The Action Based Learning Lab “ Providing opportunities for all students to be included”

CVS Community Grants for Public Schools - Creating Inclusive School Settings Grant Money Used For: The Action Based Learning Lab by: Jean Blaydes-Madigan

What Does The Literature Say About Physical Activity and Learning? Educational research suggests that about 85% of school age students are predominantly kinesthetic learners. Jean Blaydes-Madigan suggests in her article, “Advocacy: A Case for Daily Quality Physical Education” – * Movement facilitates cognition, provides enriched environments, grows new brain cells, improves balance which improves reading, reduces stress, improves behavior, and increases attention. * Physically active youth are at an advantage on learning versus physically inactive youth who are at a disadvantage.

What Does The Literature Say About The Action Based Learning Lab? The Action Based Learning™ Lab targets the young developing brain ages 4-7 years. However, the Action Based Learning™ Lab benefits all students for remediation and enrichment. There are various progressions and stations that prepare the brain for input and processing. There are various progressions and stations that prepare the brain for input and processing. Sensory components of balance, coordination, spatial awareness, directionality, and visual literacy are developed as the child rolls, creeps, crawls, spins, twirls, bounces, balances, walks, jumps, juggles, and supports his/her own weight in space. Sensory components of balance, coordination, spatial awareness, directionality, and visual literacy are developed as the child rolls, creeps, crawls, spins, twirls, bounces, balances, walks, jumps, juggles, and supports his/her own weight in space. Levels of physical fitness are increased and academic concepts are reinforced. Levels of physical fitness are increased and academic concepts are reinforced. As students move from station to station with a partner or partners, their self awareness, self-esteem, and social skills are enhanced. As students move from station to station with a partner or partners, their self awareness, self-esteem, and social skills are enhanced.

Measurement Student outcomes will be measured by gross motor rubrics in physical education class such as movement evaluations (hopping, skipping galloping, crawling, balancing, jumping, teacher and peer observations, and students’ proficiency in lab stations during the school year. Re-taking of the PALS test by students (or other data collection tools) will show the impact of ABLL.

Such as in the case study at Lake Ridge Elementary in Prince William County, Virginia in : The students were broken into three categories : Passed basic phonics test, no services, no ABLL Passed basic phonics test, no services, no ABLL Failed basic phonics test, received reading resource services, no ABLL Failed basic phonics test, received reading resource services, no ABLL Failed basic phonics test, received reading resource services, attended ABLL Failed basic phonics test, received reading resource services, attended ABLL The rate of growth was as follows: The rate of growth was as follows: Passed basic phonics test, no services, no ABLL: Rate of Growth +0.2 Passed basic phonics test, no services, no ABLL: Rate of Growth +0.2 Failed basic phonics test, received reading resource services, no ABLL Rate of Growth +0.5 Failed basic phonics test, received reading resource services, no ABLL Rate of Growth +0.5 Failed basic phonics test, received reading resource services, attended ABLL Rate of Growth +7.5 Failed basic phonics test, received reading resource services, attended ABLL Rate of Growth +7.5

Lab Stations Link to Learning Station One: Building the Framework for Learning Station One: Building the Framework for Learning Bilateral movement Bilateral movement Opposition Opposition Spatial awareness Spatial awareness Movement in different levels Movement in different levels Proprioception Proprioception Jumping and landing Jumping and landing Dynamic balance Dynamic balance Patterning Patterning Spatial concepts of over and under Spatial concepts of over and under These concepts aid the brain in placing words on a page, reading words from left to right, and writing patterns in sequence. These concepts aid the brain in placing words on a page, reading words from left to right, and writing patterns in sequence. Station Two: Integrating the Senses Station Two: Integrating the Senses Coordination of the auditory, visual, and kinesthetic senses Coordination of the auditory, visual, and kinesthetic senses Eye tracking for visual-motor control Eye tracking for visual-motor control Development of core muscles to strengthen neural pathways Development of core muscles to strengthen neural pathways Sequencing of complex motor skills Sequencing of complex motor skills Patterning Patterning Problem solving Problem solving Transfer from three dimensional to two dimensional input Transfer from three dimensional to two dimensional input Directionality Directionality These concepts aid the brain in following the flow of words, sequencing patterns in math and reading, solving problems, and sorting information. These concepts aid the brain in following the flow of words, sequencing patterns in math and reading, solving problems, and sorting information.

