1.+IDEAS

WE HAVE THREE WEEKS TO PUT THIS TOGETHER SO LETS GET CRACKING

Hey everyone, This is Ashley Cox. Just wondering what everyone was thinking about with the assessment. I was thinking we could possibly include a couple of brain-gym activities that we could the audience to get involved with, at the beginning. We could do this for about 10 mins, then possibly discuss the theory behind the exercises relating back to the key question. This would involve the audience, and helping them to become engaged with the presentation. Then of course, we must explain the theory behind it. In this section of our presentation, some sort of visual prompt would be most valuable. Especially if we are to refer to particular theorists, ect. This was my idea, but let me know what you guys think.

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Simple brain gym exercises are based on the copyrighted work of Paul E. Dennison, Ph.D., and Gail E. Dennison. Brain Gym is a registered trademark of Brain Gym® International. I first encountered Brain Gym in " Smart Moves ," a best selling book written by Carla Hannaford, Ph.D. Dr. Hannaford states that our bodies are very much a part of all our learning, and learning is not an isolated "brain" function. Every nerve and cell is a network contributing to our intelligence and our learning capability. Many educators have found this work quite helpful in improving overall concentration in class . Introduced here, you will find four basic "Brain Gym" exercises which implement the ideas developed in "Smart Moves" and can be used quickly in any classroom . Below is a series of movements called PACE. They are surprisingly simple, but very effective! Everyone has a unique PACE and these activities will help both teacher and student become positive, active, clear and energetic for learning .

As Carla Hannaford says, "Water comprises more of the brain (with estimates of 90%) than of any other organ of the body." Having students drink some water before and during class can help "grease the wheel". Drinking water is very important before any stressful situation - tests! - as we tend to perspire under stress, and de-hydration can effect our concentration negatively. This exercise helps improve blood flow to the brain to "switch on" the entire brain before a lesson begins. The increased blood flow helps improve concentration skills required for reading, writing, etc. This exercise helps coordinate right and left brain by exercising the information flow between the two hemispheres. It is useful for spelling, writing, listening, reading and comprehension. This works well for nerves before a test or special event such as making a speech. Any situation which will cause nervousness calls for a few "hook ups" to calm the mind and improve concentration. [|**The Brain: An overview**]
 * **Drink Water ( I think we could also incorporate this into our lesson )Maureen **
 * **"Brain Buttons"**
 * Put one hand so that there is as wide a space as possible between the thumb and index finger.
 * Place your index and thumb into the slight indentations below the collar bone on each side of the sternum. Press lightly in a pulsing manner.
 * At the same time put the other hand over the navel area of the stomach. Gently press on these points for about 2 minutes.
 * ** "Cross Crawl" **
 * Stand or sit. Put the right hand across the body to the left knee as you raise it, and then do the same thing for the left hand on the right knee just as if you were marching.
 * Just do this either sitting or standing for about 2 minutes.
 * **"Hook Ups"**
 * Stand or sit. Cross the right leg over the left at the ankles.
 * Take your right wrist and cross it over the left wrist and link up the fingers so that the right wrist is on top.
 * Bend the elbows out and gently turn the fingers in towards the body until they rest on the sternum (breast bone) in the center of the chest. Stay in this position.
 * Keep the ankles crossed and the wrists crossed and then breathe evenly in this position for a few minutes. You will be noticeably calmer after that time.

A visual explanation of the different parts of the brain, how they work and an example ESL EFL exercise employing the specific area. [|**Using Colored Pens**]

The use of colored pens to help the right brain remember patterns. Each time you use the pen it reinforces the learning process. ( this is interesting too can also be incorporated into class “ do you realise that using coloured pens can enhance learning “)Maureen


 * About Brain Gym®: **


 * Brain Gym can help you to: **


 * Learn anything faster & more easily
 * <span style="color: #333333; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">Be more focused & organised
 * <span style="color: #333333; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">Overcome learning difficulties (ADD & ADHD)
 * <span style="color: #333333; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">Reach new levels of excellence
 * <span style="color: #333333; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">Start & finish projects with ease


 * <span style="color: red; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">What is Brain Gym? **

<span style="color: #333333; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">Brain Gym is a program of 26 physical movements that enhance learning & performance in all areas. Developed in the 1970's through the work of educators <span style="color: navy; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;"> [|**Dr.Paul & Gail Dennison**] <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">in response to their quest to seek more effective ways to help children & adults with learning difficulties. Brain Gym is an innovative new approach to learning that was drawn from a wide body of research from developmental specialists focused on the role that physical movements played in enhancing learning abilities. Brain Gym has received world wide appraise & is now used in more than 80 countries,taught is thousands of schools & in areas as diverse as the performing arts,athletics & the corporate world. Brain Gym is similar & different to other movement programs in that Brain Gym helps to increase flexibility & coordination, but differs from other programs because it also provides specific activities to facilitate brain function for physical skills required for activities such as reading, writing & spelling.


