Reading: Nathan, M. (2021) Excerpt from Foundations of Embodied Learning pp. 3-7 and 147-151.
Summary:
Stops:
1) In the section discussing learning as a long-lasting change in behaviour, I was reminded of the idea of conceptual change in science education, in which learners’ internal conceptions of scientific phenomena shift toward more scientifically accepted explanations. From this perspective, learning is less about memorizing information and more about lasting changes in how individuals understand and interpret explanations. The processes through which students undergo conceptual change are highly individual, shaped by prior knowledge, experiences, and motivations, which suggests that no singular instructional approach can effectively support all learners. While we are focusing on mathematics education and grounding metaphors, I see a clear parallel between these ideas. Researchers in both areas emphasize that meaningful learning involves a fundamental shift in how learners understand and engage with concepts, rather than a passive or disconnected transmission of knowledge.
2) As the reading discussed the ways in which learning can be improved by engaging the body in the learning process, I was reminded of the research by one of my professors, Grant Williams, during my BEd at St.Thomas University on Kinulations (Kinesthetic Simulations). Kinulations are “movement-based learning activities in which students take on the roles of key elements of natural systems in order to act out or kinesthetically simulate particular scientific phenomena” (kinulations.com). While I would love to incorporate more of these types of activities into my classroom, I find it challenging to do so in small, cramped spaces or when working with more advanced scientific content. That being said, I am grateful that I was exposed to this approach before beginning my teaching career, as it has had a lasting influence on how I think about teaching and learning. I have already incorporated elements of this type of instruction into some of my classes, such as using physical simulations to help students understand phase changes.
Questions to Consider:
1) How might embodied learning disrupt patterns in which traditional instructional approaches privilege certain learners over others? In what ways could it support more equitable and accessible access to meaningful learning?
2) How has this reading influenced your view of your role as a teacher or educator, particularly as a designer of learning experiences?
3) From a practical standpoint, what challenges or limitations do you see in implementing embodied learning approaches in classroom settings?
Kinulation Resources
Hmmm, every student's needs have to be considered while planning lessons. Although, as educators, we look for methods that can better engage our students, there are still some who do not enjoy drama. I recall my time teaching in Nigeria, where some students thrived in calm environments. They preferred the lecture method, as it allowed them to sit quietly, digest the material, and reflect on what they learned. These students often excelled academically, showing that even within a diverse classroom, there are different pathways to success. Variety truly is the spice of life. While we aim to engage the more expressive students, we must also cater to the more reserved ones by grounding abstract concepts in tangible, bodily experiences.
ReplyDeleteAs a designer of learning experiences, I strive to anticipate how bodies, materials, space, and movement interact with cognition. This means creating tasks that allow for physical exploration of concepts and providing multiple entry points for engagement. It's important to recognize that learning involves cognitive, relational, and emotional dimensions, significantly influenced by how safe and valued students feel in the classroom.
However, I’ve often contemplated the challenges of implementing gesture-based learning in public schools in Nigeria, particularly with class sizes exceeding 100 students. How can those at the back see what’s happening at the front? How can a teacher gather feedback effectively? Fixed seating, cramped spaces, and rigid schedules can hinder the consistency of movement-based activities.
Moreover, many educators trained in traditional, abstract instructional methods may hesitate to facilitate or assess embodied learning. Their reluctance is often rooted in comfort zones, even after attending training sessions aimed at introducing innovative methods; some teachers still return to their old practices, especially when they don't feel incentivized to change. Ultimately, the system often prioritizes teaching and financial compensation over the methods employed, which can be a significant barrier to educational innovation.
Hi Sarah,
ReplyDeleteThank you so much for the thoughtful reflection. I also agree that embodied learning in mathematics highlights how strongly learning is connected to body movement and gestures. From my own experience in the traditional school system, learning was mainly focused on listening, reading, and writing, with very little attention given to physical engagement. When I began teaching, I followed a similar approach and focused mostly on explaining content and completing the syllabus. Over time, I noticed that many students struggled with mathematics not because they lacked ability, but because the teaching methods overlooked natural ways of learning such as movement, gesture, and physical experience. Connecting mathematical ideas to physical activities and metaphors has helped make learning more meaningful and accessible for a wider range of learners.
1) Embodied learning has the potential to play a major role in the fight against classroom inequalities by providing a variety of ways for students to comprehend and communicate their learning. Based on my observations, some learners cannot express their understanding in writing but can communicate it clearly through movement or gesture. Thus, permission to use these modes of expression enables the participation and empowerment of a larger number of students.
2) The reading has made me reconsider the teacher’s role quite drastically. Now I think of teachers more as those who create learning experiences rather than merely as experts in the content. In my own practice, I have noticed that small actions, such as allowing hand movements or demonstrating with the body, can facilitate students’ connection of perplexing concepts to their understanding.
3) I concur with the statement that using embodied learning comes with difficulties like the lack of space in the classroom, limited time, and the problem of teaching more advanced concepts. I have experienced similar issues, especially when teaching in smaller rooms. Nevertheless, the use of embodied learning does not always require large-scale movements; even simple gestures or brief physical simulations can be effective, as my experience shows.