Presentation Jane Arnold

1. LEARN TO MOVE,
MOVE TO LEARN
ECIS, NICE 2012
Jane Arnold
University of Seville
arnold@us.es

2. Educational institutions have centered for
so long on the cognitive and they have
limited themselves so much to educating
“from the neck up” that this narrowness is
having serious social consecuences.
(Carl Rogers)
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4. Maslow’s pyramid of needs
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5. Learning is also in the body
Physical movement and engagement of
the body and senses are essential for
learning. (Caine and Caine)
The human brain and the rest of the body
constitute an unseparable organism…
The whole organism interacts with the
environment as one unit: the interaction is
neither of the body alone nor of the brain
alone.
(Antonio Damasio)
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6. “Working with children with learning
problems, I found that they learned more
easily when we began class with simple
movements of the whole body”
(Carla Hannaford)
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7. Research says….
People who are physically fit have 60%
better concetration
A Canadian study of 300 students showed
that grades improved when more physical
exercise was included in the schools.
Movement gets more oxygen to the brain.
Movement increases the connections
between neurons and strengthens the
connections between the 2 brain
hemispheres.
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8. Good physical form seems to be
fundamental for the development of
interpersonal competence, which is vital
for intellectual growth.
This is nothing new, just something we
haven’t supported enough in our schools.
(Carl Rogers)
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9. The importance of the non-verbal in
language learning
We communicate not only with our words
but also with:
gestures, voice tone, silence, facial
expression….
We communicate with our whole body..
80% of the messages our learners receive
are non-verbal
(National Education Association, USA)
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11. How do you feel?
angry confident
frightened curious
calm defensive
confused sad
happy tired
bored grateful
interested nostalgic
enthusiastic impatient
worried dynamic
capable creative
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12. TPR (total physical response) is a
method of teaching language using
physical movement to react to verbal
input in order to reduce student
inhibitions and lower their affective
filter.
It allows students to react to language
without thinking too much, facilitates
long term retention, and reduces
student anxiety and stress.
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13. My name
Do you know why you were given your
name?
Does it have a special meaning? (Helen…
of Troy…)
Does anyone in your family have the
name?
What do you think of your name?
If you could change your name, what name
would you choose?
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14. Giving and receiving
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15. Expressions for giving and receiving
GIVING RECEIVING
This is for you. Thank you very much
Here’s something for Thanks. I love it.
your birthday. It’s very kind of you.
I wanted to thank you It’s lovely (great…).
for your help… It’s just what I wanted.
I hope you like this. You shouldn’t have
I saw this and bothered.
thought of you.
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16. Gypsy (running dictation)
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17. GYPSY
My hand
I turn it over
the future is in the lines
three deep ones
lots of small ones
somebody, read it for me.
I know without reading.
I just want someone to read it for me.
It will be less painful.
Vicky Loras 17

18. Scrambled sentences
they sleeping
was
arrived
when
she
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19. Odd one out
waiter teacher
pilot doctor
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20. Odd one out
television
book
newspaper
magazine
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21. http://www.youtube.com/watch?
v=CLH4QW9lMqU
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