Movement Matters! An Introduction to

A 2.5-hour introduction to making learning easier through movement

Joyfully Presented by Katy Held

Movement and Learning Specialist Licensed Brain Gym® and

Bal-A-Vis-X® Instructor/Consultant

www.learningheart.com

Phone: 734-649-7457 E-mail: ktheld@comcast.net

August 1 9 , 2011

Movement Matters! An Introduction to Brain Gym®

Age nda

• Int roduc.........

. . ...................Brain Gym?

a. Background a nd History - Paul De nnison, Ph.D.

b. Resea rch

• Get Rea dy to Learn by doing PACE (Posit ive, Act ive , Clea r, a nd Energet ic)

Pre-Act ivity

PACE a. Wate r

b. Bra in B uttons

c. Cross Cra wl

d. Hook-ups

Post-Act ivity - What diffe re nces do you not ice ?

• Brie f Ove rvie w of the Bra in using the T riune Mode l

• Three Dime nsions of Lea rning

• Learning Profiles: Domina nt Eye, Ea r, Ha nd, Foot a nd B ra in

• Bra in Gym’s T hree Dime nsions of Move me nt

a. Focus

b. Ce nte ring

c. Latera lity

• The Most A pplica ble of the 26 B ra in Gym move me nts (plus some modificat ions)

a. Focus Dime nsion Exe rcise s

b. Ce nte ring Dime nsion Exe rcises

c. Latera lity Dime nsion Exercises

• Support a nd T ools

a. Wa ys to use Bra in Gym - in the classroom a nd at home

b. Options for lea rning B G - Re peat ing, Other Courses, Individua l sessions

c. Refe re nces: B ooks a nd Music

• A bit of Ba l-A-V is-X - BALance, A uditory, Vision e Xercises done in rhythm, using ra cquetba lls

and/or sa ndba gs, ofte n while sta nding on a ba la nce boa rd

2

What is Brain Gym®?

Brain Gym is a system of simple movements that relieve stress naturally and quickly enhance brain function.

Simply put, "Brain Gym is moving your body to wake up your brain.”

Brain Gym was developed by Paul Dennison, Ph.D in the early 1970s.

It is practiced in over 88 countries, with courses translated into 15 languages.

How does Brain Gym facilitate learning?

Brain Gym integrates the left and right hemispheric functions of the brain.

It draws out innate gifts and talents and brings about “whole-brain” learning.

It controls emotional stress that is so often created in new learning situations.

Brain Gym addresses the physical components of learning -- the auditory, visual, fine motor and

postural skills.

The Brain Gym ® system:

• Increases long- and short-term memory

• Improves and accelerates learning, condenses the learning cycle.

• Increases reading and math skills

• Creates positive changes in attention and the ability to focus

• Increases self-confidence

• Supports behavioral management by reducing stress quickly

Brain Gym prepares the brain to learn. It enhances rather than replaces other programs or curricula. The

program can be used individually or in groups.

Brain Gym movements can be done occasionally, routinely, or even daily. They are safe, simple, and only take a

few minutes to complete. Individuals need no special space or equipment.

Brain Gym ® is a registered trademark of the Educ ational Ki nesiol ogy Foundation and Brai n Gym Internati onal . www.BrainGym .org

3

Basic Brain Gym® Concepts

1. Physica l Move me nt St imula tes B ra in Funct ion. Specific body move me nts st imulate pa rt icula r aspects of bra in funct ioning.

Bra in Gym® move me nts a re designe d to act ivate diffe re nt cognit ive funct ions, including communicat ion, compre he nsion, a nd

orga niza t ion.

2. Stress Inhibits Learning. St ress pre pa res the body for fight /flight (a ggre ssion/fea r - bra in ste m) react ion. As a re sult, act ivity in

the limbic syste m, whe re me mory occurs, a nd in the ne ocorte x of the cere brum, whe re a bst ract thinking a nd reasoning take pla c e,

is minimize d. A lso, the st resse d lea rne r ca n go into a Homolatera l lea rning sta te, in which the domina nt bra in he misphe re takes

ove r most me nta l processes. Unde r st re ss, the non-domina nt he misphe re shuts down up to 75 or 80%. As a re sult, the lea rne r no

longer has full acce ss to the funct ions of the non-domina nt he misphe re. One-side d lea rning occurs, thus ha ndica pping

pe rforma nce.

3. Learning B locks Ca n Be Re lease d by B ra in Gym®. Lea rning blocks ca n be specific or ge ne ra l. We a re a ll “ lea rning -blocke d” to

some e xte nt, ha ving “ switche d off’ for ce rta in tasks. B ra in Gym® move me nts consciously a ct ivate the whole bra in/body system ,

lesse ning the fight/flight rea ct ion. Whe n learning is ea sy a nd stre ss- free, the lea rne r re ga ins his/her innate inte rest in lea rning,

and is a ga in mot iva te d to achie ve learning goa ls.

