Movement Strategy
Movement becomes an expected activity and an integral part of the
learning process rather than problematic behavior (Skoning, 2010).
Definition: The teaching strategy movement
incorporates kinesthetic approaches which
support the learning needs of diverse
students (Skoning, 2010).
Why it works: Teaching through movement
helps everyone in the class develop deeper
conceptual understanding (Skoning, 2010).
As students use movement to create their
own explanations of characters, concepts
and vocabulary, they are more engaged in
classroom activities, more likely to
remember concepts later and report that
they enjoy class time more than in the past
(Skoning, 2010).
Benefits:
• Increase students’ self-esteem
• Increase emotional expression
• Increase self-regulation and social
function
• Fewer behavior problems
• Positive impact on brain function and
enhances procedural memory
• Provides emotional connection
• Improves academic and social
outcomes for a variety of students
Using movement in the classroom supports
the following populations:
ADHD: Allowing students with ADHD to
move around the room to confer with peers
during reading helps with the students’ need
to “fiddle” (Ostoits, 1993).
ED: Students took risks and participated in
movement activities as members of small
groups which led to an increase in social
skills (Skoning, 2008).
Students also used movement to explore
emotions and determine how different kinds
of movement made them feel (Skoning,
2008).
CD: The use of visual motor and kinesthetic
approaches teach and encourage creative
development (Skoning, 2008).
ELLS: Students who struggle to demonstrate
understanding through language are able to
demonstrate understanding through
movement (Skoning, 2010).
Students also no longer memorize definitions
using words they do not understand to
define new vocabulary. Instead, they link
new terms directly to the concepts being
taught. (Skoning, 2010).
Verb Action Strategy: Teaching Irregular Verbs through Movement
Building vocabulary requires multiple active approaches and much repletion. Using strategies
that actively involve students provides them with experiences they can remember (Herrell &
Jordan, 2016).

Steps:
1. Observe students and monitor written work to identify verbs that are being misused.
2. Plan active experiences to practice the correct usage of identified words.
3. Document the activity by taking photos of the students as they participate.
4. Involve students in contributing to an irregular verb journal.
5. Create a chart, bulletin board, or word wall to provide a resource for students.
6. Continue to observe student oral and written usage to determine when re-teaching or
review is needed.
7. Evaluate your approaches and the learning that takes place.
8. Continue to observe and identify new verbs and other vocabulary to teach.

Incorporating Movement into Regular Lessons:

Steps:
1. Plan your lessons so that you weave in movement throughout the lesson.
2. If your space is limited, many movements can be done on the spot.
3. Be prepared to be flexible.
4. Customize for students as needed.
5. Take your lessons outside if you have access to a yard.
6. Keep asking yourself: “How can my student learn/practice this specific skill while moving?

References
Christa, M. G., & Brouillette, L. (2013). Boosting Language Skills of English Learners through Dramatization and
Movement. The Reading Teacher, (3), 171.
Garner, A. M. (2009). Singing and Moving: Teaching Strategies for Audiation in Children. Music Educators
Journal, 95(4), 46-50.
Kaufmann, K., & Ellis, B. (2007). Preparing Pre-service Generalist Teachers to Use Creative Movement in K-6. Journal
of Dance Education, 7(1), 7-13.
Ostoits, J. (1999). Reading Strategies for Students with ADD and ADHD in the Inclusive Classroom. Preventing School
Failure, 43(3), 129-132.
Skoning, S. (2010). Dancing the Curriculum. Kappa Delta Pi Record, 46(4), 170-174.
Skoning, S. N. (2008). Movement and Dance in the Inclusive Classroom. TEACHING Exceptional Children Plus, 4(6), 1-
11.
Herrell, A., & Jordan, M. (2016). Verb Action. 50 Strategies for Teaching English Language Learners, (19), 125-131