| Current research has shown that taking breaks | | | | articles about brain-based learning to see the statistics. |
| regularly from direct instruction will increase retention | | | | Even as adults, when we try to sit through a |
| level dramatically. Think of every lesson as a quick | | | | professional presentation, we still get the doldrums |
| cycle:o 10 minutes of skill introductiono 10-20 minutes of | | | | from listening and taking notes for too long. When your |
| group interaction to practice new skillo 10 minutes of | | | | hiney starts to hurt from sitting in your seat for any |
| independent practice with informal teacher | | | | length of time it is a reminder that you are not thrilled. |
| assessmento 5 minutes of reteach to those that need | | | | The worst is after lunch when you readjourn. The first |
| ito 5 minutes for those students to group practice | | | | 15 minutes or so is fine until you settle comfortably in |
| againo 5 minutes of independent practice to show | | | | your chair, and find it difficult to keep your eyes open. |
| understanding | | | | !!!!NEWS FLASH - Kids feel the same way about your |
| Repeat the above cycle as necessary with each and | | | | teaching if they don't have adequate time to move |
| everything done all day long. Not only will you benefit | | | | and keep the blood pumping into their noggins!!!! |
| from constant movement and planning, but the | | | | If students are continually engaged in the learning |
| students will no longer be able to doze off or doodle | | | | process, they will have no excuse not to learn. Plus, |
| as much. They will be alert and ready for the next | | | | you are now physically stimulated as far as moving |
| instruction as they will never know what is exactly | | | | within the classroom to monitor student activity, which |
| coming next within the day's content. The school day | | | | in turn will help to keep you alert when things go astray |
| will fly after breaking the monotony of quiet reading or | | | | in the day (which they always do). Use the momentum |
| continual independent working time. | | | | to energize yourself, your class, your teaching, and |
| I encourage all to pull up some recent educational | | | | most importantly, your students' learning! Have fun! |