The Head Bone Is Connected!

The Head Bone is Connected!

Mark Pankau, Physical Educator, Guilford Elementary School, 2011 Shenandoah University Teacher of the Year, Loudoun County, Virginia [email protected]

Connecting the brain and the body in our schools should be directed by the school Physical Educator. We are the natural link between the body and the brain since students simultaneously use both in our classes. The Physical Educator is the natural leader in promoting these activities. It is this person who should be taking the lead to show how movement anchors the daily classroom lesson. Twenty plus years of brain based research supports the move in this direction1. We have a golden opportunity to be on the cutting edge in education.

The following are actual school based programs that are currently being conducted. These programs are as much a public information program as they are academic enhancement. Will you accept the challenge? Will you be your school’s educational leader?

Morning Announcements. As part of the Principal’s daily, morning announcements every classroom does three Brain Gym ® exercises: Thinking Caps, Hook Ups and Lazy 8’s. Thinking Caps stimulate the auditory brain center preparing the student to be a better listener.

Hook Ups are a cross lateral, deep breathing exercise to pump more oxygen into the brain, electrically stimulating both right and left brain hemispheres.

Lazy 8’s are an eye muscle stretching exercise used to warm the eye socket muscles, which have been found to improve reading speed. A current research project is underway to see if the faster reading speed also equates to improved comprehension.

Physical Education Class Warm Ups. Following the daily warm ups prior to Physical Education class activity, students perform the three Brain Gym ® exercises described above. The instructor periodically reminds students of the exercise value for reinforcement. The value in Physical Education class is the same value these exercises serve in the classroom. We want good listeners, a whole brain and loose eye muscles for improved peripheral vision.

1 Jensen, Eric; 2009, Scientific Research Suport, http://jensenlearning.com/BBLearn/research.asp SOL Test Warm Ups. This is a powerful promotion tool for Physical Educators. As school administrators struggle to meet Annual Yearly Progress (AYP) and raise test scores this is a brilliant addition to the school wide effort. And it places the Physical Educator in the spotlight as an academic leader.

On the morning of a grade level test, all classes come to the gym at 8:00 a.m. for a thirty minute brain/body warm up. My school has three to four classes per grade level. Four stations are set up in the gym. Each activity station lasts five minutes, with rotations between the stations. At the end of 20 minutes all activity is complete. High beat music is played during the 20 minutes.

The outside perimeter stations are power walking laps, with two classes beginning here, one at the north corner and one at the south corner. The other two stations are located on each half of the gym floor, divided by the center line. These activities change every time this grade level returns for another test day. Activities can range from jumping single ropes, juggling, scooter activities, partner toss and catch. No one ever stands still.

At the end of the twenty minutes of activity stations the students participate in the final five minute relaxation phase. Students are invited to sit or lie down, but eyes must be closed. This prevents some students from acting up or disturbing others nearby, and better insures they are relaxing. Slow beat music is played for the final five minute phase. Slow beat music allows for greater relaxation. There has been much written about the Mozart Effect 2 on the brain, however, I believe any music that has low beats per minute achieves the same calming effect for this activity. With 3-5 minutes remaining the students spread out on the gym floor and begin their three brain exercises (listed above) when instructed.

2 O’Donnell, Laurence; Music and the Brain 2009, Brain Power web site www.cerebromente.org.br/n15/mente/musica.html This completes the 30 minute SOL Warm Up class. Students are then dismissed to their teacher for a water and restroom break before their test begins. The results have been so positive classroom teachers are asking for a similar program for other required grade level tests.

Brains on the Web. My school’s web page is loaded with all sorts of information and links to inform parents and students. There are P.E. Newsletters, which also appear in the monthly printed school newsletter. The Physical Education program is the only Special that appears in each monthly issue. As importantly, there is a Brain News column and a Nutrition News column linking the importance of the brain and body. With our diverse school population the news appears in English and Spanish. e-Brain News. I research and produce this free newsletter that goes out to teachers. Besides the entire school staff, it goes to county administrators, as well as, educators and administrators across the United States. Wherever I have given brain based learning presentations those attendees are invited to give their e-mail address to be placed on the receiving list. Would you like to be on the list? Send me your e-mail address.

