathways used for different types of memories. One was an explicit or declarative memory, which included both working and short-term memory. Jensen cited researcher Schacter stating that explicit memory was the one used most in schools when asking exam type questions or assigning an essay. It had several forms including semantic word and symbol-based memory along with episodic or experiential memory prompted by a specific location or circumstance. The episodic processing however, had a disadvantage when too many events or too much information was entrenched in the same location. It in turn, became clogged, the information was there but it was useless, especially for students who lacked the specific hooks or mental file names to retrieve their prior learning. However, according to Griss (2013) “By creating a rich contextual environment, kinesthetic learning constructs memories connected to time, place, and emotions, which we call episodic encoding. Students activate and integrate physical, emotional, and cognitive responses to what they are learning, making learning more meaningful. (p. 1)” Griss (2013) cited Hannaford stating that the hook for retrieval was movement, which was connected to thought.

Another pathway Jensen (1998) explained was the implicit or procedural memory that was often known as motor memory. Physical movements, such as, dance, sports, games, theater, and role-play, activated it. A person did not seem to forget how to ride a bike even if it had been years since he had ridden. Procedural memory had limitless storage and required minimal review and very little intrinsic motivation. Jensen (1998) again cited Thompson’s studies, which stated that the best

12 examples of physical evidence found so far for any memory in the brain, were those from skill memory, which was located in the cerebellum. Jensen went on to say; that the body and the brain were not separate they were a continuous organism; what happened to the body, happened to the brain. This was why hands-on learning was so important and memorable to a student.

The relationship between movement and learning is evident. Jensen (1998) cited researchers, Pollatschek and Hagen’s findings, that academic performance and student attitude towards school improved when students engaged in physical education daily. In a Canadian study of more than 500 students, those who regularly exercised more than an hour each day outperformed those who did not exercise at exam time (Hannaford, 1995). With physical processes such as, creating a project, role-playing, cheerleading, or a hands-on science project were highly likely to be recalled. With this evidence at hand, educators should be purposeful in having students participate in hands-on-activities and physical movement throughout instruction. According to Jensen (1998), educators can interlace math, social studies, movement, science, role-play and physical education together. In fact, Jensen (1998) cited Abraham from the Department of Kinesiology at the University of Texas at

Austin that movement in the classroom was as essential as using counting in physical education.

Brain Based Learning Through Kinesthetic Instruction

A study presented by Pennington (2010) involved the incorporation of movement to increase the learning of grammar by high school students. Pennington

13 cited researcher Corbin stating that movement had shown to be the one thing that tended to engage all learners and activated both sides of the brain. Corbin also suggested that movement provided critical emotional engagement necessary for motivation and attention. Therefore, movement influenced the brain’s functions and educators should not overlook the connection. Pennington went on to cite researchers

Fahey and de los Santos’ who suggested using real or model objects for learners to manipulate, as kinetic hooks were encoded in context and retrieved more easily.

Learning increased due to the multiple memory pathways in the brain due to movement and multi-sensory input.

Etemad (1994) studied kinesthetic instruction and how 5 and 6 year olds performed on a cognitive development test. The study consisted of 16 students, in a combination kindergarten-first grade class in a Bay Area public school. There were 8 boys and 8 girls that were randomly selected. The students were assigned with an equal number of boys and girls to a Treatment Group and a Control Group. The

TONI-2 Test of Nonverbal Intelligence was administered individually to all students.

A total of five Language Arts lessons were taught. Each lesson plan included goals, objectives, format, and for the treatment group, kinesthetic components. Both groups were given pretests and posttests and the mean and standard deviations were calculated and summarized. The treatment group’s pretest scores were higher than the control group’s scores. The mean score of the treatment group’s posttest was higher than the control group’s increase in mean. The results showed that the addition of kinesthetic instruction led to a stronger cognitive development in 5 and 6 year olds.

Furthermore, Kurywezak (1997) investigated whether the inclusion of tactile modalities to visual, auditory, and kinesthetic based lessons would increase students’ retention of vocabulary words. The study consisted of 10 remedial first grade students enrolled in a school in Elizabeth, New Jersey. Two samples of remedial reading students were identified as experimental and control groups. Each group consisted of

5 students. The control group was taught 5 vocabulary words using visual, auditory and kinesthetic modalities. The experimental group was taught 5 vocabulary words using the visual, auditory, and kinesthetic, and tactile modalities. The vocabulary was taken from their Macmillan basal stories. The following day students were individually tested on the retention of new vocabulary learned using flash cards as the testing device. After 7 weeks of learning a total of 30 new vocabulary words, students were tested again to monitor their retention using flash cards. To determine the significance of mean differences, t-tests were used between groups. The findings revealed no significant difference in the retention of vocabulary words of first graders who learned through visual, auditory, and kinesthetic modalities when compared to those who learned through visual, auditory, and kinesthetic, and tactile modalities.

