42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships
How Movement and Gestures Can Improve Student Learning
What Teachers and Sports Coaches Can Learn From Each Other
How Seeing and Using Gestures Make Ideas More Memorable
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You can follower her on Twitter \u003ca href=\"https://twitter.com/@dfkris\">@dfkris\u003c/a>.\u003c/em>","avatar":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g","twitter":"dfkris","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["author"]}],"headData":{"title":"Deborah Farmer Kris | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/dfkris"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_58053":{"type":"posts","id":"mindshift_58053","meta":{"index":"posts_1591205157","site":"mindshift","id":"58053","score":null,"sort":[1628148703000]},"guestAuthors":[],"slug":"42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships","title":"42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships","publishDate":1628148703,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Our education system is dominated by a \u003cem>neurocentric\u003c/em> model of thinking: we assume that students’ mental activity is contained inside their heads. But we open up a world of new possibilities when we encourage students to think \u003cem>outside\u003c/em> the brain: that is, to use external resources to enhance their mental processes.\u003c/p>\n\u003cp>Such outside-the-head resources include the sensations and movements of students’ bodies; the physical spaces in which students learn and play; and the social interactions students engage in with others. My new book, \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>\u003cem>,\"\u003c/em> offers an array of practical strategies for engaging these mental “extensions”; here, is a selection especially for teachers and parents.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Gesture\u003c/strong>\u003c/h2>\n\u003cp>Gesture isn’t mere hand-waving; it’s an essential part of a cognitive loop in which our hand motions influence our thoughts and vice versa. Becoming more aware of gesture, and using it more intentionally, can help teachers and students think more cogently, speak more fluently, and understand others more deeply.\u003c/p>\n\u003cp>\u003cstrong>Explicitly encourage gesture:\u003c/strong> When you see a student struggling to generate an explanation or solve a problem, offer a simple suggestion: “Could you try \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5182093/\">moving your hands\u003c/a> as you say that?”\u003c/p>\n\u003cp>\u003cstrong>Listen to gesture:\u003c/strong> Pay \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010027786900533\">close attention\u003c/a> to the hand motions of learners, especially at moments when what their hands are “saying” is different from the message conveyed by their words. This mismatched state indicates they are ready to learn and receptive to instruction.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Supply “visual artifacts”:\u003c/strong> Students are more likely to gesture (and in so doing acquire a deeper understanding) when there are \u003ca href=\"https://journals.sagepub.com/doi/10.3102/00346543071003365\">relevant objects\u003c/a> nearby to gesture \u003cem>at\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Put students on the spot:\u003c/strong> Improvising a description or an explanation is hard mental work, so students \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1871187115300134\">automatically offload\u003c/a> some of it onto their hands. The increased rate of gesture prompted by the act of improvisation can help them develop a deeper understanding of the material they’re talking about.\u003c/p>\n\u003cp>\u003cstrong>For every word, a gesture:\u003c/strong> Pair each new vocabulary word to be learned with a gesture in order to reinforce memory. When students \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01467/full\">add a hand motion\u003c/a> to the actions of reading or speaking aloud a word, they’re sinking another “hook” into the material that will allow them to reel it in later.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Natural Spaces\u003c/strong>\u003c/h2>\n\u003cp>Over eons of evolution, our perceptual faculties were “tuned” to the kind of sensory information present in nature. While spending time in built interiors and urban settings drains students’ attentional resources, spending time outside refills the tank, restoring their ability to focus.\u003c/p>\n\u003cp>\u003cstrong>Think in terms of “environmental self-regulation”:\u003c/strong> Instead of asking students to get a grip on their thoughts and feelings from the inside, use exposure to the \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494489800386\">outside world\u003c/a>—especially nature—to help them restore their equilibrium and refresh their attention.\u003c/p>\n\u003cp>\u003cstrong>Have students practice “soft gazing”:\u003c/strong> When in nature, encourage students to relinquish the sharp-edged focus that is required by schoolwork. This involves allowing their gaze to become \u003ca href=\"https://edrl.berkeley.edu/wp-content/uploads/2019/06/Morgan.Abrahamson.2018JOCI.workshop-report.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">relaxed and diffuse\u003c/a>, drawn here and there by whatever attracts it.\u003c/p>\n\u003cp>\u003cstrong>Direct students to seek out “micro-restorative opportunities”:\u003c/strong> Research shows that looking at a scene of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494415000328\">natural greenery\u003c/a>—even through a window—for as little as 40 seconds offers mental benefits, including improved concentration.\u003c/p>\n\u003cp>\u003cstrong>Bring nature inside:\u003c/strong> Natural light, potted plants, and even images and motifs borrowed from nature help students enter a state of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494410001027\">relaxed alertness\u003c/a>. During a break in learning, try showing students a nature video.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with the Space of Ideas\u003c/strong>\u003c/h2>\n\u003cp>We all tend to do too much “in our heads.” Students can think more effectively and more efficiently when they find ways to offload their mental contents onto physical space—whether it be the space of a whiteboard, a physical model, or a bunch of Post-It Notes. They can then interact with their ideas as if they were physical objects or a 3-D landscape, applying the spatial and navigational capacities that come so naturally to human beings.\u003c/p>\n\u003cp>\u003cstrong>Have students create a “concept map”:\u003c/strong> The brain treats abstract ideas like a landscape through which it must navigate. A \u003ca href=\"https://ctl.byu.edu/tip/concept-mapping\">concept map\u003c/a> makes this mental terrain visible, allowing us to recognize patterns and make new connections.\u003c/p>\n\u003cp>\u003cstrong>Direct students to write it down:\u003c/strong> Our culture values “doing things in your head,” but research shows that writing down our thoughts carries benefits for memory, problem-solving, and creativity. Ask students to keep a \u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674057579\">field notebook\u003c/a>, for example, in which they regularly record and review their observations.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to sketch it out:\u003c/strong> \u003ca href=\"https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-016-0031-6\">Drawing the concept\u003c/a> they’re thinking about has benefits for students above and beyond writing about it in words. It doesn’t matter if students say they “can’t draw”—simply attempting to capture a concept in visual terms will deepen their understanding and reinforce your memory.\u003c/p>\n\u003cp>\u003cstrong>Make it physical:\u003c/strong> The human brain evolved to manipulate physical objects, not to contemplate abstract ideas. Whenever possible, have students create a concrete model or representation of the concept they’re thinking about, and then encourage them to use their whole bodies to \u003ca href=\"https://dl.acm.org/doi/10.1145/2442106.2442109\">interact with it\u003c/a>—moving around it so that they see it from different perspectives, manipulating its elements and trying out new combinations.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Interoception \u003c/strong>\u003c/h2>\n\u003cp>“Interoception” is the capacity to sense our internal signals. Students who learn how to tune into these inner cues can use them to make better decisions, to muster more mental resilience, and to exhibit greater emotional intelligence.\u003c/p>\n\u003cp>\u003cstrong>Lead students through a body scan:\u003c/strong> The \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28955213/\">body scan\u003c/a> is meditative exercise in which non-judgmental attention is directed to each part of the body in turn. Practicing this exercise regularly will improve students’ ability to perceive interoceptive sensations.\u003c/p>\n\u003cp>\u003cstrong>Suggest that students label their internal sensations:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21534661/\">Affect labeling\u003c/a> is an activity in which each interoceptive sensation is noted and named as it is experienced. Research shows that engaging in affective labeling immediately reduces anxiety and distress.\u003c/p>\n\u003cp>\u003cstrong>Encourage students to engage in “cognitive reappraisal”:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20161454/\">Cognitive reappraisal\u003c/a> is an exercise in which the basic building blocks of interoceptive sensations are re-appraised as representing a \u003cem>positive\u003c/em> emotion—for example, excitement instead of nervousness. Engaging in cognitive appraisal reduces negative affect and improves performance.\u003c/p>\n\u003cp>\u003cstrong>Ask students to fill in a body map:\u003c/strong> A \u003ca href=\"https://www.pnas.org/content/111/2/646\">body map\u003c/a> is an outline of the human body on which users note what they’re feeling and where in the body the feeling makes itself known. Completing a body map can help students become more aware of their internal signals and where in the body they are arising.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Movement\u003c/strong>\u003c/h2>\n\u003cp>Humans didn’t evolve to think while sitting still. Moving the body in specific ways while engaging in mental work can help students to think more effectively, more efficiently, and more creatively.\u003c/p>\n\u003cp>\u003cstrong>Allow students to play with fidget objects:\u003c/strong> Playing with \u003ca href=\"https://dl.acm.org/doi/10.1145/2971485.2971557\">fidget objects\u003c/a> can help students sharpen their focus, improve their mood, and boost their creativity. Different kinds of objects may generate usefully different mental states.\u003c/p>\n\u003cp>\u003cstrong>Have students sweat before they sit:\u003c/strong> Trying asking students to take a periodic “\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16376711/\">movement break\u003c/a>\u003cu>.\u003c/u>” Engaging in brisk physical activity just before sitting down to think will boost students’ mental acuity.\u003c/p>\n\u003cp>\u003cstrong>Direct students to act out the abstract:\u003c/strong> In order to commit knowledge more firmly to memory, ask students to \u003ca href=\"https://psycnet.apa.org/record/2000-00111-009\">act it out\u003c/a> with whole-body movements. Research on the “enactment effect” shows that we remember what we \u003cem>do\u003c/em> much better than what we read or hear.\u003c/p>\n\u003cp>\u003cstrong>Teach to students’ bodies:\u003c/strong> When learning about abstract concepts (say, “vector” or “torque” in physics), provide students with a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797615569355\">physical experience\u003c/a> of the concept that can be drawn upon when thinking about it later. The brain apprehends the abstract much more readily when it is “grounded” in bodily experience.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to move as if \u003cem>they\u003c/em> are \u003cem>it\u003c/em>:\u003c/strong> In order to understand an entity from the inside, or to make discoveries about that entity, students benefit from \u003ca href=\"https://ccl.northwestern.edu/2012/youre-it.pdf\">embodying it\u003c/a>—moving as if they themselves are the thing they are learning and thinking about.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Built Spaces\u003c/strong>\u003c/h2>\n\u003cp>We spend more than 90 percent of our time indoors, yet many of the spaces we occupy are not well-designed for extending the mind. We can take intentional steps to rearrange learning spaces so that they support intelligent thought.\u003c/p>\n\u003cp>\u003cstrong>Use space to implement “sensory reduction”:\u003c/strong> Allow students to work on challenging tasks in a quiet room free of distractions. Imposing such \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09658211.2017.1282519?journalCode=pmem20\">sensory reduction\u003c/a> generates a state of “stimuli hunger”, in which weakly-activated internal knowledge (barely-remembered facts, elusive imaginative notions) becomes more readily accessible. (Students can achieve a similar effect by briefly closing their eyes.)