 * <span style="color: red; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">How does Brain Gym work? **

<span style="color: #333333; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">In nature,the brain's neural pathways & connections are developed through movement. Brain Gym works by promoting specific movement experiences which assist in facilitating optimal achievement of mental potential. All acts of speech,learning,vision & coordination are learned through a complex repertoire of movement. Brain Gym through its specific movement exercises program promotes the efficient communication amongst these many nerve cells & functional centres located throughout the brain's sensory motor system.Learning problems arise when communication between these centres, for example, when the eyes & ears are blocked. Brian Gym exercises stimulate the flow of information within the brain & sensory system freeing the innate ability to learn & function at top efficiency.


 * <span style="color: red; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">Who can benefit from Brain Gym? **

<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">Brain Gym can be used to enhance learning abilities for both excellent learners as well as those who find learning a challenge. Brain Gym incorporates 26 easy & enjoyable targeted activities which are fully explained in the [|**Brain Gym® Teacher's Edition**] [|.] These activities are designed to integrate body & mind and can bring about rapid and often dramatic improvements in concentration, memory, reading,writing, organising, listening, physical coordination & more. Brain Gym can also help overcome //<span style="color: red; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">A**ttention Deficit Disorder (ADD) & Attention Deficit Hyperactivity Disorder (ADHD)**, //<span style="color: #333333; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">kids with special needs,brain damage & severe learning challenges. <span style="font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">These students will positively benefit from Brain Gym as is attested by thousands of families and its long use over many years.Brain Gym is fun & easy to do especially if done to music,we stock a selection of [| **Brain Gym Music CD's**] which can be used to do Brain Gym activities. Brain Gym requires no special talents & can be enjoyed by everyone.


 * <span style="color: red; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">Non traditional applications of Brain Gym: **

<span style="color: #333333; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">Applications of the Brain Gym can also be used for preschoolers,adults & seniors. Brain Gym in its inception was designed for primary school students through to university level students, but is now being used successfully with infants,preschoolers,adults & seniors. <span style="color: blue; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">[| **Brain Gym® for Business**] <span style="color: #333333; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">is a book for adults that has applied the Brain Gym activities to a commercial setting for instant brain boosters & on-the-job success. Maureen

<span style="color: #333333; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">media type="custom" key="12963148" <span style="color: #333333; font-family: 'Trebuchet MS',sans-serif; font-size: 13.5pt;">media type="custom" key="12963652" <span style="color: #333333; font-family: 'Trebuchet MS',sans-serif;">This one has lots of info for our assignment Maureen

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Ashley Aurthur and Ryan can you both identify how the brain gym relate to dol ,Please find as much info as poss Maureen & Ashley Cox

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Ryan Casey

Brain Gym

Getting the students to simply activate their brains early in the mornings to get thinking.


 * 1) Get the students to stand in a circle.
 * 2) Get the students to put their left hand on their right shoulder.
 * 3) Get the students to take one step forward and then one to the right.
 * 4) Get the students to put both hands on their knees
 * 5) Get them to shimmie and shake their //knees//. (Not sure if that is the correct word)
 * 6) Get the students to go back where they started.
 * 7) Get the students to take 3 big steps back
 * 8) Get them to lay down on their backs
 * 9) Get the students to put their left shoulder on the ground. No right shoulder.
 * 10) Get them to put their right leg over their left leg and straighten it.
 * 11) Get the students to lie on their belly.
 * 12) Get the students to jump onto their feet.
 * 13) Get the students to find a partner
 * 14) Get the students to join their right hands together.
 * 15) Instruct the students to now start clapping their left hands together.
 * 16) Instruct them to jump on the spot 10 times, remind them they should still be holding hands.

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

I found some information about brain gym.



