Leia a tradução do artigo: "Por que os alunos aprendem melhor quando movem seus corpos em vez de ficarem sentados em suas mesas?", por Katie Headrick Taylor.
Tradução disponível em:
https://vanresnews.blogspot.com/2021/08/aprendizado-e-movimento.html
Embora alguns possam descrever essa criança como estando "fora da tarefa", pesquisas sugerem que sua manipulação de materiais realmente despertou sua mente, permitindo que ela se concentrasse na tarefa exigida.
Como mãe de dois filhos em idade escolar, professora e pesquisadora de aprendizado com tecnologia, acredito que os modelos atuais de educação a distância são ineficientes para o aprendizado, o ensino e a produtividade.
Isso porque sentar na frente da tela do computador subjuga, ou desassocia completamente as pessoas, de muitas das habilidades de fazer sentido de seus corpos. Para aprender com mais eficiência, nossas mentes dependem do movimento de nossos corpos, trabalhando com diversas ferramentas, estando em lugares dinâmicos e tendo nossos colaboradores por perto.
O papel do corpo no pensamento
Mais notavelmente, o aprendizado remoto pressupõe que, enquanto a mente estiver ocupada, tudo bem se o corpo permanecer imóvel. Mas esse argumento é retrógrado.
A pesquisa da cognição incorporada - o estudo do papel do corpo no pensamento - mostra que o corpo deve primeiro interagir com o mundo para ativar e abrir a mente para o aprendizado.
É por isso que, por exemplo, os alunos que trabalham com uma variedade de ferramentas e materiais durante uma atividade de aprendizado são mais capazes de compreender conceitos abstratos, como aceleração gravitacional ou frações.
Pedir aos alunos que fiquem sentados enquanto realizam seu trabalho realmente aumenta sua carga cognitiva ou a carga sobre a mente. Requer que eles se concentrem em acalmar seus corpos, que estão buscando caminhos para a criação de sentido, bem como na tarefa principal que os fixa em sua mesa ou tela digital.
Como os psicólogos Christine Langhanns e Hermann Müller concluíram a partir de estudos com pessoas que resolvem problemas matemáticos:
Aprendendo com nosso ambiente
Os pensamentos internos dos humanos são extensões do mundo ao seu redor. As tecnologias e ferramentas que usam, as pessoas com quem colaboram, a caminhada que fazem à escola ou ao trabalho, tudo evoca sentimentos no corpo. Em seguida, suas mentes reúnem esses sentimentos, criando significados ou pensamentos que são informados por experiências anteriores.
Dessa forma, os pensamentos são iterativos. As pessoas sentem seu caminho através dos momentos atuais, ao mesmo tempo em que trazem à tona o que aprenderam ao longo da história acumulada do corpo. Aprender a atravessar a rua com segurança, por exemplo, requer prática. Com o tempo, o cérebro organiza a entrada dos sentidos para reconhecer um bom momento para a travessia.
Importância do gesto
O gesto é mais um uso essencial do corpo para pensar e aprender.
Não apenas os movimentos das mãos das pessoas, as viradas de cabeça e os encolher de ombros adicionam nuance e ênfase às palavras faladas aos ouvintes, os gestos ajudam os falantes a transformar pensamentos em palavras antes de pronunciá-los.
Em cenários de resolução de problemas, a pesquisa mostra que, para muitos alunos de matemática, seus gestos mostram que eles entendem as estratégias antes de poderem articular essas soluções por meio da fala. Desta forma, educadores treinados para procurar e compreender os gestos podem ver o processo do aluno e progredir na compreensão de conceitos antes que o aluno seja capaz de traduzir essa compreensão para a fala ou para um teste escrito.
Além disso, educadores e outros especialistas podem usar gestos para explicar conceitos de maneira mais eficiente para alunos e novatos. Os gestos tornam as abstrações visíveis, dando-lhes uma forma temporária.
Uma visão da pessoa como um todo, portanto, facilita mútuo o aprendizado. Contudo, isso é um grande contraste com o ano passado, em que vimos apenas os rostos de outros alunos e professores, ou apenas uma caixa em branco [foto, avatar ou letra].
Prepare-se para mover
Alguns alunos permanecerão online neste ano letivo - devido a questões de saúde ou outras preocupações - enquanto outros retornarão às salas de aula presenciais. Acredito que ambos os modelos de escola podem incorporar melhor o corpo para apoiar a aprendizagem. As dicas a seguir são para educadores que planejam aulas remotas ou presenciais, embora pais e alunos também possam incentivar e ajudar a manter uma cultura de sala de aula ativa.