\u003c/p>\n\u003cp>\u003cstrong>Give students a space of their own:\u003c/strong> Thinking and learning in a space over which students feel \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20191407/\">ownership and control\u003c/a> gives them a feeling of empowerment, which in turn enhances their performance.\u003c/p>\n\u003cp>\u003cstrong>Offer students some privacy:\u003c/strong> Feeling “on display” all the time consumes mental bandwidth that could otherwise be applied to thinking. When students are able to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0001839212453028\">shield themselves\u003c/a> from the gaze of others, their cognitive load is reduced and they feel more free to experiment.\u003c/p>\n\u003cp>\u003cstrong>Fill learning spaces with “evocative objects”:\u003c/strong> Visual reminders of students’ \u003ca href=\"https://psycnet.apa.org/record/2016-18500-005\">academic identity\u003c/a>—who they are, and what they’re doing in that space—can put them in an optimal frame of mind for thinking. Objects representing their deepest values and ideals may be especially effective when hidden from others and visible only to the students themselves.\u003c/p>\n\u003cp>\u003cstrong>Appoint learning spaces with cues of belonging:\u003c/strong> Inspect your learning space for cues that signal exclusion; these should be removed and replaced with cues that \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19968418/\">signal belonging\u003c/a>. Students think and work best in a space in which they feel that they are welcomed and included.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Experts\u003c/strong>\u003c/h2>\n\u003cp>Our system of education is based on experts teaching novices—but we experts often fail to convey all that we know, because our knowledge is so well-practiced as to become “automatized.” Research is revealing more effective ways of transferring expertise from one mind to another.\u003c/p>\n\u003cp>\u003cstrong>Let students know that imitation is acceptable:\u003c/strong> Our culture values innovation and originality, but often the most \u003ca href=\"https://hbr.org/2010/04/defend-your-research-imitation-is-more-valuable-than-innovation\">efficient and effective\u003c/a> approach to solving a problem is to copy what someone else has already done.\u003c/p>\n\u003cp>\u003cstrong>Encourage close observation:\u003c/strong> Children in other cultures commonly learn by observing and imitating their elders. Research has found that American children are not so adept at this practice—but that these capacities can be \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19413421/\">deliberately cultivated\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Exhibit model work:\u003c/strong> We expect students to produce excellent work without first showing them what excellence looks like. Displaying \u003ca href=\"https://www.edutopia.org/blog/deeper-learning-student-work-ron-berger\">model examples\u003c/a> need not threaten students’ self-esteem or quash their creativity; it can inspire them to do their own best work.\u003c/p>\n\u003cp>\u003cstrong>Break it down:\u003c/strong> Experts tend to organize their knowledge into “chunks”—agglomerated masses of information that can seem impenetrable to novices. We can help learners begin to acquire mastery by \u003ca href=\"https://opinionator.blogs.nytimes.com/2011/04/18/a-better-way-to-teach-math/\">breaking down\u003c/a> our knowledge into smaller steps, and then smaller steps still—even “micro-steps.”\u003c/p>\n\u003cp>\u003cstrong>Employ the “caricature advantage”:\u003c/strong> For experts like us, the most important aspects of a given scenario “pop out” at first glance. For novices, that same scenario is an undifferentiated mass of information. We can help by deliberately \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010028587900168\">exaggerating and distorting\u003c/a>—caricaturing—the aspects of a scenario that we want novices to notice.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Peers\u003c/strong>\u003c/h2>\n\u003cp>Our notion of how to engage in challenging academic work usually involves sitting alone and thinking hard—but in fact, students think best when they think \u003cem>socially\u003c/em>. Social activities they engage in with peers, like storytelling, debating, and teaching, activate cognitive processes that remain dormant when students think by themselves.\u003c/p>\n\u003cp>\u003cstrong>Take advantage of the “protégé effect”:\u003c/strong> The act of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X13000209\">teaching someone else\u003c/a> leads the \u003cem>teacher\u003c/em> to learn—even more than the student. As highly social creatures, we’re more motivated by the goal of conveying information to others than by the goal of simply studying for its own sake. Even struggling learners can benefit, by teaching younger students or by teaching their family members.\u003c/p>\n\u003cp>\u003cstrong>Ask students to create an instructional video:\u003c/strong> Teaching-for-learning can produce benefits for the teacher even when there are no “students” present. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0959475219301161\">Recording a video\u003c/a> generates feelings of “social presence”—the feeling that others are watching—leading many of the same factors involved in face-to-face teaching to kick in.\u003c/p>\n\u003cp>\u003cstrong>Promote students’ sense of “productive agency”:\u003c/strong> Create opportunities for student-teachers to enjoy the \u003ca href=\"https://psycnet.apa.org/record/2013-27120-003\">fruits of their labors\u003c/a>: it’s motivating for people to see their pupils exhibiting and applying the knowledge they have been taught.\u003c/p>\n\u003cp>\u003cstrong>Set up a “cascading mentorship”:\u003c/strong> A senior group can teach a more junior group, who can in turn instruct a still-less-experienced group, thereby \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/23887013/\">multiplying the benefits\u003c/a> of teaching-to-learn.\u003c/p>\n\u003cp>\u003cstrong>Find the underlying dispute:\u003c/strong> Much of what we learn in educational settings is boring and forgettable because it’s been drained of all conflict, presented as settled wisdom. But almost every topic can be reinvigorated by casting it in terms of a “\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00091380009602706\">constructive controversy\u003c/a>.”\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Groups\u003c/strong>\u003c/h2>\n\u003cp>The days of the lone genius are over; in our era, the sheer abundance of information and the increasing specialization of knowledge mean that we and our students have to trade our habits of individual thinking for new practices that activate the powerful “group mind.”\u003c/p>\n\u003cp>\u003cstrong>Have students move in sync:\u003c/strong> Engaging in \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1751-9004.2012.00450.x\">coordinated physical movement\u003c/a> leads people to like others more, identify with them more closely, and cooperate with them more effectively. This can even take the form of a shared stroll: Research shows that when people walk together, they automatically and unconsciously match up their bodily movements.\u003c/p>\n\u003cp>\u003cstrong>Engage in group rituals:\u003c/strong> \u003ca href=\"https://static1.squarespace.com/static/53485734e4b0fffc0dcc64c2/t/54735002e4b087a17999499e/1416843266236/legare-wen-ISSBD-2014.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">Ritual activities\u003c/a> in which people do the same thing at the same time—even if it’s simply sharing a meal together—promote a sense of belonging and mutual trust.\u003c/p>\n\u003cp>\u003cstrong>Create “shared artifacts”:\u003c/strong> Group work is facilitated by the production of \u003ca href=\"https://www.ics.uci.edu/~corps/phaseii/OlsonOlson-DistanceMatters-HCIJ.pdf\">such artifacts\u003c/a>, which should be \u003cem>large\u003c/em>, \u003cem>complex\u003c/em>, \u003cem>persistent\u003c/em>, and \u003cem>revisable\u003c/em>. Bonus: when such artifacts are available, people tend to gesture at them—enhancing their own understanding and that of their team members.\u003c/p>\n\u003cp>\u003cstrong>Implement the “jigsaw classroom”:\u003c/strong> This \u003ca href=\"https://journals.sagepub.com/doi/10.1177/014616727900500405\">instructional technique\u003c/a>, invented in the midst of the desegregation battles of the early 1970s, has been shown to increase cooperation and teamwork even as it boosts learning.\u003c/p>\n\u003cp>\u003cstrong>Generate a sense of “shared fate”:\u003c/strong> A sense of \u003ca href=\"https://hbr.org/2015/06/get-rid-of-unhealthy-competition-on-your-team\">group motivation\u003c/a> arises when the fates of each individual are bound up with one another—when they rise or fall together. Adjust the incentives and rewards offered to group members such that the outcome, good or bad, is experienced the same way by all.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Annie Murphy Paul is a science writer and author of \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>,\" and \"\u003ca href=\"https://www.amazon.com/Origins-Months-Before-Birth-Shape/dp/074329663X\">Origins: How the Nine Months Before Birth Shape the Rest of Our Lives.\u003c/a>\"\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"So much of thinking is expected to happen sitting at a desk with just our brains, but we can learn a lot more by using our bodies, depending on our peers and seeking environments conducive to learning. ","status":"publish","parent":0,"modified":1628148704,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":56,"wordCount":2561},"headData":{"title":"42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships - MindShift","description":"So much of thinking is expected to happen sitting at a desk with just our brains, but we can learn a lot more by using our bodies, depending on our peers and seeking environments conducive to learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships","datePublished":"2021-08-05T07:31:43.000Z","dateModified":"2021-08-05T07:31:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58053 https://ww2.kqed.org/mindshift/?p=58053","disqusUrl":"https://ww2.kqed.org/mindshift/2021/08/05/42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships/","disqusTitle":"42 Ways to Boost Learning by Applying Our Bodies, Surroundings and Relationships","path":"/mindshift/58053/42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Our education system is dominated by a \u003cem>neurocentric\u003c/em> model of thinking: we assume that students’ mental activity is contained inside their heads. But we open up a world of new possibilities when we encourage students to think \u003cem>outside\u003c/em> the brain: that is, to use external resources to enhance their mental processes.\u003c/p>\n\u003cp>Such outside-the-head resources include the sensations and movements of students’ bodies; the physical spaces in which students learn and play; and the social interactions students engage in with others. My new book, \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>\u003cem>,\"\u003c/em> offers an array of practical strategies for engaging these mental “extensions”; here, is a selection especially for teachers and parents.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Gesture\u003c/strong>\u003c/h2>\n\u003cp>Gesture isn’t mere hand-waving; it’s an essential part of a cognitive loop in which our hand motions influence our thoughts and vice versa. Becoming more aware of gesture, and using it more intentionally, can help teachers and students think more cogently, speak more fluently, and understand others more deeply.\u003c/p>\n\u003cp>\u003cstrong>Explicitly encourage gesture:\u003c/strong> When you see a student struggling to generate an explanation or solve a problem, offer a simple suggestion: “Could you try \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5182093/\">moving your hands\u003c/a> as you say that?”\u003c/p>\n\u003cp>\u003cstrong>Listen to gesture:\u003c/strong> Pay \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010027786900533\">close attention\u003c/a> to the hand motions of learners, especially at moments when what their hands are “saying” is different from the message conveyed by their words. This mismatched state indicates they are ready to learn and receptive to instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Supply “visual artifacts”:\u003c/strong> Students are more likely to gesture (and in so doing acquire a deeper understanding) when there are \u003ca href=\"https://journals.sagepub.com/doi/10.3102/00346543071003365\">relevant objects\u003c/a> nearby to gesture \u003cem>at\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>Put students on the spot:\u003c/strong> Improvising a description or an explanation is hard mental work, so students \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S1871187115300134\">automatically offload\u003c/a> some of it onto their hands. The increased rate of gesture prompted by the act of improvisation can help them develop a deeper understanding of the material they’re talking about.\u003c/p>\n\u003cp>\u003cstrong>For every word, a gesture:\u003c/strong> Pair each new vocabulary word to be learned with a gesture in order to reinforce memory. When students \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01467/full\">add a hand motion\u003c/a> to the actions of reading or speaking aloud a word, they’re sinking another “hook” into the material that will allow them to reel it in later.