Brain Breaks, Sensory Breaks, and Movement-Based Learning in the Classroom
Brain breaks, sensory breaks, and movement-based learning: What’s the difference and how do we use these effectively in the classroom? Research shows that increasing movement in the classroom helps students do better academically and behaviorally by improving attention, on-task behavior, memory, social skills, and mood. But integrating movement into the classroom can be problematic. Issues frequently arise such as minimal follow-through by staff, students who seem more revved up after movement breaks, educational time constraints, and more. Join us for this 1- hour webinar that reviews the evidence supporting movement in the classroom; helps you distinguish the unique roles of brain breaks, sensory breaks, and movement-based learning opportunities; and tackles the obstacles currently preventing the effectiveness of each. Gwen includes over 100 activities you can implement in classrooms right away. A helpful resource list and printable activity handouts are included!
- Differentiate the roles of break breaks, sensory breaks, and movement-based learning activities.
- State five evidence-based effects of increasing movement in the classroom.
- List at least five activity ideas for each: brain breaks, sensory breaks, and movement-based learning.
Target Audience: introductory- to intermediate-level OTs and OTAs and other school-based professionals
Note: While many professionals may benefit from the course content, we can only guarantee acceptance of continuing education credit as described in the following CEU section.
Course Instructor: Gwen Wild, MOT, OTR/L
Learning Assessment: Objective post-test
Continuing Education Units (CEUs)
This course is approved for 0.1 AOTA CEU or one contact hour under this Classification Code: Category 2, OT Process: Intervention.
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