Brookline Spark:Educational Neuroscience and

Implications for our Classrooms

To improve your thinking, move. John Medina, author of Brain Rules

Parking Lot (Please hand in at end)

• Questions/Comments

• Feedback on this teaching strategy

• Ideas/Suggestions

http://abcnews.go.com/GMA/video?id=7287548

Getting Kids Moving In School

Ways to incorporate exercise in the classroom

1. 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/timer

2. Did you know that performing bursts of jumps is an immediate mood enhancer?

3. Use the stairs nearby

4. Create lessons that increase movement (Snowball Activity- will explain later)

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.

HUNTER GATHERERS

Lawrence tabata…. with your very own PE teachers!

• http://www.youtube.com/watch?v=Bfo2RLN6BgM&feature=plcp

What Happens When We Exercise?

The Prefrontal Cortex Major Role in Executive Function

http://www.driesen.com/prefrontal_cortex.htm

• 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

• 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]

Fitness, Hippocampus Size, and Memory

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).

Associated physiological changes:

Improved attention

Improved information processing, storage, and retrieval

Enhanced coping and positive affect

Reduced sensations of craving & pain

A Scientific Rationale

Texas Cooper Study 2,600,000Significant 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.

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 Year 2006 2007Referrals: 661 353Suspensions: 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.

CHARLESTON PROGRESSIVE ACADEMYEXERCISE IMPACTS SELF-CONTROL

2004 Scores in English by Number of Fitness Standards004 CST* Scores in English-Language Arts by Number of Fitness Standards

290

300

310

320

330

340

350

360

CS

T E

-LA

Sc

ore

0 1 2 3 4 5 6

Number of Fitness Standards Achieved

Grade 5 Grade 7 Grade 9

Source: California Physical Fitness Test, 2004 Results, Calif. Dept. of Ed., April 2005

Grade 5 – 371,198 StudentsGrade 7 – 366,278 StudentsGrade 9 – 298,910 Students

*California Standards Test

2004 Scores in Math by Number of Fitness Standards

280

290

300

310

320

330

340

350

360

370

CS

T M

ath

Sco

re

0 1 2 3 4 5 6

Number of Fitness Standards Achieved

Grade 5 Grade 7 Grade 9

Source: California Physical Fitness Test, 2004 Results, Calif. Dept. of Ed., April 2005

Grade 5 – 371,198 StudentsGrade 7 – 366,278 StudentsGrade 9 – 63,028 Students**

*California Standards Test** Grade 9 Students who took CST geometry

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

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.

FAILED / NEEDS IMPROVEMENT

NO. STUDENTS

2007 = 852008 = 742009 = 592010 = 612011 = 47

Physical Activity

Academic Performance

Physical Education

Recess

Classroom Activity

Extracurricular Activities

Cognitive Skills

Attitudes

Academic Behaviors

Academic Achievement

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?

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.

Resources for Teachers

1. Lawrence Spark Resources (from PE/PTO)

2. PSB Portal on First Class Curriculum and Program Resources Spark Resources

THE REVOLUTION!

Lawrence Meetings of the Future!!

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 listUse ideas and resources as you plan for the fall

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

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!