Embody Learning®


Change You Can See...and Measure

Does it work, and can you prove it?

Students enthusiastically engaged in exploring the content of a lesson and in using their physical abilities to convey the critical understanding of the content, perhaps with some surprising insights - that is a fiery core of successful teaching.  A visual assessment will provide the evidence of learning.  A quiz tomorrow will likely affirm that authentic learning was common across the student team involved in the demonstration, and maybe the full class.  And the final test is almost certain to reflect the staying power of learning from experiential student-driven Embody Learning.

Proof, evidence through research that Embody Learning produces a change in student achievement is our constant quest.  Here is what we know so far.


 Teachers  IMPROVE  their Embody Learning skills.

Teachers IMPROVE their Embody Learning skills.

Teachers improve their teaching

From our work classroom modeling Embody Learning teaching and coaching, we work with teacher to measure student engagement and teacher efficacy. We gather teachers’ impressions of their abilities throughout a process of training and coaching and document their challenges and discoveries, which has been valuable as we have developed the content of our training as well as helped us shape our model (especially at providing specific tools for different grade levels). We also learn, with teachers, from observations and performance assessments. From our work with teachers gauge the level of student engagement throughout a lesson and the effectiveness of the parts of the lesson that the teacher has prepared. Like all collaborations, teacher provide as much a contribution to Embody Learning as they receive from this rich experience.


Teachers Considerations:

  • does teacher-generated inquiry align with student achievement
  • is there accountability for student learning that is linked to standards
  • are Embody Learning strategies (Human Clay, Tableau, Context Imaging) linked to student achievement data
  • what is the teacher learning
  • what is the application of what the teacher is learning

 Students actively  PARTICIPATE  in the embodiment of chemical reactions in Life Sciences.

Students actively PARTICIPATE in the embodiment of chemical reactions in Life Sciences.

the wow factors in the classroom and out

"Little Johnny was in school every day last week, for the first time this year!" That line stands in for an observation at every single Embody Learning classroom as students make remarkable changes in the new Embody Learning environment. They actually pay attention, come to school, join in, and sometimes start to talk, participate, behave, learn. More than half the time parents notice — Embody Learning reverberates. The measurement of the new engagement shows up in many ways, depending on the school, the classroom population and the teacher. But it always makes a difference that is visible and usually documentable. Aside from being the most potent classroom management tool short of expulsion, Embody Learning can be directed at specific objectives — at problems, barriers, issues — and measured accordingly. We have many stories! 



  • Attendance
  • Behavior infractions
  • Comments from home (parents)
  • Student engagement (how many students paying attention or actively participating at specific times during a day, meeting deadlines, etc.)



 Students prepare for a math final assessment  (TEST)  using Embody Learning.

Students prepare for a math final assessment (TEST) using Embody Learning.

ok, let's get to it: grades

They go up. Across a semester or over a couple days, students engaged in Embody Learning will learn the content and be able to recall it on a test. One of our modest research tropes we use whenever we get the opportunity is a before and after Embody Learning quiz. We try to vary the subjects. Our most recent outcome, in a grade 5, 6 and 7 application, showed scores increased 42% in math, 54% in social studies and 60% in science. We have results from all grade levels. In early learning, where no scores are given, we see basic learning skills appear like magic when we add pre-standard skills to planned activities where children are working at play-based learning together.