However the results may have been affected by varied degrees of exposure to stories, amount of time spent reading at home, and absenteeism among the experimental group (experimental mean was 22.80, sd 5.49, t 1.04; control mean was 18.80, sd

6.61).

Another study presented by Goldin-Meadow et al. (2009) investigated the significance of kinesthetic motor learning while functioning non-motor tasks. The

15 study consisted of 128 fourth-grade students each given math problems of the type

3+2+8=__+8. The students were given these types of problems in a pretest and were unsuccessful. The students were randomly divided into three groups. One group was taught the words “I want to make one side equal to the other side.” Another group was taught the same words along with gestures –a V-shaped hand indicating 3+2, followed by a point at the blank. A third group was taught the words along with the gestures but focusing their attention on the wrong numbers –a V-shaped hand indicating 2+8, followed by a point at the blank. All students were given the same mathematics lesson. They were told to repeat the words or gestures they were taught.

Following the lesson students took a post-test with new problems of this type and explained how they reached their answers. According to Goldin-Meadow et al. (2009) students who repeated the correct gesture during the lesson solved more problems correctly than those that repeated only the words.

Brain Based Learning Through Total Physical Response

Through action and observation, a student’s whole body is involved in understanding and developing language. In one study, Maiztegul and Kestekman

(1973) measured the level of retention in high school students trained in listening comprehension of Hebrew using the Total Physical Response technique versus students trained to only listen and observe. The language units used were similar to that used in Total Physical Response (TPR) materials developed for the program in

Spanish. The students were divided into two groups, an experimental group that consisted of students trained in listening comprehension techniques and the use of

16 motion. The control group consisted of students that were trained in listening comprehension techniques but were inactive observers. Each group was given a pretest, language training, four sessions of fifteen minutes each during consecutive days.

Following the sessions, an attitudinal questionnaire and retention tests were given 72 hours and 3 weeks after the training. The level of retention achieved by the experimental group was higher than that of the control group. However, the difference in achievement between the groups was not significant (statistics were not recorded in document).

Summary

The findings in this chapter represent the significant studies that have focused on the importance of kinesthetic instruction, its effect on cognitive development and long-term memory. This research ascertained important links between movement and memory. Physical movements such as dance, sports and role-play attached to learning had limitless storage and required minimal review. The evidence impelled educators to interlace hands-on-activities and movement throughout instruction, which better facilitated in student comprehension and retention of material learned.

In Chapter lll there is a description of the handbook containing exercises and lessons using kinesthetic hand motions.

CHAPTER III

DESCRIPTION OF THE PROJECT

Purpose

The purpose of this project was to educate teachers on movement and the body’s role in learning. The handbook was created to provide educators with strategies for incorporating kinesthetic hand motions to text across the content areas.

In turn, both text and motions enable the students to use both the right and left sides of the brain facilitating long-term retention.

The handbook was arranged in four sections containing songs and Nursery

Rhymes, Language Arts, Math, and Science. The lessons are formatted in columns, with the text on the left side of the page and the movements on the right side. Which allows the teacher to effortlessly read the text and incorporate the movements listed or to create movements of their own. The lessons listed are gathered, created and recreated by teachers including the help of students, during the course of 3 years and are continually being transformed and improved to better facilitate teacher’s and student’s creativity and enthusiasm for learning.

Chapter lV describes the implementation of kinesthetic hand motions used in a variety of lessons and how it can be used across the content areas.

CHAPTER IV

IMPLEMENTATION

When introducing movement to any content area, teachers can engage students by having them create movements to demonstrate the content introduced.

Expanding on activities developed by Trawick-Smith and DeLapp (n.d.), movement can be integrated into any academic area of the curriculum. Teachers can use active games to teach math by getting students counting and moving at the same time.

Students can count steps as they climb and walk or measure the distance they have jumped. They can use hand motions to represent formulas, order of operations or the different types of angles.

Teachers can use movement to reinforce literary concepts by asking students to demonstrate aspects of a story being read, the setting, plot, or the conflict and resolution. A teacher can ask a volunteer to act as one of the characters and the class will guess which character they are portraying. Teachers can check on listening comprehension by having students reenact the story. New vocabulary words and concepts can be taught through movement by having the students physically demonstrate the words or a game of charades to reinforce and review the vocabulary previously taught.