1 - Normalize o movimento durante as aulas, não apenas durante os intervalos. Por exemplo, faça uma caminhada na vizinhança um modo de investigação para a aula de ciências. Peça aos alunos que tragam suas observações para todo o grupo.
2 - Comece cada aula com tempo para reunir diferentes materiais para pensar e trabalhar, como cadernos e diferentes tipos de papel, vários instrumentos de escrita e desenho, massa e blocos. Incorpore a interação com essas ferramentas ao longo da lição.
3 - Incentive e use gestos. Se estiver online, convide o uso da câmera e afaste-se para dar aos alunos uma visão mais ampla.
4 - Dê tempo para os alunos sintonizarem como os corpos são uma janela para o estado emocional deles.
5 - Forneça oportunidades de iteração, praticando uma tarefa em diferentes contextos, com distintas ferramentas e pessoas, as quais envolvem o corpo de maneiras diferentes. O conteúdo ou ideia principal permanece o mesmo, mas o como e o com quem os alunos se envolvem muda.
6 - Se estiver online, experimente plataformas de videoconferência como a Ohyay, que tentam replicar a proximidade física e o movimento em um espaço virtual.
7 - Considere a sala de aula estendendo-se para o campus da escola e vizinhança. Permitir que os alunos vivenciem um local familiar de uma maneira diferente, com seus colegas e professor, pode evocar novas perspectivas e pensamentos.
Professores, pais e alunos podem mudar suas expectativas sobre a aparência de estar "na tarefa". Caminhar, correr ou dançar podem não parecer relacionados a uma tarefa em particular, mas essas atividades geralmente ajudam as pessoas a pensar melhor. Ativar o corpo ativa a mente, então "tempo de sentar" pode ser melhor intitulado "tempo de atividade".
https://theconversation.com/why-students-learn-better-when-they-move-their-bodies-instead-of-sitting-still-at-their-desks-165717
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Tradução por VanRes, prof. da rede pública do estado de Minas Gerais, Doutor (UFMG) e Mestre (UFSJ), em Letras.
Why students learn better when they move their bodies instead of sitting still at their desks, by Katie Headrick Taylor,
The Conversation, August 26, 2021. Translation by VanRes
My son's kindergarten teachers, holding class on Zoom last year,
instructed: "Eyes watching, ears listening, voices quiet, bodies still."
However, I noticed my 6-year-old's hands would stay busy with items
found around our house, building with Legos, shaping clay or doodling
with a crayon.
While some might describe this child as being "off task," research suggests his manipulation of materials actually aroused his mind, allowing it to focus on the required task.
As a parent of two school-aged children and a professor and researcher of learning with technology, I believe current models of remote education are inefficient for learning, teaching and productivity.
That's because sitting in front of a computer screen subdues, or completely detaches people from, many of the sense-making abilities of their bodies. To learn most efficiently, our minds depend on the movement of our bodies, working with a variety of tools, being in dynamic places and having our collaborators nearby.
The body's role in thinking
Most notably, remote learning assumes that as long as the mind is engaged, it's fine if the body stays still. But this argument is backward.
Research from embodied cognition—the study of the body's role in thinking—shows that the body must first be interacting with the world to activate and open up the mind for learning.
That's why, for example, students working with a variety of tools and materials during a learning activity are better able to grasp abstract concepts, such as gravitational acceleration or fractions.
To ask students to sit still while performing their work actually increases their cognitive load, or the burden on the mind. It requires them to concentrate on quieting their bodies, which are seeking out avenues for sense-making, as well as on the primary task that fixes them to their desk or digital screen.
As psychologists Christine Langhanns and Hermann Müller concluded from studies of people solving math problems, "Sitting quietly is not necessarily the best condition for learning in school."
Learning from our environment
Humans' internal thoughts are extensions of the world around them. The technologies and tools they use, the people they collaborate with, the walk they take to school or work, all evoke feelings in the body. Their minds then assemble these feelings, making meaning or thoughts that are informed by past experiences.
In this way, thoughts are iterative. People sense their way through current moments while bringing to bear what they have learned over the body's accumulated history. Learning to safely cross the road, for instance, takes practice. Over time, the brain organizes input from the senses to recognize a good time for crossing.
Importance of gesture
Gesture is yet another essential use of the body for thinking and learning.
Not only do people's hand movements, head turns and shrugs add nuance and emphasis to words spoken to listeners, gestures help speakers form thoughts into words before speaking them.
In problem-solving scenarios, research shows that for many math learners, their gestures show they understand strategies before they can articulate those solutions through speech. In this way, educators trained to look for and understand gesture can see a learner's process and progress in understanding concepts before a student is able to translate that understanding to speech or a written test.
