Improvements for 2027:

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1. Create a teacher “workbook” that focuses on application. Asks the question: How can I apply this movement strategy to my content?
2. Add an “Application” slide after each strategy.
1. How can I apply this strategy to my classroom and content?
1. Share ideas.
3. Do the “contests” with readers, both halves of room, but focus on positive wording each time people read. (Slides 7 & 16)
4. Double check movement strategies. Adjust as needed.
5. Put more detailed “tips” and strategies on the slides to share with teachers. (Feedback from attendees - since they’re moving so much, it was hard to take detailed notes.) Maybe include those in teacher notes?

INCORPORATING MOVEMENT IN THE SECONDARY CLASSROOM

Supplies Needed:

• Notebook papers
• Writing Utensil 4(ish) post-it notes
• Digital hand-outs

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10 movement strategies

for the secondary classroom

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we can increase student engagement & understanding.

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when I can apply each strategy

to my academic content.

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Today we are learning ...

So that ...

I’ll know

I know it ...

Engagement without purpose is “fun.”

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Engagement without purpose is “fun.”

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Engagment with purpose is good teaching.

EVERY student wants to succeed.

Movement is a powerful differentiation strategy that helps reduce barriers to learning, including boredom, fatigue, and cognitive overload.

Incorporating movement is NOT a classroom management plan... but it’s an important component.

ACCOUNTABILITY

RELATIONSHIPS

INSTRUCTION

HOLISTIC

CLASSROOM

MANAGEMENT

1. Pair/Share Twist

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Ask a question. Have students write a response, then pair up with another student...

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Instead of sharing with their traditional desk partner, have them stand and share with someone across the room.

Tips:

• Mix/match with regular pair/share.
• Be very tight on timing cues.

across the room.

IF YOU’VE EVER RIDDEN ON AN AIRPLANE, STAND UP.

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HOW MANY HOURS DOES IT TAKE IN AN AIRPLANE SEAT

BEFORE YOU START TO FEEL SQUIRRLY?

HOW MUCH ROOM DO YOU HAVE IN A TYPICAL AIRPLANE SEAT?

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2. Stand Up Vs. Hand Up

• During a class discussion, ask any question.
• Say, “If you ______, stand up.”
• Optional: “Stay standing if...”
• Repeat.

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Tips:

• Watch for body language cues.
• Use for a quick up-regulation.
• Great for class recognition.
• Don’t overuse.

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Describe the VISION

of your ideal classroom.

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• Your feelings, energy, etc.
• Student actions & behaviors
• Teacher/student outcomes

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ON 3-4 POST-ITS...

Explain the obstacles that might keep that vision from happening.

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• Your feelings, energy, etc.
• Student actions & behaviors
• Teacher/student outcomes

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One obstacle per post-it, please.

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Sort your ideas based on categories:

Content Skills

Relationships

Classroom

Management

Other

3. Post-It Sort

Ask a question. Have students write a response on post-it notes.

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Then have them “categorize” their responses

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Tip:

• Naming specific categories can help students start.
• Follow up with “other” to see if students can identify new patterns.

...around the room.

4. Task, Not Ask

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• During a class discussion, rather than asking ONE person to verbally answer, ask ALL students to do a simple movement to answer.

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4. Task, Not Ask

• Charades. Show me what ______ looks like.
• Point to ____________
• Put a next to your name.

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Tip: Think of simple movement tasks that can reinforce the most important info you want them to process.

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What patterns/repeating ideas

do your students learn in your content area?

Context Clues Patterns

5. Use Kinesthetic Symbols

• Create body movement cues that signal a specific academic idea.

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Tip: Best used ...

• With Patterns,
• With commonly occurring ideas,
• When long-term memory skills are needed.

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CHALLENGE!

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Who can find (and write) the 3 more movement strategies in the next 3 minutes?

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6.

PowerPoint Gallery Walk

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• Print the slides of any powerpoint.
• Tape the printed pages on the walls of your classroom.
• Give your students guided notes.
• Have them walk the room, filling in the notes for the slides.

6. Power Point Gallery Walk

Tips:

• Keep the slides simple.
• Number the slides and the notes.
• Use this strategy to frontload information.
• Use as a review.
• The guided notes could become a study guide.

7. Rapid Rounds

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(Think Speed Dating.)

• Create a series of discussion prompts, questions, or tasks.
• Students create one long line, then fold it in half so they’re facing a partner.
• Discuss the prompt for a short amount of time, and then rotate to a new partner for the next round.

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7. Rapid Rounds

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Tips:

• Keep rounds short (30–90 seconds).
• Provide sentence stems as needed.
• I think this because…
• Use prompts that require explanation, not just one-word answers.
• Use as a review, reflection, or brainstorming activity.
• Encourage students to build on previous ideas as they rotate.

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8. Collection Walk

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• Give your students a piece of paper and a pencil.

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• Take a walk around the school/grounds.

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• Challenge your students to see who can identify the most _________________________.

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8. Collection Walk

Tips:

• Get creative.
• Help your students make connections between theory and practice.
• Collect prepositional phrases, right angles, cultural evidence, etc.

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8. Collection Walk

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• Walk down to the end of the hallway and back.

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• Brainstorm ideas for a collection walk for YOUR content.

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• Get creative. How can you bridge the gap between theory and practice?

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Think about the “I do.. We do... You do...” instructional model.

With your group, put the steps in order.

(Wait until I say GO!)

9. Teacher Sample Puzzle

• Create a work sample.
• Paragraph, multi-step problem, etc.
• Copy the sample for groups.
• Cut the sample into parts.
• Have the groups put the pieces together in order.

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9. Teacher Sample Puzzle

Tip:

• Make sure the kids have a copy of the steps needed to put the sample together.
• Make it a friendly competition.
• Works great in this learning sequence:
• I do.
• We do.
• Group does a sample.
• You do.

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(Psst… Sometimes, fun is a purpose unto itself.)

10. Thirty Second Dance Party

• Don’t give a warning.
• Surprise students.
• Use as a brain break, a reset, or just for fun.

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10. Thirty Second Dance Party

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Tip:

• Don’t MAKE students participate.
• Time it.
• Stop at 30 seconds.
• (Leave them wanting more.)
• Have your students help you curate a collection of music.
• Don’t overuse, but use enough for students to get comfortable being uncomfortable.

Reframe the Question

How should I respond to this student’s negative behavior?

What barrier to learning is the student demonstrating?

How can I creatively help remove the barrier?

MOVEMENT STRATEGY

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It’s okay (and necessary) to be boring...

MOVEMENT STRATEGY

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...sometimes.

MOVEMENT STRATEGY

Questions?

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More Help: mary@tenxteaching.org