Getting High-School Students Moving – Purposefully
“Five Movement Strategies in the High-School Classroom” by Kenny McKee,
In this online article, Kenny McKee suggests five ways that high-school teachers can incorporate movement into daily lessons:
Gallery walks and chalk talks – Multiple texts can be posted around the
classroom – DBQ primary or secondary documents, magazine ads with
different rhetorical techniques, student-created work – with students
rotating in small groups to focus on one at a time.
Whiteboard meetings – Students investigate a situation using a data
set, work in groups to make sense of the problem, display their findings
(graphs, pictures, math solutions, writing) on a large whiteboard, and
present to classmates.
continuum – One side of the room represents one idea or state of mind,
the other the opposite, and students take up position according to their
current view (with the in-between space representing gradations of
opinion). McKee recently asked his statistics students to stand
according to their level of confidence in their mastery of information
in the textbook, and used what he saw to adjust his subsequent lessons.
Musical mingle – Students stand up, music plays, they meander around
the classroom, and when the music stops, they find a partner to discuss a
question the teacher has posed. The process is repeated one or more
times with different questions.
Learning stations – These can be differentiated assignments, curriculum
areas that need practice, short writing prompts, different math
problems, poems to analyze, or activities with new vocabulary or