Mini FEBI® Focused Energy Balanced Indicator
Whitelaw, G. & Wetzig, E. (2008). Move to greatness. Boston, MA: Nicholas Beasley
International
To calculate your totals for each Pattern, add:
 #2, 4 ,8, 13, 18, and 24 for Driver (Thrust)
 #1, 5, 12, 16, 20, and 23 for Organizer (Shape)
 #3, 6, 10, 11, 19, and 21 for Collaborator (Swing)
 #7, 9, 14, 15, 17, and 22 for Visionary (Hang)
Scoring the FEBI
< 32 LOW These are weakly expressed patterns that are more difficult for you to
access: you may not use them when they’re called for.
 32-44 Moderate With moderate ease you can access these patterns when you
need to.
 > 44 High These are strongly expressed patterns that are easy for you to access
and are likely connected to your natural strengths: you may have a tendency to
overuse these patterns


LEARNING STYLES:
Patterns of Coordination
“A difference unaddressed
becomes a disability.”
James Collins
Learning Styles & Diversity
Diversity is the goal of helping all students
develop to their unique and fullest potential by
varying instruction, assessment, and content to
both support students in the use of their own
resources and challenge them to acquire and
understand the resources of others.
Why do we value Diversity?
 Different students need different styles of instruction to acquire the
learning we offer.
 Different students need different modes of assessment to
demonstrate their learning.
 Each child’s interests and talents, concerns, and fascinations are the
best foundation for increasing that child’s ability and motivation to
learn.
 The operation of democracy requires an in-depth understanding of a
variety of perspectives and contributions, as well as the ability to
listen and learn from the lives and cultures of a variety of people.
PPinciotti
Do you love me still? Or
Do you love me Moving?
The more intelligent a person is,
the more originality is found in others.
Ordinary people see no differences
between men.
Blaise Pascal
PPinciotti
Moving With Our Hands


Draw a Symbol for How you
move
How do you Know?


Think of an Activity

What do you do First?

What do you do Last?
Describe or Draw how you
Organize something.
PPinciotti
Development, learning, and
intelligence are… “connected to
movement and dependent upon it.”
Maria Montessori
Movement, Learning
and the Brain


SPARK: The
revolutionary
new science of
exercise and the
brain

“Only a mobile person needs a brain. That which we
call thinking is the evolutionary internationalization
of movement.” Rodolfo Llinas

Three essential factors in healthy brains
John J. Ratey,
M.D.


Education – Learning new things, new skills

Self- efficacy – Belief in your ability to impact
your own thinking and actions

Movement – Exercise, activity, aerobic work
“Automatic patterns of thinking and movement are
stored in the basal ganglia, cerebellum, and brain
stem… Movement helps the brain learn, sparks the
master molecule of the learning process in the
hippocampus.” J. Ratey
PPinciotti
Background:
Ways of
Moving
Four Patterns of Movements first discovered
by kinesiologist Dr. Josephine Rathbone -1930’s
 Validated by electrophysiological recordings
by Dr. Valerie Hunt et al. in the 1960’s
 Elisabeth Wetzig labeled these Coordination
Patterns® and connected them to overall
temperament and learning style
 Pat Pinciotti applied Wetzig’s work to
education, learning and teaching
 Ginny Whitelaw linked Patterns to overall
effectiveness in life, work and the balance
between them - Move to Greatness
[www.movetogreatness]
 FEBI (Focus Energy Balance Indicator) –
Assesses mind-body patterns preferences

PPinciotti
Learning Styles
•
•
•
Learning Style examines the way
we perceive, approach a task,
organize, and use specific
strategies to be successful as
learners.
Learning involves the
coordination of body and mind,
heart and hand, self and culture.
Movement provides a window
into how a child perceives,
learns, works, and makes sense
of the world.

Observation of movement and
language while planning and
working indicates learning style,
intelligences, and sensory
strength.
PPinciotti
Learning Styles Lens
•
Discover important insights into individual ways of thinking,
learning, and working
•
Assess your own personal learning style and how it connects and
interacts with others
•
Accept and enjoy the uniqueness of individuals and the dynamic
nature of relationships
•
Make the job of parenting, teaching, collaborating and leading
easier, more predicable and more harmonious
•
Anticipate potential trouble spots, negotiate typical minefields,
and lay the groundwork for future growth and development
PPinciotti
Let’s MOVE!
PPinciotti
Principles of the
PATTERNS OF COORDINATION

Your brain and body are connected through the central nervous system
and you brain seeks patterns to make meaning

Movement provides a window into understanding an individual’s mental
processing

There are four primary ways of moving and thinking called Coordination
Patterns: Thrust, Shape, Swing, and Hang

Each Coordination Pattern is a connection between moving and thinking
which includes a quality and type of movement and quality and type of
mental processing

We each have a Home Pattern and a Pattern Hierarchy

Style is a combination of two Patterns – our Home Pattern plus another
Pattern

Goal is to recognize and use all four Patterns as tools to create Balance
PPinciotti
PATTERNS OF COORDINATION
IT is all about MOVEMENT!
THRUST - diagonal, zig-zag, asymmetry, sharp turns, aware of strength,
directionality
SHAPE - right angles, symmetry, placed turns, sequential, arithmetic, classical
weight,
SWING - back and forth, big-little balance, meander, aware of
trunk/body
HANG -
follow, flow, random, hang turns, aware of energy, connections
PPinciotti
Where do our
•
Nature: Difference evident at birth
•
Habit: Difference reinforced with use
•
pattern preferences
Developmental: Stages call out
different patterns
•
come from?
•
•
Judith Krestenberg’s research maps
the patterns and role of movement
in the early stages of child
development.
•
•
“The Terrible Twos” – DriverThrust pattern
The Sociable Threes –
Collaborator-Swing pattern
The Rule Bound Fours –
Organizer-Shape pattern
The Inquisitive, Rambunctious
Fives – Visionary-Hang pattern
Nurture: Family and culture can
positively or negatively effect patterns
PPinciotti
EACH PATTERN INVOLVES
A QUALITY AND TYPE OF
MOVEMENT
AND A
QUALITY AND TYPE OF
THINKING.
PPinciotti
Thrust
Driver
PPinciotti