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Natural Spaces\u003c/strong>\u003c/h2>\n\u003cp>Over eons of evolution, our perceptual faculties were “tuned” to the kind of sensory information present in nature. While spending time in built interiors and urban settings drains students’ attentional resources, spending time outside refills the tank, restoring their ability to focus.\u003c/p>\n\u003cp>\u003cstrong>Think in terms of “environmental self-regulation”:\u003c/strong> Instead of asking students to get a grip on their thoughts and feelings from the inside, use exposure to the \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494489800386\">outside world\u003c/a>—especially nature—to help them restore their equilibrium and refresh their attention.\u003c/p>\n\u003cp>\u003cstrong>Have students practice “soft gazing”:\u003c/strong> When in nature, encourage students to relinquish the sharp-edged focus that is required by schoolwork. This involves allowing their gaze to become \u003ca href=\"https://edrl.berkeley.edu/wp-content/uploads/2019/06/Morgan.Abrahamson.2018JOCI.workshop-report.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">relaxed and diffuse\u003c/a>, drawn here and there by whatever attracts it.\u003c/p>\n\u003cp>\u003cstrong>Direct students to seek out “micro-restorative opportunities”:\u003c/strong> Research shows that looking at a scene of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494415000328\">natural greenery\u003c/a>—even through a window—for as little as 40 seconds offers mental benefits, including improved concentration.\u003c/p>\n\u003cp>\u003cstrong>Bring nature inside:\u003c/strong> Natural light, potted plants, and even images and motifs borrowed from nature help students enter a state of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272494410001027\">relaxed alertness\u003c/a>. During a break in learning, try showing students a nature video.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with the Space of Ideas\u003c/strong>\u003c/h2>\n\u003cp>We all tend to do too much “in our heads.” Students can think more effectively and more efficiently when they find ways to offload their mental contents onto physical space—whether it be the space of a whiteboard, a physical model, or a bunch of Post-It Notes. They can then interact with their ideas as if they were physical objects or a 3-D landscape, applying the spatial and navigational capacities that come so naturally to human beings.\u003c/p>\n\u003cp>\u003cstrong>Have students create a “concept map”:\u003c/strong> The brain treats abstract ideas like a landscape through which it must navigate. A \u003ca href=\"https://ctl.byu.edu/tip/concept-mapping\">concept map\u003c/a> makes this mental terrain visible, allowing us to recognize patterns and make new connections.\u003c/p>\n\u003cp>\u003cstrong>Direct students to write it down:\u003c/strong> Our culture values “doing things in your head,” but research shows that writing down our thoughts carries benefits for memory, problem-solving, and creativity. Ask students to keep a \u003ca href=\"https://www.hup.harvard.edu/catalog.php?isbn=9780674057579\">field notebook\u003c/a>, for example, in which they regularly record and review their observations.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to sketch it out:\u003c/strong> \u003ca href=\"https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-016-0031-6\">Drawing the concept\u003c/a> they’re thinking about has benefits for students above and beyond writing about it in words. It doesn’t matter if students say they “can’t draw”—simply attempting to capture a concept in visual terms will deepen their understanding and reinforce your memory.\u003c/p>\n\u003cp>\u003cstrong>Make it physical:\u003c/strong> The human brain evolved to manipulate physical objects, not to contemplate abstract ideas. Whenever possible, have students create a concrete model or representation of the concept they’re thinking about, and then encourage them to use their whole bodies to \u003ca href=\"https://dl.acm.org/doi/10.1145/2442106.2442109\">interact with it\u003c/a>—moving around it so that they see it from different perspectives, manipulating its elements and trying out new combinations.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Interoception \u003c/strong>\u003c/h2>\n\u003cp>“Interoception” is the capacity to sense our internal signals. Students who learn how to tune into these inner cues can use them to make better decisions, to muster more mental resilience, and to exhibit greater emotional intelligence.\u003c/p>\n\u003cp>\u003cstrong>Lead students through a body scan:\u003c/strong> The \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/28955213/\">body scan\u003c/a> is meditative exercise in which non-judgmental attention is directed to each part of the body in turn. Practicing this exercise regularly will improve students’ ability to perceive interoceptive sensations.\u003c/p>\n\u003cp>\u003cstrong>Suggest that students label their internal sensations:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/21534661/\">Affect labeling\u003c/a> is an activity in which each interoceptive sensation is noted and named as it is experienced. Research shows that engaging in affective labeling immediately reduces anxiety and distress.\u003c/p>\n\u003cp>\u003cstrong>Encourage students to engage in “cognitive reappraisal”:\u003c/strong> \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20161454/\">Cognitive reappraisal\u003c/a> is an exercise in which the basic building blocks of interoceptive sensations are re-appraised as representing a \u003cem>positive\u003c/em> emotion—for example, excitement instead of nervousness. Engaging in cognitive appraisal reduces negative affect and improves performance.\u003c/p>\n\u003cp>\u003cstrong>Ask students to fill in a body map:\u003c/strong> A \u003ca href=\"https://www.pnas.org/content/111/2/646\">body map\u003c/a> is an outline of the human body on which users note what they’re feeling and where in the body the feeling makes itself known. Completing a body map can help students become more aware of their internal signals and where in the body they are arising.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Movement\u003c/strong>\u003c/h2>\n\u003cp>Humans didn’t evolve to think while sitting still. Moving the body in specific ways while engaging in mental work can help students to think more effectively, more efficiently, and more creatively.\u003c/p>\n\u003cp>\u003cstrong>Allow students to play with fidget objects:\u003c/strong> Playing with \u003ca href=\"https://dl.acm.org/doi/10.1145/2971485.2971557\">fidget objects\u003c/a> can help students sharpen their focus, improve their mood, and boost their creativity. Different kinds of objects may generate usefully different mental states.\u003c/p>\n\u003cp>\u003cstrong>Have students sweat before they sit:\u003c/strong> Trying asking students to take a periodic “\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/16376711/\">movement break\u003c/a>\u003cu>.\u003c/u>” Engaging in brisk physical activity just before sitting down to think will boost students’ mental acuity.\u003c/p>\n\u003cp>\u003cstrong>Direct students to act out the abstract:\u003c/strong> In order to commit knowledge more firmly to memory, ask students to \u003ca href=\"https://psycnet.apa.org/record/2000-00111-009\">act it out\u003c/a> with whole-body movements. Research on the “enactment effect” shows that we remember what we \u003cem>do\u003c/em> much better than what we read or hear.\u003c/p>\n\u003cp>\u003cstrong>Teach to students’ bodies:\u003c/strong> When learning about abstract concepts (say, “vector” or “torque” in physics), provide students with a \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0956797615569355\">physical experience\u003c/a> of the concept that can be drawn upon when thinking about it later. The brain apprehends the abstract much more readily when it is “grounded” in bodily experience.\u003c/p>\n\u003cp>\u003cstrong>Instruct students to move as if \u003cem>they\u003c/em> are \u003cem>it\u003c/em>:\u003c/strong> In order to understand an entity from the inside, or to make discoveries about that entity, students benefit from \u003ca href=\"https://ccl.northwestern.edu/2012/youre-it.pdf\">embodying it\u003c/a>—moving as if they themselves are the thing they are learning and thinking about.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Built Spaces\u003c/strong>\u003c/h2>\n\u003cp>We spend more than 90 percent of our time indoors, yet many of the spaces we occupy are not well-designed for extending the mind. We can take intentional steps to rearrange learning spaces so that they support intelligent thought.\u003c/p>\n\u003cp>\u003cstrong>Use space to implement “sensory reduction”:\u003c/strong> Allow students to work on challenging tasks in a quiet room free of distractions. Imposing such \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09658211.2017.1282519?journalCode=pmem20\">sensory reduction\u003c/a> generates a state of “stimuli hunger”, in which weakly-activated internal knowledge (barely-remembered facts, elusive imaginative notions) becomes more readily accessible. (Students can achieve a similar effect by briefly closing their eyes.)\u003c/p>\n\u003cp>\u003cstrong>Give students a space of their own:\u003c/strong> Thinking and learning in a space over which students feel \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20191407/\">ownership and control\u003c/a> gives them a feeling of empowerment, which in turn enhances their performance.\u003c/p>\n\u003cp>\u003cstrong>Offer students some privacy:\u003c/strong> Feeling “on display” all the time consumes mental bandwidth that could otherwise be applied to thinking. When students are able to \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0001839212453028\">shield themselves\u003c/a> from the gaze of others, their cognitive load is reduced and they feel more free to experiment.\u003c/p>\n\u003cp>\u003cstrong>Fill learning spaces with “evocative objects”:\u003c/strong> Visual reminders of students’ \u003ca href=\"https://psycnet.apa.org/record/2016-18500-005\">academic identity\u003c/a>—who they are, and what they’re doing in that space—can put them in an optimal frame of mind for thinking. Objects representing their deepest values and ideals may be especially effective when hidden from others and visible only to the students themselves.\u003c/p>\n\u003cp>\u003cstrong>Appoint learning spaces with cues of belonging:\u003c/strong> Inspect your learning space for cues that signal exclusion; these should be removed and replaced with cues that \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19968418/\">signal belonging\u003c/a>. Students think and work best in a space in which they feel that they are welcomed and included.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Experts\u003c/strong>\u003c/h2>\n\u003cp>Our system of education is based on experts teaching novices—but we experts often fail to convey all that we know, because our knowledge is so well-practiced as to become “automatized.” Research is revealing more effective ways of transferring expertise from one mind to another.\u003c/p>\n\u003cp>\u003cstrong>Let students know that imitation is acceptable:\u003c/strong> Our culture values innovation and originality, but often the most \u003ca href=\"https://hbr.org/2010/04/defend-your-research-imitation-is-more-valuable-than-innovation\">efficient and effective\u003c/a> approach to solving a problem is to copy what someone else has already done.\u003c/p>\n\u003cp>\u003cstrong>Encourage close observation:\u003c/strong> Children in other cultures commonly learn by observing and imitating their elders. Research has found that American children are not so adept at this practice—but that these capacities can be \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/19413421/\">deliberately cultivated\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Exhibit model work:\u003c/strong> We expect students to produce excellent work without first showing them what excellence looks like. Displaying \u003ca href=\"https://www.edutopia.org/blog/deeper-learning-student-work-ron-berger\">model examples\u003c/a> need not threaten students’ self-esteem or quash their creativity; it can inspire them to do their own best work.\u003c/p>\n\u003cp>\u003cstrong>Break it down:\u003c/strong> Experts tend to organize their knowledge into “chunks”—agglomerated masses of information that can seem impenetrable to novices. We can help learners begin to acquire mastery by \u003ca href=\"https://opinionator.blogs.nytimes.com/2011/04/18/a-better-way-to-teach-math/\">breaking down\u003c/a> our knowledge into smaller steps, and then smaller steps still—even “micro-steps.”\u003c/p>\n\u003cp>\u003cstrong>Employ the “caricature advantage”:\u003c/strong> For experts like us, the most important aspects of a given scenario “pop out” at first glance. For novices, that same scenario is an undifferentiated mass of information. We can help by deliberately \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/0010028587900168\">exaggerating and distorting\u003c/a>—caricaturing—the aspects of a scenario that we want novices to notice.