{"id":48,"date":"2017-03-15T00:26:08","date_gmt":"2017-03-15T07:26:08","guid":{"rendered":"https:\/\/blogs.ubc.ca\/cquock\/?p=48"},"modified":"2017-03-15T00:26:08","modified_gmt":"2017-03-15T07:26:08","slug":"inquiry-proposal","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/cquock\/2017\/03\/15\/inquiry-proposal\/","title":{"rendered":"Inquiry Proposal"},"content":{"rendered":"

The Big Question<\/strong><\/h2>\n

Big Question: What are the benefits of short Brain Breaks throughout the day?<\/h1>\n

Supplemental Questions<\/p>\n

How can we make \u2018Brain Breaks\u2019 physical, creative, interesting and engaging?<\/p>\n

Could Brain Breaks help with learning challenges such as ADHD or dyslexia?<\/p>\n

Would there be a noted difference between a physical and meditative Brain Break?<\/p>\n

How can Brain Breaks help with motivation?<\/p>\n

How could physical creativity be implemented into a \u2018Brain Break\u2019? (improve, drama, quick-poses, charades\u2026)<\/p>\n

How could technology be used and incorporated into a Brain Break?<\/p>\n

What are the potential benefits? (benefits for both student and teacher)<\/p>\n

Would a recess in the afternoons be beneficial?<\/p>\n

The Question Genesis<\/strong><\/h2>\n

I found that creativity seemed to flow easily when I\u2019m active and moving and it also seemed to stall and required more effort when I\u2019m not actively engaged and participating in a task; this self-observation along with observing my placement class on my practicum led me to wonder if the students would benefit from short directed \u201cBrain Breaks\u201d too. I know that some teachers swear by them but others find they take too much time to conduct. I wanted to inquire if they would work for me and my students.<\/p>\n

In addition to creativity I lead a very active lifestyle and I get my best ideas when I am moving and engaged with the outdoors; I honestly feel that my academic successes are contributed to my frequent daily \u2018Brain Breaks\u2019. Perhaps finding ways to relate the \u2018Brain Break\u2019 to the subject that I am about to teach can also actively engage the students? I have so many questions that I am excited to find out more about.<\/p>\n

I feel that I can compliment my teaching style with my sense of creativity and active lifestyle and bring that into the classroom were the goal is keeping my students engaged. I interpret Brain Breaks as a demonstration of active teaching and learning and keeps both the teacher and students actively engaged\u2014more importantly it can benefits both. Inquiry into the social, emotional, mental and physical benefits of short integrated breaks throughout the day can have many positive outcomes.<\/p>\n

The Significance<\/strong><\/h2>\n

A short daily \u2018Brain Break\u2019 in between subjects can be used as a self-assessment tool to see if there is a noticeable improvement in the way a teacher engages the class; Brain Breaks should not only benefit the students but can also be used to benefit the teacher. The physical, mental and emotional benefits to both the teacher and students are yet to be proven and I think it will be ongoing.<\/p>\n

During my practicum I noticed a student that seemed to struggle with having to sit still for most of the afternoon and in fact I overheard him state, \u201cI learn better when I\u2019m moving\u201d. My immediate thought was, \u201cMe too!\u201d;\u00a0 I found this statement profound and it sparked my inquiry into how this can benefit, not only him, but all of the other students in the class. I wondered why there was only one recess period throughout the day of learning and I also wondered if the noticeable behavioural problems that seemed to get worse in the afternoons was contributed to this.<\/p>\n

Academic Resources<\/strong><\/h2>\n

Alhassan, S. Nwaokelemeh, O., Mendoza, A., Shitole, S., Pueleo, E., Pfeiffer, K.A., & Whitt-Glover, M.C. (2016). Feasibility and effects of Short Activity Breaks for Increasing Preschool-Age Children\u2019s\u00a0 Physical Activity Levels. Journal of School Health, 86 (7), 526-533.<\/p>\n

Hinton, M. (2016). Does More Playground Time Equal Classroom Success?. Education Week\u00a0 35(27), 8.<\/p>\n

Perera, T., Frei, S., Frei, B., & Bobe, G. (2015). Promoting Physical Activity in Elementary Schools: Needs Assessment and a Pilot Study of Brain Breaks. Journal of Education and Practice, 6(15), 55-64.<\/p>\n

Why Some Schools are Adding Recess Time. (2016). Curriculum Review, 56 (3), 7-8.<\/p>\n

Other Resources<\/strong><\/h2>\n

Ms. Gillian Wilson-Haffenden, Grade 3\/4 teacher Lord Kitchener Elementary School<\/p>\n

Mrs. Charmaine Louie, Principal, Hazelton Elementary School<\/p>\n

Mrs. Sheena Seymour, MEd. Curricular Planning, Hazelton Sr. Secondary<\/p>\n

Ms. Natasha Seymour, Resource Teacher, Williams Lake Elementary School<\/p>\n

Mr. Ryan Wilman, Grade 6\/7 teacher, Klappan Independent School<\/p>\n

Expectations<\/strong><\/h2>\n

As I continue to self-assess as a future teacher I keep note on my classroom management skills and my ability to engage my students with out the constant need to manage the class; I noted that there will always be room for self-improvement in these areas. I started wondering if I can get the students on task quickly and efficiently without the constant need to correct undesired behavior. I want to see if the students had short, consistent, fun, creative and physical movement or activity before each subject if there would be any noted improvement in their behaviours throughout the day. I wondered if these directed breaks would be beneficial to the students as well as the teacher; in addition, I wondered if the breaks could also be in the form of quiet meditation to calm the students if they were overstimulated.<\/p>\n

Integrating the Arts<\/strong><\/h2>\n

Brain Breaks can be physically integrated into the arts in the form of drama, skits, improve, sharades, etc.<\/p>\n

Notes<\/strong><\/p>\n

For now I want to concentrate on reading the three resources that I have noted but I will add more to my academic resources as I inquire further.<\/p>\n","protected":false},"excerpt":{"rendered":"

The Big Question Big Question: What are the benefits of short Brain Breaks throughout the day? Supplemental Questions How can we make \u2018Brain Breaks\u2019 physical, creative, interesting and engaging? Could Brain Breaks help with learning challenges such as ADHD or dyslexia? Would there be a noted difference between a physical and meditative Brain Break? How…<\/p>\n","protected":false},"author":47764,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-48","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/cquock\/wp-json\/wp\/v2\/posts\/48","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/cquock\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/cquock\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/cquock\/wp-json\/wp\/v2\/users\/47764"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/cquock\/wp-json\/wp\/v2\/comments?post=48"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/cquock\/wp-json\/wp\/v2\/posts\/48\/revisions"}],"predecessor-version":[{"id":49,"href":"https:\/\/blogs.ubc.ca\/cquock\/wp-json\/wp\/v2\/posts\/48\/revisions\/49"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/cquock\/wp-json\/wp\/v2\/media?parent=48"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/cquock\/wp-json\/wp\/v2\/categories?post=48"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/cquock\/wp-json\/wp\/v2\/tags?post=48"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}