When I search the term embodied learning on Google, it is defined as “Embodied learning is an educational method that has been around for a while in (primary) education. In this method, one does not only offer an intellectual way of teaching, but also involve the whole body. One can think of e.g. doing math while throwing small bags of sand to each other”. I am taking from this the importance of engaging the body as a whole.
Winn (2003) discusses the interaction between a person and their environment. It is specified that this interaction is not just the brain processing the environment; however, it is the entire body that uses the senses to interact with the surroundings. As Kim, Roth and Thom (2010) state “when asked to talk about knowledge, many individuals point to their heads as if to suggest that this is where knowledge resides” (p. 207). Their study found that children’s bodied constitute an integral part of knowing thinking, and learning. As well, they found that students engaged in co-gesturing which allowed for a collective understanding.
As I think of my students, I completely agree that their learning is enhanced through their physical movements. For example, we were completing a unit on 3-D geometric shapes. I recall holding up a triangular prims and asked students what 2-D shapes made up this 3-D shape (rectangles and triangles). I watched as some of my students began using their hands to create the shape before answering. The motion/gesture of creating the shape allowed them to recall from their memory the name. It would be my guess that their previous teachers had them creating the shapes with their hands or other objects while learning the shapes.
Referring back to the above definition, it refers to embodied learning as a form of hands-on learning primarily done in primary grades. Is embodied learning and hands-on-learning the same thing? Does the definition provided by google truly encompass all that is embodied learning? In your experience, where have you asked students or seen students use gestures as a way of expressing their knowledge? Did you present the gesture to the student as a way of processing information? Or did they create it themselves/collaboratively with others?
Shayla
Kim, M., Roth, W. M., & Thom, J. (2011) Children’s gestures and the embodied knowledge of geometry. International Journal of Science and Mathematics Education, 9(1), 207-238.
Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114.
Dear Shayla,
I thought your discussion of 2D vs. 3D shapes was interesting. I have little experience in primary but it makes sense to me that at a young age student’s tactile experience with the world plays a huge role in learning.
I wonder if the way we currently teach discourages this as students move up in grades? Are we discouraging a valuable way of learning?
Hi Ryan.
I don’t have a lot of experience in older grades; however, I do think that it is discouraged. For example, as students get older they are encouraged to participate in mental math without their fingers. I believe this holds true to many things where students are encouraged to memorize as opposed to using gestures.