Chapter 4

Summary:
As adolescents are growing, their bodies are meant for loads of movement. By incorporating movement into lessons, students are more likely to participate, pay attention, and behave. This technique also helps students who cannot grasp abstract concepts without some sort of visual stimulation. Movements can be made into relevant, real examples of what they are supposed to be learning, such as types of physics, science, math, etc. Students also can become their own study guides. By incorporating facts with movements and/or body parts, students will create more connections within their brains because more than one area is being stimulated. Some of the ideas put forth by the authors are putting up a huge mirror in the classroom to create more "space" and an area for practicing oral presentations, using butcher paper to draw out their bodies or to write "tall tales," letting students get up and turn in their papers, and designing graphics organizers for artistic representations.

Reflections:
As a group, we are all excited to incorporate learning through physical activity, especially with youth obesity on the rise. If we model these activities as fun hobbies, students may be more inclined to get a workout without even realizing it. Students do seem preoccupied with their bodies during adolescence, so why not embrace that fascination and teach them by using it appropriately? The story of Fasih was really cool. Alyssa pointed out that that was a student who struggled with an abstract concept, but as soon as the teacher put it into real world perspective and physically showed the student the concept, he completely understood it. This makes sure that students are not put on the spot for not understanding something inside the classroom. One cool example might be to learn vocabulary by associating it with a movement or a sequence of events. They could spell the words with their bodies on the floor, or play basketball while practicing the definitions. The clarity movement creates in the mind, as Michael pointed out, the student will be much more willing to participate and focus. I completely agree, and think that it is a fantastic idea that too few people take advantage of. In Aly's words, if you incorporate it into the classroom everyday, it won't be such an anomoly for your students.

- Erin B