I had a fantastic opportunity to work with some enthusiastic first and second-grade students as they began their writing block one afternoon. I’d come up with a singing checklist for writing sentences that capitalizes on moving to oxygenate and energize along with tapping multiple pathways to memory and what fun I had sharing it with them! The video shows the finished product. I've included our process along with some brain-body smart connections.
Our ProcessFiring Up Connections Before I introduced the song, we connected in a circle to begin firing up the parts and pieces, exploring movement as a form of communication with a guessing game and some exploration. I told the students that I was going to perform an action, and it was their job to try and figure out what I was trying to communicate. With my thumbs, I pointed to myself. And they guessed, "me." Then I asked them to explore different ways they could communicate “me." They came up with lots of different ideas. Then we explored more non-verbal communication for the words write, stop, read, small, big, remember, period, question mark, and exclamation point. I asked everyone to think of other ways we communicate. The question was followed by lots of ideas, including writing, talking, dancing, and the look on your face | "Movement is a medicine for creating change in a person's physical, emotional, and mental states." ~ Carol Welch |
Teaching The Song
I sang the whole song first and told the kids that we were going to learn the words and add movements together. Each time we added a portion, we started at the beginning for repetition and review.
I can write a sentence.
I can write a sentence.
I can write a sentence for you to read.
I'll start with a capital letter.
I said, "a capital letter."
And end with punctuation.
I said, “punctuation.
Period – Question Mark – Exclamation point! (Big deep breathe)
And remember, don’t forget, I said, “remember don’t forget”
Spaces between the words.
I said, “spaces between the words.”
Learning The Words & Moving The Moves
Part 1
I can write a sentence.
I can write a sentence.
I can write a sentence for you to read.
We sang together with everyone choosing 3 ways to communicate that they were talking about themselves.
Part 2
I'll start with capital letters.
I said, "capital letters."
We added this portion with everyone choosing big body shapes to indicated capital letters.
Part 3
And end with punctuation.
I said, “punctuation.
Period – Question Mark – Exclamation point!
(Big deep breathe)
The third part was added with everyone singing together, but this time we all used the same motions for punctuation, period, question mark, and exclamation point. We followed that by taking a big deep breath together to pause before the ending.
Part 4
And remember, don’t forget, I said, “Remember, don't forget - spaces between the words."
I said, “spaces between the words.”
We added the final part with everyone choosing their favorite way to show “spaces.” You'll notice some students jumping with some choosing the step-together action.
Closure
After we practiced and made the video, there was excitement as they watched themselves perform! To finish this lesson, I shared the two versions of the written words shown below, and encouraged students to share the differences and similarities they noticed.
I sang the whole song first and told the kids that we were going to learn the words and add movements together. Each time we added a portion, we started at the beginning for repetition and review.
I can write a sentence.
I can write a sentence.
I can write a sentence for you to read.
I'll start with a capital letter.
I said, "a capital letter."
And end with punctuation.
I said, “punctuation.
Period – Question Mark – Exclamation point! (Big deep breathe)
And remember, don’t forget, I said, “remember don’t forget”
Spaces between the words.
I said, “spaces between the words.”
Learning The Words & Moving The Moves
Part 1
I can write a sentence.
I can write a sentence.
I can write a sentence for you to read.
We sang together with everyone choosing 3 ways to communicate that they were talking about themselves.
Part 2
I'll start with capital letters.
I said, "capital letters."
We added this portion with everyone choosing big body shapes to indicated capital letters.
Part 3
And end with punctuation.
I said, “punctuation.
Period – Question Mark – Exclamation point!
(Big deep breathe)
The third part was added with everyone singing together, but this time we all used the same motions for punctuation, period, question mark, and exclamation point. We followed that by taking a big deep breath together to pause before the ending.
Part 4
And remember, don’t forget, I said, “Remember, don't forget - spaces between the words."
I said, “spaces between the words.”
We added the final part with everyone choosing their favorite way to show “spaces.” You'll notice some students jumping with some choosing the step-together action.
Closure
After we practiced and made the video, there was excitement as they watched themselves perform! To finish this lesson, I shared the two versions of the written words shown below, and encouraged students to share the differences and similarities they noticed.