While much of the information is classroom related, it is important for the Physical Educator to remember they should be the key player, the center of the school universe if you will, for disseminating and teaching about this connection. Almost none of us have had any formal education in the brain field, so this is a golden opportunity for the Physical Educator to show that their program is just as necessary as the other core academic subjects. We must teach the classroom teachers and administrators. Movement is a new method of anchoring their classroom learning. County and School Presentations. One year a colleague and I were invited to present to all the elementary school Principals. I sold my Principal so many times he arranged for the presentation with the county supervisor for elementary education. Again, few of these folks knew much about the human brain and how the current knowledge base could support them and their staff in teaching children. We definitely had their attention! From that meeting several invitations have come from other Principals to present to school teacher in-services.

We presented to both general education and physical education teacher county-wide fall teacher in-service meetings. We have presented to over 200 county summer school teachers in April 2009. The county supervisor for this group heard us speak at the elementary principal’s meeting.

A Physical Educator at a large middle school convinced her Principal to have me present the SOL program to his administrative staff.

Staff Development sessions have been given every few years to both update returning staff and initially inform new staff. This year I am presenting at each monthly staff meeting.

Public Information. The SOL Brain Warm Ups have been featured on the county web page, with pictures and articles in both local papers and the Washington Post Newspaper. The key is for the Physical Educator to literally brain storm (defined as a Transitory Agitation of the Mind) every possible way to sell the brain/body connection. I have yet to meet a teacher or administrator who is not receptive to wanting to improve a child’s ability to learn. Never before has our opportunity been so strong as to be the educational leader. Brain Research. Two research projects have been conducted and a third is underway at my school. The research question is can an eye muscle exercise (Lazy 8) improve reading skills? The first year one class of 24 students was selected for the research study. I met with each of the nine students individually before school (7:50 a.m. upon arrival) and sat with each one in the hall outside their classroom. The classroom teacher gave them an appropriate reading level book based on their tested reading level from the Developmental Reading Assessment series (DRA). Students were instructed to read aloud for one minute. I used a stop watch and a Running Record Form to record the total words read aloud in one minute. Students were instructed to skip over words they could not pronounce. At the end of the timed minute they performed a series of Lazy 8’s.

Beginning where they left off in the book they began to read aloud for another timed minute. In 100% of all reading trials (2 per student over the course of about two months) every student improved the number of words read per minute after the Lazy 8 exercise as compared to before the exercise.

The conclusion was that loosening the eye muscles allowed the eyes to flow more freely during reading. The second year the study was replicated using one class per grade level, 22-25 students, to check for consistency over a range of ages and reading abilities.

Again, similar improvements were achieved when comparing the first and second readings. The range of words per minute were from the high teens to the high fifty words per minute. The average was approximately 25 words per minute increase after the Lazy 8 exercise. The 2009-10 study takes another step forward by also checking for comprehension of what is read faster. The principal has been an integral part in the design, which includes one of the school Reading Specialists. This year a select group of nine “Struggling Readers” in grades three and four make up the study group. The Physical Educator and Reading Specialist are working together with these students once a week before the morning bell. The Lazy 8 exercise will be used again along with a set of comprehension checking questions the student will be asked at the end of the reading passage.

Loudoun County Public Schools has a Research Office. One of the provisions of this office is to offer approved, guided teacher research. Monthly meetings are held to assist teachers as they set up and conduct their research. The Research Office must approve all such research studies on children. Recertification points are also awarded to the teacher researcher. Each spring the Loudoun County Teacher Researchers are invited to attend and present at the annual Fairfax Teacher Researcher Conference.

Summary

Can you see the important role the Physical Educator can play in the connection of the brain and body throughout the school? You are urged to take on this role, to promote Physical Education as the core to the core.

Could your county use a teacher in-service on brain based learning? As another means of advancing the research and including movement activities into the core curriculum, present this information to administrators in your school and your county. They would include not only the HPE supervisor, but the administrator in charge of elementary education, summer school teachers, or even the administrator in charge of principals.

Keep in mind all of these activities did not happen overnight. Selling sometimes surfaces skepticism at worst, and curiosity at best. Small bites make for better digestion, so pick one of the ideas listed here and give it a try. The author strongly recommends the SOL Brain Warm Up for the greatest initial impact in your school. With the abundant amount of brain research available to support our curriculum, it is my opinion that it is time to re-write the elementary P.E. curriculum to include integrated movement activities that helps anchor the core subjects. We are in the brain business, and we now have the research that shows movement is important to all learning. Anchor away!

1. Jensen, Eric; 2009, Scientific Research Suport, http://jensenlearning.com/BBLearn/research.asp

2. O’Donnell, Laurence; Music and the Brain 2009, Brain Power web site www.cerebromente.org.br/n15/mente/musica.html

TO: Classroom Teachers

FR: Mark Pankau, P.E.