Movement can be included in science when using hand motions to teach the layers of the earth. Teachers can have the students use movements to depict weathering and the rock cycle. When teaching about plants, teachers can have the

19 students use movements or dance to act out growing from a seed into a plant. When learning about the transformation of a caterpillar to a butterfly they can demonstrate a caterpillar crawling, then being confined in a cocoon, to finally the arrival and dance of a beautiful butterfly.

To introduce the information and research to educators school wide, a power point or handout at an in-service or staff meeting could be created. Scheduled class observations of teachers and students demonstrating a number of kinesthetic techniques with different content areas and curriculum could be used to deliver the information. The availability of short videos of teachers and students modeling kinesthetic movement with a lesson could influence educators to use the movement techniques themselves. The distribution of articles sent through all staff emails which include research on brain based learning can further educate teachers on the importance of movement and how it is related to learning and long-term memory.

In closing, it is important to recognize how the brain works and how to create the most productive learning environments. Movement activities that reinforce brain function and long-term memory should be a vital part of every classroom to enhance student learning.

Chapter V includes a summary of the project, conclusions from the research, and recommendations for further research and projects.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and the recommendations for the application of the project. First and foremost, the chapter summarizes the project.

Next, a discussion of the conclusions derived from the review of literature and brain based research. To conclude, there are recommendations for further research and lesson development using kinesthetic hand motions across the curriculum.

Summary

The lack of retention of knowledge learned is overwhelming in today’s educational system. Many students are academically unsuccessful and struggle to remember simple concepts and skills taught in the classroom. Listen to the words of

Confucius, “I hear and I forget. I see and I remember. I do and I understand.” With this in mind, it is imperative for educators to be purposeful in having students participate in hands-on-activities and physical movement throughout instruction.

There has been specific brain research that supports the need for physical activity, movement, and exercise to reinforce not just physical development but cognitive development. Movement prepares the brain for learning it increases heart rate, which feeds the brain blood, oxygen and glucose, all of which are needed nutrients for concentration and memory (Jensen, 1998). Educators need to be well informed about how the brain learns to better facilitate learning and retention.

Gardner (1999) wrote:

I believe in action and activity. The brain learns best and retains most when the organism is actively involved in exploring physical sites and materials and asking questions to which it actually craves answers. Merely passive experiences tend to attenuate and have little lasting impact. (p. 82)

It was the goal of this project to provide research, techniques, and a handbook for incorporating hand movements in everyday lessons across the curriculum, to reinforce brain activity and support long-term memory.

The project’s handbook was created after incorporating movements with vocabulary and math concepts used in the classroom to help students remember the content covered. The review of literature was aimed towards kinesthetic movements used in education and brain based research, which supported the relationship between movement and learning.

Conclusions

It was clear, based on the literature surrounding human development, multiple intelligences, and research in the field of brain based learning, movement was vital to brain function and retention of information learned. Most of the research found, suggested that physical activity or movement during instruction-increased heart rate, which increased fuel to the brain, which in turn aided in cognition (Jensen, 1998).

With the lessons provided in the handbook, educators have the materials needed to begin incorporating movement in content areas across the curriculum.

Recommendations

This handbook puts essential information and lessons in the hands of educators to promote a creative and memorable learning experience. When movement is incorporated with classroom instruction, students have a greater chance of being able to recall such information at a later time. All teachers face challenges when choosing the best instructional strategies in delivering lessons to students. In order for teachers to succeed with incorporating hand movements and gestures during instruction and learning, several steps need to be followed.

To begin, articles and research on the benefits of incorporating movement and gestures during instruction should be shared with other teachers and grade levels.

Next, teachers should observe other teachers that incorporate movement in instruction and find a technique that best fits their classroom environment. Finally, teachers should experiment with movement as a instructional tool. If you are feeling intimidated by the idea of teaching with movement have the students create the movements to be incorporated in the lesson themselves. Make sure that you have a structured environment with signals for students to freeze and focus on you.

Representing academic concepts with movements make learning fun, memorable and comprehensible (Griss, 1998).

Educators could test this theory by randomly assigning homogenous groups.

One group would receive a traditional or direct instruction in a content area and the other a kinesthetic form of instruction. Once a content area such as science has been chosen, administer a pre-test and post-test. Also, educators should keep a daily log of

23 their experiences as they teach the content area and the lessons, activities, and strategies incorporated. A final survey should be administered to students to evaluate how they felt about the lesson and if they deemed it memorable.

Teachers could also plan on observing the responses of students during testing situations to see if they are using the gestures to help them answer questions and respond; this behavior has been observed on numerous occasions by teachers who have implemented this strategy.