4. Noticing is a Persona l Fee dback Me cha nism. A ll ne w lea rning de pe nds on the a bility to not ice what works a nd what doesn’t

work in the mastery of a skill. Whe n the lea rne r be comes a wa re of va rious learning blocks (not ices), a nd the n ca n take a ct ion

through e ffect ive tools ( i.e ., Bra in Gym®) that improve pe rforma nce, se lf-e stee m is he ighte ne d. T he tools ga ine d through the

Bra in Gym® proce sse s show the learner how to intera ct with a nd control his or he r response to the lea rning e nvironme nt.

®

When to Use Brain Gym for Yourself or a Student

Liste d be low a re se ve ra l situat ions that ma y ca use you to fee l “ switche d -off” or st resse d. Circle the

circumsta nce s that most ofte n create a cha lle nge for you in your life.

Performance anxiety Lack of communication Feelings of self doubt

Lack of confidence skills Poor athletic performance

Poor memory Poor balance Poor coordination

Lack of focus Giving up Feelings of intimidation

Lack of energy Fear of failure Feelings of pressure:

Feelings of frustration Critical of others from others, from home,

Over-analysis Fear of success from work

Feelings of anger Critical of self Poor comprehension

Bothered by distractions Lack of concentration Overly concerned about

Lack of organization skills Poor physical performance others

7. "Rrut/t Gym / landbook” by Paul K. Dennison, Ph.D. and Gail E. Dennison

Bra in Gym® is a re gistere d t ra de ma rk of B ra in Gym Inte rnat iona l / Educat iona l Kinesiology Foundat ion

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Functions of the Left and Right Hemispheres (Logic and Gestalt)

Logic (Left) Processes from pieces to whole Parts of

language Syntax, symantics Letters, printing,

spelling Numbers

Techniques (sports, music, art)

Analysis, logic Looks for differences Controls

feelings

Language oriented

Planned, structured

Sequential thinking

Future Oriented

Time Conscious

Structure Oriented

When Under Stress

Tries harder, lots of effort Without results

Without comprehension Without joy

Without understanding

May appear mechanical, tense, insensitive

Gestalt (Right) Processes from whole to p ieces

mmmmmmmmrmTim i?iiw iwii?iTrir?ii?i

Image, emotion, meaning Rhythm, dialect, application

Estimation, applications

Flow and movement I ci c t I

m uc n c t I Looks for similarities

Free with f eelings Prefers drawing,

manlpulatlonE Spontaneous, fluid

Simultaneous thinking N o w D R I EN T ED

Less time sense

People Oriented

When Under Stress

Loses the ability to reason well

Acts without thinking

Feels overwhelmed

Has trouble expressing

Cannot remember details

May appear emotional or spaced-out

Source: T he Domina nce Factor: How Knowing Your Domina nt Eye, Ea r, B ra in, Ha nd & Foot Ca n Improve Your Lea rning , Carla Ha nna ford, p. 20.

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Research Results

For ove r 30 yea rs, ma ny resea rch a nd fie ld studies ha ve bee n conducte d re garding B ra in Gym® a nd Educat iona l Kine siology.

He re are sa mples of some of the more importa nt a nd/or informat ive studie s. If you a re inte reste d, more deta ile d findings ca n

be found at www.B ra inGym.org or ca ll (800) 356 -2109.

Brain Gym and Its Effect on Reading Abilities Cecilia (Freeman) Koester, M.E d. © 2000

This study use d a none quiva le nt control group design. A tota l of 205 stude nts we re a ssigne d to e ithe r a B ra in Gym or a contro l

group. T hroughout the 1998-99 school yea r, 12 tea che rs incorporate d B ra in Gym in the classroom curricula so that the stude nts

and teache rs did a minimum of 15 minutes of Bra in Gym pe r da y. Equa l sa mples of stude nts we re ra ndomly se lecte d for the Bra in

Gym group a nd the control group (which did not use Bra in Gym) , a nd the ir test scores we re compa re d.

The results indicate d tha t those childre n in the Bra in Gym group improve d the ir rea ding a bilit ies -- as measure d by a

sta nda rdize d test - - twice a s much a s did those in the control group.

The Effects of PACE on self-reported anxiety and performance in first-year nursing students Jan Irvi ng, Ph.D. © 1996

A six-minute inte rve nt ion comprise d of four act ivit ie s, a se que nce known as the PACE process in Bra in Gym ® / Educat iona l

Kine siology, produce d significa nt results whe n invest igate d by Ja n Irving for her doctora l the sis. A mult iple ba se line de sign

was use d over a five- week pe riod.