\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Peers\u003c/strong>\u003c/h2>\n\u003cp>Our notion of how to engage in challenging academic work usually involves sitting alone and thinking hard—but in fact, students think best when they think \u003cem>socially\u003c/em>. Social activities they engage in with peers, like storytelling, debating, and teaching, activate cognitive processes that remain dormant when students think by themselves.\u003c/p>\n\u003cp>\u003cstrong>Take advantage of the “protégé effect”:\u003c/strong> The act of \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X13000209\">teaching someone else\u003c/a> leads the \u003cem>teacher\u003c/em> to learn—even more than the student. As highly social creatures, we’re more motivated by the goal of conveying information to others than by the goal of simply studying for its own sake. Even struggling learners can benefit, by teaching younger students or by teaching their family members.\u003c/p>\n\u003cp>\u003cstrong>Ask students to create an instructional video:\u003c/strong> Teaching-for-learning can produce benefits for the teacher even when there are no “students” present. \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0959475219301161\">Recording a video\u003c/a> generates feelings of “social presence”—the feeling that others are watching—leading many of the same factors involved in face-to-face teaching to kick in.\u003c/p>\n\u003cp>\u003cstrong>Promote students’ sense of “productive agency”:\u003c/strong> Create opportunities for student-teachers to enjoy the \u003ca href=\"https://psycnet.apa.org/record/2013-27120-003\">fruits of their labors\u003c/a>: it’s motivating for people to see their pupils exhibiting and applying the knowledge they have been taught.\u003c/p>\n\u003cp>\u003cstrong>Set up a “cascading mentorship”:\u003c/strong> A senior group can teach a more junior group, who can in turn instruct a still-less-experienced group, thereby \u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/23887013/\">multiplying the benefits\u003c/a> of teaching-to-learn.\u003c/p>\n\u003cp>\u003cstrong>Find the underlying dispute:\u003c/strong> Much of what we learn in educational settings is boring and forgettable because it’s been drained of all conflict, presented as settled wisdom. But almost every topic can be reinvigorated by casting it in terms of a “\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00091380009602706\">constructive controversy\u003c/a>.”\u003c/p>\n\u003ch2>\u003cstrong>Thinking with Groups\u003c/strong>\u003c/h2>\n\u003cp>The days of the lone genius are over; in our era, the sheer abundance of information and the increasing specialization of knowledge mean that we and our students have to trade our habits of individual thinking for new practices that activate the powerful “group mind.”\u003c/p>\n\u003cp>\u003cstrong>Have students move in sync:\u003c/strong> Engaging in \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1751-9004.2012.00450.x\">coordinated physical movement\u003c/a> leads people to like others more, identify with them more closely, and cooperate with them more effectively. This can even take the form of a shared stroll: Research shows that when people walk together, they automatically and unconsciously match up their bodily movements.\u003c/p>\n\u003cp>\u003cstrong>Engage in group rituals:\u003c/strong> \u003ca href=\"https://static1.squarespace.com/static/53485734e4b0fffc0dcc64c2/t/54735002e4b087a17999499e/1416843266236/legare-wen-ISSBD-2014.pdf?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=adefa6f6e5-EMAIL_CAMPAIGN_6-7-2021&utm_medium=email&utm_term=0_9c734401c1-adefa6f6e5-311867093\">Ritual activities\u003c/a> in which people do the same thing at the same time—even if it’s simply sharing a meal together—promote a sense of belonging and mutual trust.\u003c/p>\n\u003cp>\u003cstrong>Create “shared artifacts”:\u003c/strong> Group work is facilitated by the production of \u003ca href=\"https://www.ics.uci.edu/~corps/phaseii/OlsonOlson-DistanceMatters-HCIJ.pdf\">such artifacts\u003c/a>, which should be \u003cem>large\u003c/em>, \u003cem>complex\u003c/em>, \u003cem>persistent\u003c/em>, and \u003cem>revisable\u003c/em>. Bonus: when such artifacts are available, people tend to gesture at them—enhancing their own understanding and that of their team members.\u003c/p>\n\u003cp>\u003cstrong>Implement the “jigsaw classroom”:\u003c/strong> This \u003ca href=\"https://journals.sagepub.com/doi/10.1177/014616727900500405\">instructional technique\u003c/a>, invented in the midst of the desegregation battles of the early 1970s, has been shown to increase cooperation and teamwork even as it boosts learning.\u003c/p>\n\u003cp>\u003cstrong>Generate a sense of “shared fate”:\u003c/strong> A sense of \u003ca href=\"https://hbr.org/2015/06/get-rid-of-unhealthy-competition-on-your-team\">group motivation\u003c/a> arises when the fates of each individual are bound up with one another—when they rise or fall together. Adjust the incentives and rewards offered to group members such that the outcome, good or bad, is experienced the same way by all.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Annie Murphy Paul is a science writer and author of \"\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">The Extended Mind: The Power of Thinking Outside the Brain\u003c/a>,\" and \"\u003ca href=\"https://www.amazon.com/Origins-Months-Before-Birth-Shape/dp/074329663X\">Origins: How the Nine Months Before Birth Shape the Rest of Our Lives.\u003c/a>\"\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58053/42-ways-to-boost-learning-by-applying-our-bodies-surroundings-and-relationships","authors":["4355"],"categories":["mindshift_193"],"tags":["mindshift_21078","mindshift_21148","mindshift_20711","mindshift_20520","mindshift_21444","mindshift_20865","mindshift_20783"],"featImg":"mindshift_58255","label":"mindshift"},"mindshift_58051":{"type":"posts","id":"mindshift_58051","meta":{"index":"posts_1591205157","site":"mindshift","id":"58051","score":null,"sort":[1624954611000]},"guestAuthors":[],"slug":"how-movement-and-gestures-can-improve-student-learning","title":"How Movement and Gestures Can Improve Student Learning","publishDate":1624954611,"format":"standard","headTitle":"How Movement and Gestures Can Improve Student Learning | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sit down, sit still and use your head. In our brain-centric culture, we often equate thinking with quiet focus. \u003c/span>\u003cspan style=\"font-weight: 400\">But when it comes to deep learning, the brain is only part of the story, says Annie Murphy Paul, author of the new book \u003c/span>\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">\u003cspan style=\"font-weight: 400\">“The Extended Mind: The Power of Thinking Outside the Brain.” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, the brain is an incredible organ, she says, but it also “has firm limits on what it can do in terms of paying attention, remembering, staying focused, staying motivated and grasping abstract concepts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, the human brain evolved to engage in activities that are quite different from the abstract, complex tasks required in modern classrooms and workplaces. “There is a mismatch between what our brain is and what we expect of it,” says Paul, and because of that, “our brains inevitably let us down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, these natural limitations can feel very distressing. “When students’ brains don’t work quite as well as they want – when they are forgetful or distracted – they blame themselves.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Paul argues that if we want to extend the capacity of our brain – and engage in deeper, more creative learning – we need to capitalize on other body systems, on our surroundings and on our relationships. “The way to get better at thinking and learning is not to keep pushing the brain and certainly not to blame ourselves for its failures, but to reach outside the brain and transcend its limits by bringing in these external resources.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two of these resources that educators, parents and caregivers can readily employ are movement and gesture.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Thinking with Movement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans did not evolve to do their best work while sitting down, says Paul. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about a child struggling to keep their body still during a lesson. “It takes a fair amount of mental bandwidth to keep our bodies still because we’re meant to be in a kind of state of constant motion. And to control your impulse to move – especially for children – uses up some of the mental resources that they could otherwise apply to their learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Paul’s research, she encountered a common theme in the writings of many influential scholars: they did their best thinking while walking. As Henry David Thoreau wrote, “the moment my legs begin to move, my thoughts begin to flow.” He’s not alone. In experiments out of \u003c/span>\u003ca href=\"https://news.stanford.edu/2014/04/24/walking-vs-sitting-042414/\">\u003cspan style=\"font-weight: 400\">Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students who completed creative tasks while walking – such as coming up with unexpected uses for a paperclip – came up with more ideas than those who brainstormed sitting down. Even our language reflects this understanding, says Paul. “We say we are ‘stuck’ or in a ‘rut’ \u003c/span>\u003cspan style=\"font-weight: 400\">because we have this idea that stasis and non-movement do not promote creativity. And then when we are thinking creatively, we say we are ‘on a roll’ or our thoughts are ‘flowing.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of movement are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53681/how-movement-and-exercise-help-kids-learn\">\u003cspan style=\"font-weight: 400\">well-documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: physical activity improves students’ focus, retention, memory consolidation, creativity and mood. Movement breaks – from recess to a short dance party to doing standing stretches at their desks – boost students’ mental sharpness. Research finds that a single workout can improve a student’s ability to focus on a task for up to two hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even micro-movements – such as shifting our weight while working at a standing desk – can help us stay more alert. “Activity-permissive classrooms” are helpful for all kids, says Paul, but particularly for students with ADHD for whom “low-intensity movement helps them regulate their state of physiological arousal and alertness.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Incorporating Purposeful Movement Into Instruction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers weave in purposeful movement, they enhance students’ comprehension and retention. The phrase for this is \u003c/span>\u003ca href=\"https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/\">\u003cspan style=\"font-weight: 400\">“embodied cognition”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: our brain influences our body, but our body also influences our brain. Paul points to research that found students who incorporated movement into their learning strategy remembered 76 percent of the material, while those who simply used their brain to memorize recalled only 37 percent. “\u003c/span>\u003cspan style=\"font-weight: 400\">We just don’t remember what we hear that well, or even what we see. Most of all we remember what we’ve done, the actions that we’ve taken. The traditional classroom is still focused on written and spoken language, and we’re leaving out this incredibly powerful human capacity to relate things to the movements of the body.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can design lessons that incorporate congruent, novel and self-referential movement. Congruent movement involves engaging in physical activity that matches a concept – such as kids creating a number line with their bodies or acting out a math word problem. Novel movement asks students to do something unfamiliar to acquaint them with a new concept – such as physics students holding on to a tilting, spinning wheel to experience torque. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-referential movements involve students casting themselves as a character in the story of a concept. As Paul notes, Einstein imagined himself riding on a beam of light as he developed the theory of relativity, and polio vaccine inventor Jonas Salk imagined himself as a virus or cancer cell. Teachers, likewise, can ask students to act out the story of photosynthesis, or link arms to become human chromosomes. According to research, role-playing in science helped students achieve a more accurate understanding of a concept. Working with manipulatives is helpful, says Paul, but “students learn even more when the manipulatives they employ are their own body.