physical movement can assist learning and
change when reviewing.
Starting point: If people retreat to a
'comfort zone' during the reviewing process (e.g. by sitting in the
all the time) it can seem as if they are stuck in the same place -
and mentally. Physical movement can assist mental movement.
reviewing a physical journey as well as a mental
- applying the concept of
the 'stretch zone'
to the reviewing process itself
- making a journey (on
land or water) that
supports mental reviewing processes
- using a physical
language of space and
movement that reflects the language we use
(e.g. ups and downs for emotions, standing on an issue, feeling in or
out of a group, being pulled in different directions, experiencing
force fields in a physical way, juggling, balancing ...)
encouraged to explore these and other possibilities in active ways in
generate a physical language that intuitively makes sense to learners.
workshop is a mixture of old and new ideas, my ideas and your ideas. I
love to learn about any research or practice that helps to build this
Space: A businessman has for many
walked his dog in the countryside as a way to recover from the stresses
and sort out his thoughts. Restrictions on access to the countryside
foot and mouth disease epidemic) have been limiting his physical and
movement. For mental space he needs physical space.
Gestures: Don't be embarrassed
frowning and making gestures while talking on the phone. The other
see your smiles, frowns and gestures - but you think more clearly and
yourself more clearly when your mind, voice and body are working
together in a
co-ordinated way. Who says the other person can't see your smile
sounding happy when you are frowning. Try sounding miserable when you
Walking: On television news people
shown walking before we see their talking heads. News reporters are
walking towards the camera as they talk. Why? Perhaps we are better at
information from talking heads when they are on moving bodies? Perhaps
easier for people to communicate when they are walking and
Frozen: Picture a course
in a chair, leaning back from the group, legs crossed, arms crossed,
crossed and frowning. Is there any chance that they are open to
open to learning?
Unfrozen: Picture another course
participant, leaning forwards, on their toes, eyes and body moving to
conversation, head nodding, looking open and relaxed. They are clearly
engaged and more open to learning.
Body Language: Everyone can read
language. What about 'writing' body language? How can we get people to
ways that help them communicate and learn? Can we develop physical
that improve the speed, quality and ease of communication and learning?