Additionally, educators and other experts can use gesture to more efficiently explain concepts to students and novices. Gestures make abstractions visible, giving them temporary form.
A view of the whole person, therefore, facilitates learning from one another. But that's a stark contrast to a year spent seeing only the faces of fellow students and teachers, or just a blank box.
Get ready to move
Some students will remain online this school year—due to health or other concerns—while others will return to in-person classrooms. I believe both models of school can better incorporate the body to support learning. The following tips are for educators designing remote or in-person classes, though parents and students can also encourage and help sustain an active classroom culture.
- Normalize movement during classes, not just during movement breaks. For instance, make a neighborhood walk the mode of inquiry for the day's science lesson. Ask students to bring back their observations to the whole group.
- Begin every class with time to assemble different materials to think and work with, such as notebooks and different kinds of paper, various writing and drawing instruments, putty and blocks. Incorporate interaction with these tools throughout the lesson.
- Encourage and use gestures. If online, invite camera use, and back away to give students a wider view.
- Build in time for students to tune in to how their body is feeling as a window into their emotional state.
- Provide opportunities for iteration, practicing a task in different contexts and with different tools and people that engage the body in different ways. The content or big idea stays the same, but how and with whom students engage shifts.
- If online, try out videoconferencing platforms like Ohyay that try to replicate physical closeness and movement in a virtual space.
- Consider the classroom as extending out into the school campus and neighborhood. Allowing students to experience a familiar location in a different way, with their classmates and teacher, can evoke new perspectives and thoughts.
Teachers, parents and students can all change their expectations of what being "on task" looks like. Walking, running or dancing may not seem related to a particular task at hand, but these activities often help people do their best thinking. Activating the body activates the mind, so "seat time" might better be titled "activity time."
https://phys.org/news/2021-08-students-bodies-desks.html
Summup -
That's because sitting in front of a computer screen subdues, or completely detaches people from, many of the sense-making abilities of their bodies. To learn most efficiently, our minds depend on the movement of our bodies, working with a variety of tools, being in dynamic places and having our collaborators nearby.
The body's role in thinking
Most notably, remote learning assumes that as long as the mind is engaged, it's fine if the body stays still. But this argument is backward.
Research from embodied cognition—the study of the body's role in thinking—shows that the body must first be interacting with the world to activate and open up the mind for learning.
That's why, for example, students working with a variety of tools and materials during a learning activity are better able to grasp abstract concepts, such as gravitational acceleration or fractions.
Importance of gesture
Gesture is yet another essential use of the body for thinking and learning.
Not only do people's hand movements, head turns and shrugs add nuance and emphasis to words spoken to listeners, gestures help speakers form thoughts into words before speaking them.
...
Additionally, educators and other experts can use gesture to more efficiently explain concepts to students and novices. Gestures make abstractions visible, giving them temporary form.
A view of the whole person, therefore, facilitates learning from one another. But that's a stark contrast to a year spent seeing only the faces of fellow students and teachers, or just a blank box.
Additionally, educators and other experts can use gesture to more efficiently explain concepts to students and novices. Gestures make abstractions visible, giving them temporary form.
A view of the whole person, therefore, facilitates learning from one another. But that's a stark contrast to a year spent seeing only the faces of fellow students and teachers, or just a blank box.
- Normalize movement during classes, not just during movement breaks. For instance, make a neighborhood walk the mode of inquiry for the day's science lesson. Ask students to bring back their observations to the whole group.
- Begin every class with time to assemble different materials to think and work with, such as notebooks and different kinds of paper, various writing and drawing instruments, putty and blocks. Incorporate interaction with these tools throughout the lesson.
- Encourage and use gestures. If online, invite camera use, and back away to give students a wider view.
- Build in time for students to tune in to how their body is feeling as a window into their emotional state.
- Provide opportunities for iteration, practicing a task in different contexts and with different tools and people that engage the body in different ways. The content or big idea stays the same, but how and with whom students engage shifts.
- If online, try out videoconferencing platforms like Ohyay that try to replicate physical closeness and movement in a virtual space.
- Consider the classroom as extending out into the school campus and neighborhood. Allowing students to experience a familiar location in a different way, with their classmates and teacher, can evoke new perspectives and thoughts.
Teachers, parents and students can all change their expectations of what being "on task" looks like. Walking, running or dancing may not seem related to a particular task at hand, but these activities often help people do their best thinking. Activating the body activates the mind, so "seat time" might better be titled "activity time."
https://phys.org/news/2021-08-students-bodies-desks.html
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