1. Active Classrooms Jo Bailey D. C. Everest Senior High WHPE President 2012-14 2013 Midwest High School PE TOY Email: jbailey@dce.k12.wi.usjbailey@dce.k12.wi.us Twitter: @lovephyed

2. Waves!

3. The line you don’t want to see

4. Movement Data! http://www.learningreadinesspe.com/ http://www.kidsreadandride.com/2011_Ar kansas_Data.pdf http://www.kidsreadandride.com/2011_Ar kansas_Data.pdf Finland – 15 minutes of activity before every class California, Texas: Fitter students performed better on tests

5. Why do our students need classroom physical activity breaks (CPAB)? It takes just 17 minutes (+/- 2) of sitting down for blood to leave the brain and pool in the hamstrings. Signals the body to release melatonin, reduces release of BDNF (brain fertilizer) Exercise fuels the brain with oxygen and triggers the release of neurotrophins which enhance growth, impact mood, cement memory, and enhance connections between neurons

6. Why do our students need classroom physical activity breaks (CPAB)? Standing up creates more attentional arousal, speeds up information processing by 5-20 percent and increases blood flow and oxygen to the brain by 10-15 percent

7. Social Network for the brain >20 minutes of inactivity, neural communication declines Activity increases neural connections in the brain We need to expand the social network in our brains- get the neurons to “talk” more to teach other

8. Brain Activity

9. What are the benefits of CPAB? Physical activity and cognition are positively related (Sibley & Etnier, 2003) Physical activity improves cognitive performance and behavior improves following bouts of activity (Tomorowski, 2003) CPAB temporarily improve attention and behaviour (Pellegrini et al, 1995)

10. Systems and Learning Motor development: framework to sequence patterns needed for academic concepts Skipping – prerequisite for reading Vestibular: Balance and spatial awareness- placing words and letters on a page Visual: activities help develop eye tracking Suggested 85% of students are predominately kinesthetic learners – move to learn!

11. Pyramid of Learning

12. But I don’t have enough time.. Scenario AScenario B Class in session for 15-20 minutes Students start to display subtle signs of distraction (glazed eyes etc.) (2 mins) Students start to display more obvious signs of distraction (fidgeting, talking, doodling) (2 mins) Teacher stops teaching, addresses behavior (1-2 mins) Class restarts Total Time: 5-6 minutes Class in session for 15-20 minutes Teacher stops students and does 3 minute movement/ brain break Class restarts, students are engaged and alert Total Time: 3 minutes

13. Glasser & Confucious

14. Levels of Integration LevelPurposeTimes Per Week 1Preparing the Brain1-2 2Providing Brain Breaks 2-3 3Supporting exercise and fitness 3-4 4Developing class cohesion 4-5 5Reviewing content5-6 6Teaching contentDaily Source: The Kinesthetic Classroom

15. Managing the Environment Emphasize that CPAB are a privilege and can be removed This is NOT PE – only a 2-5 minute break Needs to be done quietly – Practice! Outcome is not important Toe to toe – easy way to get students into groups, work with different students Lost and found/ Friendship corner Watch for the hypermotivated student – may need directions twice

16. Managing the environment Have a distinctive transition – clap once, clap twice Hey-Ho Bells/ sounds Timers Watch the hand

17. Cross Lateral Activities: Activating all parts of the brain (level 1) Brain Challenges: 1. Hold your nose, reach over or under and grab your nose with the other hand. Switch and switch 2. Point an index finger out on one hand and a thumb up on the other. Switch and switch. 3. As you write your signature on an imaginary table, rotate your foot in a clockwise circle. 4. Heads Shoulders Knees and Toes

18. More cross lateral movements Grapevine Heel taps Windmills Body taps: Tap left ear, shoulder, elbow & wrist with right finger. Repeat on opposite side

19. Vestibular Movements Hop and spin- clockwise and counterclockwise Hand spin – move feet around hands on floor Crab walk spin - clockwise and counterclockwise 360 spin

