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Movement Trumps Sitting


Published on

By Sharon Bowman. From "Using Brain Science to Make Training Stick"

Published in: Education, Health & Medicine

Movement Trumps Sitting

  1. 1. For: Teachers, Trainers, Learning Specialists, PresentersFrom: Using Brain Science to Make Training Stick by Sharon Bowman
  2. 2. The Question:
  3. 3. Who moves the ?
  4. 4. Here?
  5. 5. Here? Here?
  6. 6. Here? Here?Here?
  7. 7. You’re right!
  8. 8. You’re right! Way to go!
  9. 9. And whoshould move the ?
  10. 10. Right again:The learners. Two for two!
  11. 11. because …
  12. 12. How can learnersmove more while spendingtime here ???
  13. 13. Simple!
  14. 14. standingsitting
  15. 15. watching talking
  16. 16. writingreading
  17. 17. learn better and remember more
  18. 18. and thatis a very good thing. (especially before a test)
  19. 19. (especially before a test)
  20. 20. (especially before a test)
  21. 21. Stand,Stretch, and Speak Body Break #1
  22. 22. You say to the learners:Stand and stretch your arms, legs,and body. Then tell your table group(or those around you) what you havelearned and how you plan to apply itto what you do. Time: about one minute.
  23. 23. Bend, Breathe, and WriteBody Break #2
  24. 24. You say to the learners:Drop your pen or pencil on the floor.When you bend down to pick it up,forcefully blow all the air out of yourlungs. When you straighten up, take adeep breath, inhaling as much air asyou can. Then write a brief summaryof the main facts presented so far. Time: about one minute.
  25. 25. Body Break #3
  26. 26. You say to the learners:Turn to the person seated nearest you(make sure no one is left out) and tellthat person the three most importantfacts you’ve learned from the contentso far. Time: about one minute.
  27. 27. Body Break #4
  28. 28. You say to the learners:Stand and find one or two friends towalk with. Walk around the perimeterof the room and talk about how youplan to use what you have learned.When you get back to where youbegan, thank your walkabout group. Time: about three minutes.
  29. 29. Pop Quiz!
  30. 30. 1. A lot of cute animals.2. Movement, oxygen, the brain and learning.3. Body breaks and apple pie.
  31. 31. 2. Movement, oxygen, the brain and learning.
  32. 32. 1. About every hour of class time.2. About every 10 – 20 minutes of class time.
  33. 33. 2. About every10 – 20 minutes of class time.
  34. 34. 2. About every 10 – 20 minutes of class time. Use the10-minute rule. What is THAT?
  35. 35. “Before the first quarter-houris over in a typicalpresentation, people usuallyhave checked out. Whathappens at the ten-minutemark to cause such trouble?… The brain seems to bemaking choices according tosome stubborn timingpattern, undoubtedlyinfluenced by both cultureand gene.” John Medina, Brain Rules, 2008, p.74
  36. 36. They need to DOsomething: write,talk, stand, stretch.
  37. 37. Who? Me?
  38. 38. Get thisand one of these. Yes, you.
  39. 39. Do this:Put your hands on your head, leanback, and inhale deeply. Then take thePost-It note and pencil. Write downwhat you plan to do with what you’velearned from this presentation. Your body and brain will thank you.
  40. 40. Put your Post-It note here so you won’t forget to do it.Your learners will thank you too.
  41. 41. Content from: Using Brain Science to Make Training Stick! Author: Sharon Bowman © 2011 All rights reserved. For book purchases,log onto
  42. 42.
  43. 43. More books bySharon Bowman