Motivate Your Students Through

Music and Movement

Jodie HoganAnne Arundel Community College

• As we go through this presentation I will be asking you to try various movements and activities.

• Please only participate in activities that you know your body can handle. Feel free to ask for a modification or volunteer to be a referee.

• Please DO NOT RUN!

For your safety

Music is one of the eight intelligences according to Howard Gardner. Everyone is born with all eight intelligences.

The brain loves novelty and can learn information more efficiently, if it is put to music.

The students enjoy your willingness to step out of your comfort zone to meet their learning needs.

Why music?

It has been scientifically proven that humans can process information in the cerebellum, or the part of the brain where movement is processed. The cerebellum makes up 20% of your brain.

The average attention span of a student is his/her age in minutes times 2 (at best).

It keeps them awake and it is fun!

Why movement?

When you stand up……

A: 30% more blood rushes to the brain (Jumping Jacks) B: 10% more blood rushes to the brain (Run in place) C: 60% more blood rushes to the brain (Air Boxing) D: Nothing happens to the brain (Yoga)

Cardio Review

A: 30 % more blood rushes to your brain when you stand up!

Movement Improves…….

A: brain function (Jumping Jacks) B: the learning state (Run in place) C: blood Circulation to the brain (Air Boxing) D: all of the above (Yoga)

Cardio Review

D: All of the above!

Cardio Review When the body is inactive for 20 minutes or longer

A: Neural communication improves (Jumping Jacks) B: Neural communication stops (Run in place) C: Neural communication remains the same(Air Boxing) D: Neural communication declines (Hopping)

D. Neural communication declines!

Los usos de PARA ¡Es fácil! (3x)   When I walk into the class, this is what I see. Everybody stops

and stares at me. I got knowledge in my mind and I ain’t afraid to share it, share it, share it, share it.

  Los usos de PARA  FOR WHOM something is done RECIPIENT of an item PURPOSE of an action “In order to” with an infinitive Give me your OPINION DEADLINE and COMPARISON

Los usos de PARA

Los Usos de Para Begin at :29

Salt & Pepper

A variation is to use this as a brainbreak—Salt/Pepper, Salsa/Queso

Management note: Always thoroughly explain activities that require movement BEFORE you ask the students to move.

Put a piece of tape on the floor in the center of the hall.

Choose 2 options-True/False, Por/Para, Ser/Estar, Preterite/Imperfect, etc.

Tell the students which direction to jump.

Troubleshoot with discussion after each question.

True-LEFT False-RIGHT México has 40 states. Paris is the capital of France. Enrique Iglesias is from Puerto Rico. Por-LEFT Para-RIGHT Yo pago ____ mis clases. Yo estudio ___ aprender más. ___ mí, las lenguas son importantes.

Salt and Pepper Questions

PRETERITE and IMPERFECT!When you want to know the difference…use SAFE WATERS (3x)Use PRETERITE tense when it happened once (3x)Repetition in the past = IMPERFECT tense (3x)When you want to know the difference…use SAFE WATERS (3x)

Specific instance or number of instancesAction that interrupts an ongoing eventFocus on the beginning or endEnclosed amount of time…oh yeah!

I want to use IMPERFECT for Weather and AgeTime, Emotion, Repetition too,Setting and Description

Use SAFE WATERS, man! PRETERITE and IMPERFECT…it’s a cinch!

Preterite vs. Imperfect

The Bucket List

Management note: The teacher must constantly move around the room during these activities.

Purchase and label 2 buckets for each group. Groups of 4 are ideal.

Model the instructions and paths of movement for the students.

The student captain reads the card (this role rotates after each card). The group decides which bucket to use. Have the student rotate in a semi-circle around the table or group of desks.

Review all of the cards once the students are done.

Battle of the Decades Make a play list of a

variety of songs from various decades

Pass out a whiteboard, marker and eraser to each group.

Explain how to write the 40s, 50s, 60s, etc. in the target language.

Teams must write the decade and the name of the song.

Star Pass Craze

Ideas for use: Review of culture or grammar. You can use this activity for verb conjugations too! In addition, it can be used as a class building (get to know you) activity.

The group of 5 gets presented with a review question which they will have time to discuss and ensure that all members of the group are clear on the answer. Then the music starts and they pass the ball in the star shape. When the music stops, the person holding the ball is responsible for presenting their group’s answer to the class.

In groups of 5 students pass the ball

to the pattern of a star while the music plays. It is helpful to have the student establish the star pattern before starting the music. When the music stops, the person holding the ball is responsible for answering the review question presented by the teacher. If they are unsure of the answer, the group can help them.

What decade was Elvis considered the “king” of Rock n’ Roll?

What decade was famous for music that promoted peace, love and harmony?

What decade was famous for the beginning of rap music?

What year were you born?

What year is it?

Star Pass Craze Questions

“Los mandatos”(Downlowad the instrumental version of “Teach me how to Dougie”-- Start the song at 3:00)

Los mandatos Mandatos INFORMALES Los mandatos Mandatos para AMIGOS

(AR) Positive is A and negtive no ES

(ER/IR) Positive is E and negative no AS

Los mandatos Mandatos FORMALES Los mandatos Mandatos para el JEFE

Usted and Ustedes if you’re talking to a group

Start with the “yo” form and throw it for a loop!

AR—“E” & “EN” ER/IR—“A” & “AN”

Negative is formed the same! Learn it or you’re to blame!

Los mandatos, Los..los mandatos

(2 veces) Los mandatos Los..los mandatos

Jenga—Movement-Manipulatives

You can use this with literature, culture, unit/semester reviews, etc.

Purchase enough Jenga games for each group in your class. I usually play in teams of 2, groups of 4.

Write a number on each of the blocks with a permanent marker. Use different color marker for each game. When you find a stray piece on the floor, you will know which game it belongs to.

Create a list of questions that correspond with what you are teaching.

When a student pulls out the piece, he/she must answer the question of the number designated on the block.

If the student gets the question correct, they earn a point for their team.

The person who knocks the tower over, loses 5 points for his/her team.

The opposite team wins! Decide what positive reinforcement you are going to use for the winning team.

Grab it!

 

Ideas for use: This activity is great for reviewing monotonous worksheets or homework.

Split the students into groups of two. They should be standing and facing one another.

  Give each group of two a koosh ball, a

bean bag or anything they can grab. The students should place it in the middle of the desk with equal distance between each student and the ball.

  Blow a whistle. At the sound of the

whistle, the students are going to compete to grab the ball first.

  The person who does NOT get the

ball, must tell his/her partner the answer the question that you give.

Why is it important to incorporate movement into your lessons?

How do you play Cardio Review?

What is a good way to teach the multiples of 10s in your target language?

What do you need to prepare the “Bucket List” activity? Share your ideas on how you can use it.

What activity will you definitely try from this presentation?

Review Questions

Give me your e-mail address. I will write to you to let you know when I will be presenting again.

You can take graduate classes through the Regional Training Center (www.theRTC.net) under “Continuing Education” that will fill your toolbox to the top with creative ideas.

The Kinesthetic Classroom The Kinesthetic Classroom 2 The Gendered Brain

Do you want to learn more?

“Teaching and Learning Through Multiple Intelligences” by Linda Campbell, Bruce Campbell and Dee Dickinson

“Boys and Girls Learn Differently” by Michael Gurian

“The Kinesthetic Learner—Teaching and Learning Through Movement” by Traci Lengel and Mike Kuzcala

Motivation: The Art of Inspiring Your Students by the Regional Training Center

“Cooperative Learning” by Dr. Spencer Kagan “How the Brain Learns” by David A. Sousa

References