Neuroscience and classroom instruction have become closely connected due to the evidence from brain-based learning. The incorporation of movement during instruction influences the functions of the brain, and educators should not overlook this important bond. Corbin (2008) stated, “Movement has shown to be the one thing that tends to engage all learners and activate both sides of the brain” (p. 68) and suggested that this trigged emotional engagement that was necessary for motivation and attention. Pennington (2010) cited researchers Caine & Caine stating, that an active learning experience rather than a passive activity, allowed for the body to incorporate more sensory memory pathways. Pennington (2010) went on to cite

Willis and Phillips research showing, the more areas of the brain that are activated during learning, the more connection and more long-term memory possibilities existed. Therefore, it is important to incorporate movement during instruction even if it is having the students move in groups to stations to gather information or use tactile objects to preform a task. Using this handbook along with incorporating some form of movement throughout the instructional day may be the catalyst to learning.

Hannaford (as cited in Pica, 2008) stated, "We have spent years and resources struggling to teach people to learn, and yet the standardized achievement test scores go down and illiteracy rises. Could it be that one of the key elements we have been missing is simply movement?” (p. 1).

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g-to-Move-brief-final.pdf

APPENDIX

MOVEMENT AND MEMOREY

Created By: Lisa Joy Adams Summer 2013

Movement and Memory Introduction

Movement and physical activity is essential in an individualʼs learning process (Blakemore, 2003). The connection between movement and retention is being researched in the fields of brain-based learning. When movement is incorporated with classroom instruction, students have a greater chance of being able to recall such information at a later time. Hannaford (1995) stated that, “the human qualities we associate with the mind can never exist separate from the body” (p. 11); movement is a crucial part of learning and thinking, as well as a fundamental part of mental processing. Furthermore, teachers need to be more aware of the bodyʼs role in learning.

This handbook was created to provide educators with strategies for incorporating text and hand motions that enable students to use both sides of the brain; in turn, allowing students to connect academic content learned to movements practiced, facilitating long-term retention. The section dedicated to songs and nursery rhymes assist primary children in the development of phonemic awareness, new vocabulary and articulation of words. The songs and nursery rhymes involve movement and patterns, which help children with muscle memory, recall and memorization.

Table of Contents

Songs and Nursery Rhymes…………………………………… 34 English Language Arts………………………………………….. 55 Mathematics………………………………………………………. 61 Science…………………………………………………………….. 64

Songs and Nursery Rhymes

“The Itsy Bitsy Spider”

The itsy bitsy spider climbed up the (Opposite thumbs and pointer water spout. finger climb up)

Down came the rain and washed (Flutter fingers downward. Hands the spider out. sweep down)

Out came the sun and dried up all (Arms form circle overhead, then the rain sweep upward)

And the itsy bitsy spider climbed up (Opposite thumbs and pointer the spout again. finger climb up)

Songs and Nursery Rhymes

“Hello, Everybody”

Hello, everybody (Wave to everyone)

And how are you? (Shrug shoulders)

How are you? (Shrug shoulders)

Hello, everybody (Wave to everyone)

And how are you? (Shrug shoulders)

How are you today? (Shrug shoulders)

Songs and Nursery Rhymes

“Skinnamarink”

Skinnamarinky dinky dink, (place left hand under right elbow and wiggle right hand)

Skinnamarinky doo, (place right hand under left elbow and wiggle left hand)

I Love You! (point to eye, fold arms across chest, point to child)

Skinnamarinky dinky dink, (repeat above action)

Skinnamarinky doo, (repeat above action)

I...love...you. (repeat above action)

(make a circle by holding your I love you in the morning, hands, keep arms down and gently swing them back and forth)

And in the afternoon, (same shape as above but move arms to chest level)

I love you in the evening (same shape as above but move arms over head)

Underneath the moon. (make a circular motion around body with arms)

Skinnamarinky dinky dink, (same action as above)

Skinnamarinky doo, (same action as above)

I...love...you. (same action as above)

Songs and Nursery Rhymes

“My Hands Say Thank You”

My hands say “thank you” with a (Clap three times) clap, clap, clap.

My feet say “thank you” with a tap, (Tap feet three times) tap, tap.

Clap, clap, clap (Clap three times)

Tap, tap, tap. (Tap feet three times)

I roll my hands around (Roll hands around)

And then I say “Goodbye!” (Wave)

Songs and Nursery Rhymes

“Five Fat Peas”

Five fat peas in a pea pod pressed. (Hold fist up)

One grew, two grew, and so did all (Bring up each finger like counting) the rest.