20. Balance activities Arabesque walking Tree Pose Side plank Crab kicks holding chair Hopscotch Skaters Across the line

21. Combination activities Jump, throw and catch ball Hopping and arm circles Jog & wrist/ elbow/ shoulder tap Cross country ski

22. Activities Three shakes (no refusals!) Body writing- name, animal, breakfast, game with different body part Social walk and talk –assign topics Foot to foot bean bag passing

23. Activities: Colors/Hyperdash (L2) Pick a color – touch 5 things of that color around the room (can’t be a person!) Hyperdash! Post colored spots around classroom. Each spot also has a number on it (you could also add a letter or a symbol to give you more options or use two different color sets). Hand out index cards – student must follow sequence on card. Can be a color, number or mixed sequence.

24. Activities: Rock Paper Scissors (L2) Stand back to back with partner Jump 5 times, turn on the 6 th jump and show Variations: use feet for symbols – together= rock, apart side = paper, front back straddle = scissors

25. Activities: Same Different (L2) Walk around room. On command get toe-to- toe with a partner Designate one person to be “same” and one person to be “different” Jump 10x. On the 10 th jump, both partners put one foot forward If the feet are the same (both right feet), the “same” person gets a point, if they are different, the “different” person gets a point Change movement pairs from one session to the next – feet apart or feet together; palms up/ palms down

26. Scarfs (L2) One scarf per student preferably Throw and catch scarf with opposite hand Throw, turn, and catch scarf Throw, clap as many times as possible, and catch Throw and catch scarf on head/ back Throw and catch scarf on foot, lift up to catch with opposite hand Throw and catch behind body Do the same activities with a partner

27. Activities: Sherlock Holmes (L2) Send two people out of the room Choose one person to initiate and change the movement of the class – quiet, subtle movements Invite the detectives back in – try to figure out who is the person initiating the change Add decoys to increase the difficulty

28. Activities: Maestro

29. Activities: Maestro (L2) O = lunge X = jump Arrows show which direction to move one step only) Read the notes like words on a page – L to R, top to bottom and SAY THEM OUT LOUD. Great activity for decision making, crossing the midline of the body, tracking, rhythm

30. Activities: Maestro (L2) Level 1: move and say the SAME direction as shown on the screen Level 2: move in the SAME direction as the arrows, but say the OPPOSITE direction Level 3: move in the OPPOSITE direction, as the arrows but say the SAME direction Level 4: move in the OPPOSITE direction as the arrows and say the OPPOSITE direction as shown on the screen

31. Activities: Do This, Do That (L2) Chosen leader performs various movements, each preceded by saying “do this” or “do that” Students copy the movements but only if they are preceded by the phrase “do this”. If the directions are “do that”, no one is to move Can use points – students try to get the least number of points during the game

32. Activities: Do as I say (L2) Leader gives verbal commands Leader attempts to confuse the class by performing a different movement from what they are saying E.g. Say “put your hands on your elbows” while placing hands on your waist

33. Popsicle Sticks (L3-4) Write activities/ movements/ exercises on popsicle sticks Students aim to complete as many stick as they can in time allowed by teacher Encourage students to add their own (pending teacher approval!) Work as team: table aims to complete as many stick as possible in time allowed Give a target to aim for: Expert level=6 sticks

34. Cupid Shuffle (L2-4) 4 steps to right 4 steps to left Kick left right left right 8 step turn 90 degrees Repeat! Movement is the number 1 manager of student learning states!