The results indicate d a 69 .5% re duct ion in se lf- re porte d a nxiety a nd a n 18 .7% inc rease in pe rforma nce on skill te sts. T his is the

first e xperime nta l re search to use PACE, a learner rea diness profile , as the isolate d va ria ble .

The Effects of Brain Gym with Special Education Students in Grades Three Through Five Carl a Hannaford, MA. @1990

In 1989-1990, Ca rla Ha nna ford, M.A. ., a n e ducator a nd ne urophysiologist, imple me nte d a yea rlong, one -group pre /post-test study

in the Ha wa ii School Dist rict. Ha nna ford incorporate d Bra in Gym in the cla ssroom with 19 fifth gra de rs in Spe cia l Educat ion.

Pre- a nd post- tests we re complete d using the B riga nce Inve ntory of Basic Skills.

Post-tests showe d a one- to two-year aca de mic growth for a ll stude nts on the rea ding a nd compre he nsion te st ing, a nd growth of

one or more yea rs for more tha n 50% of the stude nts on math score s -- greater re sults tha n might ha ve bee n e xpe cte d for Spe cia l

Educat ion stude nts. Be ha vior patte rns a lso improve d.

Brain Gy m ® is a registered trademark f the Educational Kinesiology Foundation.

6

Art icle from ne wslette r writte n by Kathy Brown, P hoe nix, A riz ona

Notes from Center Edge Enhancing Business, Education and Personal Effectiveness Through Brain Gym®

Volume 11- Issue 1 _________________________________________________________________________ Spring 2000

BRAIN GYM® IMPROVES READING!! Study Shows 55 to 89 Percentile Point Increase in One Year

Cecilia Koester, M.Ed., Brain Gym consultant in Ventura,

California, has recently announced her findings from a yearlong

study of Brain Gym and its effects on reading scores.

She and her project partner, Joyce B. Sherwood, M.A., worked with

teachers and students at Saticoy Elementary School in Ventura,

California, over the 1998-1999 school year.

Twelve teachers of grades K, 2. 3, 4 and 5 were given Brain

Gym instruction every Monday after school for one hour

throughout the school year. In these sessions they learned how to

determine which Brain Gym movements and activities were called

for in relation to various academic situations and how to guide the

students in doing them.

The teachers then taught the children in their classes how to

determine for themselves which Brain Gym movements they would

benefit from at any time. The children became quite self-sufficient in

the use of Brain Gym movements to help them be more productive

in any of their academic subjects. Each participating classroom did a

minimum of 15 minutes of Brain Gym per day. Cecilia and Joyce

also did classroom presentations as well as one-to-one instruction

(October through January) with children who were having the most

difficulties in school.

The study was based on the children's reading scores on the

Stanford 9 test, a standardized achievement test given to all children

in grades 2 through 11 in California. It compared the children's

reading percentile scores from May '98 (the end of the previous

school year), to those of May '99 (the end of the “Brain Gym” school

year). A percentile score shows "relative standing" and works this

way: A child scoring in the 30th percentile for reading scored higher

than only 30% of the other children at his/her grade level (in schools

across the country) and lower than the other 70%.

For the purposes of this study, scores o f the 90 grade 3-45

children from "control" classes were compared with those of

randomly-se1ected grade 3-4-5 children from the "Brain Gym

classes.”

The results were nothing short of phenomenal. During

that year, the reading scores of the "Brain Gym group" improved

55-89 percentile points, while the scores of the control group that

received no Brain Gym support improved 0 to 16 percentile points.

Cecilia is quick to point out that gaining percentile points on

reading scores is only one indicator of the improvement that the

children made through their use of Brain Gym (albeit the most

easily measured one).

Not so easy to measure, but clearly evident to the

participating teachers, children, parents and school adminis trators,

was the shift in self-esteem and attitude toward school that came

along with the children's developing abilities. One portion of the

soon-to-be published study is filled with comments from children

who were amazed to be learning more easily, teachers who were

more energized and effective in the classroom, and parents who

were grateful and delighted in the growth they were seeing in their

children.

Perhaps the greatest legacy of this project is reflected by an

experience that Cecilia had recently when she visited the school,

almost a year after her last s tudent contacts there. As she arrived

she saw children here and there doing Brain Gym movements as a

spontaneous and natural support for their learning process. As

children integrate Brain Gym throughout their days, they take on

the experience of personal wholeness and self-esteem that will

support them throughout their lives.