They grew and they grew and they (Raise arm higher and higher in the never stopped. air)

They grew so big that the pea pod (Clap hands once) POPPED.

Songs and Nursery Rhymes

“Pat-a-Cake”

Pat-a-cake, pat-a-cake, bakerʼs (Clap four times) man

Bake me a cake as fast as you (Clap four times) can.

Roll it (Roll hands around each other)

And pat it (Pat hands in air)

And mark it with a “B.” (Trace “B” in the air)

And put it in the oven (Forward motion of hands)

For baby and me. (Point to baby then self)

Songs and Nursery Rhymes

“Open, Shut Them”

Open, shut them. Open , shut (With hands at shoulder height, open them. and shut them)

Give a little clap. (Clap hands)

Open, shut them. Open, shut them. (With hands at shoulder height, open and shut them)

Lay them in your lap. Lay them in your lap.

Open, shut them. Open, shut them. (Repeat motions)

Now, creep them, creep them (Wiggle fingers while creep them up to chin)

Right up to your chin. (Put fingers on chin)

Open up your little mouth: “Ahhh....” (Open mouth and say “ahhh...”)

But do not let them in. (Quickly put hands behind back)

Open, shut them. Open, shut them. (Repeat motions)

Give a little clap. (Repeat motions)

Open, shut them. Open, shut them. (Repeat motions)

Lay them in your lap. (Repeat motions)

Open, shut them. Open shut them. (Repeat motions)

Now, like little birdies, let them (“Flutter” fingers up high) flutter to the sky.

Falling, falling, almost to the (Bring “fluttering” fingers down, not ground. quite to the ground)

Quickly pick them up again and turn (Quickly pick hands up and roll them round and round. them around each other)

Faster, faster. Slower, slower. (Do above motion faster then slower) Open, shut them. Open, shut them. (Repeat motions) Give a little clap. (Repeat motions) Open, shut them. Open, shut them. (Repeat motions) Lay them in your lap. (Repeat motions)

Songs and Nursery Rhymes

“Five Little Ducks Went Out to Play”

Five little ducks went out to play. (Hold up 5 fingers)

Over the hills and far away. (Put hand to forehead as if looking)

Mother duck said, “Quack, quack, (Use hand to make “quacking” quack, quack.” motion)

But only four little ducks came (Hold up 4 fingers) (Repeat until no back. ducks come back.)

So father duck said, “QUACK, (Use hand to make quacking motion) QUACK, QUACK, QUACK.”

And all the little ducks came back. (Hold up 5 fingers)

Songs and Nursery Rhymes

“Five Green and Speckled Frogs”

Five green and speckled frogs (Hold up 5 fingers and wag them back and forth) Sitting on a speckled log Eating some most delicious bugs. (Make eating motion)

Yum, yum, yum. (Rub tummy in circular motion)

One dove into the pool, (Put hands together as if diving) Where it was nice and cool.

Now there are four green, speckled (Hold up 4 fingers and wag them frogs. back and forth) (Repeat until no frogs)

Now there are no green, speckled (Shrug shoulders) frogs.

Songs and Nursery Rhymes

“Five Little Monkeys Jumping on the Bed”

Five little monkeys jumping on the (Hold up 5 fingers) bed

One fell off and bumped his head. (Bump head with hand)

The Mama called the doctor and (Pretend to use telephone) the doctor said,

“No more monkeys jumping on the (Wag finger) (Repeat until no bed.” monkeys)

Songs and Nursery Rhymes

“Five Little Monkeys Swinging in the Tree”

Five little monkeys, swinging in a (Hold up 5 fingers on right hand. tree. Swing rhythmically)

Teasing Mr. Crocodile, “You canʼt (Wave fingers at left hand) catch me.”

Up comes Mr. Crocodile as quiet as (Make “mouth” with left hand and can be, creep toward right hand)

And snaps that monkey right out of (Clap once) (Repeat the tree. four...three...two...one until no No little monkeys swinging from a monkeys) tree,

Iʼd better watch out or he might (Point to self) catch me!

Songs and Nursery Rhymes

“Five Little Pumpkins

Five little pumpkins sitting on the Hold up 5 fingers. gate.

The first one said, “Oh, my itʼs Hold up thumb. getting late.”

The second one said, “There are Hold up index finger. witches in the air.”

The third one said, “But I donʼt Hold up middle finger. care”

The fourth one said, “Letʼs run and Hold up ring finger. run and run.”

The fifth one said, “Iʼm ready for Hold up pinky. some fun.”

Ooooo! Went the wind, and out Blow through hands, then clap went the light.

