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“Almost certainly, downtime lets the brain go over experiences it’s had, solidify them and turn them into permanent long-term memories,” said Loren Frank, assistant professor in the department of physiology at the university, where he specializes in learning and memory. He said he believed that when the brain was constantly stimulated, “you prevent this learning process.”

Watching text in motion is nothing new for readers of all levels. We watch words travel across screens of various shapes and sizes, and we set words in motions as we move throughout our daily lives reading text in various places and contexts. What happens, then, when we become more deliberate in our thinking about placing text in motion and the direction suggested by the text itself? How does motion affect meaning and our interpretative process?

"Will what I am about to do or say bring me closer to the person with whom I am communicating—or will it push me further away?"

"Is what I am doing (or about to do) going to connect to the student's self-interest?"

"Who's doing the work?"

"It has to be a process. I don't look at it as being one shot, one year and done,"

focusing on bystanders, mostly at the middle school level,