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The movement activity , Air Writing could be implemented during fundations.

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It may be challenging to fund the supplies and to fund upkeep of floor decals.

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The B3 task cards (balance and flex set) is similar to the "obstacle coarses" we've built in thr classroom on rainy and testing days.

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I like the floor decals.Allowing students to rotate from active activities to sedentary has been shown to be effective in helping them retain focus. The increased physical activity makes attending school more desirable and may encourage higher attendance.

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I love the idea of the floor decals/markings to help guide students in a more visual way. I think having more visual elements around campus (especially that give inspiration/allowance for movement) is a great idea and got me thinking about how to have more visual/movement stations and cues in the library.

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Movement! I use movement and brain break sand resets often in the library to help students stay engage and focused - I incorporate opportunities to move in readaloud and lessons as well.

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I think funding, space and competing expectations could be challenging.  How can we integrate these in current curriculum while adhering to the many instructional requirements/standards? Each class may look different so how do we ensure that kind of flexibility for teachers to implement practices that may be different from the classroom next door. How can we present these differences and show that the same content learning is happening despite that it may look a little different.

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Laura Nolan                                 I am always a fan of movement breaks in the library and often do a reset button exercise where students move, or close their eyes wth some paced breathing. 

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Laura Nolan                                 I am always a fan of movement breaks in the library and often do a reset button exercise where students move, or close their eyes wth some paced breathing. 

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We could have movement breaks instead of quiet breaks and have dedicated space for movement with the use of just some tape and activity cards.

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I may be missing it but I didn't see the movement and lessons happening concurrently. The principal said that she remembered what she learned because of the movement. A challenge would be teaching and learning while moving.

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Students often get the chance to get out of their seats and move around the classroom and they have flexible seating options during that time.

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I'm a former recreation leader and the resources in the hallways and classrooms reminded me of group challenge equipment I would use.

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I think creating reusable "structures" (such as grids on the floor) would be helpful because they could then be adapted for various subject areas.

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I think space and funding are potential challenges.

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We currently use yoga/stretching frequently in my classroom to help release energy and/or stress, and help students to focus on being mentally present.

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The hallway movement activities could be extremely useful for all students and in schools where there is more outdoor movement available placing thought out activities would work well

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Go Noodle & yoga is what we use the most in my classroom. It takes your computer/smart board to show students the videos for Go Noodle & you can use yoga cards/dice/etc for yoga exercises

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While the activities which involved purchased materials/resources caught my attention the most (i.e., small trampoline), the floor/wall decals stuck out as reasonable options that wouldn't be as dependent on funding.

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Funding for equipment, painting, etc around the school for students to be able to use

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Yoga & movement breaks between activities throughout the day to get students moving.

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The floor tiles/decals caught my attention.  It just made me wonder further how this could be implemented to ensure safe transition, and a quiet hallway as stated in the video.

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GoNoodle aligns to my current strength. We have used this program at my previous school for brain breaks, and involves technology.

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I feel that brain breaks could easily be implemented either when class energy is low, or to calm down after recess to transition

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I definitely agree that space would be an issue. Also the time of the year could hinder the availability of some of the resources.

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B3 sidewalks around the building. Since our campus is spaced out, this would be a great for our students!

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Space. Being in a mobile unit, our space is limited and during the Winter months we are not able to get outside much. During the warmer months, we are able to take our learning outside. It would also be a challenge to create an variety of age-appropriate activities throughout the year.

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Movement in the classroom. My classroom is made up of 3 and 4 year old students so we must constantly involve movement to keep them focused.

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The floor decals looks like an amazing idea. It seems that children would purposefully to their destinations. The decals can present math and literacy opportunities for all students in our school.

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The brain breaks would be easy to implement during transitions.

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Space is a challenge. My classroom has limited space with so many desks. If I flip my classroom and make it flexible seating I could utilize the space better to add areas for movement.

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The attention getter/prepare the brain activities seem the easiest for me, since they would not require me to create a new system/structure in my classroom.

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The task cards look fun and I could incorporate some of the drills in centers.

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Creating centers in my classroom space is already at a premium. I would also like to see how I could incorporate the movement centers directly into the Music curriculum.

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Creating centers in my classroom space is already at a premium. I would also like to see how I could incorporate the movement centers directly into the Music curriculum.

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The "Brain Breaks and Boosts" we frequently have wiggle breaks in Music class, but I do wish I had more guided movement resources.

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The "Brain Breaks and Boosts" we frequently have wiggle breaks in Music class, but I do wish I had more guided movement resources.

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The hallway decals I wonder if it would help with our "silent zones".

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The hallway decals I wonder if it would help with our "silent zones".

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I would love to see B3 resources implemented in the hallways/pathways. This would be a cool way to get the whole school involved.

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I think the biggest challenge of B3 is doing it with fidelity. It can be easy to get caught up with the work that needs to be done and not take the needed time for movement.

