1. JERI CASE AMY WILSON ST. JOHN’S EPISCOPAL SCHOOL

2. Our Interest in Brain- Based Research Focus Group Implementation of research in our school  walking program  balance balls Possible future integration of “Watch Me Listen” segment on Crusader Live

3. Watch Me Listen Dopamine, the pleasure neurotransmitter, is released when we are successful. Watch their joy of learning ignite as children master the clapping sequence in this song! Come to the circle, put your hands on your head. I can do that- just like this. It’s as easy as can be 1-2-3. We have our hands on our heads you see. Come to the circle, walking safely with a friend. I can do that- just like this. It’s as easy as can be 1-2-3. Walking safely with a friend and me. [Chorus]: Watch me listen, watch me pay attention. Watch my cool clapping game invention. (hand jive) Right-right, left-left, both-both, knees- knees Right-left, left-right, three high fives please. Crisscross your body, get your heart rate up. I can do that- just like this. It’s as easy as can be 1-2-3. My heart rate’s up and I crossed my body. [Repeat Chorus] Can you huddle and agree to be safe? I can do that- just like this. It’s as easy as can be 1-2-3. We’ll keep it safe and we all agree. [Repeat Chorus] Can you sit down, hands in your lap? I can do that- just like this. It’s as easy as can be 1-2-3. We’re sitting down quiet as can be. We’re sitting down quiet, quiet as can be. Ready to listen, just look at me!

5. The fourth grade math and science class has implemented the use of balance balls in place of chairs. The purpose of this project is to apply brain-based research and determine if students would benefit from a more natural, comfortable seat that allows for slight movements and better posture. The following discussion will lead you through: Testing the concept Implementing the concept The future

6. A strong desire to acknowledge the potential of the students in my classes and respect their learning styles and natural tendencies led me to request two balls through the Wishing Well. By equipping the students with the most appropriate learning environment and tools, each child has the best chance to realize and maximize his or her potential. The belief that children need to be active, and that many are kinesthetic learners, resulted in the implementation of the two balls. TESTING THE CONCEPT

7. 1. Encourages proper spine alignment: Because the ball isn’t stable, you have to use your body’s strength and balance to align yourself. 2. Improves Circulation: Using a balance ball keeps blood flowing to all parts of your body throughout the day….especially your brain! 3. Increases Energy Level: Constantly fidgeting and frequent changes in body position provides more energy and focus. Brooks, Douglas P. “New School Sitting: Exercise Balls in Classrooms and Offices.” July 2009. PFP. http://www.bosu.com/scripts/cgiip.exe/WService=BOSU/story.html?article=4707 http://www.bosu.com/scripts/cgiip.exe/WService=BOSU/story.html?article=4707 BACKGROUND INFORMATION

8. How We Tested the Balls Students began rotating use of the two balls. I encouraged them to provide input, and I recorded my observations. Through anecdotal evidence, I saw that their behaviors and responses correlated with the findings in my research.

9. I like them. They’re fun and better than chairs. They’re a creative idea and allow you to express yourself. They help us learn and concentrate. They’re fun, help me concentrate and balance. They help me have better posture. They’re fun and my hair doesn’t get caught in the nails on the chairs. I won’t tip back in my chair and get the legs caught on my friend’s chair. They help me do my work faster. The rolling around on the ball helps me relax and focus better. The balls remind me of my “fidget focuser” that I use at home to help me do my homework. They feel much more natural. They just “fit” and are more comfortable. They help me put my mind at peace and think better. TESTING THE CONCEPT

10. I took this idea to my peer focus group on Brain-based Research. The focus group is part of a school wide initiative to bring the most current and relevant trends in education into light and practice at St. John’s. After discussing my findings with my group (Trigger Butler, Jeri Case and Thor Herrin), I was encouraged to expand the experiment. Ann Binford and I discussed this project. We shared interest in implementing a naturally integrated classroom tool that would support the needs of students to have gross-motor movement as part of their learning environment. Mrs. Binford supported my request (and the students’ overwhelming request) to implement the balls for the whole class. The administration funded the project and enabled us to put this idea into practice. Mr. Bridges and Mr. Rodriguez have taken time to adjust the desks to make each child comfortable at his or her workspace. IMPLEMENTING THE CONCEPT