Copies of th is study are available for $20.00 plus postage.

www. BrainGy m. org

Contact info: Ceci lia Freeman Koester. M .Ed

www. movementbasedlearning.com

Copy right ® Kat hy Brown 2000

602/952-7001 Brain Gym ® is a registered trademark of the Educational

7

Find Your PACE

Everyone has a unique rhythm and timing—a self-initiated pace—for optimal learning. In Edu-K, the acronym

PACE stands for the four leaming-readiness qualities shown below.

The Cross Crawl

ACTIVE

Part I

Hook-ups

POSITIVE

Part II

ENER6ETIC

Brain Buttons

CLEA R

Sipping Water

Bra in Gym* 101

8

Brain Gym® Readiness Routine—PACE

What are the four states necessary for self-directed, whole-brain learning?

Hook Ups Part One: While sitt ing or sta nding, cross the le ft

ankle ove r the right . Exte nd arms, with thumbs

down, cross the left wrist ove r the right , the n

inte rla ce your finge rs a nd dra w the m up towa rd

your chest. Hold posit ion a nd re la x for a least a

minute, breathing dee ply. Part T wo: Whe n rea dy,

uncross le gs a nd touch your finge rt ips of both

ha nds togethe r cont inuing to breathe dee ply for

about a nother minute.

The Cross Crawl Touch one ha nd to the opposite knee; a lternate

movingone a rm a nd opposite le g. Do for 1-2 min-

ute s. Va riat ion—touch opposite knee to e lbow.

Brain Buttons While holding the na ve l a rea with one ha nd, rub

the hollow a rea be low the colla r bone be twee n the

first a nd se cond rib with the thumb a nd finge r of

the other ha nd. T he fingers of the ha nd rubbing

this a rea should be 1 -2 inches a part (chin width) .

Rub for 20 -30 seconds with one ha nd, the n switch.

Water Drink wate r regula rly a ll da y. Wate r increa ses

electrica l pote nt ia l across ce ll me mbra ne s, which is

esse nt ia l for ne rve net funct ion.

Start with water and work your way up the ladder _ _ _ _ _ _

Sou rce: Illu strat ions ©19H8 G ail D enni son . Text: Brain Gym, (01989) P au l & G ail D enn ison . < www .BrainG y m.co m> PACE

Boo k marks ©1993, lidu -K in esth eti cs , In c . Brain Gy m" is a regist e red trademark o f Brain G y m" Int e rn ation al / Th e Edu cati on al

K in esiol ogy Fo und atio n . Pag e l ay out b y Brend a Irvin .

Brain Gym * for Educators with Amy Arrendell, M.Ed., waterfall@mindspring.com

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The Theory Behind the PACE Process

Eve ry individua l has a unique pace —a n opt ima l rhythm, t iming, a nd flow for lea rning. Whe n we ca n re la x

into that rhythm a nd t iming, we ca n be come se lf- init iat ing learners, a ble to re cognize our own ne xt

appropriate lea rning ste p. Finding our PACE gives us a ccess to the integrate d high-gear (Got it!) and

inte grate d low-gear (I'm getting it) lea rning states of doing our be st.

We begin each ba la nce with finding your PACE. In the PACE process, we sta rt from the "e " (for the qua lity

"Ene rget ic") a nd work in ba ckward se que nce (ECAP) as each of the four act ivit ies pre pa res us to do the ne xt.

Ene rget ic - Sipping Wate r he lps to restore hydrat ion, e specia lly whe n we le t the wate r be a bsorbe d in our

mouth, rathe r tha n gulping it. T he body is ma de up of a bout 70 pe rce nt wate r, the conduct ive me dium. Wate r

supplie s the e le ct rolyte s that carry e lectrica l pote nt ia l across ce ll me mbra ne s, a nd this e lect rica l e xcha nge is

esse nt ia l to the funct ioning of the ne w ne ura l networks be ing create d as we lea rn. Sipping Wate r pre pa re s us

to be ne fit from doing B ra in B uttons, which a ct ivates our e lectrica l syste m.

^lea r - T he Bra in B uttons a re e lectrica l re fle x points for the e yes. St imulat ing the se points is lik e a mini

ba la nce for crossing the midline. B y moving our e yes right a nd le ft into the pe riphe ry while holding points in

the kinesthet ic midfie ld, we restore our ce ntra lize d vision as we sat isfy the sca nning - re fle x impulse to look

a wa y from the midline. T he Bra in B uttons a ct ivity a lso offe rs a prima ry ve rt ica l a nd horiz onta l re fe re nce in

terms of the brea stbone a nd colla rbone of the ske leta l syste m, he lping us to find our visua l ce nte r (the

foundat ion of binocula rity). Doing Bra in B uttons pre pa res us to be ne fit from doing the Cross Cra wl, which

re quires our crossing the midline.

