Brookline Spark: Educational Neuroscience and Implications for our Classrooms

1. Brookline Spark:Educational Neuroscience andImplications for our Classrooms To improve your thinking, move. John Medina, author of Brain Rules

2. Parking Lot (Please hand in at end) • Questions/Comments • Feedback on this teaching strategy • Ideas/Suggestions

3. http://abcnews.go.com/GMA/video?id=7287548Getting Kids Moving In School

4. Ways to incorporate exercise in the classroom1. TABATA - Interval Exercise Key is to raise heart rate to 60% of max 20 seconds on, 10 seconds rest Repeat 3-8 timeswww.speedbagforum.com/timer2. Did you know that performing bursts of jumps is an immediate mood enhancer?3. Use the stairs nearby4. Create lessons that increase movement (Snowball Activity- will explain later)

5. HUNTER GATHERERS If you did not run, you did not eat Our early ancestors predominately consisted of hunter-gatherer types ensuring the “Running Man” as a standard of fitness for their survival. If you did not run, you did not eat. Individuals who could out-run & out-plan their peers would survive.

6. Lawrence tabata…. with your very own PE teachers! • http://www.youtube.com/watch?v=Bfo2RLN6BgM&feature=plcp

7. What Happens When We Exercise?

8. The Prefrontal Cortex Major Role in Executive Function EXERCISE particularly affects our Executive Function Planning Organization Initiate or delay a response Consequence evaluation Learning from mistakes Maintain the focus Working Memory Dysfunction in these areas leads to disruption in the organization and control of behavior http://www.driesen.com/prefrontal_cortex.htm

9. Fitness, Hippocampus Size, and Memory • Kids who were fit and who had better memory, also had larger hippocampi • 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]

10. A Scientific Rationale • Associated physiological changes: • Improved attention • Improved information processing, storage, and retrieval • Enhanced coping and positive affect • Reduced sensations of craving & pain • Biological effect of physical activity on the brain: • Increased cerebral capillary growth • Increased blood flow • Increased oxygenation • Enhanced production of neurotrophins (a family 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).

12. BRAIN CHEMISTRY EXERCISE is like taking ..... a little Prozac & a little Adderall

13. Texas Cooper Study 2,600,000 • Significant correlations were found between • physical 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. • Better school attendance. • Fewer disciplinary incidents. The research looked at the number of • incidents involving drugs, alcohol, violence and truancy.

14. Charleston Progressive Academy Exercise impacts self-control Public Magnet School Grades 4-8 Approximately 120 children All 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 - 2007 Outcomes: Disciplinary Referrals Year2006 2007 Referrals: 661 353 Suspensions: 71 24 Teachers reported : Students are more focused in class. 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 the afternoon.

15. 2004 Scores in English by Number of Fitness Standards004 CST* Scores in English-Language Arts by Number of Fitness Standards Grade 5 – 371,198 Students Grade 7 – 366,278 Students Grade 9 – 298,910 Students *California Standards Test Source: California Physical Fitness Test, 2004 Results, Calif. Dept. of Ed., April 2005

16. 2004 Scores in Math by Number of Fitness Standards Grade 5 – 371,198 Students Grade 7 – 366,278 Students Grade 9 – 63,028 Students** *California Standards Test** Grade 9 Students who took CST geometry Source: California Physical Fitness Test, 2004 Results, Calif. Dept. of Ed., April 2005

17. Dr. James Levine keeps a 1 mph pace on his treadmill while checking his e-mail, at the Mayo Clinic in Rochester, Minnesota

18. High Intensity Interval Training Recommendations 20 sec run in place 10 sec stop 4 sets completed before Physics MCAS 2011 Buch, L. J. (2007). Take it slow - and fast. The Denver Post.

19. Failed / Needs improvement No. students 2007 = 85 2008 = 74 2009 = 59 2010 = 61 2011 = 47

20. Academic Performance Physical Activity • Physical Education • Recess • Classroom Activity • Extracurricular Activities • Cognitive Skills • Attitudes • Academic Behaviors • Academic Achievement

21. Why would you add activity? • To use as a teaching strategy to get students ready to learn! • Sitting and listening for too long can put parts of the brain to sleep • Wake up your students’ brains so they will be: • ready to absorb and retain information • alert and ready to do their best work • Data shows that the brain works better and makes more connections when movement is included • Movement can aid learning and memory retention • Exercise improves cognitive performance WHY NOT?

22. WHEN to ADD MOVEMENT • Designate Times (The more the better!) • MORNING AND AFTERNOON • When you notice low energy • Upon arrival to class (bell ringer, “to do” activity) • Between lesson components (transition times) • To reinforce content ideas - Make the review into an active game • To break up long periods of sitting • Be consistent and the kids will know what is expected and look forward to it. (Include in daily schedule on board) • Space is not an issue • Take time for cool down (2 deep breaths, release slowly) • When finished, say “Now you’re ready to learn.” • Remember: Research shows that adding physical activity breaks does NOT have any negative impact on students’ academic performance.

23. Resources for Teachers • Lawrence Spark Resources (from PE/PTO) • PSB Portal on First Class  Curriculum and Program Resources  Spark Resources

24. THE REVOLUTION! Lawrence Meetings of the Future!!

25. NEXT UP: Examples of integrating content and activity: Snowball Review Activity Math Division (Classroom clip) Go to designated grade level area (Find sticky poster paper: K-2, 3-5, 6-8) In Groups: Brainstorm/share ideas that work and create list Use ideas and resources as you plan for the fall

26. Now… it’s time to go get your exercise!

27. SPECIAL THANKS TO: • RTSG Neuroscience Consultants for sharing slides (neuroscience and related studies) • Rick Rogers for offering faculty meeting time • YOU for your attention today and consideration to using this teaching strategy!