11. Since the implementation of balls for each student this week, I have been taking copious notes. The most dramatic findings are those that support the research of increased focus and energy. Students are happy, report that class seems shorter, and are undaunted by the presence of the balls. There is less need for me to re-direct students as well. The balls have been a natural fit to our learning environment. Some students tire out on the balls, which points to evidence that core strength is being required and will increase. Some children (one or two per class) choose to trade their ball for a chair. This is done without any judgment from me or their peers. I have noted increased movement on the balls during assessments, possibly pointing to increased adrenaline and need for movement. I have witnessed the students enjoying the process of problem-solving and testing issues related to this “experiment” such as how to contain the balls between classes, how to store the balls at the end of the day, how to set rules and boundaries for their use. IMPLEMENTING THE CONCEPT

12. My Findings 100% of students in 2 out of 3 classes would recommend the use of the balls More students choose to use the balls than the chairs that are still available to them The kids report increases in focus, comfort, achievement, ability to stay on-task, happiness, alertness More students switch from balls to chairs on Mondays and rainy days (it takes more effort to use the balls)

13. Major Points, #6 Emotions affect learning and memory! Let’s see how it works…

14. What can emotions do to you? Anxiety floods your body with adrenaline (“fight or flight”). Adrenaline makes it hard for the neuro- transmitters to carry messages across the synapses in your brain. That causes “blanking out” on a test.

15. How can emotions help you? Endorphins make you feel calm. Your body produces endorphins when you relax, exercise, laugh, or learn new things. If you practice producing calming hormones, it will help when you are under stress.

16. Are these Results Valid? Does Brain-Based Research Support This? It’s no surprise that when the kids are happier and more relaxed, that they report an increase in achievement. This is because: the a portion of the emotion system of the brain (the "limbic system") is in charge of transferring information into memory. From years of experiments and surgical experience, we now know that the main location for this transfer is a portion of the temporal lobe called the hippocampus http://www.psycheducation.org/emotion/hippocampus.htm

17. 1.Two feet must be on the floor at all times in order to balance the balls. (Try to maintain good posture!) 2.Balls are chairs and are never to be thrown, kicked, or played with. Doing this will result in the immediate replacement of your ball with a chair for at least the remainder of class. 3.When lessons are taught, rolling and other small movements on the balls are allowed. You may not bounce in a way that will distract your classmates. 4.If you leave your desk for any reason, you must “capture” your ball in its holder. 5.Have fun sitting on the balls! (You may trade yours for a chair whenever you like.) IMPLEMENTING THE CONCEPT

18. A compelling, 12-week study, completed by graduate student, Victoria N. Bill of Marshall, Minnesota, conveys the results of her work with a special-education group of 7 th -12 th graders. It provides both wonderful primary and secondary research results. Her 76-page paper can be found at: http://www.balldynamics.com/research/a1214493186.pdf http://www.balldynamics.com/research/a1214493186.pdf Here are some highlights: BACKGROUND INFORMATION

19. “The findings of the study reveal an increase in students’ on-task behavior, plus an achievement increase in fluency, comprehension, addition fact scores, subtraction fact scores, and math probe scores. Furthermore, the study finds stability balls to be socially valid.” “Physical therapists have been using stability balls since 1965 to help their students improve their mobility and to rehabilitate areas of their bodies. Stability balls are now making their way from the therapy rooms to the classrooms. Teachers are hearing anecdotal evidence and reading about studies that show stability balls are helping students focus and make gains in achievement..” Teachers using the stability balls in their classrooms are stating they believe behavior has improved “In Advance for Occupational Therapists, Beth Puliti quoted Jack Bennett, assistant professor of physical therapy at Maryville University in St. Louis, Missouri as stating that the use of stability balls “has shown that children who sit on the exercise ball have improved writing skills” He continued by saying children have a difficult time sitting for any length of time. Less restrictions and movement “influences cognition and alertness in the classroom” (2007).” Mayo Clinic News (2006) reported that James Levine, professor of medicine at Mayo Clinic and child researcher Lorraine Lanningham-Foster have developed a “classroom of the future.” The key ingredient missing from the typical classroom is the chair. Students learn while kneeling on the floor, sitting on a stability ball, or leaning on a podium. The ongoing study is comparing the student in the regular classroom situation of last year to this year in the classroom of the future.” BACKGROUND INFORMATION