Act ive - Doing the Cross Cra wl move me nt simulta ne ously act ivates both sides of the body, firing ne ura l

pathwa ys in the le ft a nd right ce re bra l he misphe res. T he mot ion a lso he lps to s ta bilize the pe lvis, while a lso

mobiliz ing a nd sta biliz ing the shoulders, thus support ing the wa lking-ga it re fle xes. T his sta ble a nd

coordinate d gross- motor a ct ivity provides a comforta ble move me nt patte rn that we ca n ma inta in a s we late r

sit a nd do tasks involving fine-motor control. Doing the Cross Cra wl pre pa res us to be ne fit from doing Hook -

ups, which re quires our ha ving move d a nd re lease d te nsion so that we ca n slow down a nd re la x. PACE move s

us from the whole-body act ivity of the Cross Cra wl to the whole-body re la xat ion of Hook- ups.

Posit ive - Doing Part I of Hook-ups a ct ivates the ve st ibular syste m a nd ba la nce- re late d muscle s, support ing

us in restoring e quilibrium a fte r e mot iona l or .e nvironme nta l st ress. It dra ws blood a nd atte nt ion a wa y from

the body's periphe ry a nd fight-or- flight re fle xes a nd back to the body's midfie ld, inhibit ing re fle xive

be ha vior a nd support ing highe r-orde r thinking a nd decision ma king. Part II of Hook-ups offe rs a meta phor

for the conne ct ion of the ce re bra l he misphe res throug h the corpus ca llosum.

We begin ea ch ba la nce with finding our PACE. If sta ying in PACE is cha lle nging, conside r othe r opt ions such

as rethinking the goa l.

10

What Inhibits Learning

Schooling Unintegratea

curriculums

lacking Music, Art

and Daily Movement

Developmentally

Inappropriate

Curriculums

Learning styles

unawareness

Rigid Educational

Systems

Labels

Competition ‘t Tests

Competitive Sports

Parental Expectations

Societal Expectations

Learned Helplessness

Electrical -I^HzO Intake

Poorly developed lungs/heart

Inadequate O2

"tStress ='l'Membrane Potential

't'Extemal EMFs

Nutrition 4- Protein

4" Essential Amino Acids

■jr Essential Fatty Acids “t"

Carbohydrate and sugar

diets

T.V., Computers and Video Qames "I Movement

Imaginative Development

4- Interactive Communication

Occular Lock

\ Violence

I 't Stress

't’ Middle Ear Infection

Allergies

Medical

Developmental

t Sensory

Stimulation

Touch (NGF)

^Movement

Incomplete RAS Activation

'!■ Interactive Communication

4’Creative Play

^•Frontal Lobe Function

Family Violence

Figure 8.1: What Inhibits Learning

^ Antibiotics *

Candida albucans Yeast Overgrowth

*

Toxins -

/ \

Alcohol /Acetyldehyde

Low birth weight

babies (mother smoking/

poor nutrition)

4-Nutrition or

Sleep

Substance Abuse

FAS Child

Abuse

From Smart Moves: - Why Learning is Not AU in Your Head Carla Hannaford,

PIlD What Goes Wrong?

11

Your Amazing Whole Brain

T he T riune B ra in

N e ocor te x: Home of creativity and rational thinking; right/left brain; logical processes; speech, writing,

math, communication; laterality dimension, the human brain.

Limbic Syste m : Home of emotions, memory, relationships, organizing skills, centering dimension,

sometimes called the mammalian brain.

B r ain S te m and Ce re be l lum: Home of the rept ilian brain which monitors automatic

functions like breathing, heart rate, digestion, body temperature, and other internal organ functions;

comprehension, focus dimension.

12

Reproducible Student Page

Layers of the Brain The bra in is div ided top to bottom in four lay ers. Each layer is like a

separate bra in with different jobs to do. It is important that they a ll

work together as a team.

Thinking Brain: The thinking bra in is in charge of how you experience the

world through y our senses.

The CEO is the boss of the bra in. It a llows you to reason and imagine.

Feeling Brain: The fee ling bra in sends and rece ives emot ional s ignals to and

from the body .

Coordination Brain: The coordinat ion bra in he lps y our muscles work

together. It a lso organizes y our bra in to he lp y ou think.

Survival Brain: The surv ival bra in runs and protects the body without y our

hav ing to think about it .

©Victoria Tennant Cons ulting, 2006. Licensed Brai n Gym ® Instructors have permission to copy for instructional purposes only. Credit must be given, i ncluding

full text of this copyright notation. Any other use requires written permission of the author/publisher .

