Summary
During this session, participants practice formative assessment strategies that get students moving. They walk, dance, vote, and debate their way to authentic learning experiences. Using multiple resources from the K20 LEARN website, participants leave the session with easily customized strategies that fit all grade levels.
Essential Question
How can brain breaks be used as formative assessments?
Learning Goals
Identify instructional strategies that promote active engagement.
Identify benefits of actively engaging students.
Examine ways to use student movement to assess classroom learning.
Materials List
Session Slides (attached)
Four Corners Images document (attached; one per session; print front only)
Jigsaw handout (attached; one per group of 4; print front only)
3-2-1 Follow Up handout (attached; one per participant; print front only)
Music (1-2 minutes’ worth)
Engage
10 Minute(s)
Use the attached Session Slides and display slide 2. Introduce yourself and welcome participants to the session.
Display slide 3 and introduce participants to the Snap, Clap, Pop strategy. Preview the Walking Vote activity by explaining that participants are given a question and are to indicate their answer by moving to the side of the room that corresponds with their answer.
Transition to slide 4 and ask the group to choose individually whether they prefer a trip to the beach or the mountains. Direct participants to indicate their preference by moving to the left or right side of the room as shown on the slide.
Transition to slide 5 and ask participants whether they prefer paper or digital copies. Again, have participants share their preference by moving.
Then, show slide 6 and ask participants how they start a project: by reading the directions or diving right in. Again, have participants share their preference by moving.
Display slide 7 and direct participants back to their seats. Share the additional examples of using Snap, Clap, Pop shown on the screen by asking participants to mime playing an instrument, show an example of a right angle, and then clap twice if they have ever been to the K20 LEARN website.
Display slide 8 and review the essential question: How can brain breaks be used as formative assessments?
Then, ask the group: What is a formative assessment? Facilitate a brief discussion on the meaning of formative assessment before continuing the session.
Show slide 9 and share the learning goals:
Identify instructional strategies that promote active engagement.
Identify benefits of actively engaging students.
Examine ways to use student movement to assess classroom learning.
Explore
5 Minute(s)
Show slide 10 and introduce participants to the Four Corners strategy. Direct participants to pick the image on the slide that they think does not belong and then move to the corner where that image is hung on the wall. Instruct participants to discuss with their group why they chose that image and select a spokesperson in the group to share out.
After a few minutes, ask the spokesperson from one group to share and repeat for the remaining groups.
Ask participants to discuss how they think what they have done so far could be used as a formative assessment.
While participants are discussing, distribute the attached Jigsaw handout to each participant.
Explain
20 Minute(s)
While participants are still in their groups, share with them the Jigsaw strategy. Shift their attention to their handout. Move to slide 11 and explain that they are to read their portion of the text from Movement Matters: The Importance of Incorporating Movement in the Classroom by Dana Kleinjan, discuss it and the reflection question on their handout, and then select a spokesperson to be ready to share.
Give participants approximately 10 minutes to read the text and discuss. Consider using the 10-minute timer on the hidden slide 12.
Now have each spokesperson share with the whole group.
Extend
10 Minute(s)
Participants can put away their reading selections from the Jigsaw activity.
Display slide 14 and share the Mingle strategy with the group.
Transition to slide 15 and play music for approximately 15 - 30 seconds. Encourage participants to change direction, cut across the middle of the room, walk fast, walk slow, or even dance. The variety of movement should move them away from the previous group members.
Show slide 16 and ask, “What is 20 divided by 4?” Explain that the answer (5) is how many people are to be in each group.
Once participants have found their groups, instruct them to discuss the question on the slide, “What movement and activities/games do you use in your classroom to actively engage students?” Give participants a few minutes to discuss. If time allows, have a whole-group share-out.
Transition to slide 17 and play music for 15 - 30 seconds.
Show slide 18 and ask, “How many branches of the US government are there?” Again explain that the answer (3) is how many people are to now be in each group.
Evaluate
5 Minute(s)
Transition to slide 19 and share the 3-2-1 strategy. Give each participant a copy of the attached 3-2-1 Follow Up handout. Ask participants to complete their handout by writing:
3 things from the session that they are willing to try,
2 people with who they could collaborate with in order to implement the things they would like to try, and
1 fear or struggle they foresee with implementation.
If time allows, have participants share with a peer or within a small group.
Follow-Up Activities
Have participants create their own brain breaks and share with each other.
Research Rationale
Research suggests that when sensorimotor and cognitive functions work together, there is an increase in neuron growth and connectivity in children's brains. Additionally, physical movements provide fresh oxygen to the brain. These neurological foundations promoted during movement help foster creativity, problem-solving, and language skills in children (Stevens Smith, 2016a, 2016b; Chandler & Tricot, 2014).
Resources
K20 Center. (n.d.). Snap, Clap, Pop. Strategies. https://learn.k20center.ou.edu/strategy/190
K20 Center. (n.d.). Four Corners. Strategies. https://learn.k20center.ou.edu/strategy/138
K20 Center. (n.d.). Jigsaw. Strategies. https://learn.k20center.ou.edu/strategy/179
K20 Center. (n.d.). Mingle. Strategies. https://learn.k20center.ou.edu/strategy/53
K20 Center. (n.d.). 3-2-1. Strategies. https://learn.k20center.ou.edu/strategy/117
Kleinjan, D. (2020). Movement matters: The importance of incorporating movement in the classroom [Literature review]. NWCommons. https://nwcommons.nwciowa.edu/education_masters/211/
Shachaf, M., Laslo-Roth-R., & Rosenstreich, E. (2019). Postural stability and academic achievements among fifth graders: An experimental field study. Annals of Cognitive Science. 3(1), 78-85.
Shoval, E., Sharir, T., Arnon, M., & Tenenbaum, G. (2018). The effects of integrating movement into the learning environment of kindergarten children on their academic achievements. Early Childhood Education Journal, (3)46, 355–364.