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Rachel Woodruff

From KNILT

Return to: ETAP 623 Spring 2018 Section 6476 | Integrating Movement Into Elementary Classrooms


About Me

Education: I graduated from Nazareth College in Rochester in 2017 with a Bachelors degree in Education. I have four New York State Teaching Certifications: Early Childhood (Birth-2), Students with Disabilities Early Childhood (Birth-2), Childhood (1-6), and Students with Disabilities Childhood (1-6). I am currently a student at the University of Albany in the Curriculum Development and Instructional Design Master's program.

Personal: I am originally from Newburgh,NY but I currently reside in Rochester,NY. I am currently a soccer coach and a substitute teacher in two different school districts. During my free time, I enjoy running and listening to rap music.

My Topic and Purpose

Integrating Movement Into Elementary Classrooms. (Grades Pre-K-5)

As a soccer coach and someone who enjoys being physically active, I love that schools are beginning to integrate movement into elementary classrooms.

Learning Outcomes

Learners will be able to:

  • Understand the benefits of incorporating movement into elementary classrooms.
  • Implement movement activities into elementary classrooms with and without technology.

Needs Assessment

What is to be Learned: Participants will learn the benefits integrating movement into the classroom has for both students and teachers. In addition, participants will learn how to integrate into the classroom with and without technology and learn a variety of resources they can use or adapt for their classrooms.

Learners: This course is intended for elementary (pre-k to 5th grade) teachers who are looking to learn how to integrate movement into their classrooms. Secondary teachers could also take the course to learn general ideas on establishing movement routines, but some elements of the course will be intended to engage and promote gross motor skills for younger students. Teachers who already use movement breaks in their classroom may also benefit from the course in learning new resources both with and without technology. Instructional Context: This course will take place through the KNILT Wiki. Therefore, students will need a device with internet access in order to complete this course. The course will focus on both computer/internet based tools and non technology aspects.

Exploring the Problem and Solution: The learner will be instructed though readings and video tutorials to help convey the benefits of incorporating movement into the classroom. In addition, there will be shared resources with short reviews to help demonstrate ways to implement movement activities into elementary classrooms with and without technology.They will be able to decide what platforms and techniques will help enhance their own classroom experience.

Goals: The main goal of this mini-course is for participants to feel comfortable in the academic benefits of incorporating movement into elementary classrooms. Once the course is completed a participant will be able to develop and implement movement activities into elementary classrooms with and without technology.

Analysis of the Learner and Context

The learner of this course for elementary (pre-k to 5th grade) teachers who are looking to learn how to integrate movement into their classrooms.Participants should have basic computer and internet navigation skills. The learner does not need to have prior experience using or creating movement breaks. They should also have an idea of what technology will be available to use in their classrooms.

Performance-Based Objectives

These are the actions the participants will perform to demonstrate their learning.

  • Participants will be able to identify the benefits of incorporating movement into elementary classrooms.
  • Participants will be able to evaluate the benefits of incorporating movement into elementary classrooms.
  • Participants will be able to create a lesson plan which implements movement activities into an elementary classroom with technology
  • Participants will be able to create a lesson plan which implements movement activities into an elementary classroom without technology

Task Analysis

Part 1: Goals Terminal Goal:

  • Participants will be able to create two lesson plans that incorporate integrating movement into the classroom with and without technology.

Enabling Goals:

  • Participants will be able to identify what aspects should be included in a lesson to engage students
  • Participants will be able to evaluate effective techniques to promote kinesthetic movement

Part 2: KASI Knowledge:

  • - Know the benefits of incorporating movement into elementary classrooms.
  • - Know what types of activities promote student engagement.

Attitudes:

  • -Believe that integrating kinesthetic movement into the classroom can positively benefit students' learning/attention skills.
  • - Willingly implement the techniques of integrating movement into the classroom.

Skills:

  • - Ability to analyze scenarios for effectiveness.
  • - Ability to write a lesson plan.
  • - Ability to navigate the Internet to access resources and collaborate with classmates.

Interpersonal Skills:

  • - Effectively critique other participants' lessons.
  • -Effectively accept constructive feedback from other participants.

Part 3: Pedagogical Approach

  • Unit 1:

The first unit will be primarily a instructivist pedagogy approach where the participants will learn about the positive impact that integrating movement into the classroom can have on student engagement and attitude. In addition, students will learn how teachers can plan with or without technology to implement movement into the classroom.

  • Unit 2:

The second unit is primarily constructivist as students will work on creating and implementing a lesson plan that utilizes technology and non-technology aspects to integrate movement into the classroom. Students will then reflect on how their plans can be improved.

Curriculum Map

References and Resources

Clemes, S.A.; Barber, S.E.; Bingham, D.D.; Ridgers, N.D.; Fletcher, E.; Pearson, N.; Salmon, J.; Dunstan, D.W. Reducing children's classroom sitting time using sit-tostand desks: findings from pilot studies in UK and Australian primary schools. Journal of Public Health. 2015 June 14, 2015.

Hanscom, A. (2014). The Real Reason Why Kids Fidget. Retrieved March 09, 2018, from https://www.huffingtonpost.com/angela-hanscom/the-real-reason-why-kids-fidget_b_5586265.html

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