The use of movement can be implemented into learning in multiple ways. First, movement is critical to experiential or hands-on learning. Tate’s examples of driving a car or riding a bike are based in muscle memory developed through hands-on learning. Tate also writes about using movement as a way of stimulating brain activity with the intention of enhancing memory and learning. I would add another way to use movement. Movement can be used to help illustrate an abstract idea (see the example below).
Application: In workshops on the network mindset, I use a movement exercise called “Triangles,” to illustrate the abstract idea that people can accomplish more when joining together one equal footing and with positive intent, than they can when directed by a single person. In other words, networks are better than hierarchies for addressing complex tasks. I learned the Triangles exercise form Harold Jarche.
The exercise works best with a group of at least 20 and probably no more than 150. I’ve seen it done with a group of about 150 and it took a little too long. Get everyone standing and issue the instructions. The instructions should be repeated at least twice and the facilitator should check for understanding and ass if there are any questions at least three times.
Instruct participants to pick out 2 other people in the room without talking. You may want to stress not talking or otherwise letting the other people know they’ve been picked out early in the process. Tell participants that, without talking or gesturing (this needs to be stressed as well), they should move around the room trying to form an equilateral triangle with the other 2 people they have picked out. Remind them that the people they picked out will be trying to create a triangle, likely with two different people, so they may need to make many adjustments in their position. Tell participants that once they have their triangle formed to stop moving. Once everyone is ready, shout “Go!” It can be helpful to time the exercise, so start a stopwatch. Once everyone stops moving, stop the stopwatch.
Assessment: Guided Discussion
This guided discussion is part of the exercise but also the assessment. After the exercise, ask participants about how they felt about the exercise and what they learned. This can be the source of a lot of learning even if it does not relate to the “point” of the exercise. It also serves as great assessment for participants and facilitators. Asking guiding questions like “Why do you think I wanted you to do this exercise?” can lead participants closer to that point. Once you share the point that people can accomplish more when joining together one equal footing and with positive intent, than they can when directed by a single person, you can ask follow-up questions like, “Do you think this exercise demonstrated that?” and “How long do you think it would have taken if we put one person in charge and had them direct everyone into the triangles?”
References
Tate, M. L. (2012). “Sit and Get” won’t grow dendrites: 20 professional learning strategies that engage the adult brain. (2nd Ed.) Thousand Oaks, CA: Corwin Press.