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I often have my kids stop in the middle of their work to take a movement break. The task cards would be a tactile way to do this instead of coming up with a movement off the top of my head.

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I really liked the task cards. They seem like an easy way to integrate B3 in the classroom ASAP.

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I would love to see some B3 sidewalks around the Critter Corner and the Seawell garden. I think we could get some teachers and parent volunteers to help out with movement designs and activities.

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An area of challenge for me would be setting up "movement active hallways" and B3 Labs. Although it sounds very exciting, I would need guidance and help from an Occupational Therapist and PE Teacher/Specialist for designing purposeful "movement stations" on walls and on floors in hallways and sidewalks at school. I would love for us at Seawell to give it a try.

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Since I'm usually called upon to help students calm down and learn better social skills such as how to better interact with others, I was drawn to the resources around Mindfulness and playing board games. I really liked the mindfulness breathing and touching exercises that teach students how to calm themselves down. Knowing how to understand one's own emotions and how to control them with movement and breathing is empowering for all students and helps in most social settings in the classroom. Positive flowing energy and movement opens the brain to taking risks and learning. Playing board games and learning how to play successfully with others is also very empowering for students and it reinforces positive behavior in the classroom.

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I was a bit overwhelmed in a great way by all the relevant resources listed. As I went through many of them, I was struck by how movement plays a big part in brain development and academic achievement, just like movement helps children who have been exposed to trauma and adverse experiences. In most of these students, movement helps them calm down and get back in control of their emotions so that they can access the cognitive learning part of their brain. I loved the B3 Labs and classrooms that offered students items to touch, sensory items to feel, opportunities to hop and jump, crossover exercises that stimulates both sides of the brain. Allowing for opportunities for children to move periodically in school throughout the day, provides active engagement in academic learning as opposed to passive learning. Movement seems to unlock the door to taking in information and performing academically.

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Outside pathways might be interesting to try making with some other teachers.

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Outside pathways might be interesting to try making with some other teachers.

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My basic area is so small and I really like having the students move and play. I do believe "Play is really the work of children." Children develop social skills and friendships through playing and learning new activities. Things get cluttered but the students do not seem to ing it if they are involved in doing. For instance making a miniature golf course on a rectangular table out of palydoh and pencils. Or playing basketball with a small ball and hoop. Or putting on a puppet show. so space is a challenge but I put on blinders and try mybest.

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Using quiet fidget toys and small balls to keep child focussed rather than disengaging when not interested in what is happening. Having lots of materials to explore and figure out how to use them with other children.

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MernaGalassiI really liked the movement in the hallways and thought how interesting it may be to develop some pathways outside from one building to another.  Perhaps different themes for paths leading to different places.  Like healthy food path to cafeteria. Maybe popular book titles lead to the library.

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MernaGalassiI really liked the movement in the hallways and thought how interesting it may be to develop some pathways outside from one building to another.  Perhaps different themes for paths leading to different places.  Like healthy food path to cafeteria. Maybe popular book titles lead to the library.

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Active hallways and alphabet walls don't seem like they would be too challenging to get started.

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Helping students understand that being safe with their bodies is an important piece would be challenging for many of my students.

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Getting kids to practice spelling by moving their bodies seems powerful and something that could be implemented relatively easily.

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I was must struck by the purposeful aspects of the movement these kids were doing. It wasn't just free wiggle time (which of course is essential too) but movement that actually help kids engage with the academic work.

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In the past, my classes have done kids' yoga (flash card-type set), brain-based activities, and social-emotional activities. His would fit in well with what we have done before. 

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In the past, my classes have done kids' yoga (flash card-type set), brain-based activities, and social-emotional activities. His would fit in well with what we have done before. 

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Incorporating activity wherever the students are is a great concept. It would save time and still give the students a way to move.

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Incorporating activity wherever the students are is a great concept. It would save time and still give the students a way to move.

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My fourth graders don't like Go Noodle, so I wonder if they would enjoy "Brainergizers" more?

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My fourth graders don't like Go Noodle, so I wonder if they would enjoy "Brainergizers" more?

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Time is always a challenge. I feel like this year we have implemented so many new things that keep eating away at the day. This would be beneficial for the kids and I would love to have some activities added to my class or to the hallways. 

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Time is always a challenge. I feel like this year we have implemented so many new things that keep eating away at the day. This would be beneficial for the kids and I would love to have some activities added to my class or to the hallways. 

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Space might be difficult if we want to put decals on the floor. 

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Space might be difficult if we want to put decals on the floor. 

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The activities that incorporate math learning

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I focus a lot on social emotional learning for my students and B3 resources are a great wa to meet these needs. 

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I focus a lot on social emotional learning for my students and B3 resources are a great wa to meet these needs. 

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It's a great way. to

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I think I could do the "brainergizers" some point throughout the day.

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I think I could do the "brainergizers" some point throughout the day.

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One area that may be a challenge is getting the kids to transition. You would really have to set consistent boundaries and procedures.