You see - Assertiveness, testing, directness,

Look for - Strength, presence, pushing tools,
images, asymmetrical movements/ designs

Modality - Visual

Thinking - Planning for Action, sometimes too
quick, impatient, or volatile; Needs to take time

Needs - Security, visual engagement, success,
loves to win, independence

Interactions - Logical, brief, organized, friendly
not gushy, support independence, Demonstrate,
Show them how, Encourage sense of honor
naming, reorganizing, visual recognition, Skills
PPinciotti
Shape
Organizer
PPinciotti

You see - Attention, thinking, questions,
sorting, placedness, prioritizing, correct form,
knowledge

Look for - Stillness, sequence, symmetry,
time, reliability

Modality - Auditory

Thinking – Analytic, May be narrow, rigid, or
timid, Encourage boldness and adventure

Needs - Undivided attention, rules,
recognition, to do the right thing

Interactions - Answer question, explain, Pay
attention to time, Sequence learning, one
thing at a time, be correct, Encourage duty
PPinciotti
Swing
Collaborator
PPinciotti

You see - Interaction, embellishment, competency,
feelings, playfulness, comparisons, multi-tasking,
Imagination

Look for - Rocking back and forth, interaction,
moving in and out of lesson, sees both sides

Modality - mixed, use two for checking

Thinking flaw - Surface; waffles on decisions; needs
to think more clearly and deeply

Needs - Social interaction and multi-tasking, fun!

Interactions - Playful, loyal, chatty, daydreamer,
doodles, applaud often, Encourage responsibility
PPinciotti
Hang
Visionary
PPinciotti

You see - Moving, hanging out, seeking
essence, improvising, connections, kinetic
experiential learning, whole picture/absorb,
Intuition

Look for - Need to move in random ways,
flexibility and looseness,

Modality - Kinesthetic, whole body

Thinking flaw – Scattered, leaps; Lacks
follow-thru; needs a System for organizing

Needs - Challenge, physical experiences,
organization; big picture

Interaction - Physical presence, enjoy
energy, help them organize, find words, be
flexible/open, praise connections, fairness,
Encourage service
PPinciotti
Individual Style in Action
PPinciotti
PATTERNS OF COORDINATION
Strengths & Limitations
“A difference unaddressed
becomes a disability.”
James Collins
PATTERNS OF COORDINATION:
Benefits

Discover important insights into individual ways of thinking,
learning, and working.

Assess your own personal learning style and how it connects and
interacts with others.

Anticipate potential trouble spots, negotiate minefields, lay the
groundwork for future growth and development.

Accept and enjoy the uniqueness of individuals and the dynamic
nature of relationships.

Make interactions easier, more predicable and life more harmonious
and balanced.
ppinciotti
The Normalized Classroom
FULL P0TENTIAL LEARNING: Putting Patterns into Action
Ef f ective teaching that leads to understanding MOVES the learner through content and skills in all four ways.
THRUST – Intentional Mentor
SWING – Supportive Coach







ÒPlay w ith meÓĞ opens perceptions explores possibilities
Develops competency, encourages f eelings and
successful relations
Process orientation, explores possibilities w ti hout criticism
Uses interaction with materials and others, dialogue,
valuing, imagery, metaphor
Embellis h by playing around, try it another way, enrich
Needs emotional acceptance and support, group
interaction, ebb & flow
Assessment Ğ Ò
my voice in dialogue with othersÓ







SHAPE – Knowledgeable Instructor







ÒTell meÓ, impart knowledge, information, correct f acts
and form
Develops know e
l dge base, curiosity what to think about;
what shape to put it in
Questions and engages in reading, research or dialogue
to get inf ormation
Uses thinking; cause and ef f ect, order, rules
Follow s sequence or steps in planning and execution
Needs recognition; one to one relating; direct instruction
Assessment Ğ Ò
the voice of the expertÓ
ÒShow meÓhow to do it; direct; hands-on; demonstrations
Develops skills through activity, doing, making, drills
Production orientation, pattern and predictability,
standards of excellence
Uses naming; restructuring; pinpoint f unctions; big picture;
juxtaposition
Secure in ability to perform; sense of master or control
Needs to work alone at the task; security; diagonal
relations
Assessment Ğ Ò
in my own voic eÓ
HANG – Individual Challenger








ÒLet me be w ti h itÓ, seeks essence; absorbs; explores
potential
Strengthens dispositions towards learning, risk-taking and
creating
Makes connections; free associations, randomness
Uses energy and movement to know and connect
Experiential, takes risks, why not?
Makes concepts, ideas, medium physical; gets messy
Needs risks; movement and problem-finding
opportunities; random relations
Assessment Ğ Ò
the voice of experienceÓ
PPinciotti
PPinciotti
What can you do to
promote harmony among
the unique individuals in
your world?
PPinciotti
So….Go Move!
Your first and foremost job as a leader
is to take charge of your own energy
and then to help orchestrate the
energy of those around you.
Peter Drucker
PPinciotti