35. Activities: Academic Integration (L5) Quick Math Face your partner. Pretend to put your water gun in your holsters. For one-hand addition,on the signal “Draw” each partner shows any number of fingers and thumbs on one hand. The first partner who adds the fingers and thumbs of both partners wins the draw. For two-hand addition, add partner #1 and partner #2 fingers and thumbs together for the sum. For one-hand multiplication, multiply partner #1 times partner #2 for the product. For two-hand multiplication, multiply the sum of Partner#1’s hands times the sum of partner #2’s hands for the product. ** Can’t do same number every time!**

36. Activities: Academic Integration Evens Students walk around the room On command they find a partner, designate one to be “odds” and one to be “evens” Hit fist into hand 3x and on 3 rd time stick out a combination of fingers: 0,1,2,3,4,5 Total number of fingers is added together If it is even, “evens” player get the point, if it is odd, “odds” player gets the point Play best of 3 games then find another partner and repeat

37. Academic Integration It’s all in the numbers Spread playing cards, face down around classroom Show a math problem on board Students solve the problem then look for the cards that make up the answer Face cards = 10, Ace’s =1 Could assign points to groups; complete several problems

38. Activities: Academic Integration (L5) Balloons One per group of students Keep up – have to review topic/ answer question/ link concepts while keeping balloon from hitting the floor/ table

39. Activities: Academic Integration (L5) Rock Paper Scissors, Math Walk around room. On command get toe to toe with a partner. Face partner and say R-P-S Math When you say the word math, you should put between 1-4 fingers out (no thumbs or zero’s) The person who adds the numbers/ multiples the numbers first wins the round Play best of 5 rounds

40. Punctuation in Action (L5) Read a sentence or story. Punctuate using the following body movements and sounds. Capital letter: jump up and say. “Go” Period: Put your fist on your nose and say, “Whoa” Comma: Hands on hips and circle hips around and say, “Slow down” Question Mark: Shrug shoulders with hands up in air and say, “Huh?” Exclamation Mark: Grab the air with the right fist and bring down forcefully and say, “Yes” Quotation Marks: Pretend to make quotation marks in the air with fingers and say, ”Ching, ching” Apostrophe: Use the elbow to make an apostrophe in the air and say, “Not”

41. Milk top math Add 2 dice - flip over milk cap with number on it Do activity under cap that many times. First with all flipped over wins.

42. Content Review Ideas (L5) Give students cards with information that needs to be ordered on them Students need to find their group (differentiate by color/ number) and get themselves in the correct order Dance/ Lyric Creation – create a song of the material to be reviewed Q and A match. Half the students have the Q, half have the A. Find your matching partner Partner ball pass review

43. Academic Integration: Letter Spots Letter Spots Think of a word involving letters A,B,C,D,E Right shoulder = A, Right Ear = B, Nose =C, Left ear = D, Left shoulder = E Without talking, spell out the word using letter spots on body Partner has to say letters out loud and say the word Change letters/ body parts/ add body parts Vocab lists for topic; spell out answer to question using body

44. Activities: Academic Integration Pre-Test Taking Activity Before starting test have students perform these warm-ups/hook-ups: 1 leg squat touch opposite hand to floor: 20 each side Spins and turns: 5 spins in each directions Knee to Elbow: 30 times for each elbow Stretches Hands over Heads Hands behind back Shoulder shrugs Head Rolls

45. Resources http://www.aahperd.org/naspe/publications/teac hingTools/upload/PA-During-School-Day.pdf pages 2 and 3 have a variety of links to different activities http://www.aahperd.org/naspe/publications/teac hingTools/upload/PA-During-School-Day.pdf http://brainbreaks.blogspot.com/ http://pecentral.org/lessonideas/searchresults.as p?category=55 classroom integrated lessons. Most of them are elementary but you could adapt and tailor them to suit your needs http://pecentral.org/lessonideas/searchresults.as p?category=55 Roll Some Fun brain break activity: http://yourtherapysource.com/files/Roll_Some_F un_Freebie2.pdf

46. Further Reading The Kinesthetic Classroom – Traci Lengel and Michael Kuczala Promoting physical activity and health in the classroom – Robert Pangrazi, Aaron Beighle & Deb Pangrazi