Brain Based Learning – How Phonics in Motion Reaches Students on Their Level

By Phonics in Motion on January 28, 2020

Brain Based Learning – How Phonics in Motion Reaches Students on Their Level


If you were to observe a first grade classroom, you would see students in constant motion.  Children learn by movement and interacting with their environment. They are able to create meaning and understanding through their movements.  PIM uses a child’s natural inclination toward motion to learn.


Phonics in Motion – “Exercising” the Brain


When students move while learning, they learn and retain skills. 


Movement is directly related to learning in young children.  The learning process involves basic nerve cells transmitting information to create neural connections.  Brain scans have shown that students learn best when they are active and moving.   By increasing and incorporating movement in learning, more synaptic connections are created. students using movement in learning


When you introduce and regularly use movement in daily instruction, students are able to learn and grow.  To understand why this happens, you need only to observe a classroom full of busy first graders. They are constantly fidgeting, interacting with their environment, and bouncing about.  Young scholars learn through movement and are able to form connections and understanding based on movement.  


Students who are given the opportunity to move while learning show a stronger ability to learn and retain concepts.  Enhanced learning can be achieved when students are able to connect what they are learning to movements and actions. Students engage with each lesson through movement which is incorporated in daily instruction.  


Daily Activities in PIM


Active classrooms encourage students to learn through movement.  This process allows students to link their actions to concepts. One of the cornerstones of Phonics in Motion are KMPs, which link sound to movement.  Each phoneme has a specific movement that students are introduced to, practice, and implement through daily lessons.  

Instead of memorizing the sound and then implementing it through writing, students have a specific movement to reflect and draw on.  They can “act out” a sound through motion, using their natural inclination to move and connect meaning to their movement.

When constructing a word or sentence, the students use the movements, interact with their teacher and take an active part in learning.  Classrooms that use PIM do not have students sitting idly while a teacher goes over a concept, they have students who are all interacting with the teacher through KMPs.  Every student is taking part in the learning and the lesson.  

If you were to observe a PIM lesson, you would see students moving and interacting with the teacher.  They then use these movements going forward to understand and make connections to the lesson and their learning.  Even when working independently, students can use the KMPs that they have learned to complete tasks and foster meaning.  Students who learn through PIM are constantly in motion throughout their day, using more of their brain to learn.


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