Structured and Unstructured Movement in 5th Grade Classrooms: Effects on Students' Performance
Presentation Type
Event
Full Name of Faculty Mentor
Richard Costner
Major
Elementary Education
Presentation Abstract
Research shows students need to experience integrated movement in the classroom every fifteen to twenty minutes (Jensen, 2000; Buskist, Gross, & Reilly, 2012). In this study, three Elementary candidates, each in a 5th- grade classroom, taught four identical content-area lessons. One candidate taught four lessons with no opportunity for student movement. A second candidate taught four lessons but implemented unstructured, free-form movement opportunities. Students were provided with opportunities to move throughout the instructional activities but were not required to do so. A third candidate taught four lessons but deliberately incorporated more structured movement into each learning activity. The students in this classroom executed a series of yoga-like calisthenics and orchestrated movements led by the candidate, who specifically required students to participate. Candidates used identical exit slips to assess the students after each lesson; analysis of the scores provides insight about students' movement and their academic performance.
Course
EDEL 472 (completed for honors credit)NA
Location
Lib Jackson Student Union, Atrium
Start Date
16-4-2019 12:30 PM
End Date
16-4-2019 2:30 PM
Disciplines
Elementary Education
Recommended Citation
Hinnerschitz, Caitlyn; Folmer, Ainsley; and Watson, Savannah, "Structured and Unstructured Movement in 5th Grade Classrooms: Effects on Students' Performance" (2019). Undergraduate Research Competition. 25.
https://digitalcommons.coastal.edu/ugrc/2019/poster/25
Structured and Unstructured Movement in 5th Grade Classrooms: Effects on Students' Performance
Lib Jackson Student Union, Atrium
Research shows students need to experience integrated movement in the classroom every fifteen to twenty minutes (Jensen, 2000; Buskist, Gross, & Reilly, 2012). In this study, three Elementary candidates, each in a 5th- grade classroom, taught four identical content-area lessons. One candidate taught four lessons with no opportunity for student movement. A second candidate taught four lessons but implemented unstructured, free-form movement opportunities. Students were provided with opportunities to move throughout the instructional activities but were not required to do so. A third candidate taught four lessons but deliberately incorporated more structured movement into each learning activity. The students in this classroom executed a series of yoga-like calisthenics and orchestrated movements led by the candidate, who specifically required students to participate. Candidates used identical exit slips to assess the students after each lesson; analysis of the scores provides insight about students' movement and their academic performance.