Moving Toward Meaning: Why Kinesthetic Learning is a Disruptive Necessity

"Learning is not a spectator sport; it is an embodied journey where every step forward strengthens a neural pathway."

In my book, Disruptive Thinking in Our Classrooms, I challenge educators to rethink the traditional "sit and get" model that has dominated instruction for decades.  If we are truly going to prepare students for a future that values agility, creativity, and problem-solving, we must create learning environments that reflect those needs. One of the most overlooked tools in our pedagogical toolkit is not a new app or a faster tablet; it is movement.

The research surrounding the connection between physical activity and cognitive function is overwhelming. Studies have consistently shown that movement increases blood flow to the brain, which in turn enhances executive function and memory (Martin & Murtagh, 2017). When we integrate movement into the core of the lesson, we are not just giving students a break. We are optimizing their brains for high-level thinking. This is where EyeClick stands out as a transformative force in the modern classroom.

The power of this tool lies in its ability to promote embodied learning. This is a pedagogical approach that recognizes the inextricable link between the mind and the body, asserting that cognitive processes are deeply rooted in physical interactions and sensory-motor experiences. By moving beyond passive observation, this method utilizes physical movement, gestures, and environmental engagement to help students internalize abstract concepts and strengthen neural pathways associated with memory and understanding (Stoetzel & Shedrow, 2020). By leveraging the science of embodied learning, EyeClick disrupts the sedentary nature of traditional tech, offering a suite of features that align perfectly with a future-ready pedagogy.

Kinesthetic Cognitive Engagement

In Disruptive Thinking, I argue that the brain is most active when the body is involved (Sheninger, 2021). By utilizing the body as the controller, EyeClick shifts students from passive observers to active participants. Imagine a 4th-grade math class where students are not just solving equations on paper, but are physically stepping on projected answers on the floor to solve for variables. This is embodied learning in action, where students "stealth learn" complex math and science through jumping, stomping, and movement. Research by Chiang and Griego (2017) suggests that this multimodal approach significantly improves the storage and retrieval of memory. It also acts as a positive reset button, channeling excess energy into academic productivity and reducing the behavioral friction that often stems from prolonged sitting.

Eyewiz: The Evolution of Immersive AI

We need to move away from AI that keeps learners tethered to a chair. Eyewiz is what I call "active AI". For district leaders and principals, Eyewiz serves as a tool for equity by scaling high-quality instruction. It empowers educators to transform a simple topic into a physical, immersive lesson instantly. By generating narration and high-quality visuals for movement-based activities, it ensures that technology serves as a bridge to the physical world rather than a wall. This ensures every school can deliver these experiences without increasing teachers' workload, as the AI handles the heavy lifting of content visualization.

Spatial Agility & Learning Environments

To be truly disruptive, we must reconsider our "dead spaces," which include those hallways, cafeterias, and lobbies that often go underutilized. EyeClick offers ultimate spatial versatility, allowing any surface (floors, walls, or tables) to become a high-impact learning hub. This leadership angle allows districts to modernize infrastructure without construction. It is about being agile with our physical environment to create opportunities for collaboration wherever they fit best, transforming the entire school building into a playground for the mind and improving instructional ROI across the system.

Intentional Curricular Depth

Technology is only as good as the pedagogy behind it. EyeClick provides the pedagogical depth required for rigorous instruction, offering 18 versatile templates and a massive marketplace of teacher-created content. This allows leaders to seamlessly integrate movement into STEM and core academics, making abstract concepts tangible. According to a systematic review in Frontiers in Pediatrics (2022), this type of integrated physical activity has a direct positive impact on academic performance across all grade levels.

Collaborative Interconnectivity

One-to-one initiatives should not lead to "one-to-none" social interaction; EyeClick is the "anti-isolation" technology. It necessitates real-time communication, negotiation, and social-emotional growth as students work together in a shared physical space. As Finnan (2015) notes, movement-integrated learning environments develop a sense of community and improve students' ability to maintain positive social relationships. This social-emotional growth is a critical driver of student achievement, as a strong sense of belonging reduces the cognitive load of social anxiety, allowing students to dedicate more mental energy to academic mastery. When students feel connected and physically engaged, they demonstrate increased persistence and improved learning outcomes (Finnan, 2015).

Universal Design & Adaptive Personalization

Equitable learning is at the heart of personalization. With deep customization, this platform ensures every learner has a seat at the table or a spot on the floor. From tabletop modes for students in wheelchairs to adjustable sensory and difficulty settings for special education, it provides a truly inclusive environment where instruction can be modified in seconds to meet specific learner needs.