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tapping into the Power of Gesture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While you’d be hard-pressed to find a professional development workshop on using gesture in the classroom, gesturing was our first language and remains key to communicating ideas. As Paul says, “The movements of the hands are a co-equal partner with speech. When we don’t attend to gesture, our own or others, we’re missing out on half the conversation. There’s fascinating research that suggests our most advanced, newest and cutting-edge ideas – the ones that we can’t quite put into words yet – show up first in our gestures.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does this mean for parents and teachers? The possibilities are myriad, says Paul. Look for instructional videos that include people gesturing – and not just talking heads; studies show that improves retention. Think about your own gestures as you explain new concepts and be purposeful in your movements. Teach students to pair new vocabulary words with an associated movement. Give them objects or diagrams to point to. Pay attention to student gestures to see what they might be communicating without words. And actively encourage students to gesture as part of the learning process. “The more you gesture, the deeper your understanding becomes,” says Paul, “so you should create as many opportunities for students to gesture as possible. Ask them, ‘Can you move your hands when you say that?’” That simple prompt not only gives the teacher more information about a student’s understanding, it also “moves the student’s own thinking ahead a step.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, it’s a perspective shift, says Paul. Our moving, fidgeting bodies are not at odds with learning but are rather a powerful way to extend our mind. “The movement and gesture of the body should be as much a part of the classroom as our thinking and talking brain.” \u003c/span>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"Sitting still can impede learning for so many people. Moving your body can help generate thoughts and improve memory consolidation. ","status":"publish","parent":0,"modified":1700528766,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1359},"headData":{"title":"How Movement and Gestures Can Improve Student Learning | KQED","description":"Sitting still can impede learning for so many people. Moving your body can help generate thoughts and improve memory consolidation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Sitting still can impede learning for so many people. Moving your body can help generate thoughts and improve memory consolidation.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Movement and Gestures Can Improve Student Learning","datePublished":"2021-06-29T08:16:51.000Z","dateModified":"2023-11-21T01:06:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://dcs.megaphone.fm/KQINC8693244115.mp3?key=ef362a0cfe9cd9509c9f6fb3c4c03676","excludeFromSiteSearch":"Include","path":"/mindshift/58051/how-movement-and-gestures-can-improve-student-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sit down, sit still and use your head. In our brain-centric culture, we often equate thinking with quiet focus. \u003c/span>\u003cspan style=\"font-weight: 400\">But when it comes to deep learning, the brain is only part of the story, says Annie Murphy Paul, author of the new book \u003c/span>\u003ca href=\"https://www.amazon.com/Thinking-Outside-Brain-Annie-Murphy/dp/0544947665/\">\u003cspan style=\"font-weight: 400\">“The Extended Mind: The Power of Thinking Outside the Brain.” \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yes, the brain is an incredible organ, she says, but it also “has firm limits on what it can do in terms of paying attention, remembering, staying focused, staying motivated and grasping abstract concepts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, the human brain evolved to engage in activities that are quite different from the abstract, complex tasks required in modern classrooms and workplaces. “There is a mismatch between what our brain is and what we expect of it,” says Paul, and because of that, “our brains inevitably let us down.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, these natural limitations can feel very distressing. “When students’ brains don’t work quite as well as they want – when they are forgetful or distracted – they blame themselves.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her book, Paul argues that if we want to extend the capacity of our brain – and engage in deeper, more creative learning – we need to capitalize on other body systems, on our surroundings and on our relationships. “The way to get better at thinking and learning is not to keep pushing the brain and certainly not to blame ourselves for its failures, but to reach outside the brain and transcend its limits by bringing in these external resources.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two of these resources that educators, parents and caregivers can readily employ are movement and gesture.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Thinking with Movement\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans did not evolve to do their best work while sitting down, says Paul. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about a child struggling to keep their body still during a lesson. “It takes a fair amount of mental bandwidth to keep our bodies still because we’re meant to be in a kind of state of constant motion. And to control your impulse to move – especially for children – uses up some of the mental resources that they could otherwise apply to their learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Paul’s research, she encountered a common theme in the writings of many influential scholars: they did their best thinking while walking. As Henry David Thoreau wrote, “the moment my legs begin to move, my thoughts begin to flow.” He’s not alone. In experiments out of \u003c/span>\u003ca href=\"https://news.stanford.edu/2014/04/24/walking-vs-sitting-042414/\">\u003cspan style=\"font-weight: 400\">Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students who completed creative tasks while walking – such as coming up with unexpected uses for a paperclip – came up with more ideas than those who brainstormed sitting down. Even our language reflects this understanding, says Paul. “We say we are ‘stuck’ or in a ‘rut’ \u003c/span>\u003cspan style=\"font-weight: 400\">because we have this idea that stasis and non-movement do not promote creativity. And then when we are thinking creatively, we say we are ‘on a roll’ or our thoughts are ‘flowing.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefits of movement are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53681/how-movement-and-exercise-help-kids-learn\">\u003cspan style=\"font-weight: 400\">well-documented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: physical activity improves students’ focus, retention, memory consolidation, creativity and mood. Movement breaks – from recess to a short dance party to doing standing stretches at their desks – boost students’ mental sharpness. Research finds that a single workout can improve a student’s ability to focus on a task for up to two hours. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even micro-movements – such as shifting our weight while working at a standing desk – can help us stay more alert. “Activity-permissive classrooms” are helpful for all kids, says Paul, but particularly for students with ADHD for whom “low-intensity movement helps them regulate their state of physiological arousal and alertness.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Incorporating Purposeful Movement Into Instruction\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers weave in purposeful movement, they enhance students’ comprehension and retention. The phrase for this is \u003c/span>\u003ca href=\"https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/\">\u003cspan style=\"font-weight: 400\">“embodied cognition”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: our brain influences our body, but our body also influences our brain. Paul points to research that found students who incorporated movement into their learning strategy remembered 76 percent of the material, while those who simply used their brain to memorize recalled only 37 percent. “\u003c/span>\u003cspan style=\"font-weight: 400\">We just don’t remember what we hear that well, or even what we see. Most of all we remember what we’ve done, the actions that we’ve taken. The traditional classroom is still focused on written and spoken language, and we’re leaving out this incredibly powerful human capacity to relate things to the movements of the body.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can design lessons that incorporate congruent, novel and self-referential movement. Congruent movement involves engaging in physical activity that matches a concept – such as kids creating a number line with their bodies or acting out a math word problem. Novel movement asks students to do something unfamiliar to acquaint them with a new concept – such as physics students holding on to a tilting, spinning wheel to experience torque. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-referential movements involve students casting themselves as a character in the story of a concept. As Paul notes, Einstein imagined himself riding on a beam of light as he developed the theory of relativity, and polio vaccine inventor Jonas Salk imagined himself as a virus or cancer cell. Teachers, likewise, can ask students to act out the story of photosynthesis, or link arms to become human chromosomes. According to research, role-playing in science helped students achieve a more accurate understanding of a concept. Working with manipulatives is helpful, says Paul, but “students learn even more when the manipulatives they employ are their own body.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Tapping into the Power of Gesture\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While you’d be hard-pressed to find a professional development workshop on using gesture in the classroom, gesturing was our first language and remains key to communicating ideas. As Paul says, “The movements of the hands are a co-equal partner with speech. When we don’t attend to gesture, our own or others, we’re missing out on half the conversation. There’s fascinating research that suggests our most advanced, newest and cutting-edge ideas – the ones that we can’t quite put into words yet – show up first in our gestures.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does this mean for parents and teachers? The possibilities are myriad, says Paul. Look for instructional videos that include people gesturing – and not just talking heads; studies show that improves retention. Think about your own gestures as you explain new concepts and be purposeful in your movements. Teach students to pair new vocabulary words with an associated movement. Give them objects or diagrams to point to. Pay attention to student gestures to see what they might be communicating without words. And actively encourage students to gesture as part of the learning process. “The more you gesture, the deeper your understanding becomes,” says Paul, “so you should create as many opportunities for students to gesture as possible. Ask them, ‘Can you move your hands when you say that?’” That simple prompt not only gives the teacher more information about a student’s understanding, it also “moves the student’s own thinking ahead a step.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ultimately, it’s a perspective shift, says Paul. Our moving, fidgeting bodies are not at odds with learning but are rather a powerful way to extend our mind. “The movement and gesture of the body should be as much a part of the classroom as our thinking and talking brain.” \u003c/span>\u003c/p>\n\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/grades-have-huge-impact-but-are-they-effective/id1078765985?i=1000529450475\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/MGY0NWJhN2UtZThkMy0xMWViLWEzZmEtN2JiZjVmNDk4NGNi?sa=X&ved=0CAUQkfYCahgKEwigsp2Qp__yAhUAAAAAHQAAAAAQiwE&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/75ukPmBPTOHv517Ta8ajEa?si=9dnOsP22QsenEAIo_GGI5Q&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://listen.stitcher.com/yvap/?af_dp=stitcher://episode/85542758&af_web_dp=https://www.stitcher.com/episode/85542758\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8693244115\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58051/how-movement-and-gestures-can-improve-student-learning","authors":["11087"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21148","mindshift_20711","mindshift_20562"],"featImg":"mindshift_58062","label":"mindshift_21847"},"mindshift_52825":{"type":"posts","id":"mindshift_52825","meta":{"index":"posts_1591205157","site":"mindshift","id":"52825","score":null,"sort":[1549604466000]},"guestAuthors":[],"slug":"what-teachers-and-sports-coaches-can-learn-from-each-other","title":"What Teachers and Sports Coaches Can Learn From Each Other","publishDate":1549604466,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Vicky Tong started coaching seventh- and eighth-grade cross-country in 2012, she took the job because the school where she teaches needed somebody to do it. Tong figured that this additional work would follow naturally from her duties as a middle school science and Chinese teacher and complement her interest in running. She was training for a half-marathon when the offer arrived, and the timing seemed right.