RE: Brain Gym Exercises For All Types Of Tests & Quizzes

Brain Gym is a company that has discovered many connections between the brain and movement. Since learning occurs first through the senses, here are some tips that should be used with your class before any type of test or quiz - SOL’s, weekly spelling quiz - it does not matter. These exercises, and tips for lighting up the brain, are the same ones we used last spring before the SOL tests. If you are serious about helping your students achieve their very best I invite you to use these tips and exercises regularly with your students.

* Get them up and moving 30 minutes prior. Oxygen to the brain means better outcomes.

* Outside = jogging laps, playing, climbing. No sitting or standing around.

* Inside = classroom space for jogging in place, jumping jacks, sit ups, crawling.

* Water. Let them drink. Do not count to three. Water thins the blood, which makes transporting oxygen to the brain easier and faster. What little extra time is spent at the water fountain will pay big dividends on the other side.

* Music. Fast paced for movement and slow paced for settling down.

* Brain Gym exercises include Thinking Caps (improves auditory processing), Lazy 8’s ( warms up the eye muscles for easier left to right reading patterns), Hook Ups ( gets both sides of the brain talking to each other with midline crossing), Crawling ( bilateral movement lights up both sides of the brain).

* All of these tips and exercises increase the flow of beta endorphins in the brain, allowingfor a more relaxed and happy learner.

* Smile and relax! If you display a fun, happy, relaxed attitude your students will feel less stress.

Dominance Information & Cross Lateral Movements Enhance Student Learning! Nancy J. Markos, MEd., CAPE Albemarle County Facilitator of Health, Physical Education and Family Life 2002 NASPE Elementary Teacher of the Year, email: [email protected]

I. Dominance Information-Set up your classroom according to students’ dominance. a. Check the eye, ear, hand, and foot dominance of each student i. Eye-give them a toilet paper tube, hold it at the midline of their body and tell them to look at you through the tube. Write down the eye they look at you with. ii. Ear – have them stand in front of you and tell them you have a secret to tell them. Write down the ear they turned to you iii. Hand – give them a crayon at the midline of the body and tell them to write their name in the air. Write down which hand they used. iv. Foot – tell them to pretend to kick a ball. Write down what foot they use. v. Use this information to seat students in the classrooms. 1. right dominance – sits on the left side of the room 2. left dominance – sits on the right side of the room 3. mixed dominance – sits in the middle of the room

II. Kinesthetic spelling for the classroom and the gymnasium a. Using lower case letters only- b. a, c, e, i, m, n, o, r, s, u, v, w, x, z- are called "in the house" and the students touch their chest with both hands and say the letter c. letters, b, d, f, h, k, l, t are called "in the attic" and the students stretch their arms up over their head as far as they can and say the letter

d. g, j, p, q, y are called "in the basement" and the students touch their toes as they say the letter. capital letters are in the attic.

III. Patterning Sequences-brain warm ups Sit facing a partner. Each person will repeat the same pattern. The pattern is:  clap together  clap R (or L) hand  clap L (or R) hand  clap  Shoulder  clap  Shoulder  Clap  Knee  Clap  Knee  Clap  Toe  Clap  Toe  Repeat from the beginning When the students can repeat the pattern 5 times without a problem, start with the opposite hand going first. Alphabet Clap  Sitting facing a partner with their hands on up on their knees  One person starts the alphabet by placing his/her right (L) hand on the partner’s right hand and say “a”.  Left hand to the partner’s L hand and say “b”  The partner now does the same thing and says “c”.  Continue this until the alphabet is completed.  Start over and allow the other person to start the alphabet.  Different challenges- o spell work study words o each partner picks a four letter word. They spell the word 2 letters at a time and then they have to tell each other what the word is. Number Clap  Do the same thing as the alphabet clap using numbers.  Older students can skip count. Cup Stacking  Introduce 3-6-10

IV. Cross Lateral Activities Enhance Learning: Jump the Line  Non-readers have difficulty jumping with their feet together Bear Crawl  Non-readers have difficulty crawling in opposition – R hand with L foot. They crawl R hand and R foot. Criss-Cross Walk  Have the students stand on a line on the gym floor.  Have them walk crossing their feet over the line.  Non-readers will have trouble with this. Galloping with dominant foot then with non-dominant foot  The Non-reader will have difficulty with the non-dominant foot. Letters  Have the students walk around the room.  Step on a letter and say the letter.  Students can do different locomotor skills and spell their names.  Have them spell word study words. Letters with ropes  Give each student a letter and a rope.  Have them recreate the letter.  The students who cannot recreate the letters, do not know their letters. Balancing Activities;  Use balance boards. Scarves  Practice the pattern for juggling. Ball Activities  Bounce and catch with the same hand  Bounce and catch with both hands

V. Activities that cross the midline of the body to enhance learning. Thumb and index finger Ear and Nose Touch Draw a circle on the floor with your foot while writing your name in the air.

