JERI CASE
AMY WILSON
ST. JOHN’S EPISCOPAL SCHOOL
Our Interest in Brain- Based Research
 Focus Group
 Implementation of research in our school
 walking program
 balance balls
 Possible future integration of “Watch Me Listen”
segment on Crusader Live
Watch Me Listen
Dopamine, the pleasure neurotransmitter, is released when we are successful. Watch
their joy of learning ignite as children master the clapping sequence in this song!
Come to the circle, put your hands on your head.
I can do that- just like this. It’s as easy as can be 1-2-3.
We have our hands on our heads you see.
Come to the circle, walking safely with a friend.
I can do that- just like this. It’s as easy as can be 1-2-3.
Walking safely with a friend and me.
[Chorus]: Watch me listen, watch me pay attention.
Watch my cool clapping game invention.
(hand jive) Right-right, left-left, both-both, kneesknees
Right-left, left-right, three high fives please.
Crisscross your body, get your heart rate up.
I can do that- just like this. It’s as easy as can be 1-2-3.
My heart rate’s up and I crossed my body.
[Repeat Chorus]
Can you huddle and agree to be safe?
I can do that- just like this. It’s as easy as can be 1-2-3.
We’ll keep it safe and we all agree.
[Repeat Chorus]
Can you sit down, hands in your lap?
I can do that- just like this. It’s as easy as can be 1-2-3.
We’re sitting down quiet as can be.
We’re sitting down quiet, quiet as can be.
Ready to listen, just look at me!
The fourth grade math and science class has implemented the use of
balance balls in place of chairs. The purpose of this project is to apply
brain-based research and determine if students would benefit from a
more natural, comfortable seat that allows for slight movements and
better posture. The following discussion will lead you through:
•Testing the concept
•Implementing the
concept
•The future
TESTING THE
CONCEPT
 A strong desire to acknowledge the potential of the
students in my classes and respect their learning styles
and natural tendencies led me to request two balls
through the Wishing Well.
 By equipping the students with the most appropriate
learning environment and tools, each child has the best
chance to realize and maximize his or her potential.
 The belief that children need to be active, and that many
are kinesthetic learners, resulted in the implementation
of the two balls.
BACKGROUND
INFORMATION
1. Encourages proper spine alignment: Because the ball
isn’t stable, you have to use your body’s strength and
balance to align yourself.
2. Improves Circulation: Using a balance ball keeps blood
flowing to all parts of your body throughout the
day….especially your brain!
3. Increases Energy Level: Constantly fidgeting and
frequent changes in body position provides more energy
and focus.
Brooks, Douglas P. “New School Sitting: Exercise Balls in Classrooms and Offices.” July 2009. PFP.
http://www.bosu.com/scripts/cgiip.exe/WService=BOSU/story.html?article=4707
•Students began
rotating use of the
two balls.
•I encouraged them to
provide input, and I
recorded my
observations.
•Through anecdotal
evidence, I saw that
their behaviors and
responses correlated
with the findings in
my research.
How We Tested the Balls
TESTING THE CONCEPT
•I like them. They’re fun and better than chairs.
•They’re a creative idea and allow you to express yourself.
•They help us learn and concentrate.
•They’re fun, help me concentrate and balance.
•They help me have better posture.
•They’re fun and my hair doesn’t get caught in the nails on the chairs.
•I won’t tip back in my chair and get the legs caught on my friend’s chair.
•They help me do my work faster.
•The rolling around on the ball helps me relax and focus better.
•The balls remind me of my “fidget focuser” that I use at home to help
me do my homework.
•They feel much more natural.
•They just “fit” and are more comfortable.
•They help me put my mind at peace and think better.
IMPLEMENTING THE CONCEPT
• I took this idea to my peer focus group on Brain-based Research.
• The focus group is part of a school wide initiative to bring the most current and
relevant trends in education into light and practice at St. John’s.
• After discussing my findings with my group (Trigger Butler, Jeri Case and Thor
Herrin), I was encouraged to expand the experiment.
• Ann Binford and I discussed this project. We shared interest in implementing a
naturally integrated classroom tool that would support the needs of students to
have gross-motor movement as part of their learning environment. Mrs.
Binford supported my request (and the students’ overwhelming request) to
implement the balls for the whole class.
• The administration funded the project and enabled us to put this idea into
practice. Mr. Bridges and Mr. Rodriguez have taken time to adjust the desks to
make each child comfortable at his or her workspace.
IMPLEMENTING THE CONCEPT

Since the implementation of balls for each student this week, I have been taking copious
notes.