20. Bob Nellis, a member of the clinic, conducted a study on the benefits of “chairless” classrooms, or classrooms that used the balls. Here’s what he said: "Kids move around. They’re supposed to be active." [Heron Marquez Estrada, Star Tribune, startribune.com, Oct. 27, 2007] Here’s what he found: The study showed that students with attention issues could focus better using the exercise balls for chairs. The balls allowed movement without making noise and disturbing others. The children that require extra movement get the opportunity to do so silently. Read more at Suite101: No More Classroom Chairs: Students Are Sitting On Exercise Balls http://student-health-issues.suite101.com/article.cfm/no_more_classroom_chairs#ixzz0bg8ZYyOjNo More Classroom Chairs: Students Are Sitting On Exercise Balls http://student-health-issues.suite101.com/article.cfm/no_more_classroom_chairs#ixzz0bg8ZYyOj BACKGROUND INFORMATION

21. Students at North Trail Elementary School in Farmington, Minnesota have been using balance balls and this is what their teacher and principal are saying: The principal said that “the balls seemed to help students lessen the number of distractions and times in and out of their seats each day.” He also said the “children seem to have much more energy later in the day than they had without them [the balance balls].” The teacher said, “We were looking for on-task time to see if that improved. It shows that there’s a constant physical response going on and having that movement with the ball, and balancing helps them focus. Research shows that, with physical activity, a person’s blood is moving and oxygen is moving and circulating to the brain, producing positive effects. I‘ve seen the benefits of on-task time.” Hildreth, Kara. “School Tests Round Exercise Balls Instead of Chairs.” This Week Online. 28, Dec. 2007. http://thisweek-online.com/2007/december/28stability122907.html http://thisweek-online.com/2007/december/28stability122907.html BACKGROUND INFORMATION

22. Brainology www.brainology.us

25. Websites We Love SitesAddress New Horizons for Learningwww.newhorizons.orgGreat articles Neuroscience for Kidshttp: //faculty.washington.edu/ch udler/introb.html TONS of information at an approachable level Alzheimer’s Associationwww.alz.org/alzheimers_dis ease_4719.asp Interactive tour of the brain Neuroscience Coloring Bookhttp://faculty.washington.ed u/chudler/colorbook.html Pictures to color and label Brain Connectionhttp://brainconnection.posti tscience.com Many links for brain facts, health, tips and tricks Lumositywww.lumosity.com/brain- games Subscription-based site of games to help you train your brain Brainologywww.brainology.usProgram for students and videos

26. Authors and Resources Eric Jensen Carol Dweck The Center for Brain Health at the University of Dallas David Eagleman Daniel Pink

27. How Your Brain Learns and Remembers © 2007 Diana Hestwood and Linda Russell Minneapolis Community & Technical College  WHAT HAPPENS INSIDE YOUR BRAIN  BRAIN-FRIENDLY WAYS TO LEARN BETTER  HOW HOMEWORK HELPS YOUR BRAIN  HOW EMOTIONS AFFECT LEARNING AND MEMORY PERMISSION GRANTED TO INDIVIDUAL INSTRUCTORS TO USE AND REPRODUCE FOR THEIR OWN CLASSROOM.

28. Part One (1, 0+1, 3-2, I) What happens inside your brain when you learn something new?

29. This is your brain… Brain cells are called neurons. You are born with at least 100 billion neurons. Dendrites (fibers) grow out of the neurons when you listen to/write about/talk about/ practice something.

30. Learning is natural! Neurons know how to grow dendrites, just like a stomach knows how to digest food. Learning = Growth of dendrites. New dendrites take time to grow; it takes a lot of practice for them to grow.

31. Connections form between neurons. When two dendrites grow close together, a contact point is formed. A small gap at the contact point is called the synapse. Messages are sent from one neuron to another as electrical signals travel across the synapse.

