Adding physical activity BEFORE challenging learning activities, especially reading and math, is a research-based solution. This slide show is valuable for teachers as well as students. Students eagerly embrace the philosophy.
9. How Do We Learn?
We bring more
than just a brain
to school – and
to all of life
10. We all bring a whole body to school–
A Brain and MORE
11. We bring a whole body –
and a HEART ready to help us LEARN
How can a heart
help Brian and
Brianna learn?
12. Healthy Heart – The brain’s BFF
How did they become such great friends?
13. The helps the Brain
Active Exercise – gets the heart pumping-
That increases blood flow to the brain
It also increases brain chemicals like NEUROTRANSMITTERS
14. This is a good time to do the
“Active Me Activity”
27. Huh? What’s a
NEUROTRANSMITTER?
Nancy the Neuron gobbles up oxygen and creates a
NEUROTRANSMITTER
A NEUROTRANSMITTER is like the fastest Internet
connection
28. Neurotransmitters from the NEURON move
information around the brain, from nerve cell to
nerve cell
Exercise – getting the heart pumping- increases
how many neurotransmitters our BRAIN has
30. More NEUROTRANSMITTERs-
Now What?
The benefits come when you finish your great exercise
Blood flow shifts to the “learning” side of the brain
The brain gets full of neurotransmitters that get us really
READY to learn
36. Hippos and Brains
Workouts and exergames build better connections between brain cells
See that HIPPO Footgaming
with energy!!!
What part of her
brain is she helping?
37. Hippos and Brains
Heart-hopping PLAY can increase good learning cells in your
hippocampus
Exercise BEFORE You Need to Learn
38. Hippos and Brains
The hippocampus is the region of the brain involved in
learning and memory.
Memory Trick
39. Feeding Our Brain: A Fact
We get hungry
We want FOOD
Our brain gets hungry
Our brain wants BDNF
41. Another Memory Trick
To grow really big and strong, plants need
fertilizer – like Miracle Gro
42. Feeding Brains: Not a Plant
Brains Don’t Need Fertilizer
They need BDNF
Memory Trick
43. Miracle Gro for the Brain?
Active exercise and play helps your brain make
“Brain-Derived Neurotrophic Factor”
That is BDNF - a protein that ACTS LIKE Miracle-Gro for
YOUR brain.
45. How Do Brian and Brianna Learn?
What do they need to bring to school –
and use – besides a brain?
46. How Do Brian and Brianna Learn?
Why is the heart the brain’s best friend?
47. What do you think the definition
of ExerLearning might be?
48. ExerLearning…. And FootGaming
would like to thank Dr. John Ratey
for his research. We learned a lot of
this from his book, SPARK
http://exerlearning.blogspot.com/
It’s a “must read’ for teachers and parents,
available at amazon.com
49. ExerLearning and
FootGaming
Be sure to learn more
about FootGaming
genfit@bendbroadband.com http://exerlearning.blogspot.com
www.footgaming.com Copyright 2008 invenTEAM
Notas del editor
Welcome to BRAINY STUFF! This slide show is inspired by the powerful research of Dr. John Ratey of Harvard. More detail can be found in his book, SPARK.
For Teachers and Students who may be teaching this slide show to others: Introduce the HEART, the Neurotransmitter and the happy brain. You can give them names if you’d like. You may want to have a worksheet with their pictures so that a younger audience can label and color as you talk.
You don’t need to tell much about these right now, they become part of the story later.
Have your audience tell you what they know about the heart. Have them feel for their pulse either at the jaw line or on their wrist. Now have them stand up and jump up and down a few times to feel how movement changes the way the heart behaves.
We like to call this Nancy the Neuron When there is a name that starts with the same letter as the item we are trying to learn, it makes it a little easier. We can remember Nancy as a clue.
Talk a bit about what your audience knows about the brain already. Most talk about thinking and learning, memorizing and imagining.
Ask why we named the children Brian and Brianna. Talk about how the words are spelled. Your audience may want to talk a bit about how close the spelling is to BRAIN. Kids know that pour BRAIN is very important in school. How do we use our brain at school?
Simply read this slide
Ask for comments and ideas from the audience. Write them down if you have a flip chart, white or Smart board.
Look at the picture of the boy on the right. What does he bring to school in addition to a brain?
Your audience may say books, back pack…lead them to the next slide without any other hints. If they say arms and legs – GOOD!
We want to start thinking about the entire person (arms, legs, heart,. Muscles, lungs)
These children are moving, so it will be easier for your audience to think of arms, legs, heart, lungs, muscles now. Talk about the connection between the brain and the body – thinking, planning, playing, sports, seeing, muscle and movement.