\u003c/p>\n\u003cp>Now, six years later, she looks back on her earlier reasoning with amusement. “If you go into coaching and think it’s like the classroom, you’re wrong—it’s very different,” she said. Further, technical knowledge of the sport—in her case, running—was essential but far less critical for success than other skills, she added. Her experience in the classroom made her a better coach, and what she has learned working alongside athletes has improved her teaching skills.\u003c/p>\n\u003cp>It’s impossible to know how many teachers are coaches and coaches are teachers, said Dan Schuster, director of coach education at the \u003ca href=\"https://nfhslearn.com/home/coaches\">National Federation of High Schools\u003c/a>; the data don’t exist. But he believes that the greater demands on coaches’ time and the shrinking of the off-season mean that fewer teachers coach multiple sports throughout the school year. Pressure from parents and clubs to focus more on “the X’s and O’s” has forced a change. “Years ago, if you were teaching, you’d coach a team,” he said. “It’s not that culture anymore.”\u003c/p>\n\u003cp>The apparent drop in teacher-coaches marks a decline in the important insights that these two-hatted adults bring to the student-athletes in front of them. Interviews with several experienced teacher-coaches reveal what each could learn from the other.\u003c/p>\n\u003cp>\u003cem>What teachers could learn from coaches:\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Tie learning and teaching to a performance\u003c/strong>. “We as teachers have a lot to learn from coaches,” said Jeff Gilbert, a former teacher and coach and now principal of \u003ca href=\"https://www.smuhsd.org/hillsdalehigh\">Hillsdale High School\u003c/a> in San Mateo, California. Most important, student learning would improve if teachers included more public performances in their instruction, he said.\u003c/p>\n\u003cp>In sports, players practice their skills in order to play the game better, and coaches modify what and how they train based on the athletes’ performance. Students in the classroom would benefit from similar high-stakes public performances, where they demonstrate what they’ve learned. In this way, the learning has a purpose, the same as throwing and catching drills in baseball.\u003c/p>\n\u003cp>Learning grounded in performance also allows teachers to give students constant feedback, like a coach who tweaks a player’s stance or swing. Though it’s more difficult for teachers to assess how well students are learning—unlike coaches, who can see immediately whether what they’ve taught has stuck—projects that include performances give more opportunities for immediate feedback.\u003c/p>\n\u003cp>Students at Hillsdale High School are required each year to participate in learning events that include such public pieces. Sophomores, for example, must take part in the “Golding Trial,” where they assume various roles in a libel “trial” of William Golding, author of \u003cem>Lord of the Flies\u003c/em>. They read the book, study the law and eventually travel to local courthouses to plead their cases. These kinds of learning performances keep education from being all practice and no games, Gilbert said, and allow teachers to give regular feedback while the kids prepare. It also makes \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\">learning more emotional\u003c/a> and can change the way a teenager thinks about herself as a student. “If we do it right, you’ll have students talking about these school performances the way they do about the big moments in sports, with the same fondness,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>Give more feedback\u003c/strong>. Whether tied to a performance or more day-to-day schoolwork, feedback helps kids learn. “It’s the biggest thing that I’ve taken away from coaching and applied to the classroom,” Tong said. Having observed how athletes benefit from her up-to-the-minute response to their play, she strives to offer more timely feedback to the kids in her classroom. In a class discussion, for example, she will respond to a child’s remark, no matter its accuracy.\u003c/p>\n\u003cp>“I always say some type of personal feedback before moving forward, like ‘nice analytical skills,' or ‘I like the way you made a connection, but let's focus on X,’ \" Tong said. The feedback makes kids feel safe and more willing to speak up next time, even if they’re uncertain about their answers.\u003c/p>\n\u003cp>\u003cstrong>Build interdependence\u003c/strong>. A team thrives when everyone on it feels connected and valuable. Coaches work to build that unity. Such interdependence is often absent from classrooms, however, because each student’s academic success is largely independent of others. Learning that involves group performances, where every student plays a role and relies on others, can stir up similar feelings of connection. “When kids feel that they’re in this together, and they’re co-dependent—it’s really powerful,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>It’s all about relationships\u003c/strong>. “My coaches wanted to know me on a personal level,” said Aly Carter, who played multiple sports in high school many years ago. But she barely remembers her teachers, because they never took the time to get to know her. Coaches also let her into their lives, Carter said, so that the relationship felt more authentic and balanced. Of course, coaches spend more time in the season with their players in varied settings than teachers; that “quantity time” makes room for natural give-and-take. But teachers who strive to get to know their pupils more personally will likely have a larger impact.\u003c/p>\n\u003cp>\u003cstrong>Look for another side of a child\u003c/strong>. Teachers who work in the classroom can develop a jaundiced view of certain kids. A child who regularly disrupts, or who seems chronically unprepared, can discourage the most experienced teachers. Working with those same kids in an athletic context allows teachers to see them more fully. “I can’t judge a kid based on a science class, because on the field they’re a different person,” Tong said. “It’s a way to see another side of them, and it’s redeeming,” she added, recalling how a timid student in class behaved like a bulldozer on the soccer field. Teachers who aren’t able to coach might get a different sense of a child if they watch her at a sporting event or dance recital.\u003c/p>\n\u003cp>\u003cem>What coaches could learn from teachers\u003c/em>:\u003c/p>\n\u003cp>\u003cstrong>Stay abreast of research in child development\u003c/strong>. Clark Meyer teaches eighth-grade English and coaches varsity girls’ soccer at \u003ca href=\"https://www.westminster.net/\">The Westminster Schools\u003c/a> in Atlanta. He’s done both jobs for 22 years, and believes that operating in two different spheres has widened his perspective on his players and students. What’s he’s picked up in the classroom about\u003ca href=\"https://www.kqed.org/mindshift/48139/why-teachers-should-help-students-learn-effective-study-strategies\"> brain-based learning\u003c/a>—a hot topic in education circles—he’s also applied to his team. “I’m interested in ‘cognitive soccer,’ ” Meyer said, before explaining how he puts his players in just-uncomfortable-enough tactical training situations to compel them to adapt and grow. From his deep understanding of child development, he also realizes that getting the message and culture right on the team is essential to a successful season. Mechanistic coaches without knowledge of how children develop, and who focus solely on tactics and strategy, miss what most teenagers crave: \u003ca href=\"https://www.kqed.org/mindshift/50556/being-popular-why-it-consumes-teens-and-continues-to-affect-adults\">social connection.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Develop discreet skills and draw connections\u003c/strong>. Teachers often use structured lesson plans to teach specific skills. Trained in pedagogy, they will craft a particular lesson, explain what they’re teaching to the class, review what they went over at the end, and then prompt the students to practice. According to Gilbert, coaches often lack this essential teaching skill. “Coaches don’t connect the dots, about how the drills connect to the scrimmage, which then connects to the game,” he said.\u003c/p>\n\u003cp>\u003cstrong>Ask, don’t tell\u003c/strong>. Coaches have abundant opportunities in practice and games to tell their players what to do—to move here when the opponent goes one way, to bend or turn or maneuver in some particular way in order to achieve a physical goal. But athletes learn more deeply when a coach asks them how they’ll handle different scenarios, inviting them to figure out for themselves what to do rather than wait to be instructed. In his book \u003ca href=\"https://www.amazon.com/Positive-Coaching-Building-Character-Self-esteem/dp/0982131704\">\u003cem>Positive Coaching\u003c/em>\u003c/a>, then-Stanford \u003ca href=\"http://sportsenergygroup.com/sec/jim-thompson/\">professor Jim Thompson\u003c/a> argued that welcoming players to think for themselves, and then helping them learn from the outcome, promotes a longer-term engagement in the sport. Likewise, asking players on the bench or sidelines how they would handle an athletic situation keeps them thinking and involved.\u003c/p>\n\u003cp>\u003cstrong>Give up some control\u003c/strong>. Some of the most creative classroom teachers \u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">structure\u003c/a> their classes so that students feel in control of their own learning. Coaches can do the same. Thompson offers this example: Rather than merely demonstrate a new skill and offer immediate feedback on a player’s attempt, a coach can demonstrate first and then pair up kids to practice together and critique one another. Similarly, rather than impose team goals from on high, a coach can encourage players to reflect on their own goals and work out a plan to achieve them. The point is to turn the learning, and the responsibility for it, over to the kids.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The best teachers and coaches are developers of people as lifelong learners,” Thompson wrote. “And a big part of this is being able to surrender control of the process to the player rather than trying to direct everything from a coach’s perch.”\u003c/p>\n\n","blocks":[],"excerpt":"Coaches have skills that can help kids develop experiences outside of the classroom and teachers know how kids learn and connect with information. Both have complementary benefits that can help how kids learn. ","status":"publish","parent":0,"modified":1549604466,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1688},"headData":{"title":"What Teachers and Sports Coaches Can Learn From Each Other | KQED","description":"Coaches have skills that can help kids develop experiences outside of the classroom and teachers know how kids learn and connect with information. Both have complementary benefits that can help how kids learn. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Teachers and Sports Coaches Can Learn From Each Other","datePublished":"2019-02-08T05:41:06.000Z","dateModified":"2019-02-08T05:41:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52825 https://ww2.kqed.org/mindshift/?p=52825","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/07/what-teachers-and-sports-coaches-can-learn-from-each-other/","disqusTitle":"What Teachers and Sports Coaches Can Learn From Each Other","path":"/mindshift/52825/what-teachers-and-sports-coaches-can-learn-from-each-other","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Vicky Tong started coaching seventh- and eighth-grade cross-country in 2012, she took the job because the school where she teaches needed somebody to do it. Tong figured that this additional work would follow naturally from her duties as a middle school science and Chinese teacher and complement her interest in running. She was training for a half-marathon when the offer arrived, and the timing seemed right.\u003c/p>\n\u003cp>Now, six years later, she looks back on her earlier reasoning with amusement. “If you go into coaching and think it’s like the classroom, you’re wrong—it’s very different,” she said. Further, technical knowledge of the sport—in her case, running—was essential but far less critical for success than other skills, she added. Her experience in the classroom made her a better coach, and what she has learned working alongside athletes has improved her teaching skills.\u003c/p>\n\u003cp>It’s impossible to know how many teachers are coaches and coaches are teachers, said Dan Schuster, director of coach education at the \u003ca href=\"https://nfhslearn.com/home/coaches\">National Federation of High Schools\u003c/a>; the data don’t exist. But he believes that the greater demands on coaches’ time and the shrinking of the off-season mean that fewer teachers coach multiple sports throughout the school year. Pressure from parents and clubs to focus more on “the X’s and O’s” has forced a change. “Years ago, if you were teaching, you’d coach a team,” he said. “It’s not that culture anymore.”