The most dramatic findings are those that support the research of increased focus and
energy. Students are happy, report that class seems shorter, and are undaunted by the
presence of the balls. There is less need for me to re-direct students as well. The balls have
been a natural fit to our learning environment.

Some students tire out on the balls, which points to evidence that core strength is being
required and will increase.

Some children (one or two per class) choose to trade their ball for a chair. This is done
without any judgment from me or their peers.

I have noted increased movement on the balls during assessments, possibly pointing to
increased adrenaline and need for movement.

I have witnessed the students enjoying the process of problem-solving and testing issues
related to this “experiment” such as how to contain the balls between classes, how to store
the balls at the end of the day, how to set rules and boundaries for their use.
•100% of students in 2
out of 3 classes would
recommend the use of
the balls
•More students choose to
use the balls than the
chairs that are still
available to them
•The kids report
increases in focus,
comfort, achievement,
ability to stay on-task ,
happiness, alertness
•More students switch
from balls to chairs on
Mondays and rainy days
(it takes more effort to
use the balls)
My Findings
Major Points, #6
 Emotions
affect
learning and
memory!
Let’s see how
it works…
What can emotions do to you?
 Anxiety floods your
body with adrenaline
(“fight or flight”).
 Adrenaline makes it
hard for the neurotransmitters to carry
messages across the
synapses in your brain.
 That causes “blanking
out” on a test.
How can emotions help you?
 Endorphins make
you feel calm.
 Your body produces
endorphins when you
relax, exercise, laugh,
or learn new things.
 If you practice
producing calming
hormones, it will help
when you are under
stress.
Are these Results Valid?
Does Brain-Based Research Support This?
 the a portion of the
 It’s no surprise that when
the kids are happier and
more relaxed, that they
report an increase in
achievement.
 This is because:
emotion system of the
brain (the "limbic
system") is in charge of
transferring information
into memory. From
years of experiments and
surgical experience, we
now know that the main
location for this transfer
is a portion of the
temporal lobe called the
hippocampus
http://www.psycheducation.org/emotion/hippocampus.htm
IMPLEMENTING THE
CONCEPT
1. Two feet must be on the floor at all times in order to
balance the balls. (Try to maintain good posture!)
2. Balls are chairs and are never to be thrown, kicked, or
played with. Doing this will result in the immediate
replacement of your ball with a chair for at least the
remainder of class.
3. When lessons are taught, rolling and other small
movements on the balls are allowed. You may not
bounce in a way that will distract your classmates.
4. If you leave your desk for any reason, you must
“capture” your ball in its holder.
5. Have fun sitting on the balls! (You may trade yours
for a chair whenever you like.)
BACKGROUND
INFORMATION
 A compelling, 12-week study, completed by graduate student,
Victoria N. Bill of Marshall, Minnesota, conveys the results of
her work with a special-education group of 7th-12th graders.
 It provides both wonderful primary and secondary research
results.
 Her 76-page paper can be found at:
http://www.balldynamics.com/research/a1214493186.pdf
 Here are some highlights:
BACKGROUND
INFORMATION
•
“The findings of the study reveal an increase in students’ on-task behavior, plus an
achievement increase in fluency, comprehension, addition fact scores, subtraction fact
scores, and math probe scores. Furthermore, the study finds stability balls to be socially
valid.”

“Physical therapists have been using stability balls since 1965 to help their students
improve their mobility and to rehabilitate areas of their bodies. Stability balls are now
making their way from the therapy rooms to the classrooms. Teachers are hearing
anecdotal evidence and reading about studies that show stability balls are helping
students focus and make gains in achievement..”

Teachers using the stability balls in their classrooms are stating they believe behavior has
improved

“In Advance for Occupational Therapists, Beth Puliti quoted Jack Bennett, assistant
professor of physical therapy at Maryville University in St. Louis, Missouri as stating that
the use of stability balls “has shown that children who sit on the exercise ball have
improved writing skills” He continued by saying children have a difficult time sitting for
any length of time. Less restrictions and movement “influences cognition and alertness in
the classroom” (2007).”