32. Practice builds strong connections! Special chemicals called neurotransmitters carry the electrical signals across the synapse. When you practice something, it gets easier for the signals to cross the synapse. That’s because the contact area becomes wider and more neuro- transmitters are stored there.

33. Practice builds faster connections. When you practice something, the dendrites grow thicker with a fatty coating of myelin. The thicker the dendrites, the faster the signals travel. The myelin coating also reduces interference.

34. Practice builds double connections. With enough practice, the dendrites build a double connection. Faster, stronger, double connections last a very long time. You remember what you learned!

35. Short-term memory is VERY short! If you learn something new and do it only once or twice, the dendrite connection is very fragile and can disappear within hours.  Within 20 minutes, you remember only 60%.  Within 24 hours, you remember only 30%. But if you practice within 24 hours, and then practice again later, you remember 80%.

36. Make the most of practice time… You grow dendrites for exactly the same thing you are practicing. If you listen or watch while math problems are solved, you grow dendrites for listening or for watching. If you actually solve the problems yourself, you grow dendrites for solving.

37. The dendrites this toddler is growing are for what skill or concept?

38. Part Two (2, II, 1+1, 3-1) What are the most important points for me to remember?

39. Major Points to Remember, #1 You are naturally smart, because …

40. Your brain knows how to grow dendrites just like your stomach knows how to digest food. Think about a baby who learns to speak in its native language without any special classes or training!

41. Major Points, #2 You must do something active (explain, solve, draw, write, etc.) in order to learn, because…

42. You must do something active to learn, because… Dendrites grow ONLY when you are actively doing something. No one else can grow dendrites for you!

43. Major Points, #3 Dendrites cannot grow in a void. They can only grow …

44. Dendrites cannot grow in a void. New dendrites can only grow off of what is already there. New skills must connect to, and grow off of, previously learned skills. If you do not have the necessary dendrites in place, new material will seem to go “right over your head”. So, start with a math course that matches your skill level.

45. Major Points, #4 Dendrites take time to grow, because…

46. It takes a lot of practice for dendrites to grow. This is why you do homework. This is why trying to cram everything into your brain the night before a test doesn’t work.

47. Major Points, #5 Mistakes, with feedback, are essential and good, because…

48. Mistakes are essential, because… Making mistakes, and getting feedback so you can correct them, allows you to check the accuracy of the connections in your brain. Be sure to get feedback quickly so you don’t practice the wrong thing and build a strong, but wrong, connection!

49. Major Points, #6 Emotions affect learning and memory! Let’s see how it works…

50. What can emotions do to you? Anxiety floods your body with adrenaline (“fight or flight”). Adrenaline makes it hard for the neuro- transmitters to carry messages across the synapses in your brain. That causes “blanking out” on a test.

51. How can emotions help you? Endorphins make you feel calm. Your body produces endorphins when you relax, exercise, laugh, or learn new things. If you practice producing calming hormones, it will help when you are under stress.

52. Part Three (3, III, 1+1+1) So what does all this mean for me?

53. Use dendrite theory to answer these questions… I understand what’s going on in the lecture just fine. But when I get home and start on the homework assignment, why am I lost? I attend class and do all the homework and feel like I understand everything. Then why do I just “blank out” on the test and can’t do anything?

54. Can you answer these? Why should I do all this homework? It’s just the same thing over and over. I work full time. Can I do homework only on weekends and still pass the course?

55. More questions… I’ve been absent for a week but there’s a test tomorrow. Can I cram it all in tonight? Why can’t I take this math course even if I haven’t passed the prerequisite course (or gotten a high enough score on the placement test)?

56. So what should you do? Start with the right math course; the skills build from one course to the next. Take the rest of your math courses one at a time, in order. Do some of the homework as soon as possible after class, before you forget. Try to practice math every day. To manage anxiety, learn simple relaxation techniques such as slow, deep breathing.

57. More things you can do… Make sure you are actively DOING something when you study.  Make study cards.  Draw pictures or diagrams.  Solve lots of problems; check your answers.  Check your understanding by explaining how to do a problem to another student.  Create a practice test for yourself. Work it in the same amount of time you’ll be given in class.

58. New Vocabulary neuron dendrite synapse neurotransmitters myelin adrenaline endorphins

59. Enjoy using your brain! The end.