Ashley Cox .looks interesting Maureen

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Reflective Questions

• How could you enhance/alter our peer teaching session to suit your learning needs? Please explain why you believe the changes would be helpful. • Explain how our peer teaching session has assisted you to design and implement flexible and meaningful learning experiences for your students? • Which teaching strategy used in our peer teaching session interests you, and how might you apply it in your teaching? • What do you believe was the most important point made about teaching during our session and what are your beliefs about teaching that made this point resonate with you? have a think about some questions for our reflection = Michael mentioned that he failed some people if they don't all participate !!!! = = = = = = = =<span style="color: #800080; font-family: 'Arial Black',Gadget,sans-serif;">**Ashley Arthur** = =__<span style="color: #800080; font-family: 'Arial Black',Gadget,sans-serif;">**How brain gym activities are linked with the Dimenions of Learning.** __= = = <span style="color: #800080; font-family: 'Arial Black',Gadget,sans-serif;">**DoL 1 - Attitudes and Perceptions**
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">Brain gym activities help establish a focused classroom climate.
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">Help students to feel a sense of comfort and order.
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">Positive **classroom management** **to help manage behavioural issues.**
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">Can be a regular classroom procedure that students will learn what and when to do them.
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">Can be practised by any student no matter what abilities they may or may not have.

<span style="color: #800080; font-family: 'Arial Black',Gadget,sans-serif;">DoL 2 - Acquire and Integrate Knowledge
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">Procedural knowledge (the student can participate in brain gym activities)
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">Declarative knowledge (the student understand why these are important and how they can benefit the student)
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">Helps students to then acquire and integrate knowledge more effectivly as their minds are free from clutter and they are more focused on the knowledge learnt.

<span style="color: #800080; font-family: 'Arial Black',Gadget,sans-serif;">Dol 3 - Extend and Refine Knowledge
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">Helps students become more focussed on the tasks so that they can extend and refine their knowledge they have learnt more effectivly and efficiently.

<span style="color: #800080; font-family: 'Arial Black',Gadget,sans-serif;">Dol 4 - Use Knowledge Meaningfully
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">Learn brian gym activities that they can use in everyday life and in the future to clear their minds so they are focussed on a task.

<span style="color: #800080; font-family: 'Arial Black',Gadget,sans-serif;">DoL 5 - Habits of Mind (critical thinking, creative thinking, and self-regulated thinking) <span style="color: #800080; font-family: 'Arial Black',Gadget,sans-serif;">Brain gym activities help students to;
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">**Maintain an open mind,**
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">**Restrain impulsivity,**
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">**Push the limits of your knowledge and abilities,**
 * <span style="font-family: 'Arial Black',Gadget,sans-serif;">**Evaluate the effectiveness of your actions.**

__RESOURCES__ [|PACE]

[|PACE Activity]

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

From: **Maureen Robertson** <maureen.robertson@cqumail.com>

Date: 15 March 2012 16:37

Subject: Question for assessment 1

To: Susan Richardson <susan.richardson@cqumail.com>

Hi Susan

Can we just clarify with you that with question 27 for LM3, can we use all of the dol or just dol 2 for the linking of our question to the framework. I've resent this as I haven't heard back

regards Maureen Robertson Mackay s0202484

On 21 March 2012 13:35, Susan Richardson <s.richardson@cqu.edu.au> wrote: > <span style="color: #1f497d; font-family: Calibri,sans-serif; font-size: 11pt;">Maureen > <span style="color: #1f497d; font-family: Calibri,sans-serif; font-size: 11pt;">Not having the question in front of me, makes it difficult to respond. I would think that it would be easier to link to just the DoL 2 components because to consider all of the Dimensions of Learning would be a very broad perspective to present in the short time available to you. Having said that though, > <span style="color: #1f497d; font-family: Calibri,sans-serif; font-size: 11pt;">you would be best to speak with your onsite tutors in Mackay to determine their response because they will be grading your presentations. > <span style="color: #1f497d; font-family: Calibri,sans-serif; font-size: 11pt;">Good luck with the presentation > <span style="color: #1f497d; font-family: Calibri,sans-serif; font-size: 11pt;">Susan > > > <span style="color: #1f497d; font-family: Calibri,sans-serif; font-size: 11pt;">xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx > <span style="color: #1f497d; font-family: Calibri,sans-serif; font-size: 11pt;">reflective questions <span style="font-family: Calibri,sans-serif;">
 * <span style="background-color: #ffffff; background-color: transparent; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left; text-align: left;">What worked in this lesson? How do I know?
 * <span style="background-color: #ffffff; background-color: transparent; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left; text-align: left;">What would I do the same or differently if I could reteach this lesson? Why?
 * <span style="background-color: #ffffff; background-color: transparent; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left; text-align: left;">What root cause might be prompting or perpetuating this student behavior?
 * <span style="background-color: #ffffff; background-color: transparent; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left; text-align: left;">What do I believe about how students learn? How does this belief influence my instruction?
 * <span style="background-color: #ffffff; background-color: transparent; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left; text-align: left;">What data do I need to make an informed decision about this problem?
 * <span style="background-color: #ffffff; background-color: transparent; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left; text-align: left;">Is this the most efficient way to accomplish this task? Maureen