“… if one advances confidently in the direction of their dreams, and endeavors to live the life which they have imagined, they will meet with a success unexpected in common hours. … If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them.” Henry David Thoreau

Flow Foundations: What is a sense of community? Why create a sense of community in schools? Creating Conditions Intentionality, Balancing Me & We Ownership, Safe & Trusting Environment Positivity Facilitator Knowledge Sequencing and Flow of activities Group Development Processing the Experience Application

Protocols/Ground Rules for CCC Assume good intentions Ouch/Oops (Spinach in the teeth rule) Right to Pass Be Present Confidentiality

The Best Workshop Ever Facilitators Interactive class – Creating intentional structures for participation. – Creating opportunity/tolerance for movement. – Communicating and interacting Homework that is connected and meaningful Work is meaningful and at student level Teachers are facilitators Start on time and ends on time (or early) An agenda

The Best Workshop Ever Everyone Take turns to talk Fair and Honest Laugh with people Have fun Use devices during breaks and non-class time Lots of treats

The Best Workshop Ever Everyone All about us Move around Single focused conversations Stay focused

QUESTIONS How do I incorporate sequence and flow activities in my morning meeting to include my new non-English speaking student? (Nicole Hoffman) How can creating a sense of community make the learning environment work all day? How do you promote ownership by students. (Becky Christy) How do we establish a sense of community with newcomer (non-English speaking) ELL’s? Especially in regards to a wider range of cultural perspectives? (Beth Olson)

QUESTIONS How could I create a booklet of activities that incorporate bilateral brain break movement using the community building model? (Nancy Seymour & Phillip Edmonds) I have 30 minutes – how do I create a community within a class having issues, without totally replacing the curriculum. (Tim Bakken) How do I incorporate the community building techniques into my core academic class? (e.g. US History) (Jocelyn Lepinski)

QUESTIONS How do we integrate conceptual academic language through the use of experiential education activities to foster meaning, espcially targeting our ESL population. (Judy Lesar & Jackie Trevino) How can I/or what can I do to support community if I am called upon to 'sub'/provide class coverage for a class at intermittent spurts throughout the school year?(MaryAnn Klongland) What processing tools can I use/devleop that will be appropriate for a group of students that range from 4 th to 12 th ? (Krista Geier)

QUESTIONS I don’t have my own classroom and primarily work with small groups of kids. How do you effectively incorporate these ideas into small groups and what activities lend themselves best to small groups? (Amy Leu) How can I take a simple (familiar) ice melter and progressively add another level of challenge to it to eventually lead into it being at the trust level? (Becky Stoddard) How can I continue to work on building and maintaining a vibrant classroom community for all of my classes for the whole school year? (Noah Edelstein)

QUESTIONS How do I build a homeroom community tha tfocuses on a sense of acceptance and belonging with my 7 th grade students from differing socio-economic backgrounds? (Katie Sinkewicz)

Think about a time or times you have been in a “learning zone” – when you felt that you were really learning, really engaged. What were the circumstances that made that happen – from within yourself and outside of yourself?

a.Experimented b.Explored c.Learned from someone else’s example d.Put yourself in the place of someone or something (empathy/perspective taking) e.It was a process f.Safe place to take risks g.It was challenging or a “stretch” h.Reflected on, or thought about, what you were learning i.Related to your life experiences and/or interests j.You were ready to learn it k.Knew it was Important to learn

Happens all the time Is a natural way to learn Experimentation Exploration Example Empathy Happens all the time Is a natural way to learn Experimentation Exploration Example Empathy ATTRIBUTES OF EXPERIENTIAL LEARNING…

What? Now What? Immersing Interpreting So What? Ideas Using It

FRONT INTEGRATIVE SENSORY BACK INTEGRATIVE MOTOR ZULL’S MODEL OF THE CONNECTION BETWEEN BRAIN FUNCTION AND HUMAN LEARNING

CONCRETE EXPERIENCE OBSERVATION REFLECTION GENERALIZATION ABSTRACTION EXPERIMENTATION APPLICATION Essential to learning Mistake to make it the only goal Does not only lead to understanding Essential to learning Mistake to make it the only goal Does not only lead to understanding GATHERING Where associations originate Merged data produces meaningful relationships Where associations originate Merged data produces meaningful relationships REFLECTING Information flows for thought & planning Engages working memory Intentional association selected and manipulated for a purpose Information flows for thought & planning Engages working memory Intentional association selected and manipulated for a purpose CREATING Ultimate step in learning For active learning motor brain must be engaged Writing and talking are forms of testing Ultimate step in learning For active learning motor brain must be engaged Writing and talking are forms of testing TESTING ZULL’S MODEL OF THE CONNECTION BETWEEN BRAIN FUNCTION AND HUMAN LEARNING

Homeostasis is the property of a system in which variables are regulated so that internal conditions remain stable and relatively constant. Homeostatic means the parts are in constant equilibrium, a stably balanced relationship maintained by internal adjustments.

Research Examples Human body: body temperature, glucose concentration, calcium levels, fluid volume Ecosystems: carrying capacity, predator-prey relationships, biodiversity, case study of a species, overcrowding, habitat degradation Agriculture: Effects of monoculture Sustainability: Human influence, changing conditions on… Mental Health: Balance, stagnation, and growth

Leaning Pairs Or Scales Leaning Pairs Or Scales What did you have to do to maintain balance? Homeostasis Definition Concept Map of human body Research homeostatic Homeostasis Definition Concept Map of human body Research homeostatic Illustrations Present findings Illustrations Present findings Theme/Big Idea: Balance Concept: Homeostasis

Reading the Napping House -Retell the story w/ felt board -Alphabet Sequence Reading the Napping House -Retell the story w/ felt board -Alphabet Sequence Putting something in order How did you do that? Putting something in order How did you do that? Sequence for writing Logical consequences of order (out of order) Out of order story, then in order Sequence for writing Logical consequences of order (out of order) Out of order story, then in order Write a story Theme/Big Idea: Sequence Concept: Writing Process 6 Traits: Organization