Design the day to ‘Be Well’ and promote learning
“Schools are largely sedentary places” (Castelli, 2014 p. 138). The research into activity and learning, particularly over the last 10 years, has provided definitive evidence that activity promotes learning and health. Castelli argues, that how we design the school day should be defined by the neuroscience of how we learn and develop as healthy human beings.
“Teachers and administrators should be provided with professional development focussing on factors associated with improved academic success” (Castelli, citing Basch, 2011, p.139)
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Does reducing play reduce learning?
Thank you Avenues World School for sharing (on LinkedIn) a recent NPR article, where Anya Kamenetz discusses research done by Dale Farran in Tennessee. Farran’s research showed that children who started school a year early in pre-K were doing worse on average by the time they reached grade 6. Anya compares this to similar research carried out in Boston that shows the opposite. The difference? The type of teaching that is taking place.
How we teach affects how learner’s learn and it impacts their social and emotional well-being too.
“Definitive research has shown that children who are more physically active perform better in schools and have higher test scores than children who are not active.” (p.5)
Stevens-Smith, D.A., 2016. Physical Literacy: Getting Kids Active for Life. Strategies: A Journal for Physical and Sport Educators, Vol 29 (No.5) pp.3-9
TED talk by Sarah-Jayne Blakemore: ‘The mysterious workings of the adolescent brain’
How many hours do children sit down, look and listen at school?
What is this telling them about what is important to be successful in life?
Teachers and parents both reinforce the need to sit and study to be successful. What synapses are they cutting out? The ones about the joy of movement?
https://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain
“Taking a slightly different perspective, one large‐scale study of 547 Virginia elementary schools suggested that reductions in physical education, art, and music, or more time spent in academic subject matters such as math and reading did not result in higher academic performance (Wilkins et al., [ 123] ). “
Reference: Castelli, D. M. et al. (2014) ‘Vii. The History of Physical Activity and Academic Performance Research: Informing the Future’, Monographs of the Society for Research in Child Development, 79(4), pp. 119–148. doi: 10.1111/mono.12133.
“Academic performance is not a direct result of academic seat time. Reviewed research provides empirical evidence that achievement in the classroom is affected by fitness level, activity level, and BMI.”
Reference: Castelli, D. M. et al. (2014) ‘Vii. The History of Physical Activity and Academic Performance Research: Informing the Future’, Monographs of the Society for Research in Child Development, 79(4), pp. 119–148. doi: 10.1111/mono.12133.
“Attention, Balance and Coordination are the primary A, B, C upon which all later academic learning depends”
(Goddard, 2005, p.xvi)
In addition, those who have been informed by this crucial information have not been given the tools or the professional development to successfully adopt research into instructional practice (Castelli, Centerior, & Nicksic, 2013). The pressure that schools are under for children to succeed results in unintended outcomes such as an overabundance of seatwork. However, with help from the research environment and translations of the dose and intensity of physical activity that should be occurring in the school setting, school climate change is possible (Ahamed et al., 2007).
Reference: Castelli, D. M. et al. (2014) ‘Vii. The History of Physical Activity and Academic Performance Research: Informing the Future’, Monographs of the Society for Research in Child Development, 79(4), pp. 119–148. doi: 10.1111/mono.12133.
Accredit the activity that underpins learning
In the world of international education, accreditation needs to be overseeing the correct ‘type and dose’ (Castelli et al. 2014, p.139) of activity each student needs to ensure that they can access the learning that surrounds them.
As Castelli (2014) points out. “Academic performance is not a direct result of academic seat time”. Children who are allowed to understand, plan and manage their own movement will have a more productive life. Teachers and administrators need to have the skills and training to promote a vertically aligned physical development strategy that allows children the correct level of activity. Students need to be supported to understand themselves and their own physicality and learn how to advocate for the movement that they need in life.
Understanding your own individual physicality is a life skill. Being given the agency to promote your own healthy habits in line with your individual physical needs is the key to a child being able to develop the functions of their central nervous system. This is the system that they rely upon for living.
The last paragraph I have quoted because Bach (2011), as cited by Catelli (2104), nails it. “…teachers and administrators should be challenged to think beyond the traditional school day to one that focusses on the integration of physical activity, not just during recess and physical education, but also before, during, and after school. Future and practising educators alike need to learn how to integrate a beneficial level of physical activity.* Each new school initiative should consider health as a part of the adoption process, as without translating and disseminating this information into the hands of the school personnel, there will be limited impact on the public and the advancement of academic performance ” (Castelli, citing Basch, 2011, p.139)
NEASC Webinar: Professional Learning | International Education
The Internal Learning Environment (webinar) - March 8, 2023 - Register Now
How Students Access Learning: A child’s Internal Learning Environment (ILE) defines their wellness and cognitive development. It is the environment that goes with them everywhere, and holistically defines their ability to navigate life. This webinar will introduce the fundamental systems within the ILE of a student and focus on the neuroscience of learning to promote positive daily cycles and ensure that all children will have the opportunity to thrive. We will also hear from students sharing their experiences when teachers understood and prioritized these fundamental systems.
This session will support administrators and teachers to create learning environments with their students to help them best access the learning the school offers.
Schedule
Wednesday, March 8, 2023
1:00-2:00 p.m. CET (UTC+1) Lausanne - 60 minutes
7:00 ET Boston / 12:00 GMT London / 16:00 GST Dubai