And the five little pumpkins rolled Roll hands behind back. out of sight!

Songs and Nursery Rhymes

“Here is the Beehive”

Here is the beehive. (Hold up fist)

But where are the bees? (Shrug shoulders)

Hiding inside, where nobody sees. (Tap fist with other hand)

Watch them come out of the hive. (Extend fingers one at a time and One...two...three...four...five. count)

Bzzzzzzzz.... (With all fingers extended, move hand to babyʼs tummy and tickle)

Songs and Nursery Rhymes

“Where is Thumbkins?”

Where is Thumbkins? (Hide hands behind back)

Where is Thumbkins? Here he is, (Bring out one hand, thumb up)

Here he is. (Bring out other hand, thumb up)

Mighty glad to see you, (Wag one thumb at the other)

Mighty glad to see you. (Wag other thumb)

There he goes, (Put one hand behind back)

There he goes. (Put other hand behind back)

Songs and Nursery Rhymes

“Two Little blackbirds”

Two little blackbirds (Hold up two thumbs)

Sitting on the wall. One named (Wag one thumb at the other) Peter,

The other named Paul. (Wag other thumb at the other thumb)

Fly away Peter, (One hand behind back)

Fly away Paul. (Other hand behind back)

Come back Peter, (Bring one back)

Come back Paul. (Bring other back)

Songs and Nursery Rhymes

“The Wheels on the Bus”

The wheels on the bus go round (Turn hands around each other) and round

Round and round, round and round The wheels on the bus go round and round All through the town.

The wipers on the bus go swish, (Move both hands and arms back swish, swish... and forth as wipers)

The driver on the bus says “Move (Motion with thumb) on back....”

The people on the bus go up and (Stand up and sit down) down...

The babies on the bus go “Wah, (Put fists to eyes as if crying) wah, wah...”

The mothers on the bus go “Shh, (Put index finger to mouth) shh, shh...”

The fathers on the bus go “I love (Hug self or baby) you...”

Songs and Nursery Rhymes

“If Youʼre Happy And You Know It”

If youʼre happy and you know it, (Clap twice) clap your hands.

If youʼre happy and you know it, (Pull up corners of mouth) Then your face will surely show it,

If youʼre happy and you know it (Clap twice) (Repeat with stomp your Clap your hands. feet, shout hurray, do all three)

Songs and Nursery Rhymes

“Head, Shoulders, Knees and Toes”

Head, shoulders, knees and toes (Touch head, shoulders, knees then toes)

Knees and toes. (Touch knees then toes)

Head, shoulders, knees and toes (Touch head, shoulders, knees then toes)

Knees and toes. (Touch knees then toes)

Eyes and ears and mouth and (Point to eyes, ears then mouth and nose. nose)

Head, shoulders, knees and toes (Touch head, shoulders, knees then toes)

Knees and toes. (Touch knees then toes)

Songs and Nursery Rhymes

“Iʼm a Little Teapot”

Iʼm a little teapot (Bend knees in rhythm)

Short and stout Here is my handle, (Put hand on hip like “handle”)

Here is my spout. (Put arm out to side like “spout”)

When I get all steamed up (Lean over sideways on “spout” Hear me shout. side) Just tip me over and pour me out!

English Language Arts

“The Verb Rap Song”

A verb is a word Itʼs an action word If you can do it, then you do it Point to students If you do it: Itʼs a verb Point to students

Listen up close, hereʼs what weʼll Hand cups your ear do Iʼll say a verb, and you say it too Point to self, point to students Now when weʼre playing, when you Point to students say it I want you to do it too

Clap, clap, clap, clap Clap, clap, Clap, clap, clap, clap Clap, clap, clap, clap, clap clap

Jump, jump, jump, jump, Jump, Jump, jump, jump, jump, Jump, jump, jump, jump, jump jump, jump

Shake, shake, shake, shake Shake, shake, shake, shake Shake, shake, shake, shake, Shake, shake, shake, shake, Shake, Shake, shake, shake, shake shake, shake, shake Shake, shake, shake, shake Shake, shake, shake, shake Shake, shake, shake, shake, Shake, shake, shake, shake, Shake, Shake, shake, shake, shake shake, shake, shake clap, clap, clap, clap clap, clap, clap, clap jump, jump, jump, jump jump, jump, jump, jump clap, clap, clap, clap clap, clap, clap, clap jump, jump, jump, jump jump, jump, jump, jump clap, clap, clap, clap, jump, jump, clap, clap, clap, clap, jump, jump, jump, jump, shaaake, shaaake, jump, jump, shaaake, shaaake, shaaake, shaaake shaaake, shaaake clap, clap, clap, clap, jump, jump, clap, clap, clap, clap, jump, jump, jump, jump, shaaake, shaaake, jump, jump, shaaake, shaaake, shaaake, shaaake, shaaake, shaaake, clap, clap clap, clap jump, jump jump, jump

