As I move forward, I am working to keep that time-frame in mind. It works so well. Breaking the work down, including flipped videos, gives natural breaks to participants that allow them to stretch and do something else. There is a lot of benefit to brain breaks. The mind processes and learns the most during the first and last 5 minutes of a learning activity. The middle part is not used as effectively beyond practicing. Breaking up a 1-hour session into three 20-minute sessions gives 3 times as many learning windows as a single 60-minute session. The key is to change to something physical. Even the act of walking to the front of the room has an impact. We’ve been using brain-breaks in my district for a long time now because they have such an impact. Check out this video one of my students did regarding exercise and learning.
References Gopnik, A. (2016, July 30). What Babies Know About Physics and Foreign Languages. The New York Times. Retrieved from http://www.nytimes.com/2016/07/31/opinion/sunday/what-babies-know-about-physics-and-foreign-languages.html Toikkanen, T. (2016, June 30). Learning Despite School. Retrieved August 1, 2016, from https://medium.com/lifelearn/learning-despite-school-d0879be9464f#.f6roydrfs Pope, C., Beal, C., Long, S., & McCammon, L. (2011). They teach us how to teach them: Teacher preparation for the 21st century. Contemporary Issues in Technology and Teacher Education, 11(4), 324-349. Retrieved from http://www.citejournal.org/wp-content/uploads/2016/04/v11i4languagearts1.pdf Beatty, B. R. (2000). Teachers leading their own professional growth: self-directed reflection and collaboration and changes in perception of self and work in secondary school teachers. Journal of In-Service Education, 26(1), 73–97. http://doi.org/10.1080/13674580000200102
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About 5389This is my sixth course in the Lamar University Digital Leading and Learning program. I am now working on an alternative to the traditional "Sit and Get" PL. ArchivesCategories |