Contact vtennant@verizon.net. Brai n Gym* is a registered tradem ark hel d by Brai n Gym® International/The Educati onal

Kinesiology Foundation. To learn more go to www.brai ngym .org

13

Which Brain is in Charge?

14

How We Learn

(Development of Neural Pathways)

15

Brand New I’m Learning ... Getting Better I Know How!

16

I h C L# I f " '' ' ' ' ' ' {as/

Focus Dimension-----------------------------------------------

Attentional Intelligence Where am I in s pace?

It will dominate the entire brain to get its needs met.

• First to develop

• Seeing, participating, anticipating, comprehending

• Controls automatic functions such as breathing and heart rate

• Facilitates visual skills ,

• Connected to vestibular system

• Opens and shuts access to higher reasoning centers

• Freeze, fight (survival: aggressive/violent), or flight

• Receives all information from senses (receptive)

1 am safe*

Centering Dimension Emotional Intelligence

Where am I in relationship to people, places and objects?

All information is relayed through here.

• Second to develop

• Feeling, stabilizing, organizing

• Assists in converting short term memory to long term

• Generates pleasure/anxiety responses

• Releases hormones

• Fight or flight (defensive posture)

• Interactions learning about love and play

1 connect.

Laterality Dimension Informational Intelligence Who am I? What is it?

All information is relayed through here.

• Third to develop, not fully developed until 8 years old

• Thinking, processing, communicating

• Interprets all senses

• Allows us to form complex memory/thought/reason

• Language acquisition

• Expression (verbal, non-verbal, written)

• Gestalt (whole picture) and logic (details) centers

1 know who I am.

Stages of Brain Development

The Back Brain

Age: Conce pt ion - 15 months

Basic Surviva l nee ds - Food, she lte r, security a nd sa fety

Se nsory de ve lopme nt sta ges - Vest ibula r syste m, hearing, tact ile, sme ll, ta ste, see ing

Motor de ve lopme nt state s - Refle xes/core muscle a ct iva t ion, Neck muscles Arms a nd le gs

lea d to rolling over, sitt ing, cra wling, wa lking, Motor e xplorat ion

The Midbrain Age: 15 months - 4.5 yea rs

Understa nding: Of se lf/othe rs, of se lf/e mot ions/ of se lf/la ngua ge

Emotiona l Explorat ion - La nguage e xplorat ion/communicat ion, Ima ginat ion, Gross Motor proficie ncy

Me mory de ve lopme nt, socia l de ve lopme nt

The Neocortex

Age: 4.5 - 7 years - Gesta lt He misphe re Ela borat ion

Whole picture processing/cognit ion Image move me nt /rhythm/e motion/intuit ion Oute r speech/inte grat ive

thought

Age: 7-9 yea rs - Logic He misphe re Ela borat ion

Deta il a nd linea r proce ssing/cognit ion, Refine me nt of e le me nts of la nguage Rea ding a nd writ ing skills

de ve lopme nt Linea r math proce ssing

Age: 8 yea rs - Fronta l Lobe Ela bora t ion

Fine motor de ve lopme nt, skills re fine me nt Inner speech, control of socia l be ha vior

Fine motor e ye tea ming for t racking a nd fovea l focus (2 dime nsiona l focus)

Age: 9-12 yea rs - Increase d Corpus Ca llosum Ela borat ion a nd Mye linat ion

Whole bra in proce ssing

Fore ign la ngua ges are easiest lea rne d prior to age 10 Comple x patte rns, gra mma r, spe lling, technica l

nature of music

Age: 12 - 16 yea rs - Hormona l Emphasis

Age: 16-21 yea rs - Re fining Cognit ive Skills

Age 21+ - E la borat ion & Re fine me nt of the Fronta l Lobe

Source: Smart Moves: Why Learning is Not All in Your Head by Ca rla Ha nnaford, P h.D.

17

Our Brain

Learning ca n be quite a st ra in If we don’t

unde rsta nd our bra in It’s ma de in parts, one

two a nd three Each making up what ’s you a nd

me

The first , dee p down, is ve ry old Bee n the re

since dinosa urs we ’re told It’s the re to

gua ra ntee surviva l B reathing, hunt ing, flee

from riva ls Only if we’re sa fe a nd sound Will

our thoughts shift to higher ground

The second, wra ppe d a round the first

Controls e mot ions, best a nd worst Ha ppy, sa d,

upset or ca lm If too disturbe d our lea rning’s

ha rme d

The third pa rt runs our highe r thoughts It’s

whe re we process what we’ re ta ught Ce lls link

up, me morie s create d T ricky proble ms

ne got iate d T his bit’s divide d into two

Strong le ft, strong right, which one a re you? T he

le ft likes words a nd sma lle r bite s T he right -

whole picture, pa tterns, sights If a ll goes we ll both

ha lves are use d T he ce lls conne ct, no one ’s

confuse d A nd the n while we a re fast a slee p T he

me morie s a re passe d down dee p

left right

To sum up - this fa ntast ic tool Will se rve us we ll at

home or school To kee p it at its best we oughta

Give it e xe rcise a nd re st a nd wa ter

© B ryn Eva ns 2001

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Lea rain g-Style Summaries of the Edo-K Brain Organization Profile

Uniform Dominance

This profile shows dominance of one side of the brain (other the left or the right) and the dominance of the eye, ear, and hand on the opposite side.

