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Brookline Spark:
Educational Neuroscience andImplications for our Classrooms
To improve your thinking, move.
John Medina, author of Brain Rules
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http://www.youtube.com/watch?v=Rr
HNkWJItR4
Build a Better Brain
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www.speedbagforum.com/timer
One way to incorporate exercise in your classroom
TABATA
Interval Exercise
20 seconds on, 10 seconds rest
Repeat 3-8 times
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What Happens When WeExercise?
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THIS IS YOUR BRAIN. THIS IS YOUR BRAIN ON EXERCISE!
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Kids who were fit and who
had better memory, also hadlarger hippocampii
Fitness increases neurons,
connectivity- 28 fit 21 non
Chaddock L, Erickson KI, Prakash RS, Kim JS, Voss MW, Vanpatter M, Pontifex MB, Raine LB, Konkel A, Hillman CH, Cohen NJ, Kramer AF. A neuroimaging
investigation of the association between aerobic fitness, hippocampal volume and memory performance in preadolescent children. Brain Res. 2010 Aug 21.
[Epub ahead of print]
Fitness, Hippocampus Size, and Memory
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Exercise promotes hippocampus
blood flow in humans
Age 21-45, below average fitness
12 weeks: 4X/wk aerobic training; VO2-max
Rey auditory verbal learning test
Pereira et al.,PNAS 2007
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Neuroscience
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P300 Brain Processing Speed
Fit Brains:
1) Process Stimuli Faster
2) Have Greater Cognitive Flexibility
3) Take in More Detail4) More Accurate in Response
Latency and Amplitude
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Biological effect of physical
activity on the brain:
Increased cerebral capillary growth
Increased blood flow
Increased oxygenation
Enhanced production of neurotrophins (afamily of proteins that induce the survival, development, and
function of neurons)
Neurogenesis-development of new brain
cells (neurons)
Enhanced neurotransmitters (transmit signals
from a neuron to a target cell across a synapse).
Associated
physiological changes:
Improved attention
Improved information processing,
storage, and retrieval
Enhanced coping and positive
affect
Reduced sensations of craving &
pain
A Scientific Rationale
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Chemical/Hormones/GrowthFactors
Electrical ActivityBrain Structure
Exercise Influences Brain Function On Multiple Levels:
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Texas Cooper Study 2,600,000
Significant correlations were found betweenphysical fitness and various indicators of academic
achievement.
The study shows that: Higher levels of fitness are associated with better academic
performance. Higher performance independent of any
demographics: ethnicity, race, income, school.
Higher levels of fitness were associated with better schoolattendance.
Higher levels of fitness at a school were also associated with
fewer disciplinary incidents. The research looked at the number
of incidents involving drugs, alcohol, violence and truancy.
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Sweden - The Proof
Love to measure and keep records
1.2 million boys born 1950-76; finished H.S. 15 and
entered military 18. 270,000 brothers, 1300 identical
twins
Tested cardio (ergonometric) muscle (knee, elbow, hand)and cognitive appraisal-both at 15 and 18.
Those that improved cardio fitness improved IQ and
smarts. Not as much with muscle strength. Also those
that improved went on to be better educated, report
more satisfaction with life, and higher socio-economicstanding.
"We believe the present results provide scientific support for educational policies to
maintain or increase physical education in school curricula as a means to stem the
growing trend toward a sedentary lifestyle, which is accompanied by an increased risk
for diseases and perhaps intellectual and academic underachievement," write
researchers Maria Aberg and colleagues of the University of Gothenburg in
Gothenburg, Sweden in the Proceedings of the National Academy of Sciences. 2009
Nov 30. [Epub ahead of print]
Brothers, identical twins showed
the same association-those that
improved their physical fitness
improved their brain power. Its
not just about the genes.
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Public Magnet School Grades 4-8 Approximately 120 childrenAll on school breakfast and lunch programs.
Program: Added 40 minutes of exercise in the morning
Exercise was performed in gym in station format.