57 shaaaaake, shaaaaake shaaaaake, shaaaaake clap, clap clap, clap jump, jump jump, jump shaaaaake, shaaaaake shaaaaake, shaaaaake clap, clap clap, clap jump, jump jump, jump shaaaaake, shaaaaake shaaaaake, shaaaaake clap, clap clap, clap jump, jump jump, jump shaaaaake, shaaaaake shaaaaake, shaaaaake clap, clap, clap, clap clap, clap, clap, clap jump, jump jump, jump shake, shake, shake, shake shake, shake, shake, shake jump, jump jump, jump clap, clap, clap, clap clap, clap, clap, clap jump, jump jump, jump shake, shake, shake, shake shake, shake, shake, shake jump, jump jump, jump clap, clap, clap, clap clap, clap, clap, clap jump, jump jump, jump shake, shake, shake, shake shake, shake, shake, shake jump, jump jump, jump clap, clap, clap, clap clap, clap, clap, clap jump, jump jump, jump shake, shake, shake, shake shake, shake, shake, shake jump, jump jump, jump

A verb is a word itʼs an action word, now Clap, clap, clap, clap, Clap, clap, Clap, clap, clap, clap, Clap, clap, clap, clap clap, clap

A verb is a word itʼs an action word, now Jump, jump, jump, jump, Jump, jump, Jump, jump, jump, jump, Jump, jump, jump

jump, jump, jump

A verb is a word itʼs an action word, now Shake, shake, shake, shake, Shake, shake, shake, shake, Shake, Shake, shake, shake, shake shake, shake, shake

A verb is a word itʼs an action word, now Jump, jump, jump, jump Jump, jump, jump, jump

A verb is a word itʼs and action word

@HaveFunTeaching.com

English Language Arts

“Prepositions”

Towards –“Iʼm walking towards Walk towards a student [Rob].”

Through –“Iʼm walking through the Walk through the door door.”

Through – “Iʼm swimming through Mime that you are swimming the the water.” breast stroke

Into – “Iʼm putting my hand into Reach into your bag my bag.”

Across – “Iʼm walking across the Mime that you are looking both ways, street.” then crossing a busy street

Over - “It went over my head.” Make a chopping motion above your head

Against - “Iʼm leaning against the Lean against the wall wall.”

Under – “Iʼm under the table.” Get under a table

English Language Arts

“Plot Dance”

The story starts at the basic situation.

In the beginning we learn: (Kneel down and hold up three character, setting and conflict. fingers)

The basic situation is also called (Put hands around eyes like the exposition. We have to look for binoculars) certain things when a story begins.

Next we have complications. (Move arms like you are punching at Complications are problems the a punching bag). characters must face or fight through.

Complications are also referred to (Know stand up from your knelling as the rising action. The story is position still punching). moving forward.

Then we have the climax. (Raise hands over your head and clap twice).

The climax can be exciting and you must be alert and awake because this is where the outcome of the story is decided.

After the climax is the falling (Lower hands and fall or slouch to action. one side).

The story is winding down as it comes to an end.

Finally, the story ends at the resolution.

The story is over all loose ends are (Rub hands together in a cleaning tied up. motion).

Compliments of Morgan Rossiter

Mathematics

“Order of Operations”

Parenthesis, parentheses (Hands over head creating parentheses)

Exponent, exponents (Pinch fingers of right hand to right side of head)

Multiplication (Cross arms making an X)

Division (Put right arm horizontally in front of body take other hand and dot the top and the bottom stating plop, plop, or raspberry sounds are fun)

From left to right, which ever Wave arms from the left to the right) comes first

Addition (Cross arm making a +)

Subtraction (Right arm across chest forming -)

From left to right, which ever (Wave arms from the left to the right) comes first

Mathematics

“Geometry”

Parallel lines are lines in a plane that Raise both arms over your do not intersect. head. Make sure that the arms are straight and fingers point upwards.

Right angle: an angle that measures 90 Raise one arm as straight as degrees. possible over your head, fingers pointing upwards. Raise the other arm straight out to the side.

Perpendicular lines: lines that intersect Hands over your head, fingers to form right angles. pointing upwards. Use the other arm to cross the straight arm. (Try to cross at the elbow.)