Learning… Station Three: Vestibular Development Station Three: Vestibular Development Development of inner ear to coordinate of the auditory, visual, and kinesthetic senses Development of inner ear to coordinate of the auditory, visual, and kinesthetic senses Spatial Awareness Spatial Awareness Body control Body control Dynamic balance Dynamic balance Locomotor skill development Locomotor skill development High, medium, low levels High, medium, low levels Joint compression Joint compression Beat competency Beat competency Spatial concepts of around, up and down Spatial concepts of around, up and down These concepts aid the brain in putting numbers or letters in sequence, discriminating different sounds, placing letters and words in a page, and writing letters in proper proportion. These concepts aid the brain in putting numbers or letters in sequence, discriminating different sounds, placing letters and words in a page, and writing letters in proper proportion. Station Four: Visual-Motor Control Station Four: Visual-Motor Control Development of visual fields including peripheral vision Development of visual fields including peripheral vision Transfer from three dimensional to two dimensional input Transfer from three dimensional to two dimensional input Form discrimination Form discrimination Beat competency Beat competency Dynamic balance Dynamic balance Directionality Directionality Cross Lateralization Cross Lateralization Encoding symbols with the ABC Pathways Mat Encoding symbols with the ABC Pathways Mat These concepts aid the brain in encoding the stroke of each symbol of letters and numbers, recognizing letters and numbers, writing letters and numbers, following words from left to right, focusing on reading for longer periods, discriminating sounds, and organizing information. These concepts aid the brain in encoding the stroke of each symbol of letters and numbers, recognizing letters and numbers, writing letters and numbers, following words from left to right, focusing on reading for longer periods, discriminating sounds, and organizing information.

Learning… Station Five: Visual Tracking Station Five: Visual Tracking Tracking of a moving object Tracking of a moving object Eye-hand and eye-foot coordination Eye-hand and eye-foot coordination Development of visual fields Development of visual fields Cross lateralization Cross lateralization Patterning Patterning Targets Targets Joint compression Joint compression Beat competency Beat competency Dynamic balance Dynamic balance Sequencing of patterns Sequencing of patterns Transition from novice to mastery stage Transition from novice to mastery stage Skills of toss, catch, throw, aim, strike, jump, juggle, kick, bounce, dribble Skills of toss, catch, throw, aim, strike, jump, juggle, kick, bounce, dribble These concepts aid the brain in processing thought, organizing thoughts in sequence, discriminating likenesses and differences, discriminating sounds, and advancing to higher level thinking. These concepts aid the brain in processing thought, organizing thoughts in sequence, discriminating likenesses and differences, discriminating sounds, and advancing to higher level thinking. Station Six: Higher Level Thinking with the Action Based Learning™ Ladder Station Six: Higher Level Thinking with the Action Based Learning™ Ladder Higher level of dynamic balance Higher level of dynamic balance Complex motor control Complex motor control Practice and reinforcement of academic content Practice and reinforcement of academic content Theses concepts aid the brain in anchoring information and improved memory retrieval, preparing the brain to take a test, and combining many skills for higher level thinking. Theses concepts aid the brain in anchoring information and improved memory retrieval, preparing the brain to take a test, and combining many skills for higher level thinking.

CLOSURE As a result of student(s) moving through the station progressions, he/she will experience challenge, feedback, and physical activity- three components that are necessary for optimal brain function. As a result of student(s) moving through the station progressions, he/she will experience challenge, feedback, and physical activity- three components that are necessary for optimal brain function. Students who need help will be able to come 2-3 times a week from 9:15 – 9:45 Students who need help will be able to come 2-3 times a week from 9:15 – 9:45 ABLL will be a part of the regular physical education class 1-2 times a month; K-5 ABLL will be a part of the regular physical education class 1-2 times a month; K-5 Volunteers needed to assist Mr. Webster Volunteers needed to assist Mr. Webster