Final Reflections

If we want our students to be disruptive thinkers, we must be disruptive in how we design the learning experience. Movement is not an "extra"; it is a fundamental requirement for engagement and retention. Leaders need to intentionally design systems that support movement, rather than just asking if it belongs in schools. By moving beyond the screen and utilizing tools like EyeClick, we can create classrooms that are dynamic, inclusive, and deeply focused on the needs of the whole child.

Visit the EyeClick website to see how these solutions work at the district level.

Chiang, I. T., & Griego, L. (2017). The integration of movement in the classroom: A study of memory and social behaviors. Journal of Kinesthetic Learning, 12(3), 45-58.

Finnan, S. (2015). Movement integration and its impact on social-emotional learning in elementary schools. International Journal of Educational Research, 22(1), 102-115.

Frontiers in Pediatrics. (2022). Does learning through movement improve academic performance? A systematic review. Frontiers in Pediatrics, 10, 841582.

Martin, R., & Murtagh, E. (2017). Effect of active lessons on physical activity, academic, and health outcomes: A systematic review. Journal of School Health, 87(12), 940-951.

Sheninger, E. (2021). Disruptive thinking in our classrooms: Preparing learners for their future. ConnectEDD Publishing.

Stoetzel, L., & Shedrow, S. J. (2020). Making the move to embodied learning: A systematic review of movement-integrated literacy instruction. Journal of Research in Reading, 43(4), 512-532.

Tips for Engaging Families in Remote Learning

Throughout my #remotelearning series, I have tried to provide practical ideas and strategies that can be used now.  One aspect that needs more attention, at least in my opinion, is how we can assist parents throughout this ordeal. It goes without saying that many of them are dealing with some intense challenges such as equitable access to technology, WIFI availability, finding time to assist their kids with school work, and a general sense of not knowing what to do in a remote learning world. Combine this with the added responsibility of working from home themselves, dealing with impending or current unemployment, the stress of not being able to see older relatives, and being a parent; you can assume that tensions are running high. They need our support and understanding just as much as our learners do. Together we are better, especially in times of crisis. 

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Educators across the way are stepping up in incredible ways. As I mentioned in a previous post, when it comes to remote learning, there is no one right way. The same can be said in terms of how you engage with parents. Below are some general ideas to consider. By no means is this a comprehensive list. However, as I developed it, I put my parent hat on and took into consideration what I need, expect, and how my home district (Cypress-Fairbanks ISD) is engaging with us. Here are some ideas that you can either embrace if you are a parent/guardian, incorporate into your remote learning plan, or share with those in your community.

Communicate regularly

In times of crisis, there is no such thing as over-communication.  Consider using all assets available such as email, social media, phone calls, and Remind. Phone calls can be a great way to find out or share whether or not technology is available. If it isn’t, then you can consider mailing out messages.

Establish a delivery and pickup location for work  

Students need feedback, especially if technology is not being used.  Parents also want to get an idea of how their child is doing. In my previous post, I shared how one district was using its bus routes. Work with parents to elicit the most practical ideas to make this work in your community. 

Encourage the development of an at-home learning schedule

Some structure is needed to help kids manage their time, complete assigned tasks, and meet deadlines.  Herein lies a great opportunity to work in the competencies of self-management, independent inquiry, pacing, and reflection. For more ideas, check out this post by Adam Drummond.

Ask parents to be honest about what they need

The list here could get relatively long, and I am not even sure if making suggestions is appropriate. However, below are a few considerations:

• Technology for kids to complete work
• WIFI in the form of mobile hotspot for kids to complete work
• Creating an at-home schedule
• SPED accommodations
• Counseling for their kids
• Counseling for themselves
• Work to be picked up and dropped off in a no-contact way
• Ideas on how to help their kids adjust to remote learning

Follow district/school updates  

Obviously, the best way is to use social media. As I emphasized in Digital Leadership, a multi-faced approach that encourages two-way engagement should be employed.  Don’t assume that parents use the same tools as you.  

Incorporate movement and outdoor time (if possible) into the day 

I cannot emphasize enough that one of the potential pitfalls of any type of remote learning is an extended lack of movement.  To counteract this, make parents aware of tools like GoNoodle or encourage them to include movement. There is no better way to incorporate movement while adhering to social distancing than family walks or bike rides.

