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Getting High-School Students Moving – Purposefully

posted Aug 21, 2015, 1:48 AM by HSD Principal

    In this online article, Kenny McKee suggests five ways that high-school teachers can incorporate movement into daily lessons:

Gallery walks and chalk talks – Multiple texts can be posted around the classroom – DBQ primary or secondary documents, magazine ads with different rhetorical techniques, student-created work – with students rotating in small groups to focus on one at a time.

Whiteboard meetings – Students investigate a situation using a data set, work in groups to make sense of the problem, display their findings (graphs, pictures, math solutions, writing) on a large whiteboard, and present to classmates.

North-south continuum – One side of the room represents one idea or state of mind, the other the opposite, and students take up position according to their current view (with the in-between space representing gradations of opinion). McKee recently asked his statistics students to stand according to their level of confidence in their mastery of information in the textbook, and used what he saw to adjust his subsequent lessons.

Musical mingle – Students stand up, music plays, they meander around the classroom, and when the music stops, they find a partner to discuss a question the teacher has posed. The process is repeated one or more times with different questions.

Learning stations – These can be differentiated assignments, curriculum areas that need practice, short writing prompts, different math problems, poems to analyze, or activities with new vocabulary or concepts.


“Five Movement Strategies in the High-School Classroom” by Kenny McKee,


Excerpt taken from Marshall Memo 587, April 27, 2015.
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