After years of doing assessments and submitting the results before the end-of-term deadline, I finally realized I could actually be using the data. I have finally made some consistent changes that have led to greater levels of understanding and success in my classroom. Here are my top three.

Change # 1
Every single Exercise Physiology class starts with music and movement. Not just some classes when I feel like it. All classes. You might be thinking to yourself, “well of course, it’s an exercise class, why wouldn’t you be doing exercise with them?” I am teaching the science of exercise, so they are basically learning anatomy and physiology and how that applies to the acute and chronic adaptations to exercise. So, it is highly plausible that I could lecture for 75 minutes straight. Zzzzzzzz.

But no more! I have physical and visual evidence that my students are more engaged following a three minute bout of movement to music that will last for at least 30 minutes.

Change # 2
I have Included the arts in my sciences. I make my students draw pictures in their notes. The art lovers in class really enjoy this, and the non-artsy people appreciate that I bring coloring pencils and I teach them how to draw in a very simplified manner. I also give them visuals to think about to really break down the parts of their drawing. For example, the cell body of a neuron looks a lot like an egg after you have thrown it onto a hot oily frying pan. And the central nervous system (brain and spinal cord) looks just like a lollipop.

It is much easier to review your notes when you have pictures depicting what your words are telling you. Just like I am more likely to read a textbook that has helpful pictures rather than all text and tables.

Change # 3
Less words on slides. I can actually watch their cortisol levels rise when I put up a slide that looks like it has 250 words on it. The serious note takers go into panic, wondering how they will ever jot down all these words. No matter how many times I tell them they have access to the slides, they still feel the need to write everything down, just in case it is on the test. So if you remove all that text and put down two key words that have an emotional impact, they are forced to think for themselves and jot down their own notes.

That is another opportunity to draw images on the board, give examples and simply explain the topic as it relates to their world. Then they give me their examples, we all nod in universal acceptance and we can move on to the next topic. Making an emotional connection will have a greater impact on memory compared to a slide full of words.

So just to recap: move to music for three minutes, encourage the arts, and post impactful words, not paragraphs.