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About Dr. Reed:
Dr. Reed is an Assistant Professor in the Health and Exercise Science Department at Furman University. His research interests include applying an ecological approach to promoting youth physical activity. Recently, Dr. Reed developed a new course for classroom teachers entitled “Physical Activity and Health Education.” This course was designed to teach classroom teachers how to integrate movement into the classroom. He has presented his work at regional, national and international conferences and has published numerous manuscripts in such journals as the Journal of Physical Education, Recreation and Dance, Strategies, The Physical Educator, Journal of American College Health, Perceptual and Motor Skills, Journal of the International Council for Health, Physical Education, Recreation, Sport and Dance, and Preventive Medicine. Dr. Reed teaches workshops in Integrating Movement into the Classroom. Workshops range from two hours to full-day seminars. Varying rates apply. Contact Dr. Reed for information concerning dates, times, and availability: Julian A. Reed, Ed.D. assistant professor Health and Exercise Science Furman University Greenville, S.C. 29613 email: julian.reed@furman.edu Phone: 864.294.2328 Fax: 864.294.2942 BMR Ventures, LLC |
| Ask Yourself: Can movement enhance learning? Can movement be taught in the classroom? Can Math, Language Arts, Social Studies and Science be taught using movement? The answer to these questions is, “yes:” ■ Standing appears to provide a 5–15% greater flow of blood and oxygen to the brain, thereby creating more arousal of attention (Jensen, 1995). ■ Specific movements can stimulate the release of the body’s natural motivators, such as noradrenaline and dopamine, which wake up learners and help them feel good, maximize their energy levels, and improve their storage of information and retrieval (Jensen, 2000). ■ Neuronal connections made through movement of the body help children develop the neuronal systems they will need when ready to read (Hannaford, 1995). These workshops will provide elementary teachers with a variety of integrative teaching experiences and pedagogical strategies to incorporate movement into the classroom. Each candidate will understand the importance of physical activity and how it can enhance the learning outcomes for students. Not convinced? Keep reading to find out why movement in the classroom is important and effective. For a Brochure click here. |
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| New Moves in Education: excerpts reprinted from The Greenville News, by Mike Foley, Staff Writer published tuesday, march 28, 2006 |
| a revolution Integrating movement into classroom lessons is the latest revolution for schools that are increasingly filled with sedentary and overweight children. The Federal Centers for Disease Control says the number of children who are overweight has more than doubled since 1980, and among adolescents, the rates have more than tripled. That’s led to increased illness among the nation’s youth. Just 10 years ago, Type 2 diabetes was virtually unknown in children and adolescents. In fact, it was commonly referred to as “adult onset diabetes.” Today, Type 2 accounts for almost 50 percent of new cases of pediatric diabetes in some communities. Julian Reed, an assistant professor in health and exercise science at Furman University, said he became interested in childhood obesity while studying for his doctorate. He found numerous scientific studies supporting movement for greater physical and mental improvement. “The beauty of this thing is two-fold,” he said. “It’s not only increasing movement time for kids to intervene in obesity, but it also enhances knowledge retention and brain changes.” Reed has taught two graduate-level classes and a handful of workshops to Greenville County elementary school teachers. While other school districts have done the same thing, they’ve focused on PE teachers. “We are doing movement with classroom teachers,” he said. “We’re using movement to teach language arts, using movement to teach math, using movement to teach science. “It’s not just movement for movement’s sake; it’s using movement as a way of enhancing and putting into context these different disciplines. It’s awesome.” The response from teachers like [Rachel] Parris is overwhelmingly positive. Teachers have concrete evidence — improved grades and fewer discipline problems — after implementing specific movement skills in their classes, Reed said. more... |