Hook-ups  Dominant body parts may be on top.  After the students can hold this for 1 minute, have them place the non- dominant body parts on top.

References: Dennison, P.E. and Dennison, G.E., 1994, Brain Gym, Ventura, CA., Edu-Kinesthetics. Dennison, P.E. and Dennison, G.E., 1987, Edu-K for Kids, Ventura, CA., Edu-Kinesthetics Hannaford, Carla, 1995, Smart Moves, Why Learning Is Not All In Your Head, Great Oceans Publishers. Hannaford, Carla, 1997, The Dominance Factor, Arlington, VA, Great Oceans Publishers. Hubert, Bill, Bal-a-Visix Jensen, Eric, 2000, Learning with the Body, Brain Store, San Diego, CA. Madigan, Jean Blaydes, 2000, How to Make Learning a Moving Experience, Richardson, Texas, Action Based Learning Company. Miller, Susan, 2003 Southern District Teacher of the Year, Perceptual-Motor Skills, A Missing Link to Reading, Handout.

Integrating Multiple Intelligence Tendencies:

From Gym To Classroom

Introduction

Integration. Multiple Intelligence. Brain based learning. Assessment. Learning Styles. Teaching Styles. All of these terms describe a present focus in education. This article is designed to show physical educators one method of identifying student’s multiple intelligence. And then sharing the results with the classroom teacher, parents, administrators and community news sources. The theory of Multiple Intelligence was originally constructed by Dr. Howard Gardner, Harvard University. Dr Gardner was not convinced that the typical Intelligence Quotient (I.Q.) Test thoroughly measured a person’s true level of intelligence. So, he sat about identifying ways that people prefer to learn. he is often quoted as saying, “It is not how smart you are, but how you are smart”. There were an original seven identified intelligences and an eighth was later added, the Naturalist. Work is progressing on the identification of a ninth intelligence, the existentialist.

Purpose

With the many different teaching styles and learning preferences, this activity is designed to enlighten the classroom teacher to their student’s preferred intelligence. Teachers may then use this information in better planning how to teach each child.

There are other very important reasons for assessing student’s multiple intelligence. When a student multiple intelligence inventory is performed by the physical educator, it shows a collaboration with the core subjects. It places the physical educator as the specialists in the brain/body connection. And it illuminates the fact the brain and body cannot be separated when taken in the context of educating the whole child. The national focus is on the No Child Left Behind Act. I say, no part of the child left behind.

Continued on next page NO PART of the Child Left Behind

With the emphasis on the Virginia Standards of Learning, and now the No Child Left Behind Act, classroom teachers are pressed to fulfill local, state and national expectations. There is a temptation to shelve teacher creativity in the press to make the passing test grade, or a reluctance to try new things, in the face of tougher requirements. For the classroom teacher, time is of the essence. Enter the physical education specialist.

Administer a student multiple intelligence inventory on all students in your school. Teach the teachers and administrators the importance of hydration, exercise, oxygen in the brain and body, even Brain Gym® exercises. Show the learning connection between the brain and the body. Send the results to the parents, the county website, and invite the local news media to cover your project.

The Multiple Intelligence Student Inventory

In order to determine every student’s multiple intelligence tendencies in the physical education class, I have developed a multiple intelligence inventory. For the middle and high school students the gym is divided into eight sections, each with a large cone and a sign marking each intelligence. Pencils are placed at each of the eight cones so that students can mark their check list. The check list has four check off letters (A,B,C,D) that correspond to the statements read by the instructor. Middle school and high school students are able to listen to the statement and then move to the specific intelligence cone to check off that statement.

Continued on next page

The easiest way to administer the check list in an elementary physical education class, is to have the students sit, listen, and record their preferences without moving to the various sections. The game idea of moving around can be accomplished at the middle and high school level with a healthy dose of patience and repeated directions not to go to the next intelligence cone, unless the statement describes that student’s strong belief. The former approach of listening and not moving proved easier to administer to the elementary age student. The elementary approach can be used with all level classes if the M.I. Game, with the eight station rotation, is not desired, or applicable.