Mayo Clinic News (2006) reported that James Levine, professor of medicine at Mayo
Clinic and child researcher Lorraine Lanningham-Foster have developed a “classroom of
the future.” The key ingredient missing from the typical classroom is the chair. Students
learn while kneeling on the floor, sitting on a stability ball, or leaning on a podium. The
ongoing study is comparing the student in the regular classroom situation of last year to
this year in the classroom of the future.”
BACKGROUND
INFORMATION
•Bob Nellis, a member of the clinic, conducted a study on the benefits of
“chairless” classrooms, or classrooms that used the balls.
•Here’s what he said: "Kids move around. They’re supposed to be active."
[Heron Marquez Estrada, Star Tribune, startribune.com, Oct. 27, 2007]
•Here’s what he found: The study showed that students with attention issues
could focus better using the exercise balls for chairs. The balls allowed
movement without making noise and disturbing others. The children that
require extra movement get the opportunity to do so silently.
Read more at Suite101: No More Classroom Chairs: Students Are Sitting On Exercise Balls
http://student-health-issues.suite101.com/article.cfm/no_more_classroom_chairs#ixzz0bg8ZYyOj
BACKGROUND
INFORMATION
Students at North Trail Elementary School in Farmington, Minnesota have
been using balance balls and this is what their teacher and principal are
saying:
The principal said that “the balls seemed to help students lessen the number
of distractions and times in and out of their seats each day.”
He also said the “children seem to have much more energy later in the day
than they had without them [the balance balls].”
The teacher said, “We were looking for on-task time to see if that improved.
It shows that there’s a constant physical response going on and having that
movement with the ball, and balancing helps them focus. Research shows
that, with physical activity, a person’s blood is moving and oxygen is moving
and circulating to the brain, producing positive effects. I‘ve seen the benefits
of on-task time.”
Hildreth, Kara. “School Tests Round Exercise Balls Instead of Chairs.” This Week Online. 28, Dec. 2007.
http://thisweek-online.com/2007/december/28stability122907.html
Brainology
www.brainology.us
Student-Led Conference “To Do” List
As you enter, thank your parent/s for coming, offer them refreshments and ask
them to have a seat at the table. Begin to share the following work with them:
1. How Do I See Myself?
� Share with your parent/s your assessment of your behavior
and work habits. How does this compare to the way in which
you think your teachers and parents see you?
2. Fixed Mind-set VS. Growth Mind-set
� Explain to your parent/s what you understand about your
responsibility as a learner and how that plays into the goals that
you have for your last trimester.
3. Fourth Grade Goals for 4th Quarter
� Show your parent/s your goals and feelings about this last
trimester. You might ask them if they share these goals for you
or have any other thoughts.
4. Planner and Calendar
� Show your parent/s a sample planner sheet and our calendar.
Explain how you use it (or should be using it). Also discuss your
weekly commitments and how well you are able to accomplish
all that needs to be done in a week.
5. Parent Questions
� Ask your parents if they have any questions for me or you.
You may take this packet with you to discuss further.
6. Conclude Meeting
� Thank your parent/s for coming and go have fun!!! 
Websites We Love
Sites
Address
New Horizons for Learning
www.newhorizons.org
Great articles
Neuroscience for Kids
http:
//faculty.washington.edu/ch
udler/introb.html
TONS of information at an
approachable level
Alzheimer’s Association
www.alz.org/alzheimers_dis
ease_4719.asp
Interactive tour of the brain
Neuroscience Coloring Book
http://faculty.washington.ed
u/chudler/colorbook.html
Pictures to color and label
Brain Connection
http://brainconnection.posti
tscience.com
Many links for brain facts,
health, tips and tricks
Lumosity
www.lumosity.com/braingames
Subscription-based site of
games to help you train your
brain
Brainology
www.brainology.us
Program for students and
videos
Authors and Resources
 Eric Jensen
 Carol Dweck
 The Center for Brain Health at the University of
Dallas
 David Eagleman
 Daniel Pink
How Your Brain Learns and
Remembers
© 2007 Diana Hestwood and Linda Russell
Minneapolis Community & Technical College
 W H AT H A P P E N S I N S I D E Y O U R B R A I N
 B R A I N - F R I E N D LY WAY S T O L E A R N B E T T E R
 HOW HOMEWORK HELPS YOUR BRAIN
 HOW EMOTIONS AFFECT LEARNING AND
MEMORY
PERMISSION GRANTED TO INDIVIDUAL INSTRUCTORS TO USE AND REPRODUCE
FOR THEIR OWN CLASSROOM.
Part One (1, 0+1, 3-2, I)
 What happens inside your brain
when you learn something new?
This is your brain…
 Brain cells are called
neurons.
 You are born with at
least 100 billion
neurons.
 Dendrites (fibers)
grow out of the neurons
when you listen to/write
about/talk about/
practice something.
Learning is natural!
 Neurons know how to
grow dendrites, just
like a stomach knows
how to digest food.
 Learning = Growth
of dendrites.
 New dendrites take
time to grow; it takes a
lot of practice for them
to grow.
Connections form between
neurons.
 When two dendrites grow
close together, a contact
point is formed. A small
gap at the contact point is
called the synapse.
 Messages are sent from
one neuron to another as
electrical signals travel
across the synapse.
Practice builds strong
connections!
 Special chemicals called
neurotransmitters
carry the electrical signals
across the synapse.
 When you practice
something, it gets easier
for the signals to cross the
synapse. That’s because
the contact area becomes
wider and more neurotransmitters are stored
there.
Practice builds faster
connections.
 When you practice
something, the
dendrites grow thicker
with a fatty coating of
myelin.
 The thicker the
dendrites, the faster
the signals travel. The
myelin coating also
reduces interference.
Practice builds double connections.
 With enough practice,
the dendrites build a
double connection.
 Faster, stronger,
double connections
last a very long time.
You remember what
you learned!
Short-term memory is VERY short!
 If you learn something new and do it only once or
twice, the dendrite connection is very fragile and can
disappear within hours.


