Simona Borkina's Portfolio Page
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About Me
My name is Simona Borkina and I am from Brooklyn, New York! I received my Bachelor’s Degree in Elementary Education and Psychology from Hunter College and am am currently working towards receiving my Master's in Curriculum Development and Instructional Technology.
I am in my second year of teaching 4th grade in an ICT classroom in Brooklyn. I work at a Title I school and in my classroom I have a very high SPED and ENL population.
My Topic and Purpose
Being a public school student in Brooklyn the entirety of my childhood education, outdoor recess was never something we had access to. The only form of physical movement we had was during our gym or dance class that was 45 minutes once or twice a week. It is becoming increasingly more evident that not only is adequate physical movement important for all people, but physical movement can also have a very positive influence on knowledge retention.
The intent of this course is to provide educators with information regarding the benefits of integrating movement into their classroom, as well as ideas for how they can incorporate physical movement into any subject area or grade level.
Topics that will be covered:
- What are the benefits of building movement into learning?
- What is whole body learning?
- What is NYCDOE's Move-To-Improve Program?
- How can educators integrate movement into the classroom and curriculum?
- How can movement be accessible for all students' abilities?
Scope of Learning Outcomes and Content
By the end of this course, educators should be able to:
- Understand the benefits of building movement into learning. (Cognitive Knowledge)
- Determine ways that physical movement can be integrated into current instruction. (Cognitive strategy)
- Instruct students in a way that allows for physical movement. (Verbal)
Needs Assessment
Instructional problem: The need to provide educators (participants) with the knowledge and skills on how to integrate physical movement into any subject and content area for their students. The additional need is to provide students with opportunities to use movement to help with retainment of knowledge. I would consider to this be both an instructional problem and opportunity. Students especially those who are in elementary school cannot be expected to sit still and focus without time in the day for movement. With not enough time in the school day being a problem, educators can find ways to incorporate movement into their teaching to not only help students stay engaged but also to aid in retention of material.
The nature of what is to be learned: Educators (participants) taking this mini-course will learn about the benefits of integrating movement into learning as well as how to adjust their teaching and learning activities to make space for movement for their students.
About the learners: The learners (educators) are any K-12 teachers in the classroom. Some characteristics that may affect what kind of movement activities are integrated are: the physical capabilities of the students, amount of space in the classroom, and instructional structure of the school.
Existing efforts to address this gap: One effort that is being made to address this gap is the Move to Improve classroom-based physical activity program that helps elementary school teachers integrate physical activity into their instruction.
Intent statement: This mini-course will help educators address their concerns that students are losing focus and need time to move around throughout the day. This mini-course will also help students in addressing their needs by giving them opportunities to not only be more physically active but also use physical activity to help them retain more knowledge and be engaged.
Analysis of the Learner and Context
Learners: The learners will be pre-service and in-service educators in K-12 classrooms. Learners will have some experience working with students (whether in a classroom setting or outside of the classroom). Learners will also have some experience working with students who have trouble staying focused and engaged in their learning.
Instructional Context: The instruction for this mini-course will be provided through the KNILT website. Learners will take part in this course at the time and place that is most convenient for them. In order to make the mini-course most effective and useful to them, learners will need access to a group of students so that they may try out the suggested activities with them to see the impact.
Goals: One goal for the educators that participate in this course is for them to understand the benefits of integrating physical activity in the classroom to aid their students in learning. Another goal is for educators to feel comfortable and confident modifying their instruction so that they have some physical elements to it.
Performance-Based Objectives
By the end of this course, learners will be able to:
- Describe the benefits and value of incorporating movement activities into the classroom and the curriculum.
- Assess and evaluate learning activities and determine ways to integrate movement into them.
- Create learning activities that will integrate physical movement.
Task and Content Analysis
Course Purpose This mini-course will introduce teachers to the benefits of integrating movement into their classroom as well as to give teachers ideas of ways to integrate movement into any content area, resulting in the ability to add physical movement to their own teaching.
Learning Outcomes
At the end of this course, learners will be able to:
- Understand the benefits of adding movement into learning.
- Determine ways that physical movement can be integrated into current instruction.
- Analyze teachers and lessons that integrate movement into teaching.
- Instruct students in a way that incorporates physical movement.
Pre-requisite Skills
Essential Pre-requisites
In order to reach outcomes, learners must know/learn to:
- Understand pedagogy and age-appropriate instruction strategies
- Navigate through Google Drive and other Google Suite Applications
- Apply the knowledge from this mini-course to their instruction
Supportive Pre-requisites
For ease in reaching learning outcomes, learners should:
- Be intrinsically motivated to complete this course
- Be open to self-reflection on own teaching practices
- Have a desire to help students learn in a creative way
Curriculum Map
References and Resources
Benes, Sarah, et al. 2016. “Teachers' Perceptions of Using Movement in the Classroom.” The Physical Educator, https://js.sagamorepub.com/pe/article/view/5316.
Centers for Disease Control and Prevention. (2022, July 26). Physical activity facts. Centers for Disease Control and Prevention. Retrieved March 15, 2023, from https://www.cdc.gov/healthyschools/physicalactivity/facts.htm
Cox, J. (2019). “Why Are Brain Breaks Important?” ThoughtCo, ThoughtCo, https://www.thoughtco.com/what-is-a-brain-break-2081615.
Kleinjan, D. (2020). Movement Matters: The Importance of Incorporating Movement in the Classroom. Northwestern College, Iowa.
Peterson, E. (2022, June 6). Reinforcing elementary math lessons with movement. Edutopia. Retrieved March 2, 2023, from https://www.edutopia.org/article/reinforcing-elementary-math-lessons-movement/
Sparks, S. D. (2023, March 15). Students need more exercise. here's how to add activity without disrupting learning. Education Week. Retrieved March 15, 2023, from https://www.edweek.org/leadership/students-need-more-exercise-heres-how-to-add-activity-without-disrupting-learning/2023/03
“The Kinesthetic Classroom: Teaching and Learning through Movement | Michael Kuczala | Tedxashburn.” YouTube, YouTube, 22 Apr. 2015, https://www.youtube.com/watch?v=41gtxgDfY4s.