Embodied Learning
Embodied learning reframes learning as through and with the body in collaboration with the mind, as opposed to only with our minds. We integrate embodied learning in the classroom in a variety of ways.
One way is by creating opportunities for dynamic movement within the learning container. We sit, we stand, we walk around, we lay on the floor, we are permissioned to move as needed. This choice for cultivating a movement rich classroom is supported by research about human brain development, as well as contemporary studies about the effects of movement on learning.
Another way we create embodied learning is through integrating the somatic perspective into the learning process. We believe that our felt experiences hold relevant and guiding information that shape the concepts and ideas we study. For example, one question that is part of the Growing Resilience course is "What is a nervous system?" from which we look at images of anatomy and study certain physiological functions. Yet, we know that we each have a nervous system and through the somatic perspective, we can use our felt experience to inform how we know what a nervous system is. So, in addition to “What is a nervous system?” we also ask, "What does my nervous system feel like and how does that shape my experience?" The answers one gets from each of these different perspectives creates a fuller picture of what a nervous system is.
Another way we cultivate embodied learning within the classroom is through practices. We see the practice of listening to our bodies as an integral part of growing resilience. In each class we take time to cultivate a practice of listening to and learning through the body with guided activities and exercises that support the learning process. We recognize that all bodies have different experiences and respond differently to the content of the course. Inevitably, we all have personal relationships to trauma and resilience. In taking time to listen to the body, sometimes challenge can come up. Knowing this, we actively create a classroom culture where it is encouraged to take care of yourself, to titrate and practice resourcing, and to opt in or out as needed. We provide practices, aligned with the material, to support moving through the content and growing resilience. We think of these practices as a personal toolkit, which may not be applicable to all the situations one encounters, but give the individual the agency to decide when/what/how to use these tools.
Through these practices of embodied learning, we aim to provide a dynamic and integrative learning experience for Growing Resilience.
One way is by creating opportunities for dynamic movement within the learning container. We sit, we stand, we walk around, we lay on the floor, we are permissioned to move as needed. This choice for cultivating a movement rich classroom is supported by research about human brain development, as well as contemporary studies about the effects of movement on learning.
Another way we create embodied learning is through integrating the somatic perspective into the learning process. We believe that our felt experiences hold relevant and guiding information that shape the concepts and ideas we study. For example, one question that is part of the Growing Resilience course is "What is a nervous system?" from which we look at images of anatomy and study certain physiological functions. Yet, we know that we each have a nervous system and through the somatic perspective, we can use our felt experience to inform how we know what a nervous system is. So, in addition to “What is a nervous system?” we also ask, "What does my nervous system feel like and how does that shape my experience?" The answers one gets from each of these different perspectives creates a fuller picture of what a nervous system is.
Another way we cultivate embodied learning within the classroom is through practices. We see the practice of listening to our bodies as an integral part of growing resilience. In each class we take time to cultivate a practice of listening to and learning through the body with guided activities and exercises that support the learning process. We recognize that all bodies have different experiences and respond differently to the content of the course. Inevitably, we all have personal relationships to trauma and resilience. In taking time to listen to the body, sometimes challenge can come up. Knowing this, we actively create a classroom culture where it is encouraged to take care of yourself, to titrate and practice resourcing, and to opt in or out as needed. We provide practices, aligned with the material, to support moving through the content and growing resilience. We think of these practices as a personal toolkit, which may not be applicable to all the situations one encounters, but give the individual the agency to decide when/what/how to use these tools.
Through these practices of embodied learning, we aim to provide a dynamic and integrative learning experience for Growing Resilience.