\u003c/p>\n\u003cp>The apparent drop in teacher-coaches marks a decline in the important insights that these two-hatted adults bring to the student-athletes in front of them. Interviews with several experienced teacher-coaches reveal what each could learn from the other.\u003c/p>\n\u003cp>\u003cem>What teachers could learn from coaches:\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Tie learning and teaching to a performance\u003c/strong>. “We as teachers have a lot to learn from coaches,” said Jeff Gilbert, a former teacher and coach and now principal of \u003ca href=\"https://www.smuhsd.org/hillsdalehigh\">Hillsdale High School\u003c/a> in San Mateo, California. Most important, student learning would improve if teachers included more public performances in their instruction, he said.\u003c/p>\n\u003cp>In sports, players practice their skills in order to play the game better, and coaches modify what and how they train based on the athletes’ performance. Students in the classroom would benefit from similar high-stakes public performances, where they demonstrate what they’ve learned. In this way, the learning has a purpose, the same as throwing and catching drills in baseball.\u003c/p>\n\u003cp>Learning grounded in performance also allows teachers to give students constant feedback, like a coach who tweaks a player’s stance or swing. Though it’s more difficult for teachers to assess how well students are learning—unlike coaches, who can see immediately whether what they’ve taught has stuck—projects that include performances give more opportunities for immediate feedback.\u003c/p>\n\u003cp>Students at Hillsdale High School are required each year to participate in learning events that include such public pieces. Sophomores, for example, must take part in the “Golding Trial,” where they assume various roles in a libel “trial” of William Golding, author of \u003cem>Lord of the Flies\u003c/em>. They read the book, study the law and eventually travel to local courthouses to plead their cases. These kinds of learning performances keep education from being all practice and no games, Gilbert said, and allow teachers to give regular feedback while the kids prepare. It also makes \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\">learning more emotional\u003c/a> and can change the way a teenager thinks about herself as a student. “If we do it right, you’ll have students talking about these school performances the way they do about the big moments in sports, with the same fondness,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>Give more feedback\u003c/strong>. Whether tied to a performance or more day-to-day schoolwork, feedback helps kids learn. “It’s the biggest thing that I’ve taken away from coaching and applied to the classroom,” Tong said. Having observed how athletes benefit from her up-to-the-minute response to their play, she strives to offer more timely feedback to the kids in her classroom. In a class discussion, for example, she will respond to a child’s remark, no matter its accuracy.\u003c/p>\n\u003cp>“I always say some type of personal feedback before moving forward, like ‘nice analytical skills,' or ‘I like the way you made a connection, but let's focus on X,’ \" Tong said. The feedback makes kids feel safe and more willing to speak up next time, even if they’re uncertain about their answers.\u003c/p>\n\u003cp>\u003cstrong>Build interdependence\u003c/strong>. A team thrives when everyone on it feels connected and valuable. Coaches work to build that unity. Such interdependence is often absent from classrooms, however, because each student’s academic success is largely independent of others. Learning that involves group performances, where every student plays a role and relies on others, can stir up similar feelings of connection. “When kids feel that they’re in this together, and they’re co-dependent—it’s really powerful,” Gilbert said.\u003c/p>\n\u003cp>\u003cstrong>It’s all about relationships\u003c/strong>. “My coaches wanted to know me on a personal level,” said Aly Carter, who played multiple sports in high school many years ago. But she barely remembers her teachers, because they never took the time to get to know her. Coaches also let her into their lives, Carter said, so that the relationship felt more authentic and balanced. Of course, coaches spend more time in the season with their players in varied settings than teachers; that “quantity time” makes room for natural give-and-take. But teachers who strive to get to know their pupils more personally will likely have a larger impact.\u003c/p>\n\u003cp>\u003cstrong>Look for another side of a child\u003c/strong>. Teachers who work in the classroom can develop a jaundiced view of certain kids. A child who regularly disrupts, or who seems chronically unprepared, can discourage the most experienced teachers. Working with those same kids in an athletic context allows teachers to see them more fully. “I can’t judge a kid based on a science class, because on the field they’re a different person,” Tong said. “It’s a way to see another side of them, and it’s redeeming,” she added, recalling how a timid student in class behaved like a bulldozer on the soccer field. Teachers who aren’t able to coach might get a different sense of a child if they watch her at a sporting event or dance recital.\u003c/p>\n\u003cp>\u003cem>What coaches could learn from teachers\u003c/em>:\u003c/p>\n\u003cp>\u003cstrong>Stay abreast of research in child development\u003c/strong>. Clark Meyer teaches eighth-grade English and coaches varsity girls’ soccer at \u003ca href=\"https://www.westminster.net/\">The Westminster Schools\u003c/a> in Atlanta. He’s done both jobs for 22 years, and believes that operating in two different spheres has widened his perspective on his players and students. What’s he’s picked up in the classroom about\u003ca href=\"https://www.kqed.org/mindshift/48139/why-teachers-should-help-students-learn-effective-study-strategies\"> brain-based learning\u003c/a>—a hot topic in education circles—he’s also applied to his team. “I’m interested in ‘cognitive soccer,’ ” Meyer said, before explaining how he puts his players in just-uncomfortable-enough tactical training situations to compel them to adapt and grow. From his deep understanding of child development, he also realizes that getting the message and culture right on the team is essential to a successful season. Mechanistic coaches without knowledge of how children develop, and who focus solely on tactics and strategy, miss what most teenagers crave: \u003ca href=\"https://www.kqed.org/mindshift/50556/being-popular-why-it-consumes-teens-and-continues-to-affect-adults\">social connection.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Develop discreet skills and draw connections\u003c/strong>. Teachers often use structured lesson plans to teach specific skills. Trained in pedagogy, they will craft a particular lesson, explain what they’re teaching to the class, review what they went over at the end, and then prompt the students to practice. According to Gilbert, coaches often lack this essential teaching skill. “Coaches don’t connect the dots, about how the drills connect to the scrimmage, which then connects to the game,” he said.\u003c/p>\n\u003cp>\u003cstrong>Ask, don’t tell\u003c/strong>. Coaches have abundant opportunities in practice and games to tell their players what to do—to move here when the opponent goes one way, to bend or turn or maneuver in some particular way in order to achieve a physical goal. But athletes learn more deeply when a coach asks them how they’ll handle different scenarios, inviting them to figure out for themselves what to do rather than wait to be instructed. In his book \u003ca href=\"https://www.amazon.com/Positive-Coaching-Building-Character-Self-esteem/dp/0982131704\">\u003cem>Positive Coaching\u003c/em>\u003c/a>, then-Stanford \u003ca href=\"http://sportsenergygroup.com/sec/jim-thompson/\">professor Jim Thompson\u003c/a> argued that welcoming players to think for themselves, and then helping them learn from the outcome, promotes a longer-term engagement in the sport. Likewise, asking players on the bench or sidelines how they would handle an athletic situation keeps them thinking and involved.\u003c/p>\n\u003cp>\u003cstrong>Give up some control\u003c/strong>. Some of the most creative classroom teachers \u003ca href=\"https://www.kqed.org/mindshift/47223/how-one-teacher-let-go-of-control-to-focus-on-student-centered-approaches\">structure\u003c/a> their classes so that students feel in control of their own learning. Coaches can do the same. Thompson offers this example: Rather than merely demonstrate a new skill and offer immediate feedback on a player’s attempt, a coach can demonstrate first and then pair up kids to practice together and critique one another. Similarly, rather than impose team goals from on high, a coach can encourage players to reflect on their own goals and work out a plan to achieve them. The point is to turn the learning, and the responsibility for it, over to the kids.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The best teachers and coaches are developers of people as lifelong learners,” Thompson wrote. “And a big part of this is being able to surrender control of the process to the player rather than trying to direct everything from a coach’s perch.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52825/what-teachers-and-sports-coaches-can-learn-from-each-other","authors":["4613"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20882","mindshift_21148","mindshift_20711","mindshift_20784","mindshift_1040","mindshift_20562","mindshift_943"],"featImg":"mindshift_52993","label":"mindshift"},"mindshift_49541":{"type":"posts","id":"mindshift_49541","meta":{"index":"posts_1591205157","site":"mindshift","id":"49541","score":null,"sort":[1508934540000]},"guestAuthors":[],"slug":"how-seeing-and-using-gestures-make-ideas-more-memorable","title":"How Seeing and Using Gestures Make Ideas More Memorable","publishDate":1508934540,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A teacher stands at a white board in front of her fourth-grade class and begins teaching one of math’s most fundamental concepts: the meaning of an equal sign in the middle of an equation. This is not easy. Young students tend to think of the equal sign as the endpoint of a problem. Now, instead of the usual 8 + 4 = ?, they are asked to ponder 8 + 4 = ? + 6. Mastering this concept will open the door to algebra and higher math.\u003c/p>\n\u003cp>Almost any teacher giving this lesson will instinctively move her hands in predictable ways, pointing to the equal sign, sweeping her hand toward the left side of the equation and then sweeping it toward the right. She might hold both hands palms-up in a balancing gesture to suggest equivalency.\u003c/p>\n\u003cp>Now imagine the teacher giving the same lesson, using the same words, but with her hands flat on her desk or arms at her side. Turns out, her students will be much less likely to grasp the concept.\u003c/p>\n\u003cp>Susan Wagner Cook, an associate professor of psychological and brain sciences at the University of Iowa, has conducted numerous studies with scenarios like these – both with live teachers and with animated avatars (see \u003ca href=\"https://youtu.be/4gM--10tOQ4\">video\u003c/a>). Whether it’s a lesson in math, foreign language vocabulary or science, the result is the same: kids learn better with gesture.\u003c/p>\n\u003cp>“Gesture seems to help build understanding across really abstract things and really concrete things – numbers, words, a whole bunch of stuff,” Cook says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Why this is so is not entirely clear, but gesture seems to lighten the load on our cognitive systems. Cook has shown, for instance, that if you ask people to do two things at once — explain a math problem while remembering a sequence of letters — they do a far better job if permitted to gesture while explaining.\u003c/p>\n\u003cp>Research suggests that when we see and use gestures, we recruit more parts of the brain than when we use language alone, and we may activate more memory systems – such as procedural memory (the type that stores automatic processes such as how to type or ride a bike) in addition to our memory for events and experiences.\u003c/p>\n\u003cp>Cook is among a cadre of researchers who study learning in the context of “embodied cognition” – the theory that our thoughts are shaped by the physical experiences of our body. According to this view, even when we think about abstract ideas, our brains link them to concrete, physical things that we experience through our hands, our senses and other body parts.\u003c/p>\n\u003cp>https://youtu.be/4gM--10tOQ4\u003c/p>\n\u003cp>Studies that use functional magnetic resonance imaging (fMRI) and other brain imaging techniques provide fascinating \u003ca href=\"http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.862.5353&rep=rep1&type=pdf\">evidence for embodied cognition\u003c/a>. For instance, when we hear verbs such as lick, pick and kick, they activate parts of the brain associated with the tongue, the hands and the legs, respectively. When we read about a happy event, there is greater activity in the nerves and muscles that control smiling.\u003c/p>\n\u003cp>One of the more \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3070188/\">remarkable findings\u003c/a> in this field is that people who get Botox injections to reduce frown lines actually take longer to read sad and angry passages right after the injections than before, although there is no change of pace for reading happy tales.