Within 20 minutes, you remember only 60%.
Within 24 hours, you remember only 30%.
But if you practice within 24 hours, and then
practice again later, you remember 80%.
Make the most of practice time…
 You grow dendrites for exactly the same thing you
are practicing.
 If you listen or watch while math problems are
solved, you grow dendrites for listening or
for watching.
 If you actually solve the problems yourself, you
grow dendrites for solving.
The dendrites this toddler is growing are
for what skill or concept?
Part Two (2, II, 1+1, 3-1)
 What are the most important
points for me to remember?
Major Points to Remember, #1
 You are
naturally
smart, because
…
You are naturally smart, because …
 Your brain knows how to grow dendrites just like
your stomach knows how to digest food.
 Think about a baby who learns to speak in its native
language without any special classes or training!
Major Points, #2
 You must do
something
active
(explain, solve,
draw, write,
etc.) in order
to learn,
because…
You must do something active to
learn, because…
 Dendrites grow ONLY when you are actively doing
something.
 No one else can grow dendrites for you!
Major Points, #3
 Dendrites cannot
grow in a void.
They can only grow
…
Dendrites cannot grow in a void.
 New dendrites can only grow off of what is already
there. New skills must connect to, and grow off of,
previously learned skills.
 If you do not have the necessary dendrites in place,
new material will seem to go “right over your head”.
 So, start with a math course that matches your skill
level.
Major Points, #4
 Dendrites
take time to
grow,
because…
Dendrites take time to grow,
because…
 It takes a lot of practice for dendrites to grow.
 This is why you do homework.
 This is why trying to cram everything into your brain
the night before a test doesn’t work.
Major Points, #5
 Mistakes,
with
feedback, are
essential and
good,
because…
Mistakes are essential, because…
 Making mistakes, and getting feedback so you can
correct them, allows you to check the accuracy of the
connections in your brain.
 Be sure to get feedback quickly so you don’t practice
the wrong thing and build a strong, but wrong,
connection!
Major Points, #6
 Emotions
affect
learning and
memory!
Let’s see how
it works…
What can emotions do to you?
 Anxiety floods your
body with adrenaline
(“fight or flight”).
 Adrenaline makes it
hard for the neurotransmitters to carry
messages across the
synapses in your brain.
 That causes “blanking
out” on a test.
How can emotions help you?
 Endorphins make
you feel calm.
 Your body produces
endorphins when you
relax, exercise, laugh,
or learn new things.
 If you practice
producing calming
hormones, it will help
when you are under
stress.
Part Three (3, III, 1+1+1)
 So what does all this mean for
me?
Use dendrite theory to answer
these questions…
 I understand what’s going on in the lecture just fine.
But when I get home and start on the homework
assignment, why am I lost?
 I attend class and do all the homework and feel like I
understand everything. Then why do I just “blank
out” on the test and can’t do anything?
Can you answer these?
 Why should I do all
this homework?
It’s just the same
thing over and
over.
 I work full time.
Can I do homework
only on weekends
and still pass the
course?
More questions…
 I’ve been absent for a week but there’s a test
tomorrow. Can I cram it all in tonight?
 Why can’t I take this math course even if I haven’t
passed the prerequisite course (or gotten a high
enough score on the placement test)?
So what should you do?
 Start with the right math course; the skills build
from one course to the next. Take the rest of your
math courses one at a time, in order.
 Do some of the homework as soon as possible after
class, before you forget.
 Try to practice math every day.
 To manage anxiety, learn simple relaxation
techniques such as slow, deep breathing.
More things you can do…
 Make sure you are actively DOING something when
you study.





Make study cards.
Draw pictures or diagrams.
Solve lots of problems; check your answers.
Check your understanding by explaining how to do a problem
to another student.
Create a practice test for yourself. Work it in the same amount
of time you’ll be given in class.
New Vocabulary
 neuron
 dendrite
 synapse
 neurotransmitters
 myelin
 adrenaline
 endorphins
Enjoy using your brain! The end.