ABSTRACT
Encourage colleagues to reflect on their own experiences in moving during professional development sessions versus those sessions that required a more "sit and get" approach. Prompt participants in advance of meeting to consider the following questions: What professional development activities used movement as a central part of the learning activities? What professional development did not? These questions draw on teachers' own experiences in faculty learning sessions, rather than those in their own instructional settings as teachers. This helps contextualize for the learning community the power of movement. A second iteration of this professional development plan can involve Movement questions within their own instructional classroom settings. Authors encourage to start with prompting about the learning experiences of the adults to help anchor this professional development plan.