After the statement is read to the students, an example is given for clarification. For example, the statement, “ you like to read books”, is clarified by telling the student this means they read a lot, or most of the time, or they prefer to read rather than do other things. Many of the statements include examples to help the elementary student understand the statement more clearly. This process is most critical with the first grade students in particular. I found they generally like everything and want to check everything. Clear examples and understanding are critical in order that the youngest learners grasp a clear meaning of the statement.

Sharing Results

Once completed, the M.I. check list was photocopied and given to the classroom teacher, as well as, sent home to the parents. The parents also received introductory handouts defining multiple intelligence, along with the statement page, and other information detailing each intelligence. An advance e-mail was sent to all the teachers explaining my contribution to their class work. Many teachers e-mailed back how glad they were that I was conducting the inventory, and were looking forward to the findings.

Invitations to visit the game in progress were sent to the school district’s public information office, with a press release also going to the local newspapers and cable television station. I have submitted a presentation proposal for the fall 2004 VAHPERD convention to present the M.I.Game, and discuss its value from the gym to the classroom. Plan on attending this convention presentation to learn first hand the M.I. Game.

THE M.I. GAME The purpose of the Multiple Intelligence (MI) Game is to identify every student’s preference to learning, through the eight multiple intelligences.

The instructor reads a statement (see attached MI Assessment Statements).

Based on their agreement with the statement, students move in a prescribed way ( walk, jog, hop, jump, leap, gallop, skip, slide step) to the corresponding intelligence station.

Once at that location, they mark their tally sheet (Multiple Intelligence Checklist) in the correct box and await the instructor’s next statement.

Once all of the statements are read and marked on the tally sheet, the student colors in the number of boxes on their graph (see attached charting graph) that correspond to the number of tallies for each of the multiple intelligences.

The individual graphs, tally sheets, MI Assessment Statements and MI Checklist and class percentage pie chart are given to the classroom teacher.

The information should be used in evaluating the learner’s preferences. The information is also helpful to the teacher in determining how best to present information that is most appropriate with each individual student’s strengths.

Student Multiple Intelligence Assessment Statements

(Instructor Read Statements) 1. Linguistic Intelligence

A. Like to read books

B. Like to tell stories, jokes

C. Very good speller

D. Can remember names, dates and trivia information

2. Logical Intelligence

A. Very good at math

B. Likes science experiments

C. Likes checkers, chess, computer games

D. Can easily add numbers in my head 3. Spatial Intelligence

A. Good at drawing or art class

B. Like to take things apart and put them back together

C. Likes doing puzzles or mazes

D. Like to doodle on notebooks or papers

4. Bodily-Kinesthetic Intelligence

A. Runs and play without getting tired easily

B. Likes P.E. class very much

C. Learns new sports and games quickly

D. Likes to touch thngs. 5. Musical Intelligence

A. Plays musical instrument at home, or takes music lessons

B. Likes to sing songs, or hums a lot

C. Has a good singing voice

D. Listens to music a lot

6. Interpersonal Intelligence

A. Likes to work and play with other students

B. Have two or more very close friends

C. Gives advice to friends who have problems

D. Knows how a friend feels by looking at their facial expression

7. Intrapersonal Intelligence

A. Needs a quiet place to work, or just be alone B. Remember your dreams

C. Likes to play by your self

D Has a hobby but does not talk about it

8. Naturalist Intelligence

A Likes to collect bugs, flowers, rocks

B Likes to examine things found outside

C. Have pets or plants at home

D. Likes science class a lot

References

Armstrong, Thomas, Ph.D., Multiple Intelligence In The Classroom, ASCD, 1994.

Gardner, Howard, Ph.D., Hobbs Professor of Cognition and Education, Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts; Adjunct Professor of Neurology, Boston University School of Medicine; Adjunct Professor of Psychology, Harvard University, Cambridge, Massachusetts.

Author: Mark Pankau, Physical Educator, Guilford Elementary School, Sterling, VA.

FR: Mark Pankau, Guilford Physical Education

RE: Hot Class Brain Tips

Use the following hot tips to improve the learning in your class.

DO leave the lights on, especially in the morning, and when using projecting devices or TV. We are trying to wake up those circadian rhythms and we need light.

Less light = more seratonin = sleepy heads.

DO allow for frequent – and long – water breaks. Red blood cells carry oxygen in the blood. Water thins the blood, making it easier and faster for the oxygen to get to the brain.

