If you could make only one change this year.
If you could make only one change to boost student learning this year (seriously, I do mean just one), what change would you make? Of course, the answer depends on what you already do well.
When I first started teaching, no one was talking about the effect sizes of what we did in the classroom. But, in retrospect, my trial-and-error teaching processes led me to implement some of the highest effect-size strategies in all education.
This month you will learn a simple, easy-to-implement strategy that will pay massive dividends ALL year long. In fact, research showed that it was an absolute blockbuster for student learning.
The Research
When I first started teaching, my mentor said, “Focus on these four tools.” After this comment, I used consistent and variable forms of 1) ongoing formative assessment, 2) extreme high expectations, 3) building cognitive capacity, and 4) engaging, interactive, reciprocal teaching.
Back then, I didn’t know the research on these four, but I did know my students had crazy high gains in reading. Each of those four strategies, as you know, has over-the-top effect sizes.
But there was one brain-based tool that I used so often that I never thought about just how good it was. In fact, this tool is one that I never thought of as a strategy at all. I just did it, over and over and over. This tool ranks in the Top 20 of ALL contributors towards student achievement (sources listed at the end). So, what is this amazing tool?
What was the intervention that was so valuable?
It is managing the physical, psychological, and emotional states of learners. Yup, the research just caught up with what I was doing. I call it State Management.
A wide and deep search of the science electronic databases (PubMed, ERIC, SPORTDiscus EBSCO, PsycINFO) showed 39 studies that qualified for this bulletin. Each of them assessed the effect of classroom-based physical activity on both academic and behavioral outcomes to regulate and manage student states.
In fact, the authors said, “… breaking up lesson time with physical activity offers a promising strategy to improve on-task behavior.” (Watson, et al. 2017).
The results were consistent and significant. In the majority of studies, academic-related and behavior outcomes improved following the student participation in classroom-based physical activity programs. These findings are fully consistent with prior reviews.
These findings invite you to consider implementing MORE classroom-based physical activity programs by alleviating concerns about the activity disruption to the classroom routine.
What does research tell us is the effect on student learning of consistently using the optimal types of physical activity?
The effect is not 0.5, not 1.0, but a butt-kicking 1.51 effect size! (Erwin, Fedewa, Beighle, Aaron & Ahn, 2012). That would put it in the top 20 of ALL effect sizes for classroom interventions. Are you kidding me? What do you already do in your classroom that has a higher effect size? If you’ve got something, SEND it to me now!
In another study (I could go on for pages, but I won’t), researchers sought to determine how implementing a daily physical activity program that incorporated classroom lessons would affect student achievement.
First through sixth graders at an academically low-scoring elementary school in Charleston, S.C., took part in the new program 40 minutes a day, five days a week. Before initiation of the program, students spent only 40 minutes per week in physical education classes. If your K-5 or Secondary school can’t add additional, or any PE time, you can add the physical movement to your subject classrooms. When you do this, here’s what happens.
Researchers compared state standardized reading test scores for the year before and the year after initiation of the program. Each student took standardized tests in the fall and spring. In the fall, the results included an individualized goal for each student to reach on the spring test. Researchers measured the number of students who met or exceeded their goal score in the spring.
Research results showed that the time spent in a PE class, outside of a traditional classroom, did not hurt students’ academic achievement at all. In fact, student test scores improved. Specifically, the percentage of students reaching their goal on the state tests increased from half (55%) to two-thirds (68%) after the program was initiated.
There are two ways to go with this idea. One, ensure your school implements 180-200 minutes per week of physical activity for each child, whether it is in the classroom or with a qualified PE instructor. Here are some suggestions for use in your classroom.
Application
Yes, it was classroom movement. But what kind was used?
More specifically, the researchers divided the movement into two groups. The types of activity used and measured were:
1) Active breaks: short bouts of physical activity performed as a break from academic instruction, done within any subject. Included were slower movement (stretching, walking, etc.) and brisk movement (running in place, dance, jumping jacks, etc.). These had the highest effect sizes.
2) Curriculum-focused learning: short bouts of physical activity that included curriculum content. There was the integration of physical activity into lessons in key learning areas (e.g., mathematics learned with body movements and gesturing.)
Two examples of curriculum-focused learning would have children 1) tracing shapes on the ground while sitting on scooters, or 2) lying a ladder on the floor, child hopped over each rung while naming that rung’s color. Another example, students used a treadmill with a monitor that played geography lessons as the student ran through the scene. Also, a climbing wall was outfitted with numbers that changed as they climbed to help students work on math skills.
These ideas can give you several paths that can work if you have the materials and time to create them in your classroom. However, the takeaway here is simply to combine learning and movement. For more ideas, check out Energizers! 88 Quick Movement Activities That Refresh and Refocus, K-6 (2009) By Susan Lattanzi Roser. For those at the Secondary level, just search online for energizers for Secondary students. You will get plenty of hits to choose from.
In another study, instead of just saying “2 times 4 equals 8,” kids would jump in place eight times. Or they would hop as they spelled out each letter of a word.
In your classroom, initially you can lead the activities, but after a couple of weeks, invite the students to take on the role of “energy leader.” Just set a few brief rules, like 1) everybody participates, 2) everyone has fun, and 3) everyone stands first, then moves.
If you don’t know what to do, just get students moving. Put on music and ask them to circle five tables or touch four corners of the room and circle the room three times, or ___. Just walking alone has HUGE benefits (Schaefer, Lovden, Wieckhorst & Lindenberger, U. (2010).
Do something! Start today, make a plan and follow it.
But wait! As you might have guessed, some studies have found that this strategy does NOT work for some teachers! They lack the confidence, time, interest, or skill in implementing physical activity interventions throughout the school day.
Other teachers hold negative perceptions of physical activity and its value in replacing instructional time (Morgan, 2008). As a result, even if they get exposure to the value of physical activity, they are hesitant to use it.
If you know a teacher like this, please partner up with them and share what you know and how you implement the activities.
Do not expect perfection of yourself; expect constant effort. Every day, do something. Every day, put one foot forward.
Eric Jensen
CEO, Jensen Learning
Brain-Based Education
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Thank you!
I LOVE to use Go Noodle in my classroom! The kids love it too!