Acute angle: an angle that measures Point to cheeks and say how less than 90 degrees. cute, acute angles are tiny and cute. Demonstrate with arms extended forming, an angle less than 90 degrees.

Straight angle: an angle that measures Raise both arms as straight as 180 degrees. possible out to each side of your body, hands open and extended.

Obtuse angle: an angle whose Place hands open on both sides measure is greater than 90 degrees of head. Wave fingers and say and less than 180 degrees. obtuse the moose. Extend hands like antlers, forming an angle greater than 90 degrees.

Circle: the definition of a circle is the Hold arms out in front, so your set of all points in a plane that are the fingertips touch. Curve arms so same distance from a given point that they approximate a circle. called the center.

Science

“Journey to the Center of the Earth”

Our journey begins in the crust. (Take hands and run them along teeth like you are biting off crust on a piece of bread).

Which is dry land and ….. (Take your hand palm down and slid it in front of you from left to right).

ocean floor. (Move hands in a waving motion, stomp your foot on the floor). (Repeat)

Our journey downward (Push down)

Continues to the mantle. (Fold arms and put chin on arms)

The mantle is made up of very hot (Fan face and slap fist into other rock. hand).

The mantleʼs (Fold arms and put chin on arms)

uppermost part is the lithosphere. (Point up, freeze)

In Greek, lithos means “stone”. (Point up, freeze like a statue)

It is brittle and cold. (Make a breaking gesture and shiver) (Repeat)

Just below the lithosphere is… (Push down) the asthenosphere. (Point up, freeze like a statue)

The asthenosphere is a softer layer (Roll arms from one side of the head that can bend like plastic. to the other side of the head).

(Repeat)

The lower mantle… (Push down) is solid (Slap fist on palm) and extends to the core. (Cup left hand around the fist of the right hand)

After traveling through the mantleʼs (Roll arms from one side of the head asthenosphere to the other side of the head).

we reach Earthʼs outer core. (Cup left hand around the fist of the right hand)

Which is molten metal … (Wiggle body like jello) surrounding the inner core (Cup left hand around the fist of the right hand) the core is mostly iron (Make muscles) and nickel. (Raise hands showing five fingers)

The pressure squeezes the core…. (Cup left hand around the fist of the right hand and squeeze)

So it cannot become a liquid. (Make a drinking gesture)

(Repeat)

Science

“The Rock Cycle”

The rock cycle begins when (Wiggle body, like Jello) molten material forms inside Earth. (Raise hands overhead forming a circle and back down to rest on waist).

It cools and hardens (Make a shivering gesture) (Slap fist in palm of hand). beneath the surface. (Take hands palms down and push towards the floor).

The result is igneous rock! (Point to head and say ingenious sounds like igneous).

Now tell your partner how the rock cycle begins using gestures shown.

The rock cycle continues as (Take fingers and rub together like sedimentary rock forms you are sprinkling salt or crumbs).

Water and weather (Make a gesture like rain).

cause rocks on Earthʼs surface to (Raise hands overhead forming a circle and back down to rest on waist). break down…. (Make a gesture as though you are breaking a stick). forming sediment. (Take fingers and rub together like you are sprinkling salt or crumbs).

Sediment, (Take fingers and rub together like you are sprinkling salt or crumbs). is small (make a gesture with pointer finger pieces of rocks and living things. and thumb to represent an inch),

The sediment (Take fingers and rub together like you are sprinkling salt or crumbs). forms layers (Place hand over hand). that are squeezed together (Gesture as though you are squeezing a lemon). forming sedimentary rock. (Take fingers and rub together like you are sprinkling salt or crumbs).

The rock cycle continues even still, (Bring fists together at knuckles and with metamorphic rock. then rest hands on waist, like a super hero).

Forces inside Earth push rocks (Make a pushing down motion). down towards the heat (Fan face). of Earthʼs interior. (Raise hands overhead forming a circle and back down to rest on waist). the deeper the rocks go the hotter (Pushing down motion and then fan face). until they morph into metamorphic (Bring fists together at knuckles and rock. then rest hands on waist).

Does the rock cycle end there? No! It melts and starts all over again!

References

Blakemore, C. L (2003). Movement is essential to learning. Journal of

Physical Education, Recreation & Dance 74(9), 22-25.

doi:10.1080/07303084.2003.10608514

Hannaford, C. (1995). Smart moves: Why learning is not all in your head.

Arlington, VA: Great Ocean Publishers.

Resources

Mother Goose Time http://www.mothergoosetime.com

One stop English http://wwwonestopenglish.com

Focus on CA Earth Science (2008), Prentice Hall.

Have Fun Teaching http://havefunteaching.com