\u003c/p>\n\u003cp>Arthur Glenberg, a professor of psychology at Arizona State University, one of the authors of the Botox study and many others on embodied cognition, is applying the theory to help struggling readers succeed.\u003c/p>\n\u003cp>For more than a decade, Glenberg and colleagues have been developing systems that allow novice readers to physically simulate the content of books to enhance their understanding. The latest version is an iPad-based system called \u003ca href=\"http://resourcecenters2015.videohall.com/presentations/565\">EMBRACE\u003c/a> in which children can move characters and props around on a touch screen to bring the text alive. Unlike some multimedia picture books in which bells and whistles can distract from the story, the EMBRACE actions are tightly aligned with the text. If the story says that a farmer puts a pig in the pen, the child can slide a finger to do the same. If the text explains how blood flows from the heart’s right ventricle to the lungs, the reader can make it happen onscreen.\u003c/p>\n\u003cp>Glenberg has tested this system and an earlier version called Moved by Reading with struggling readers, including kids with learning disabilities, and has found sizeable increases in comprehension. The kids begin by acting out what they are reading — with support from a teacher or from the EMBRACE programming. Later they learn to simply “imagine” the physical actions.\u003c/p>\n\u003cp>The approach works across a variety of content areas — including story problems in math. In a 2011 study with 97 third- and fourth-graders, kids trained in the method solved 44 percent of math problems versus 33 percent for those in a control group. The trained kids were also much less likely (38 percent versus 61 percent) to mistakenly use irrelevant information in their calculations.\u003c/p>\n\u003cp>Word problems are notoriously hard for many students. “Kids sort of give up on trying to figure out what the meaning is and go right to playing with the numbers,” Glenberg explains. What the embodied approach does, he says, is help them develop “a sensorimotor representation” of the math problem. It “forces you to imagine the situation and that makes doing the math much easier.”\u003c/p>\n\u003cp>The same is true in reading. Many kids are able to sound out the text, but don’t actually understand it. This is particularly true of English language learners, Glenberg says. He has been testing the EMBRACE system for such students in the U.S. and in China. In \u003ca href=\"https://www.researchgate.net/publication/314483725_When_and_how_interacting_with_technology-enhanced_storybooks_helps_dual_language_learners\">a 2017 study\u003c/a> with 93 native Spanish-speaking children in Arizona, he reports a “large positive benefit in story comprehension.” An enhanced version of the system offers some basic support in child’s native language.\u003c/p>\n\u003cp>A big question about the approach is whether kids who learn to read on this platform can make the leap to reading fluently without its support, internalizing the habit of picturing the story in their mind’s eye. Glenberg is in the process of studying this.\u003c/p>\n\u003cp>Using our bodies and gesture to teach is something parents and preschool teachers do instinctively (just think about rhymes like the “The Eensy-weensy Spider”). But work by Glenberg, Cook and many others indicates that the benefits can go far beyond preschool and extend to teaching advanced and abstract concepts.\u003c/p>\n\u003cp>Cook’s quick advice to teachers: “Use your hands. Make sure you don’t always have your smartboard controller in your hand. And if the students have their backs to you, it’s not as good.” She hopes that her work with gesturing avatars will eventually improve digital instruction, much of which makes poor use of body language.\u003c/p>\n\u003cp>As more and more of education comes to depend on technology and virtual instruction, it will be vital to capture under-appreciated aspects of human interaction that engage both body and mind.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Whether it’s reading, math or science, we absorb ideas better when we apply some body language.","status":"publish","parent":0,"modified":1508934540,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1220},"headData":{"title":"How Seeing and Using Gestures Make Ideas More Memorable | KQED","description":"Whether it’s reading, math or science, we absorb ideas better when we apply some body language.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Seeing and Using Gestures Make Ideas More Memorable","datePublished":"2017-10-25T12:29:00.000Z","dateModified":"2017-10-25T12:29:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49541 https://ww2.kqed.org/mindshift/?p=49541","disqusUrl":"https://ww2.kqed.org/mindshift/2017/10/25/how-seeing-and-using-gestures-make-ideas-more-memorable/","disqusTitle":"How Seeing and Using Gestures Make Ideas More Memorable","nprByline":"Claudia Wallis, \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>","path":"/mindshift/49541/how-seeing-and-using-gestures-make-ideas-more-memorable","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A teacher stands at a white board in front of her fourth-grade class and begins teaching one of math’s most fundamental concepts: the meaning of an equal sign in the middle of an equation. This is not easy. Young students tend to think of the equal sign as the endpoint of a problem. Now, instead of the usual 8 + 4 = ?, they are asked to ponder 8 + 4 = ? + 6. Mastering this concept will open the door to algebra and higher math.\u003c/p>\n\u003cp>Almost any teacher giving this lesson will instinctively move her hands in predictable ways, pointing to the equal sign, sweeping her hand toward the left side of the equation and then sweeping it toward the right. She might hold both hands palms-up in a balancing gesture to suggest equivalency.\u003c/p>\n\u003cp>Now imagine the teacher giving the same lesson, using the same words, but with her hands flat on her desk or arms at her side. Turns out, her students will be much less likely to grasp the concept.\u003c/p>\n\u003cp>Susan Wagner Cook, an associate professor of psychological and brain sciences at the University of Iowa, has conducted numerous studies with scenarios like these – both with live teachers and with animated avatars (see \u003ca href=\"https://youtu.be/4gM--10tOQ4\">video\u003c/a>). Whether it’s a lesson in math, foreign language vocabulary or science, the result is the same: kids learn better with gesture.\u003c/p>\n\u003cp>“Gesture seems to help build understanding across really abstract things and really concrete things – numbers, words, a whole bunch of stuff,” Cook says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Why this is so is not entirely clear, but gesture seems to lighten the load on our cognitive systems. Cook has shown, for instance, that if you ask people to do two things at once — explain a math problem while remembering a sequence of letters — they do a far better job if permitted to gesture while explaining.\u003c/p>\n\u003cp>Research suggests that when we see and use gestures, we recruit more parts of the brain than when we use language alone, and we may activate more memory systems – such as procedural memory (the type that stores automatic processes such as how to type or ride a bike) in addition to our memory for events and experiences.\u003c/p>\n\u003cp>Cook is among a cadre of researchers who study learning in the context of “embodied cognition” – the theory that our thoughts are shaped by the physical experiences of our body. According to this view, even when we think about abstract ideas, our brains link them to concrete, physical things that we experience through our hands, our senses and other body parts.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/4gM--10tOQ4'\n title='//www.youtube.com/embed/4gM--10tOQ4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Studies that use functional magnetic resonance imaging (fMRI) and other brain imaging techniques provide fascinating \u003ca href=\"http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.862.5353&rep=rep1&type=pdf\">evidence for embodied cognition\u003c/a>. For instance, when we hear verbs such as lick, pick and kick, they activate parts of the brain associated with the tongue, the hands and the legs, respectively. When we read about a happy event, there is greater activity in the nerves and muscles that control smiling.\u003c/p>\n\u003cp>One of the more \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3070188/\">remarkable findings\u003c/a> in this field is that people who get Botox injections to reduce frown lines actually take longer to read sad and angry passages right after the injections than before, although there is no change of pace for reading happy tales.\u003c/p>\n\u003cp>Arthur Glenberg, a professor of psychology at Arizona State University, one of the authors of the Botox study and many others on embodied cognition, is applying the theory to help struggling readers succeed.\u003c/p>\n\u003cp>For more than a decade, Glenberg and colleagues have been developing systems that allow novice readers to physically simulate the content of books to enhance their understanding. The latest version is an iPad-based system called \u003ca href=\"http://resourcecenters2015.videohall.com/presentations/565\">EMBRACE\u003c/a> in which children can move characters and props around on a touch screen to bring the text alive. Unlike some multimedia picture books in which bells and whistles can distract from the story, the EMBRACE actions are tightly aligned with the text. If the story says that a farmer puts a pig in the pen, the child can slide a finger to do the same. If the text explains how blood flows from the heart’s right ventricle to the lungs, the reader can make it happen onscreen.\u003c/p>\n\u003cp>Glenberg has tested this system and an earlier version called Moved by Reading with struggling readers, including kids with learning disabilities, and has found sizeable increases in comprehension. The kids begin by acting out what they are reading — with support from a teacher or from the EMBRACE programming. Later they learn to simply “imagine” the physical actions.\u003c/p>\n\u003cp>The approach works across a variety of content areas — including story problems in math. In a 2011 study with 97 third- and fourth-graders, kids trained in the method solved 44 percent of math problems versus 33 percent for those in a control group. The trained kids were also much less likely (38 percent versus 61 percent) to mistakenly use irrelevant information in their calculations.\u003c/p>\n\u003cp>Word problems are notoriously hard for many students. “Kids sort of give up on trying to figure out what the meaning is and go right to playing with the numbers,” Glenberg explains. What the embodied approach does, he says, is help them develop “a sensorimotor representation” of the math problem. It “forces you to imagine the situation and that makes doing the math much easier.”\u003c/p>\n\u003cp>The same is true in reading. Many kids are able to sound out the text, but don’t actually understand it. This is particularly true of English language learners, Glenberg says. He has been testing the EMBRACE system for such students in the U.S. and in China. In \u003ca href=\"https://www.researchgate.net/publication/314483725_When_and_how_interacting_with_technology-enhanced_storybooks_helps_dual_language_learners\">a 2017 study\u003c/a> with 93 native Spanish-speaking children in Arizona, he reports a “large positive benefit in story comprehension.” An enhanced version of the system offers some basic support in child’s native language.\u003c/p>\n\u003cp>A big question about the approach is whether kids who learn to read on this platform can make the leap to reading fluently without its support, internalizing the habit of picturing the story in their mind’s eye. Glenberg is in the process of studying this.\u003c/p>\n\u003cp>Using our bodies and gesture to teach is something parents and preschool teachers do instinctively (just think about rhymes like the “The Eensy-weensy Spider”). But work by Glenberg, Cook and many others indicates that the benefits can go far beyond preschool and extend to teaching advanced and abstract concepts.\u003c/p>\n\u003cp>Cook’s quick advice to teachers: “Use your hands. Make sure you don’t always have your smartboard controller in your hand. And if the students have their backs to you, it’s not as good.” She hopes that her work with gesturing avatars will eventually improve digital instruction, much of which makes poor use of body language.\u003c/p>\n\u003cp>As more and more of education comes to depend on technology and virtual instruction, it will be vital to capture under-appreciated aspects of human interaction that engage both body and mind.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49541/how-seeing-and-using-gestures-make-ideas-more-memorable","authors":["byline_mindshift_49541"],"categories":["mindshift_192"],"tags":["mindshift_21148","mindshift_20711","mindshift_20784","mindshift_1040"],"featImg":"mindshift_49554","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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