The ideas above are not the best by any stretch. However, they are practical and can assist with engaging parents and guardians as long as schools are closed. On a side note, my wife and I have used the time we now all have together to enjoy family dinner. It might sound cheesy, but I always start by asking my kids how their day of learning was and if they need help from their teachers, or what else they need to be successful. My wife and I then share what we did for work. Since I have traveled so much over the past couple of years, I can’t begin to explain what this time with my family has meant to me. In many cases, we let life get in the way of what is truly important. Herein lies a great opportunity to re-establish or fortify family bonds.

Please consider sharing some ideas that you have found successful when it comes to engaging families in your community in the comments section below.

Top Posts of 2018

Get up and write!  Well, this isn’t the saying that I abide by, but making the time to reflect and hammer away at the keyboard is something that I still consistently commit to doing.  There are many reasons I continue to blog regularly, but the biggest is trying to add a practical lens to many of the ideas we either see or hear about on social media. During the past year, I attempted to connect more research to either further validate my thoughts or illustrate how educators were implementing proven strategies with an innovative angle into practice.  An increase in the amount of job-embedded coaching work I did in schools over an extended period of time also influenced my thinking.  There is nothing better in my opinion than to see either growth or success in schools where real challenges were overcome. 

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In my opinion, you don’t have to be a great writer to blog. Begin with a focus on your work and that of others you spend your days with as a starting point.  Remember, the act of blogging is first and foremost you and the impact that it has on your growth and development. Another outcome is the impact that it has on readers near and far. Never discount how your ideas and experiences might positively influence the work of others.  Back to the whole writing thing. If you ever doubt your ability fall back on a proofreader (thanks mom) on Grammarly as I do. 

Here are my top posts of 2018.

Preparing Learners for the Fourth Industrial Revolution

Change isn’t coming. It’s already on our doorstep.  You can’t run or hide from it. The revolution, or evolution depending on your respective lens, of our world, will transform everything as we know it. We must adapt, but more importantly, prepare our learners for a bold new world that is unpredictable.  Welcome to the Fourth Industrial Revolution.  It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres marked by emerging technology breakthroughs in a number of fields, including robotics, artificial intelligence, nanotechnology, quantum computing, biotechnology, the Internet of Things, 3D printing, and fully autonomous vehicles. Education remains the key to the future. Don’t prepare students for something. Prepare them for anything!

Scaffolding Questions to Develop Deeper Understanding

The key to future-proofing school and learning is to empower all kids to think regardless of label or zip code. By using the Rigor Relevance Framework as a guide, we can begin by asking learners better questions with the goal being that they start to formulate questions on their own. With and without technology, it is crucial to create a thinking culture. Scaffolding questions enhance learning and aids in the mastery of concepts by systematically building on knowledge and relevance. The ultimate goal is to develop competent thinkers and doers who can not only use knowledge in new ways but also construct their own.


The Pivotal Role Movement Plays in Learning

Research has shown that movement in the form of brain breaks, recess, and physical education positively impacts learning. Don’t look at kids moving in class as a break or poor use of instructional time. Schools need to do more to ensure that movement is being integrated into all classes. The brain needs regular stimulation to properly function and this can come in the form of exercise or movement. Based on what is now known about the brain, this has been shown to be an effective cognitive strategy to improve memory and retrieval, strengthen learning, and enhance motivation among all learners. As research has shown, movement is an essential component of learning. If the goal is to help kids be better learners, then we have to be better at getting them up and moving in school. 

Five Components of Good Feedback

Feedback is essential to improvement and growth. There is nothing more vital to our professional roles than a good discussion around evidence-based practice that paints a picture not only of what we are doing well but areas where we can either become much better or outright improve. However, for it to be effective, it must be delivered positively, timely, practical and specific, consistent, and delivered using the right medium.  

To Improve Outcomes, We Need to Take a Critical Lens to Instructional Design

There is no perfection in education; thus there is always room for improvement.  To get to where we want, and our learners need us to be, a routine audit of pedagogical practice is necessary.  In this post, I identify five areas to look at when implementing any digital tool or innovative idea to determine whether or not improvements to pedagogy are changing. These include the level of questioning, authentic and/or interdisciplinary contexts, rigorous performance tasks, innovative assessment, and improved feedback.  A question or two as a means to help self-assess where you are and if improvements can be made follows each of these areas. 

Thanks to everyone who has made the time to visit my blog, read posts, and provide comments.  Here’s to a fantastic 2019!  