DON’T count 1-2-3 at the water fountain. Let them drink until they are satisfied. The result will be a better attentive student. DO play upbeat music to energize and classical music to relax.

DO encourage healthy snacks. Fruit is high in natural sugars,which makes the brain light up.

DON’T take away part of or all of a recess, or class P.E., due to classroom behavior or unfinished work. They need to be moving- pumping oxygen to the brain.

DO perform Brain Gym Exercises, like Hook Ups (to wake up both sides of the brain), Thinking Caps ( to stimulate the auditory nerves for better listening) and Lazy 8’s ( to warm up the eye muscles before reading or test taking). Good for those big tests, as well as the weekly quizzes.

DO read the handouts placed in your mailbox. The information will help you and help your students.

DO plan to attend one or more of the staff development workshops on the brain this school year.

DO let me know – Team Leaders – what you are studying each week. I can integrate movement into your lessons for math, language arts, spelling and social science. Those of you from other schools, let your Specialists know so they can consider integrating into their units, helping anchor your lessons.

DO set your class seating chart using eye dominance and ear dominance. Need help?

Remember what that old North Carolina professor once said, “the brains can absorb only as much as the hind parts can endure.” READING FLUENCY AND THE LAZY 8 EXERCISE,

Background

Guilford Elementary School is located in the far eastern end of Loudoun County, in Sterling Park, near Route 28 and Dulles Airport, a few miles to the southwest. The school has a diverse, mid to low income population made up primarily of Hispanic, Caucasian, Black, Asian Pacific and other nationalities in that order.

Supported by the STAR Research Program with the Loudoun County Public Schools Research Office, I conducted the 2006 research from an anatomical point of view. The eyes are controlled by muscles. Eyes move left to right and top to bottom during English reading. I questioned whether doing an eye exercise would warm up and stretch the eye muscles compared to most other effects of bodily muscle stretching. Logic suggests that if the eye muscles are prepared for reading, then improved reading results should follow.

Research Question

During the 2006 spring semester, I conducted the first Lazy 8 exercise research trials with a third grade class. The intent was to see if words per minute (wpm) would improve after doing the Lazy 8 exercise. In 100% of the 2006 trials, all students increased wpm on the average of 22 wpm, a 12.2% increase.

In order to substantiate the 2006 findings, I decided to evaluate one class in each of the five grade levels during the fall 2007 semester. This is the second annual research study conducted at Guilford Elementary School using the Brain Gym ® Exercise, Lazy 8 i.

The Lazy 8 exercise is done with alternating use of the thumbs. The number 8 shape is traced in the air in a horizontal, or lying down position. Thus, the name Lazy 8. The left thumb begins tracing the number slowly from the center, bottom of the shape moving straight up and circling to the left. The eyes must track the thumb at all times.

The thumb motion continues back up the center and circles to the right, coming back to the center, bottom starting point. This tracing motion continues for three rotations using the left thumb, followed by three rotations with the right thumb. Students were reminded as needed to keep their eyes on their thumb.

Brain Gym ® Inc., Dennison, Paul, Dennison, Gail; Educational Kinesiology

Data Collection One teacher from Grades 1-5 agreed to allow me to conduct this research with their students. All but one class was done between 7:45 – 8:10 AM. The lone class was a 5th grade class with a time frame of 1:45 – 2:10 PM. All students in every class were part of this study.

A running record form was used to check off the words read. All students were informed of the procedure prior to reading. Students read aloud while I timed them for one minute. They were instructed to skip over any words they did not know, and not to try to sound them out. Teachers provided grade and reading level appropriate books based on each student’s reading level. DRA books were used in almost all cases.

At the end of the first minute the student performed the Lazy 8 exercise to my satisfaction. Students then read for a second minute, but did not re-read the earlier passage. I then informed each student of their results. Two trials were completed with each student, in each class. Exceptions would include if the student were absent or had withdrawn enrollment. Students also did not read from the same book for the second trial. The second trials were conducted after every student in the class had completed the first trial.

Findings

The next five Tables contain the results of each student’s reading trial results, listed by their grade level. Each Table shows the Words Per Minute read before and after the

Lazy 8 exercise. The far right columns show the increased percentage for each student, as well as, the increased number of words read after doing the Lazy 8 exercise.

