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Lisa Jo Gagliardi Regional School Health CoordiNator EUPISD

Lisa Jo Gagliardi Regional School Health CoordiNator EUPISD. You can find this presentation, lots of ideas and resources, and more on the webpage for today’s conference. Go to www.eup.k12.mi.us -> Services -> “August Leadership Conference”. Why Brains Need a Break.

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Lisa Jo Gagliardi Regional School Health CoordiNator EUPISD

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  1. Lisa Jo Gagliardi Regional School Health CoordiNator EUPISD You can find this presentation, lots of ideas and resources, and more on the webpage for today’s conference. Go to www.eup.k12.mi.us -> Services -> “August Leadership Conference”

  2. Why Brains Need a Break • manage the physiology and attentionof the class. • Research shows that structured physical movement can enhance our readiness for learning.

  3. Students have stress….and Stress effects learning… • Stress causes the brain to send information into the Reactive brain( ) and prevents information from flowing to where long-term memory is constructed. • We know that supportive classroom communities lower brain stress and open filters for learning. • We use consistent rituals such as a class song, student jobs, a smile and a "good morning" greeting.

  4. What else RELIEVES STRESS???

  5. SYNAPSE! snap-Snap-SNAP your fingers… In the brain, information flows from one neuron to another through the ______? When when the MUSIC STOPS, everyone YELL out the answer to the following question….

  6. SYN-NAPS(Brain-Breaks) After as little as 10 minutes doing the same activity, neurotransmitters for memory and attention are depleted. Brain-breaks are used to change the learning activity to let the brain chemicals replenish. IDEAS! Fit-Bits (K-5), Stretching or yoga poses, singing,acting out vocabulary words, YouTube Dance-Dance-Revolution Flash Mob! Have students come up with their own complicated moves that everyone has to do. After just a few minutes, their refreshed brains will be ready for new memory storage.

  7. Action-Based Learning (whole Brain Teaching) Students engaged in action-based learning improve memory retention, reinforce academic concepts, and balance brain chemicals while experiencing whole- brain AND whole-body learning. Educational research suggests that about 85% of school age students are predominantly kinesthetic learners.* *Carla Hannaford—The Dominance Factor Book 1997

  8. Use body movements… to teach concepts

  9. Other Brain-based IDEAS Grab Attention!Memorable events make memories. Play music when students enter the class hang posters "advertising" or giving hints about upcoming lessons. Curiosity increases attention and memory. During lessons, dramatic pauses………………. will capture attention!

  10. Some More Ideas…. • COLORS (thought…have students use the same color you are using on the white board to solve the problem) • Novelty Usedemonstrations, video clips, anecdotes, or even the enthusiasm in your voice, their attentive filters focus on the information. • TEACH • Segment Lesson and allow students to then teach each other

  11. Formative Assessment for the Day = Yes, we are cooking with gas! = I understand more or less, but may need to revisit this concept again. =You lost me

  12. OK, Let’s Teach! 1. Turn to a partner 2. ROCK, PAPER, SCISSORS to see who teaches first. 3. TAKE 30 seconds to teach your partner how to assess each portion of today’s training. Now, let the second person take 30 seconds to teach the same thing (how we are going to assess each portion of today’s training). GO!

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