Online Community of Practice for UDL Implementors

Guideline 4 (Practice): How do you provide options for physical action in the classroom?

Guideline 4: Provide options for physical action:

vary the methods for response and navigation
optimize access to tools and assistive technologies

Replies to This Discussion

Permalink Reply by kerry armstrong on March 29, 2011 at 6:02pm

Students can sit on exercise balls or wiggle cushions. They can 'fidget' with hand held foamie objects like foam curlers or gel egg shaped hand squishers.

We have to do 30 mins/day of daily physical activity. (10 mins/3times) and so we do things like Tae Bo or stretching or Yoga or standing exercises.

So many students start replacing 'bathroom' breaks with sit-ups and push-ups just to help their thinking or release some physical energy that builds as they struggle with a math word problem. As long as they can do it without disturbing others and if it is something we just do 3 times a day, it becomes part of our learning. It is not just the boys that enjoy the release of physical energy so that they can concentrate better. It is really great when students start to notice how much it helps their learning.

I am always looking for ideas. Let's brainstorm!!

I would love really love to be able to have an x-box corner or wii corner and we could have stations throughout the day. We have started using the Nike training app for ipods for free. All things that we don't need gym time for.

▶ Reply

Permalink Reply by Catherine Burzio on April 11, 2011 at 9:46pm

Great ideas Kerry! What other apps are you enlisting for classroom use? Or for your own classroom organization?

▶ Reply

Permalink Reply by Patti Ganley on March 31, 2011 at 7:50am

Kerry has some great ideas for including opportunities for students to move around, be active and wiggle if they need to. I know when I have to sit in meetings all day I get antsey and have a general feeling of malaise--not a set up for optimal learning. But I think that Guideline 4 is more about giving students options for demonstrating their knowledge and communicating. For example, very young or physically challenged students may not have the dexterity to hold and write with a pencil. Providing options to audio record or dictate responses allows for fuller expression and avoids the physical barrier created by requiring them to hold a writing utensil. Unless the goal of the lesson is penmanship--is that still a subject?--providing these options allows wider participation and success.