Activities included:
Basketball Dance Dance Revolution
Double Dutch" jump roping Pogo stick jumping
1st Semester 2006 - 2007Outcomes: Disciplinary Referrals
Year 2006 2007
Referrals: 661 353
Suspensions: 71 24
Teachers reported :
Students are more focused. Students are more focused during the MAP
(Measure of Academic Progress) testing as well.
Teachers observed:
Students testing immediately after morning activities did better meeting or exceeding
individual growth targets than middle schoolers taking the test late morning or in theafternoon.
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2004 Scores in English by Number of Fitness Standards004CST* Scores in English-Language Arts by Number of Fitness Standards
290
300
310
320
330
340
350
360
CSTE-LA
Score
0 1 2 3 4 5 6
Number ofFitness Standards Achieved
Grade 5 Grade 7 Grade 9
Source: California Physical Fitness Test, 2004 Results, Calif. Dept. of Ed., April 2005
Grade 5 371,198 Students
Grade 7 366,278 StudentsGrade 9 298,910 Students
*California Standards Test
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2004 Scores in Math by Number of Fitness Standards
280290
300
310
320
330
340
350
360
370
CSTMathScor
e
0 1 2 3 4 5 6
Number ofFitness Standards Achieved
Grade 5 Grade 7 Grade 9
Source: California Physical Fitness Test, 2004 Results, Calif. Dept. of Ed., April 2005
Grade 5 371,198 Students
Grade 7 366,278 StudentsGrade 9 63,028 Students**
*California Standards Test
** Grade 9 Students who took CST geometry
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WHY would you do this?
Use as a strategy to get students ready to learn!
Wake up your students brains so they will be
ready to absorb and retain information
Activate parts of their brains so that they will bealert and ready to do their best work
Sitting and listening for too long can put parts of
the brain to sleep Engage kinesthetic + visual learners
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WHY would you do this?
Data has shown that the brain works betterand makes more connections whenmovement is included.
Movement can aid learning and memory
retention. Incorporating brief physical activity breaks
may contribute to students overall levels ofphysical health.
Exercise improves cognitive performance.
WHY NOT?
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WHEN to ADD MOVEMENT
D
esignate Times - Write it on your daily schedule After morning meeting
Beginning, middle, end of class
Between academic subjects
When switching from subject to subject (transition times)
To reinforce content ideas - Make the review into an active game Break up long periods of sitting
The more the better!
Be consistent and the kids will know what is expected and look
forward to it. Space is not an issue
Take time for cool down
Remember: Research shows that adding physical activity breaksdo NOT have any negative impact on students academic
performance
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Lets hear it from the classroom teachers!!
Video of Gr. 2 Classrooms (Pierce)
Baker Gr. 5 (use of Polar Active watches)
Susan Balogh, Student Testimonials
Others?
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Physical
Activity
Academic
Performance
Physical
Education
Recess
Classroom
Activity
ExtracurricularActivities
Cognitive Skills
Attitudes
Academic
Behaviors
AcademicAchievement
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Resources for Teachers
FitDecks
Deskercise website (Google: The Lean Team Deskercises)
Cardio Cards (being developed by Brookline teachers)
Spark folder to be placed above Baker Conference
http://www.johnratey.com/newsite/index.html
Books:
Spark (in your library) by John J. RateyBrain Rules by John Messina
The Kinesthetic Classroom: Teaching and Learning Through Movement
by Traci Lengel and Mike Kuczala
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THE REVOLUTION!
Baker Meetings of the Future!!
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CHALK TALK
Ideas for when/how you can incorporate
a movement break in your class.
Questions/Comments
Feedback on this teaching strategy
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SPECIAL THANKS TO:
RTSG Neuroscience Consultants for sharing slides(science and studies)
Amanda Grindstaff and Mike Blanchard, Presenters
Pierce staff and students (for activity video andsharing their practice)
Susan Balogh, Kelly Nelson, Kyle Williams, Tricia
Laham, Dale Cramer for help in preparation Mary Brown for offering faculty meeting time