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One area that may be a challenge is getting the kids to transition. You would really have to set consistent boundaries and procedures.

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I liked the "brainergizers". If gives kids an opportunity to try a skill that they may have not done before or even heard of. (For example, lacrosse)

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I liked the "brainergizers". If gives kids an opportunity to try a skill that they may have not done before or even heard of. (For example, lacrosse)

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I love the fact to give kids throughout the day brain breaks. I would love to see how it is tied into intermediate standards.

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using the right approach I think all could be easily implemented

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using the right approach I think all could be easily implemented

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Areas that could be easily implemented...

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Areas that could be easily implemented...

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Being a native speaker (Spanish),  it is very easy to connect, show and share with the students the Latin culture. For example: The Altar of the Day of the Dead (Altar de día de los Muertos).
Another, area that could be easily implemented, is using the smart board, flashcards and a lot of visuals with the students, in the Target Language.

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In my case, as a Spanish teacher,  the time is a challenge, because, I only have 25 minutes with the students. Another challenge, it is the transitions, going to one classroom to other classroom, and having only 5 minutes gap to be ready and start on time.  I want to thank you, all the teachers, TA's and administration that help me in this challenge.

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Having the space to be successful

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Being able to and having the ability to connect one activity to another without missing a beat

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What is aligned to my current strengths...

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What is aligned to my current strengths...

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I incorporate a lot of movement in my classes, like singing and dancing in the Target Language: Spanish.

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Tying letters, numbers, shape, colours, and movements together to help build multiple connections in the brains of the students.

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Our current business oriented method of treating schools like business and students like products, it might be used against a teacher that these techniques are not creating enough "data," i.e. artifacts/evidence that the dominant model wants to see.

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You don't have to be a physical education teacher to introduce movement in the classroom. The different ways to introduce movements in classrooms and even in the hallways were very unique.

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In Physical & Social Education we could put all of this to work.

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"Mind over matter" is a phrase often used, but mind IS matter. In Physical & Social Education we are helping students to build a connection between their mind and body, it is great to see that the science leading our P&SE is starting to be adopted in other classroom settings.

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The incorporation of the movement in the teach lessons, to help the students to remember what they are learning in long term in a fun way.  The students were so engaged, happy, and very focus on what they were doing, even in the hallways.

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With the accelerating trend toward testing and measuring student achievement with testing, it may be difficult to nudge many teachers toward trying these activities as they might be seen as taking time from other more direct types of instruction.

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Some of the cards have activities that can be implemented easily.

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Some of the cards have activities that can be implemented easily.

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What a really creative way to have children walk in a line. We spend so much time trying to get them to walk in a straight line and we really should use that as an opportunity for movement with a dual purpose.

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There are great teacher that implement this and it would be great to discuss it and know what works. Especially the younger grades.

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The schedule in the afternoon makes it difficult. Structured recess in the afternoon where kids are working for two hours would be helpful.

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Music is on in my room all the time. This reminds students that sometimes they have to dance. It is great to have had them read an article about movement so they can put on a song to be able to dance to. This also builds classroom community.

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The importance of movement. We have the best campus to be able to move. It is also important to give movement breaks every 15-20 minutes.

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The brain breaks would work easily, if the expectations are consistently communicated!

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The challenges can vary - the biggest challenge would be individual students that have hard times transitioning and that the whole class is not becoming total chaos versus continued learning.

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Using movement to teach lessons has been a strategy that I think about often. I have not applied it to when transitioning in hallways.

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Students will need to be taught that even though movement maps and tools may looks like toys, they are tools. They will need to be taught the expectations in order to use them.

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As a teacher, I LOVE getting my students moving and outside. I think that it is very developmentally appropriate for my students to be moving and active, rather than sitting still all day.

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Painting our walkways with the help of volunteers could be an easy way in increase engagement in academic areas and improve transitions. It also helps get

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What caught my attention most was the academic connections with movement in the hallway. Heather and I worked on brainstorming some of these that could be implemented on Seawell's walkways earlier this year and I think it is a great way to utilize our outdoor spaces.

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They provided a lot of fantastic kinesthetic learning opportunities, but as a whole, there is not an "easy implementation" per-say. It may be low prep idea for teachers (IE: vocab flashcards on the floor), but expectations would need to be front-loaded and frequently reviewed. Also, the expectations would need to be consistently enforced throughout the school.

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Space is always taken into consideration and can sometimes be a hinderance in our classrooms. However, one of the benefits of our open campus is that we all have spacious areas near our classrooms, though they may be outdoors.

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All of our students, regardless of age, need brain breaks/physical opportunities to preform at an optimal cognitive level. It's imperative!

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I found the movement transitions in the hallway very unique.  It is evident that very clear hallway expectations have set as a school for them to maintain "structured chaos"!  Great utilization of time and space, and tapping into the kinesthetic learning opportunities.

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The resources for brain breaks are helpful to change things up.