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Brain & Body Smart Teaching Connections
Most people are familiar with the concept of a two-for but probably in terms of a dinner out where you receive two meals for the price of one or a good deal at the shoe store. As teachers, time is our coin, and when we place how the brain-body system learns best at the top of our list of planning considerations, we often find that with some creative thinking, we can get much more than two for time spent. By my calculations, this activity would count for a “five-for” as it serves to front load “think-abouts”, puts children in a positive emotional state for learning, creates a checklist that can be used for self-assessment, oxygenates and energizes the brain to enhanced learning, and taps procedural and emotional memory pathways for increased memory, motivation, and recall.
“Think-Abouts” & “Look-Fors”
I began using the terms “think-abouts” and “body look-fors” years ago with my younger elementary students, working from the guiding question “What are the “think-abouts” I need to focus on to make the “body look-fors” for (example - catching) a permanent part of me?” As a physical education teacher I could fill in the blank with any skill we might have been working to develop. In that situation, adding the word body made sense. When we change it to “look-fors," it can be used in many situations and subject areas. After reading Brain Rules by John Medina, I started thinking a lot about the fact that “vision trumps all the other sense” and began putting that rule to work more often in my teaching. I added the images to cue learning questions. These images have become part of From Fire to Inspire, a multi-purpose movement program I developed connecting all learning.
I began using the terms “think-abouts” and “body look-fors” years ago with my younger elementary students, working from the guiding question “What are the “think-abouts” I need to focus on to make the “body look-fors” for (example - catching) a permanent part of me?” As a physical education teacher I could fill in the blank with any skill we might have been working to develop. In that situation, adding the word body made sense. When we change it to “look-fors," it can be used in many situations and subject areas. After reading Brain Rules by John Medina, I started thinking a lot about the fact that “vision trumps all the other sense” and began putting that rule to work more often in my teaching. I added the images to cue learning questions. These images have become part of From Fire to Inspire, a multi-purpose movement program I developed connecting all learning.
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Moving to Oxygenate, Energize, Manage Emotional States & Tap Procedural Memory
By using movement and song to create a simple, time-efficient way to review the criteria for writing sentences, we increase the likelihood that students remember and can carry out the steps. They are actively involved in the review. Movement oxygenates and energizes the brain to enhance learning. Purposefully planning to tap multiple pathways to memory when learning and practicing, increases the likelihood that what is being taught reaches the end-stage and is also learned. Declarative memory includes is the memory of "what." It includes the memory of facts and events that are consciously recalled. Procedural memory is the long-term memory of how to do things. We call upon procedural memory to physically carry out a sequence of steps like riding a bike, juggling, playing a song on an instrument, or completing a task that has multiple steps. Initial learning takes conscious thought with attention to the “think-abouts." In this case, using capital letters to start a sentence, ending with punctuation, and remembering to leave spaces between the words would be some of the important things to remember when trying to communicate with others through writing. After practice, well-traveled neural pathways store the memory enabling it to be recalled automatically without conscious effort. I have mastered the art of sentence writing and typing and don't have the think about any of those things to carry out the task consistently and correctly. As I type, my pinky automatically moves to the shift key as I begin and sentence. And my ring finger finds the period every time. The skill is a permanent part of me, laid down in the form of well-used neural networks. By incorporating movement to review and bring attention to the criteria, we also tap emotional memory pathways. We had fun! Emotion takes the superhighway to memory, and when we work to pair positive emotions with learning experiences, the release of dopamine acts as a memory fixative. And because movement also works to balance brain chemicals, we have made efforts to put students in a positive emotional state for the upcoming tasks. A lot is accomplished each time it is used to front load a lesson in which students will be using their writing skills they. And it takes less than a minute!
Front Load & Self-Check
My father had a small excavation company, and I learned at a young age that the front loader scoops materials and deposits it where it will be useful during a construction project. If you think of learning as a construction project (creating new or updated neural networks), with some of the valuable materials being attention to the criteria for success and positive habits of mind, it makes sense to regularly scoop some up and deposit them where they will be most useful – in the minds of learners. This song is a quick, efficient way to front load success in writing. And as the writing block winds slowly to an end, a quick rendition can also help students look back over their work and check to see what is there and what might be missing creating self-generated feedback. Perhaps they also have a personal silent celebration ritual when they see so many capital letters starting their sentences, punctuation to end them, with spaces between the words, that provides another spritz of dopamine!
An Activity To Unite
I practice Dr. Becky Bailey’s Conscious Discipline, and although I discovered it through my role as an educator, I have come to know it as a positive practice for every part of my life. One of the brain-body smart practices in Conscious Discipline involves building safety and unity by making time for activities to "calm, connect, commit, and unite." Singing this song with the movements as a class can be used as a content-embedded activity to unite.