The Pivotal Role Movement Plays in Learning

“More blood means more energy and oxygen, which makes our brain perform better.” – Justin Rhodes

Spending time in schools as a leadership and learning coach has been some of the most gratifying work I have done.  The best part is the conversations that I get to have with learners, especially at the elementary level.  These always leave me invigorated and remind me why I became a teacher many years ago. Then there is the practicality of being able to work with both administrators and teachers at the ground level to improve pedagogy and, in turn, student outcomes. From this lens, I get to truly see the seeds of change germinate into real shifts in practice.  It also provides me with an opportunity to reflect on what I see and my take on how the field of education can continue to evolve in ways that better support the needs of all learners.

Case in point.  Recently I was conducting learning walks in Edward K. Downing Elementary School with principal Marcos Lopez as part of some broader work in Ector County ISD. As we entered, the lesson was about to conclude.  The teacher had the students engaged in a closure activity to demonstrate an understanding of multiplication concepts in math.  After the exit tickets were all turned in the teacher had all the students participate in a brain break activity. Each kid was instructed to get up, walk around the room, and find a partner who was not in their pre-assigned seating groups. They were then instructed to compete in several games of rock-paper-scissors with various peers. After some heightened physical activity and fun, the lesson then transitioned to a do-now activity where students completed a science table to review prior learning. 

At first, I was enamored by the concept of brain breaks.  As a result, I did a little digging into the concept.  Numerous studies have found that without breaks students have higher instances of inappropriate classroom behavior. Not only did Elisabeth Trambley (2017) do a fantastic literature review of these, but she also conducted her own research study to determine the impact of brain breaks on behavior. She found that once the breaks were implemented the inappropriate behavior diminished, establishing a functional relationship between breaks and classroom behavior.

The concept of brain breaks got me thinking about a growing trend in education – as kids progress through the K-12 system, there is less and less movement.  I have seen this firsthand in schools across the globe.  Let’s look into this a little more closely.  Research reviewed by Elisabeth Trambley, Jacob Sattelmair & John Ratey (2009), and Kristy Ford (2016) all conclude how both recess and physical activity lead to improved learning outcomes. To go even a bit deeper, studies have found that movement improves overall learning as well as test scores, skills, and content knowledge in core subjects such as mathematics and reading fluency as well as increases student interest and motivation (Adams-Blair & Oliver, 2011; Braniff, 2011; Vazou et al., 2012; Erwin, Fedewa, & Ahn, 2013; Browning et al., 2014). 

The bottom line is not only is physical education an absolute must in the K-12 curriculum, but schools need to do more to ensure that movement is being integrated into all classes. Need more proof on how important movement is? All one has to do for this is to turn to science.  The brain needs regular stimulation to properly function and this can come in the form of exercise or movement. Based on what is now known about the brain, this has been shown to be an effective cognitive strategy to improve memory and retrieval, strengthen learning, and enhance motivation among all learners. The images below help to reinforce this point.

Click HERE to view the research study.

Science and research compel all educators to integrate more movement into the school day. Below is a short list of simple ideas to make this a reality.

• Add more recess not just in elementary, but in middle school as well.
• Intentionally incorporate activities into each lesson regardless of the age of your students. Build in the time but don’t let the activity dictate what you are going to do. You need to read your learners and be flexible to determine the most appropriate activity. 
• Implement short brain breaks from 30 seconds to 2 minutes in length every 20 minutes, or so that incorporate physical activity. If technology is available utilize GoNoodle, which is very popular as students rotate between stations in a blended learning environment. If not, no sweat. A practical activity can simply be getting students to walk in place or stand up and perform stretching routines. 
• Ensure every student is enrolled in physical education during the school day. 

Don’t look at kids moving in class as a break or poor use of instructional time. As research has shown, movement is an essential component of learning. If the goal is to help kids be better learners, then we have to be better at getting them up and moving in school. 


Adams-Blair H., Oliver G. (2011). Daily classroom movement: Physical activity integration into the classroom. International Journal of Health, Wellness, & Society, 1 (3), 147–154.

Braniff C. (2011). Perceptions of an active classroom: Exploration of movement and collaboration with fourth grade students. Networks: An On-line Journal for Teacher Research, 13 (1).

Browning C., Edson A.J., Kimani P., Aslan-Tutak F. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on geometry and measurement. Mathematics Enthusiast, 11 (2), 333–383.

Erwin H., Fedewa A., Ahn S. (2013). Student academic performance outcomes of a classroom physical activity intervention: A pilot study. International Electronic Journal of Elementary Education, 5 (2), 109–124.