Table 1: 5th Grade iStudent I.D.Pre-Exercise (WPM)Post Exercise (WPM)Increased PercentageIncreased WPMA111013412.224A215317411.421B111815313.045B214418012.544C116018711.727C214915510.46D114717211. 725D211616914.653E110512512.020E210517016.265F116217811.016F214918012.131`G116619511.829G213116312.43 2H116018611.626H213619414.358I 117019011,220I 212719715,550J115018612.436J215218612.234K115018012.030K213317713.344L112014912.429L213716111.824M114 816411.116M210915114.042 continued

Table 2: 4th Grade

Student I.D.Pre-Exercise (WPM)Post Exercise (WPM)Increased PercentageIncreased WPMA117118211.011A214916711.218B1769512.519B27812616.248C110313513.132C27111716.546D116017911.219 D212317314,150E117020521.135E215620013.056F1354914.014F27710814.031G116720112.034G215719812.636H1146 17211.826H210814613.638I 115520413.244I 216218711.625J111014313.033J212415612.632K113216712.735K215717010.813L114815710.69L213016412.634M1136 16412.128M214816911.421N114518112.536N213218213.850O 112613510.79O 212716312.836P113816812.230 P216117711.016Q110815914.751Q214118112.840R19712312.726R29514515.350

continued

Table 3 : 3rd Grade

Student I.D.Pre-Exercise (WPM)Post Exercise (WPM)Increased PercentageIncreased WPMA117518910.814A216619211.626B1648914.025C115318512.132C213215511.723D19513214.037D28912414.035 E19313714.744E212715212.025F1323912.27F2242912.15G15811419.756G210414313.839H117219211.220H211413812. 124I 112415312.429I 28911212.623J115518011.635J215018512.335K1646710.53K2558715.832L113014010.810L216319912.236M1536312.01 0M2626610.64N17712816.651N212215112.429O 115817911.321O 212217114.049P110313313.030P214718012.247 continued

Table 4: 2nd Grade

Student I.D.Pre-Exercise (WPM)Post Exercise (WPM)Increased PercentageIncreased WPMA110112812.727A2B112217314,251B213116812.837C18811012/522C210712611.819D1727710.75D2446414.52 0E1818811.07E29810510.77F1659514.630F2445612.712G18413115.647G29012914.349H1748211.18H2799412.015I 19512713.432I 2 11313812.225J1749412.729J2577513.218K17810813.830K2889410.76L19412913.735L2598214.023M1749913.425M296 14014.644N18815117.263N211212811l416O 113514410.49O 28814216,154

continued

Results

In this study 100% of the trials (all students, all classes) showed an increase in Words Per Minute (WPM) after doing the Lazy 8 exercise. These findings replicate the 2006 findings with the sole 3rd grade class. Based on these two studies the question of whether an eye muscle exercise can significantly aid in improved reading abilities, as it relates to WPM, is affirmative.

Except for the 5th grade students who read in the afternoon, all other classes read first thing upon arrival in the morning. When comparing the 5th grade afternoon results against the morning reading results nothing seems to point to a preferred time of day. The researcher wonders, however, if student eye muscles had yet stretched enough on the morning trials, and if the 5th grade student’s eyes were tired from a near full day by the time their afternoon reading trials took place. Another question from the 5th grade time period would be to investigate how long it had been since the students had done any lengthy reading before their afternoon trial began.

The researcher visited with each student following their two trials, sharing their results, and asking the student if they understood how the Lazy 8 exercise can help them read more. On numerous occasions students would share how they could hear themselves reading faster and better, and how much easier their eyes moved across the page after doing the Lazy 8 exercise.

Some students had difficulty continuing to keep their eyes focused on their thumb while performing the Lazy 8 exercise. The researcher would remind the student to focus on their thumb when their eyes wandered during the exercise. On a few occasions with first grade students, the researcher had to hold the students hand and remind them as needed to look at their thumb.

A future research project may investigate low level readers to see if they show difficulty focusing long enough to perform the exercise. And then a follow up intervention may be prescribed with the parents to practice the Lazy 8 exercise at home with their child.

The researcher also shared a human head model that exposed the eye muscles in Physical Education class. Students were able to see where the four major eye muscles are located, which aided in their understanding of the importance of stretching these muscles like any other muscle before a physical activity. Another teaching aid is used on a regular basis in the Physical Education classes, a product known as Silly Putty ®. The material is used to demonstrate how muscles do not stretch easily, or can tear if pulled too quickly without warm up. And conversely, how easy it is to elongate the muscle once sufficient warm up has occurred. This is demonstrated by first pulling the putty apart before use, and then easily stretching it after a period of pulling and rolling. continued

Both classroom teachers and the Reading Teachers were impressed with the findings. The Lazy 8 exercise is one of the Brain Gym® exercises that are performed by all students during the morning school announcements. These results were shared with all teaching staff and the administration. The researcher wishes to thank all the classroom teachers who agreed to support this research project, as well as, the Principal, Mr. David Stewart, for allowing the research project to be conducted.