This profile is most commonly associated with the person who does well in \ the classroom but may leam to inhibit one side instead of using the brain as a dynamic

whole, thus not realizing bow much of his or her creative potential is not accessed.

Mixed Dominance

This profile shows dominance of one hemisphere (either the left or the right) with one or two of the dominant functions for vision, audition, or fine-motor movement on the same side and one or two of the dominant functions on the opposite side.

This profile is found in a large percentage of the population of students who experience learning difficulties. Handedness and directionality are often inconsistent, and integration of sensory channels may be incomplete. The individual is often unaware that he or she is achieving much less than full capability. - -

One-Sided Dominance (formerly called “Blocked Dominance”)

This profile shows dominance of one hemisphere and all sensory channels on the I same side. To access the dominant eye, hand, or ear the learner must “switch off”

1 the dominant brain and often the corresponding part of the personality that feds most authentic.

People with this profile may feel that they can’t access who they really are, especially when doing near-point «lcill«- The skill* typically associated with this person’s dominant hemisphere may be well developed, but it may be difficult for this individual to connect with a sense of self or personal meaning.

Whole-Braln Aeon

A profile in which both cerebral hemispheres and all sensory channels are “switched on”

and connected. The student has the ability to access all modalities 2 for any type of learning. This pattern is frequently available through the use of

Edu-K balances and Brain Gym.

y. Learned patterns of visual and auditory homolaterality (low gear) give way to I visual and audhoqr fusion. Learned patterns of one-sided motor coordination

become more available for the other side to learn and use. Kioesthctic homolaterality gives way to a preference for bilateral movement.

Focus Comprehensio

n

back-and-front Spinal

movement

Lengthening

Activities

Participation

Centering

Organization

up-and-down

Homologous movement

Energy

Exercises

Stabilization

Lateralit y Communicati

on

side-to-side

Homolateral

movement

Midline Movements

Processing

Sources: Kinesiology: The Scientific Basis of Human Motion, 4th Edition, (1966) by Katherine Wells, Ph.D.; Brain Gym Handbook, Revised (1997) by Paul E.

Dennison, Ph.D. and Gail E. Dennison. Brai n Gym® is a registered trademark of Brain Gym Int ernational/Educational Kinesi ology Foundation, <www.braingym .org>

Interlacing Brain Gym® With Children Who Have Special Needs

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The following provides a conceptual overview of brain/body integrat ion.

Physical posture and body language are correlates for whole-b rain learning.

Brain Gym® movements were developed to either stimulate, relax, stabilize or release the

brain/body system, to facil itate learning with ease.

The Body “ y The Brain/Body System { The Brain

Focus Dimension

KeyWord: Comprehension

Midline: Participation Midline

Brain Gym Activities: Lengthening activities

Question: Where am I in space?

Primary Learning: Front/back differentiation;

the ability to attend

Movement Pattern: Spinal movement from

head to tailbone

Responsive to: Survival, safety, getting

needs met

Centering Dimension

KeyWord: Organization

Midline: Stabilization Midline

Brain Gym Activities: Energy activities

Question: Where am I in relation to

people and objects?

Primary Learning: Top/bottom differentiation;

ability to take action

Movement Pattern: Homologous movement

of both hands or feet

together

Responsive to: Emotion, interaction

laterality Dimension

Key Word: Communication

Midline: Processing Midline

Brain Gym Activities: Midline activities

Question: Who am I? What is it?

Primary Learning: Left/right differentiation;

ability to intend

Movement Pattern: Homolateral movement

of arm, leg, hip and

shoulder on same side

of the body

Responsive to: Expression, interpretation

Lengthening Activities for Focus (Brain Stem and

Cerebellum)

Lengthe ning Act ivit ies he lp the stude nt to de ve lop a nd re inforce those ne ura l pathwa ys that e na ble the m to make

connect ions betwee n what the y a lrea dy know in the back of the bra in a nd the a bility to e xpre ss a nd process informat ion in

the front of the bra in.

