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MACAR Workshop Track

AMS Annual Conference San Diego, 2017

Shelton School 15720 Hillcrest Rd Dallas, Texas 75248 www.shelton.org/macar

+Session 5 Preparing the Brain to Learn for the Neurologically challenge child

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Build the foundations for learning, moving and communicating

Be healthy and happy, confident and feel loved

Develop intellectually emotionally, socially and spiritually, as well as physically

We were born to move

Active learning helps a child to:

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+The Cerebellum and Transfer of Information

n  10 percent of brain’s mass

n  Contains half of all neurons

n  Most complex part of brain

n  Involved with: n  Memory n  Attention n  Spatial perception

+Movement and Learning are Connected

Connection between movement and learning is constant throughout your life

+How we gain an understanding or our world We all have 5 senses we are aware of:

n  Taste n  Smell n  Sight/visual n  Auditory/hearing n  Touch n  Proprioceptor n  Vestibular n  Gravitational

These senses help us gather information about our world and process it

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+Normal Sensory Integration

n Normal Sensory Integration: •  Ability to concentrate

•  Ability to organize

•  Self-esteem

•  Self-control

•  Self-confidence

•  Academic learning ability

•  Capacity for abstract thought and reason

•  Specialization of each side of the body and brain

+Screening Sensory Information

n  All input from these sensory systems processed together (at the same time) in your brain on an unconscious level

n  Allows your brain to filter out what you do not need to pay attention to n  For example, clothes on your body or clock ticking on the wall n  Brain only interested in sensory information that is unique or

different n  About 95% of all sensory information discarded

n  Screening process allows you to pay attention selectively to what you choose and unconsciously monitor for survival at the same time

Movement is a sensory activity that has a direct connection to the brain

+Sensory Dysfunction in Children

n  When the systems work together, we can regulate our posture, tone, and stay oriented in space

n  When they don’t, can lead to disorganization - the child has difficulty filtering and interpreting what’s going on around

n  These children may appear clumsy, uncoordinated, disorganized, have academic problems, social issues, trouble with attention, and behavioral issues

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+Processing Chart

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SustainedA1en2on

5SENSESINPUTSeeHearFeelSmell&Taste

Percept

BrainInterpreta2on

Concept

HigherCogni2veFunc2onsMemory

+Processing with Dysfunctions

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FaultyA1en2on

5SENSESINPUTSeeHearFeelSmell&Taste

IncorrectPercep2on

BrainInterpreta2onDysfunc2on

ConceptForma2onFaulty–LanguageWeakness

GapsinHigherCogni2veFunc2ons

InadequateMemory

+Effects of Sensory Integration Dysfunction n Have you noticed those children who never seem to be

able to “fit” in the classroom?

n Those who need extra time or warnings before they can make a change in activity?

n Those who need extra mentoring in order to successfully get works done?

n Those who just don’t “get it” no matter how many times you explain what you expect?

Sensory dysfunction can lead to processing dysfunctions

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+Lack of Movement Experiences

n  Challenging for child to control his body for school and classroom behavior

n  Child experiences frustration (uncoordinated movements/clumsiness)

n  Inappropriate behaviors manifest: n  Struggle to make choices n  Difficulty focusing for age-appropriate lengths of time n  Inability to work alongside peers n  Inability to connect the mind and body n  Lack of self-control n  Difficulty choosing work n  Difficulty making transitions n  Often unable to focus for any length of time with joyful intent

+Developing Skills Re-visit early rudimentary movements

n  Participate in activities/exercises that integrate and create neural pathways that support further development (right/left hemisphere connects)

n  Normalize movement patterns in the classroom through line activities, practical life, and purposeful movement activities

+Repeated Practice

n  Can change can mental states, increase energy, put learners in a better mood, provide a calming effect

n  Overrides disorganization – develops inner discipline

n  Can move about at liberty/work independently with focus

n  Develop inner discipline, order

n  Sufficient coordination to interact with environment, mind/body connection emerges

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+ Idea presented in a material or concrete form – always combined with an activity

+Build it to Learn

+Self-contained Work

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+Sequencing with Sentence Strips

+Using Tactile Sensation for Memory

+Prepositions with Physical Movement

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+Organizing Materials

+Simplified Lesson

n Simplified definition

n Use of concrete objects

n Reduce the number of items

n Structured lay-out

n Choices of how to write

+ Line Work

Best time for line work: after intense focus and concentration

n  Students can change directions while walking

n  Place objects on a table…child chooses an object

n  Child hold an object in each hand while walking

n  Give commands, “ raise arms, lower arms, toss object

n  Student can perform yoga poses on line

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+ Line Work

n  Helps child control his/her body

n  Can use straight line, ellipse, curve shape

n  Practice moving with purpose and grace

n  Given increasingly more difficult challenges

n  Walk: heel-to-toe, carrying object(s), vary the ways (slide, sideways, backwards, tip-toe, etc.)

n  Develops visual skills, left to right orientation and visual span

n  Develops self-control and coordination

+Changes in Shapes

+Brain Breaks

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+Crossing the Midlines

+Movement Activities Shelf for Classroom

+Supporting the Core

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+Different Ways to Support the Core

+Core Activation Seat Cushion

+Slant Board

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+Hand Fidgets

+Sensory Regulation Shelf

+Movement in the Montessori Classroom Observation can assist determine readiness:

n Effort it takes a child to interact with others n Effort it takes a child to choose and complete a

task (stamina) n Way child works with materials n Way child moves, coordination, control of body,

gives information, internalizes information

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+Montessori leads to Normalization

n  Practice in a purposeful way

n  Repetition of the work

n  Care of self and environment

n  Learn grace and courtesy

n  Through work learn to perfect movement and internalize the concept within the material.

n  It is through his own doing that the develops coordination and cognitive understanding.

n  Individualization

+Movement Everyday Simple ways to Implement n  Daily stretching, walking, seat-changing

n  Use movement, drama, the arts, role-playing

n  Work with a partner

n  Use charades or instant commercials to review material

n  Do large jigsaw puzzles, ball-toss reviews, storytelling, build with blocks, incorporate cross-lateral movements, stretching, play “games”

n  Drink plenty of water

+Marie Montessori

n  Until now, almost all educators have thought of movement and the muscular system as aids to respiration, or to circulation, or as a means for building up physical strength. But in our new conception the view is taken that movement has great importance in mental development itself, provided that the action which occurs is connected with the mental activity going on...Watching a child makes it obvious that the development of his mind comes about through his movements...Mind and movement are parts of the same entity.

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For further information about the MACAR materials,

please visit the Shelton website www.shelton.org/store

+MACAR MONTESSORI APPLIED TO CHILDREN AT RISK FOR LEARNING DIFFERENCES

MACAR is designed to assist the Montessori teacher to serve students with learning differences in the regular classroom.

n  Materials include: n  ADMINISTRATION I/II n  PRACTICAL LIFE n  SENSORIAL n  MATH n  ORAL LANGUAGE/WRITTEN

LANGUAGE n  CHOICES n  PERCEPTUAL MOTOR SKILLS

n  JULY 6-14, 2017

n  (no class on Sunday)

www.shelton.org/macar