By using movement and song to create a simple, time-efficient way to review the criteria for writing sentences, we increase the likelihood that students remember and can carry out the steps. They are actively involved in the review. Movement oxygenates and energizes the brain to enhance learning. Purposefully planning to tap multiple pathways to memory when learning and practicing, increases the likelihood that what is being taught reaches the end-stage and is also learned. Declarative memory includes is the memory of "what." It includes the memory of facts and events that are consciously recalled. Procedural memory is the long-term memory of how to do things. We call upon procedural memory to physically carry out a sequence of steps like riding a bike, juggling, playing a song on an instrument, or completing a task that has multiple steps. Initial learning takes conscious thought with attention to the “think-abouts." In this case, using capital letters to start a sentence, ending with punctuation, and remembering to leave spaces between the words would be some of the important things to remember when trying to communicate with others through writing. After practice, well-traveled neural pathways store the memory enabling it to be recalled automatically without conscious effort. I have mastered the art of sentence writing and typing and don't have the think about any of those things to carry out the task consistently and correctly. As I type, my pinky automatically moves to the shift key as I begin and sentence. And my ring finger finds the period every time. The skill is a permanent part of me, laid down in the form of well-used neural networks. By incorporating movement to review and bring attention to the criteria, we also tap emotional memory pathways. We had fun! Emotion takes the superhighway to memory, and when we work to pair positive emotions with learning experiences, the release of dopamine acts as a memory fixative. And because movement also works to balance brain chemicals, we have made efforts to put students in a positive emotional state for the upcoming tasks. A lot is accomplished each time it is used to front load a lesson in which students will be using their writing skills they. And it takes less than a minute!
Front Load & Self-Check
My father had a small excavation company, and I learned at a young age that the front loader scoops materials and deposits it where it will be useful during a construction project. If you think of learning as a construction project (creating new or updated neural networks), with some of the valuable materials being attention to the criteria for success and positive habits of mind, it makes sense to regularly scoop some up and deposit them where they will be most useful – in the minds of learners. This song is a quick, efficient way to front load success in writing. And as the writing block winds slowly to an end, a quick rendition can also help students look back over their work and check to see what is there and what might be missing creating self-generated feedback. Perhaps they also have a personal silent celebration ritual when they see so many capital letters starting their sentences, punctuation to end them, with spaces between the words, that provides another spritz of dopamine!
An Activity To Unite
I practice Dr. Becky Bailey’s Conscious Discipline, and although I discovered it through my role as an educator, I have come to know it as a positive practice for every part of my life. One of the brain-body smart practices in Conscious Discipline involves building safety and unity by making time for activities to "calm, connect, commit, and unite." Singing this song with the movements as a class can be used as a content-embedded activity to unite.
Thoughts
 Learning is creating memory in such a way that it stands the test of time. Memory is mired in unique connections of neurons we create through learning and experience. With practice and repetition, they grow stronger and faster for smooth, consistent, successful performance. On more than one occasion, I have heard teachers complain about not having enough time with their students to teach all that is required. We may not believe we have enough time to accomplish all that we need to, but we do have the power to use the time we have as efficiently as possible. Deliberately planning to tap multiple pathways to memory to create stronger learning experiences is one way to use time more efficiently. Sentence Starters is an example of a way to tap procedural and emotional memory pathways with a time-efficient, simple song. | The Body Knows by Liz Giles-Brown Do you ever stop and wonder, Just how the body knows. How to write those letters, Or make those awesome throws? You don’t have to stop and think, Once you’ve truly learned a skill. Like riding that new bike of yours, It's always such a thrill! At first, when you were learning, Things were wobbly and slow. Practice built new neural networks, That’s how your body came to know. Your brain and body work together, Neurons wire learning that is new. And when you truly learn a thing, It becomes the newest part of you! You learn so many wonderful things, As you travel through the years. Some will be forgotten, But don’t have any fears. Procedural memory is very strong, It's really very clever. For most things that the body knows, Will stay with you forever! |
Take It & Make It
Please, take it and make it your own! Take a bit of time and collaborate with students to create your own class movements - building some class unity at the same time. If you teach older elementary students who sometimes forget this skill, ask them for some help creating moves for the younger students then let them teach the song. They'll get a few reminders, you'll build a bit of unity across grade levels and two groups of students now have a memorable reminder. If you do, please share!
Yours for healthy & active lifelong learning,
Liz
Yours for healthy & active lifelong learning,
Liz
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