The front port ion of the bra in is involve d in compre he nsion, motor control a nd ra t iona l be ha viors ne cessa ry for pa rt icipat ion

in socia l situat ions. T hese act ivit ie s ha ve bee n found to re la x those muscle s a nd te ndons that t ighte n a nd shorte n by

bra inste m re fle x whe n we are in unfa milia r lea rning situat ions. T his resets the proprioce ptors, the "bra in ce lls in muscle s"

that give us informat ion a bout where we are in space, e na bling us to ha ve bette r a ccess t o the whole bra in-body syste m.

Brai n Gym® i s a registered t rade mark o f the Educational Kine siology Foundation. http://www.brai ngym.org

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Energy Exercises for Centering (Limbic System)

Ene rgy Exe rcise s he lp to re-e sta blish ne ura l conne ct ions betwee n the body a nd the bra in, thus fa cilitat ing the flow of

elect romagnet ic e ne rgy throughout the body. T hese act ivit ie s support e lect rica l a nd che mica l cha nge s that occur during a ll

me nta l a nd physica l e ve nts.

Left-to- right/right-to- le ft, hea d- to- foot /foot-to-hea d, a nd back-to- front /front- to-ba ck circuit rie s esta blish a nd

support our se nse of dire ct ion, of side pre fe re nce , fee ling ce ntere d, focus, a nd our a wa re ne ss of whe re we a re in

spa ce a nd in re lat ion to obje cts in our e nvironme nt.

Whe n visua l skills a re bui lt on this proprioce pt ion foundat ion, a match is easily ma de be twee n wha t is see n a nd wha t is

expe rie nce d. Without this congrue ncy, conflict a mong the se nsory cha nne ls ma kes lea rning difficult.

a w n -o TO 2 5' IQ

C Q. (0

Deepening Attitudes

T wo a ddit iona l move me nts that conne ct the body's circuit ry. T his a llows for a shift in e lectrica l e nergy from the surviva l

ce nte rs in the hind bra in to the reasoning ce nte rs in the mid bra in a nd ne ocorte x. T his a ct iva tes integra t ion of both

he misphe res of the bra in, thus increa sing fine- motor coordinat ion, a nd e nha nce d forma l rea soning.

Brain Gym® i s a regi stere d t rade mark of the Educational Kine siology Foundation. http://www.braingym.org

23

Midline Movements for Laterality

(Left/Right Hemispheres)

The Midline Move me nts focus on the skills ne cessa ry for ea sy two -side d ( le ft- right) move me nt across the midline of the

body. T he ve rt ica l midline of the body is the necessa ry re fe re nce for a ll bilatera l skills. T he midfie ld is the a rea whe re the

le ft a nd right visua l fie lds overla p, re quiring the pa ire d e yes a nd a ll of the ir re ciprocat ing muscles to work so we ll as a

tea m that the two e ye s funct ion as one.

De ve lopme nt of bila tera l move me nt skills for cra wling, wa lking, or see ing de pth is esse nt ia l to the child's growing se nse of

autonomy. It is a lso a pre re quisite for whole-body coordinat ion a nd ease of lea rning in the nea r-visua l a rea. T he Midline

Move me nts he lp to inte grate binocula r vision, bina ura l hearing, a nd the le ft a nd right sides of the bra in a nd body.

Brai n Gym® i s a registered t rade mark o f the Educational Kine siology Foundation. http://www.brai ngym.org

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Creative Ways to Play with Lazy 8s

Ribbons!

Hot Wheels Race Track or Tra in t racks

Wooden Lazy 8 board (available at www.braingy m.com or www.turnzwood2.com

Metal frame:

Gy robix Infinity - Google the name to find the best price - costs around $15

Blue plast ic 8 “Jakob’s Figure 8” - www.Abilitat ions.com , 800-850-8603, #026619, $21.95

3D Lazy 8s (behind y our back with a dowel or pipe insulat ion)

Snapping y our fingers around the 8 with eyes closed (Auditory 8s)

Do them BIG - Draw in the a ir.... Or on a carpet In the sand

On a Whiteboard

Hula Hoops (on the floor)

Magnadoodle !

Do them with y our BODY Ey es (Open and closed)

Nose

Neck

Shoulders

Ribs

Elbows

Wrists

Fingers

Hips

Knees

Ankles Toes in the

sand

Draw them on someone e lse ’s back with y our finger or your whole hand (st imulates product ion of Nerv e

Growth Factor NGF)

Challenge: Stand on one foot and trace the shape while keeping y our balance. Close your

eyes if you’re ready for another challenge!

Come up with your own - play and hav e fun with them!

For inexpensiv e materia ls to make Lazy 8s, v is it the Scrap Box, 734-994-4420, 581 State Circle , Ann

Arbor, MI 48108.

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