Move It to Learn It

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Move It to Learn It

Celebrating the Challenges Conference-Alberta, CanadaOctober 16, 2010 9:00-10:30 AM

©Sandra Sunquist Stanton NCC, LPC

Connections of the Heart LLC

www.ourbrainbuddies.com Page 1

Welcome to our workshop!

Carla Hannaford says ―Movement is Mandatory for Learning‖. We hope our timetogether will give you background to understand why your students need tomove, and some ways to provide for that within your regular curriculum andsetting.

Brain Coaching: Tapping / Body and Spirit to Max the Mind

Parking Lot – Interactive Workshop

Principles of Movement for Learning:

How Does Learning Happen?

The Brain‘s Motor Centers

Corpus Collosum

Vestibular System

Visual Processing

Vestibular-Ocular-Proprioceptive Triad:

So What?

Memory Mechanics



Move It to Learn It © Sandra Sunquist Stanton NCC, LPC

2 | © C o n n e c t i o n s o f t h e H e a r t L L Cw w w . O u r B r a i n B u d d i e s . c o m

Short Term, Working Memory

Long Term Memory

Memory Systems

What

Where

How

Now

Brain Basics

Neurotransmitters

Movement and Brain Chemistry

Emotion and Learning

Stress and Learning

Translating Principle into Practice:

Active Education – Julian Reed

Brain Gym

Stability Balls -- EP Rock Elementary School, Hudson, Wisconsin USA





Julian Reed, Ph.D. Assistant Professor in Health and Exercise Science atFurman University in Greenville SC, US and his K-12 teaching colleagues havepublished a book of practical tips for adding movement to your classroom arefound in Dr. Julian Reed‘s book: Active Education: Lessons for Integrating

Physical Activity With Language Arts, Math, Science and Social Studies Pleasecontact him for a copy of his very practical book. Some excerpts follow…

―Sometimes you feel half of the kids are with you and half are zoned out,‖ saidRachel Parris, a third-year teacher in Greenville South Carolina. Addingmovement into her lessons, she observed that ―my lower -achieving kids, theirreading has gone up.‖ Dr. Reed has given us permission to share some ofmovement suggestions offered on his website:http://www.moveintheclassroom.com/

―In a typical school day Parris incorporates a movement game into her lessons at

least once.‗They‘re cross-hemisphere, so that they‘re working both the right-side and the leftside of the brain,‘ she said about Brain Gym. ‗The kids love them and they can domore afterward‘‖.

Adding movement to your classroom pays off. The ways to do it are unlimited.Try some of these in your classroom…

Plan movement breaks, outdoors if possible, to break up seated lessons.

Replace classroom chairs with Stability Balls

o Specially designed exercise balls have little feet on the bottom sothey stay put.o Sitting on the balls allows children to move without distracting

others.o Posture improves compared with sitting in chairs.o Available from Lisa Witt http://www.wittfitt.com

Have ―fidget objects‖ available for students to use keeps muscles activeduring listening or discussion activities.

Reed notes, ―With childhood obesity on the rise, educators are finding ways to

get kids moving to burn calories, to stay in shape, and to enhance their learning.Here is a brief sample of ways to make movement a part of the regularcurriculum, not an ―add-on‖.Some of the following come from Julian Reed, Ph.D. Assistant Professor Active Education: Lessons for Integrating Physical Activity with Language Arts, Math,Science and Social Studies (Novascience 2009)

http://www.moveintheclassroom.com/


http://www.wittfitt.com/









Curriculum Areas:

Math

Balance while counting to an assigned number by 2‘s, 3‘s, 5‘s, 10‘s etc.

Act out math problems: addition, subtraction, multiplication, division,

equations Clapping rhythm for patterns Count movements (hop, skip, leap, jump) into or out of a hoop in a minute Measure perimeter in heel-toe steps around a marked circle or large area. Experience Time: walk, balance, jump or jog for 1 minute, 3 minutes, 5

minutes.

Play hop scotch, then add or multiply the numbers

Science

Five Senses Stations: Partners take a card with a sensory picture ormessage and deliver it to the appropriate station identifying the senseinvolved.

Run in place, then check heart beat under the chin.

Solar System: Assign a sun and planet names to students, position themin order and have them walk through their orbits, staying in position orderaround the person named as the sun.

Make up rhyming songs and motions to recall bones in the skeleton,chemical names, action within an atom.

Language Arts

Form the body into letter shapes

Do an alphabet dance Class walk around letter signs, stop, everyone picks one up and identifies

something that begins with that letter or sound.

Create a pattern and a rhyme, matching it to a repeated movement

Act out prepositions

Vocabulary: one person acts out one of the assigned words while thepartner names it.

Art

Walk or run a pattern to express a line

Draw a motion after demonstrating it

Make shapes with the body





Act out a feeling, then draw it, choosing colors to match feeling

Social Studies

Assign events to individual students, then have them line up as a timeline. Act out a story or historical event

Reed says, ―Teachers have concrete evidence — improved grades and fewerdiscipline problems — after implementing specific movement skills in theirclasses.‖

Catherine Dillon, Greenville South Carolina ESOL program lead teacher said, ―Itnever occurred to me… that you can get a person to learn much more easilydoing a relay race than in a lecture.‖

+++++

An Overview from Connections of the Heart LLC -

Move It to Learn It: Visual-Proprioceptive-Ocular System Overview

Chair less classrooms are helping students stay focused. Exercise (Stability)Balls replace traditional chairs, reportedly improving student focus, posture andfitness all at the same time. The topic came up during a Health Ed Networkseminar I presented in St. Louis "Educational Applications of CurrentNeuroscience". It follows Carla Hannaford's observations in her classic book

Smart Moves-All Learning Is Not In Your Head. Movement is essential forlearning. Children's need for movement is based in the Vestibular System andthe "Triad" described in workshops by Mary Kawar MS, OTR. Consulting withcolleagues to further educate myself and answer participant's questions aboutthe Visual – Proprioceptive-Ocular Systems, I acknowledge Anne Yockey MS,OTR for her guidance and professional resources in this search. Sherecommends workshops by Mary Kawar, MS, OTR for more information on thesetopics.