Most people don’t have any idea right now. Some may think of the heart pumping blood and blood going to the brain. That would be great to have in the discussion right now – IF it comes up naturally. Otherwise, write down some of the comments and move to the next slide.
Simply read this slide. What is BFF? (Best friends forever) Write down any comments and move to next slide
Read the slide and ask for discussion. As your audience adds comments you may want to write them on a flip chart or a white board. If you have already started ExerLearning and are practicing FootGaming, there could be great discussion.
Be sure everyone has a plain sheet of paper and something to write with. Have them draw the stick figure shown on the slide. Talk about arms, legs, - the whole body. A person is not just a head and a brain coming to school.
Actually have the audience do this – yes everyone!!!
Have everyone draw a set of lungs in their picture
Draw a heart
Talk about what is going on. Talk about oxygen in the blood feeding muscles. 20% of all the oxygen used by the body is used by the brain. Be sure everyone knows what a LOT of oxygen that is. Talk about the size of the whole body and all of its muscles and the fact that 20% is a LOT!
Talk about how we feel when we don’t have enough oxygen moving about in our bodies.
Why do we feel energized after recess?
Why do we yawn after we have been sitting for a long time?
Talk about the fact that there is a lot of good things for the brain mixed into the blood along with oxygen. Have the class match their picture to the one in the slide.
Simply read the slide –
Are there any questions from the audience?
Comments from your audience? Talk about 20% (5 fingers, one finger is 20%) When you work out you breathe hard – your MUSCLES scream for oxygen. Your brain is more quiet about it. When it needs oxygen you feel sleepy or have trouble concentrating.
Read the slide
Read the slide
This is really important. Most of the time no one connects a pumping heart and improved learning.
Ask your audience why this might be an important fact.
Why would we exercise BEFORE we do our class work and learning? The BEFORE an assignment exercise session is key to Exerlearning. Be sure everyone gets this important point.
Simply read the slide
There she is, there’s Nancy the Neuron
Read the slide – questions or comments from the group?
Ask the group – what is 2 + 2? When they answer, talk about how easy that was. They have created a path between that question and the answer. The neurotransmitter helps them grab the information and communicate it.
Ask a few more easy questions- suggest that each fact has a neurotransmitter path.
The more you want to learn the more paths you need:
You learn skills, information, puzzles, visual clues and more. Have your audience talk about things that were really hard to learn but now they are easy (like tying a shoe, learning to read).
Exercise sort of re-boots the brain. There is more neurotransmitter activity in the brains of fit kids. This means more are being used for learning and thinking and life. When you exercise, more of your brain cells are being called upon to learn, and solve problems. Better fitness equals better attention and, thus, better results.
Talk about hard exercise: If a person was running a mile could they learn 12 X 14 or what is the meaning of “lactic acid?”
No, ask the group what they think about when they are doing something like running a mile: comments.
Talk about AFTER they are done exercising and have had some water and are now at their desk ready to learn. Talk about all the things the blood pumped from the exercising heart has brought to the brain.
Gather comments from the group. Talk about the fact that probably no one in the school could identify that part of the brain and name it right now. But it is very important to the learning process.
Name the animal on the left
Talk about the memory trick – it is a way to help us remember new words that we don’t use very often
Talk about the word “campus”
Have the group say the words and write each word down
Read the slide – gather comments
Read the slide and gather comments
Talk about using something like the dance mats in the classroom. SOMETIMES it is okay to use the dance mats as a reward for fun AFTER class work and learning is done – but when is the BEST time to use the dance mats and get your heart pumping? Why?
This is a key point and is probably the most important take-away idea in the presentation. Reinforce it the best you can.
Read the slide
Talk about food – and how it nourishes us. Does anyone have any idea what BDNF is?
Talk about the BDNF – it is teeeny tiny! It arrives in the brain from the blood.
Read the slide
After you read the slide, put your finger under each first letter in the words, “Brains Don’t Need Fertilizer.”
That is a memory trick to remember BDNF – have the audience say it a few times.
Talk about how BDNF works for the brain the way fertilizer works for plants. Hammer home that point.
Read the slide and talk about the picture – or have your audience comment on it. Why is the brain pictured as a plant in this picture?
Read the slide and ask for comments. Physical activity is the best way to create more BDNF in the brain. (Take away concept)
Gather comments and write responses down . Compare to what the class suggested earlier
Gather comments and write responses down. Compare to original comments
Gather comments and write responses down
Good job – we look forward to hearing from you and your students. Please e-mail us or send pictures of your group so we can celebrate you. You may want to comment on the blog so you can share with others.
We are always available for questions and support.