Regardless of the grade, reading level, ability level, time of day, or English versus Spanish text, all students showed a marked improvement in WPM. The researcher was unable to identify an area where the Lazy 8 exercise did not have a positive impact on the student. The greatest gain may well be the student’s understanding of how exercise can improve a physical skill, including that of reading. In my opinion these results help to clarify the importance of the brain/body connection.

Mark Pankau, Physical Educator

Guilford Elementary School

Loudoun County Public Schools

Sterling, Virginia

[email protected]

Using Eye Muscle Exercise to Enhance Reading Comprehension

With Elementary ESL Students

January, 2010

Mark Pankau Physical Educator Guilford Elementary School Loudoun County, Virginia [email protected]

Background

Guilford Elementary School is a Title 1 school and is located in the far eastern end of Loudoun County, in Sterling Park, near Route 28 and Dulles Airport. The school has a diverse, mid to low income population made up primarily of Hispanic, Caucasian, Black, Asian Pacific and other nationalities in that order. We have a high percentage of free or reduced breakfast and lunch, along with weekend backpack food to take home.

Question

In two earlier research studies at Guilford Elementary School (1) (2) it was determined that an eye muscle exercise (3) could increase reading words per minute with students in grades 1-5. A question then arose. If students read faster as a result of loosening eye muscles could they comprehend what they read?

This study sought to answer that question with some of the most challenged students; elementary ESL students (English Second Language), who are also low level readers and who score low on comprehension evaluations. Twelve students comprised the research study group made up of nine 3rd graders and three 4th graders. All are receive reading services from the same reading teacher, which is the reason for the small group.

Procedure

Developmental Reading Awareness (DRA) level books, specific to each reader’s assigned level, were used along with the reading program, www.readinga-z.com. Comprehension questions accompanied each reading trial.

The research instructor met with each student to read in the hallway outside their classroom before the first morning bell. Their assigned reading teacher previously explained the reason for the one on one reading assignment with the research instructor. The research instructor also explained the purpose before the initial reading comprehension trial.

Each student was instructed to read their DRA level book section quietly to themselves. After they finished reading the assigned section they were asked a series of questions to check for comprehension.

After answering the first set of questions each student performed they eye muscle exercise (Lazy 8’s). Each student then read a second section in the same manner. Again a set of comprehension questions followed the second read. The two reads comprised one trial. Five double trials were conducted on each of the twelve students. For each new double trial a different DRA level book was used, for a total of five books for each student in the research study.

(1)Reading Fluency & the Lazy 8 Exercise, Winter, 2006. Conducted on one, 3rd grade class as a Beta Test experiment.

(2)Reading Fluency & the Lazy 8 Exercise, Fall, 2007. Conducted on one class in each of the five grade levels, as part of the Loudoun County STAR program with the Research Office.

(3)The Lazy 8 eye exercise is one of the Brain Gym Inc ® exercises that is designed to loosen eye muscles and improve tracking skills.

Continued on next page Results

Table 1 : Percentages of correctly answered comprehension questions in the pre and post tests for each of the four leveled reading books.

Student ID # Pretest 1 Post test 1 Pretest 2 Post test 2 Pretest 3 Post test 3 Pretest 4 Post test 4

819370

100% 100% 25% 100% 0% 100% 50% 100%

739227

100% 100% 25% 75% 25% 100% 50% 100%

764670

75% 100% 50% 100% 100% 100% 50% 100%

766255

25% 100% 50% 100% 25% 100% 100% 100%

765798

0% 75% 25% 100% 75% 100% 25% 75% 765808

50% 75% 0% 75% 50% 50% 25% 75%

758960

50% 75% 100% 100% 100% 100% 25% 75%

767378

50% 100% 25% 100% 75% 100% 25% 50%

739162

25% 100% 75% 100% 75% 100% 0% 25%

755999

25% 75% 75% 100% 100% 100% 100% 100% 761451

75% 75% 75% 100% 50% 100% 75% 75%

764640

25% 75% 50% 75% 50% 75% 75% 100%

782880

50% 100% 25% 75% 75% 75% 75% 100%

750085

75% 100% 75% 100% 75% 75% 75% 100%

776006

0% 75% 25% 100% 25% 100% 25% 75%