Visual-Proprioceptive-Ocular System The Triad: Vestibular-Proprioceptive-Ocular Systems are building blocks for higher level learning. We must look

beyond traditional auditory teaching approaches and engage this foundationaltriad to create optimal learning. The integration of movement, eyes, ears andmouth works best.

Visual Processing: Perfect 20/20 vision indicates only the clarity with which onesees. The traditional eye chart does not reassure reading ability or visual





function. Visual Information Processing is a more meaningful term; referring tothe visual processing skills necessary for learning and performance.

EMDR-Eye Movement Desensitization and Reprocessing: Eye movementscorrelate with emotional processing, so they can be used as a tool in healing.

Research has proven EMDR effective in psychotherapeutic treatment of PTSD(Post Traumatic Stress Disorder). During EMDR, the client attends to emotionallydisturbing material while focusing on an external stimulus. The therapist directslateral eye movements, and uses hand tapping and audio stimulation. For moreinformation visit the association's website: http://www.emdr.com/briefdes.htm

Vestibular System: This system balances all sensory systems; very importantfor learning. It‘s located in the three semicircular canals of the inner ear.Vestibular receptors are the tiny hair cells (cristae) within the semicircular canals,the utricle and saccule of the vestibular labyrinth. From Sensory Integration: Theory and Practice Fisher, Murray and Bundy 1991The cochlea, also in the

inner ear, takes care of hearing. Because it‘s surrounded by a liquid [paralymph]also shared with the vestibular system, vestibular stimulation can also improvehearing.

Proprioceptive System: This senses spatial orientation and organization ofbody parts through information arising form one‘s position and movement for purposes of motor planning and control. It monitors intensity, rate, duration andtiming of force of movement needed under all circumstances, based on muscletension: how much and how fast a muscle is being stretched.

Proprioceptive Signals: They originate in muscles, ligaments, tendons and

joints, connective tissue and vibratory receptors in the bones. Feedback indicatesthe degree of stretch registered in the endings of muscle spindles. OccupationalTherapists consider whether movement is active—originating from theindividual‘s own brain, or passive—created externally. This information isadapted from workshop materials from Mary Kawar, MS, OTR.

A bit about your presenter…

http://www.emdr.com/briefdes.htm








Sandra Sunquist Stanton NCC, LPC is a Nationally Certified Counselor and

Licensed Professional Counselor, holding current Wisconsin Dept of Public

Instruction Certifications as Teacher, Counselor, Principal and Director of

Curriculum. She served as Teacher and School Counselor for 25 years

beginning on an Air Force Base in Germany and ending at an NICS school in

Kunming China. A member of the collaborative B.R.A.I.N Team for Eau Claire

County since 2000, she presents Brain Coaching workshops for families, parent

groups, churches, and adult education seminars in Wisconsin and nationwide in

the US. Her website www.ourbrainbuddies.com offers Facebook, Twitter, Linked-

In, Newsletter links as well as publication credits, scheduled presentations and

educational products. She serves on the Advisory Board for UW-Stout School of

Education and the Health Ed Network continuing education company.

Bibliography:

Paul and Gail Dennison, Brain Gym, and Brain Gym, Teacher’s Edition Rev Gurian, Boys and Girls Learn Differently Carla Hannaford, Smart Moves: Why All Learning is Not in Your Head Mary Kawar, M.O.R.E. Integrating the Mouth with Sensory and Postural Functions - (Book and Video)Mel Levine, A Mind at a Time John Ratey, SPARK Leonard Sax, Why Gender Matters, Boys Adrift, Girls on the Edge (2010)Spencer-Gorin, Learning to Play, Playing to Learn

The Secret Life of the Brain Chip Wood, Yardsticks

Websites:www.OurBrainBuddies.com, Connections of the Heart LLC (additional resourceslisted on this site)www.brainconnection.com Scientific Americanwww.braingym.org Edu-Kinestheticswww.vitallinks.net Mary Kawar –Vestibular Habilitation, M.O.R.E.www.wittfitt.com Lisa Witt - Stability balls-classroom chairs)www.moveintheclassroom.com Julian Reed

www.whygendermatters.com Leonard Saxwww.johnratey.com/newsite/index.html John Ratey-SPARK

I appreciate your presence and participation in this workshop! Taking this time to

take care of yourself and sharpening your own tools will help them ultimately

http://www.ourbrainbuddies.com/





http://www.brainconnection.com/


http://www.braingym.org/


http://www.vitallinks.net/






http://www.whygendermatters.com/


http://www.johnratey.com/newsite/index.html















reach their potential. You will never completely realize the tremendous impact

your work has for your students‘ lives, but I thank you for them.

Your questions or comments are welcome. Please email them to me at

[email protected] and I will get back to you.

Thanks for inviting me to Amazing Alberta! Please let me know if there is

anything further I can do to help!

Sandi

mailto:[email protected]



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Move It to Learn It