Teacher’s Edition RevisedBrain Gym® Teacher’s Edition Revised The companion guide to the Brain Gym book, for parents, educators, and all others interested in the relationship between movement and whole-brain learning Paul E. Dennison, Ph.D. Gail E. Dennison Illustrated by Gail E. Dennison Edu-Kinesthetics, Inc. ‘Ventura, CaliforniaINTRODUCTION ‘THE MIDLINE MOVEMENTS LENGTHENING ACTIVITIES, ENERGY EXERCISES AND DEEPENING ‘ATTITUDES. BRAIN GYM AT WORK AND PLAY .. ‘An Overview of Experimental esearch Using Brin Gyn Glossary Table of Contents (Cross Crawl Lay 88 Double Doodle Alphabet 8s ‘The Elephant. Neck Rolls. ‘The Rocker Belly Breathing... Cross Crawl Situps: ‘The Energizer. ‘Think of an X son ‘The Owl ‘Arm Activator The Footflex. ‘The Calf Pump. ‘The Gravity Glider. ‘The Grounder .. Wate Brain Buttons. Earth Buttons. Balance Buttons . Space Buttons. ‘The Energy Yawn. ‘The Thinking Cap woo Hook-ups... x Positive Points Reading Skills ‘Thinking Skills. Writing Skills. Self-Awareness Skills Home Study Skills Personal Ecology.‘A Message to Parents and Educators joyeble movements that we use with our students in. Bencatoeal Kinesiology (Edu-K) to enhance their experience of whole-brain learning. These eatites make all types of learning easier, and are especially effective with academic skills: The seg ration comes from the Latin word educare, which means “to draw out.” Kinesiology, erat Hom the Greek root kinesis, means “motion,” and is the study of the movement of the cman body. Educational Kinesiology isa system for empowering learners of any age by using PToment activities to draw out hidden potential and make it readily available, Brain Gym? is a series of simple and enj ‘Traditionally, educators have addressed failure by devising programs to better motivate, entice, Tinforce. dri, and “stamp in” learning. These programs succeed to a degree. However, why da cain iscraers do.2o well while others do not? In Edu-K we see that some individuals try too hard Sot Saccich off” the brain-integration mechanisms necessary for complete learning. Information sreiSived by the back brain a an “impress” but is inaccessible to the front brain as an “express.” This inability to express what is leacned locks the student into failure syndrome, “The solution is whole-brain learning, through movement repatterning and through Brain Gym caheitios that enable students to access those parts of the brain previously inaccessible to them. ‘The changes in learning and behavior are often immediate and profound, as children discover how to receive information and express themselves simultaneously. Other books in this series include Edu-K for Kids, which teaches the repatterning procedures Rees mended for everyone who wants to improve the quality of his or her living, learning, and SSjoyment of movement. The Brain Gym book teaches simple activities which have changed riny lives since they were first introduced. Although Brain Gym activities will help any Inagidual, young or old, to make better use of innate earning potential, they are most effective afer Donnizon Laterality Repatterning (described in Edu-K for Kids), This teacher's edition offers sore indepth explanation of the Brain Gym movements and whole-brain learning concepts. For more than fifty years, pioneers in behavioral optometry and sensorimotor training have provided statistical research showing the effects of movement upon learning, Dr. Dennisen's Pretarity with this research, otiented mainly toward children with specific language disabill- hae. ed im to extrapolate this information into quick, simple, task-specific movements that Tatefit every learner. These movements of body and energy are appropriate to the special neds Pf'people learning in our modern, highly technological culture. This book was writen so that people can experience the vitalizing effects of these movements in their daily-life activities teachers use all of the Brain Gym movements in their classrooms every day. Others use Daly the movements related to reading, during the reading hour. OF course, no one should ever Pavequired to move ina way which feels unnatural or uncomfortable. Each student should work pe thin his or her own abilities, and be encouraged, yet never forced, to do any of these activities People tell us they do these movernents automatically just “knowing” when they can benefit from Brain Gym! Many For parents or teachers using the Brain Gym Teacher's Edition, the categories entitled ACTIVATES THE BRAIN FOR, ACADEMIC SKILLS, and BEHAVIORAL /POSTURAL CORRELATES may be ‘epecialy helpful. Often, doing Brain Gym movements fora specifi skill will allow the student eecee an immediate ieaprovement in behavior or performance. However, in most cases the Jaformation wil help the parent ot teacher guide the learner gradually to long-term benefits When students are introduced to Brain Gym, they seem to love it, request it, teach it to their Ponda, and integrate it into ther lives, without any coaching ox supervision. The skilled teacher (who enjoys movement will inspire that motivation without effort!Introduction “The Brain Gym Teacher's Edition is a companion guide to the Brain Gyr book, for the use of parents, educators, and others who are actively working with children or adults, individually or in groups, to help thom draw out their full potential as learners, The reacer will find this an easy-to-use, self-explanatory feference book whenever Brain Gym is being learned. By turning to any one page in the Teacher's Edition, the educator will find information and teaching strategies which will enable him or her to explain, refine, and vary the activity for a particular individual, situation, or need. Included on each page is information under the following headings: TEACHING TIPS ACADEMIC SKILLS VARIATIONS BEHAVIORAL/POSTURAL CORRELATES ACTIVATE(S) THE BRAIN FOR RELATED MOVEMENTS HISTORY OF THE MOVEMENT ‘As explained in the histories of the movements, these Brain Gym activities were discovered to either stimulate (Laterality Dimension), release (Focusing Dimension), or relax (Centering Dimension) students involved in particular types of learning situations. Specific activities were observed to be more helpful than others for moving through individual learning blocks, and a pattern was recognized. This Teacte’s Eaition can guide the educator or parent to observe and recog nize these patterns and thus make facilitation of the learning, experience more precise and accurate. ‘The human brain, like a hologram, Is three-dimensional, ‘with parts intertelating asa whole. Thus, the infant ot preschool Child is capable of globally taking in the adult world and recreating it; the student easily integrates learning presented froma multisensory, rather than abstract, orientation. However, the human brain is also task-specific, and, for the purposes of applying Brain Gym movements, may be understood to com- pve the left and right hemispheres (Laterality Dimension), the brainstem and frontal lobes (Focus Dimension), and the limbic system and cerebral cortex (Centering Dimension). Within laterality, or sidedness, exists the potential for bilateral integration the ability to cross the central midline ofthe body and to work in the midfield. When this skill is mastered, one can process linear, symbolic, written code lefttorightor right oleft En ability fundamental to academic success (see Edu-K for Kids). ‘The inability to cros the midline results in such identifications as rimnatgrgwnaninons Smeneweraaane | “learing disabled” or “dyslexic.” Those movements which will iota re ety in)" |_help to stimulate bihemispheric and bilateral integration are so — identified under the ACTIVATE(S) THE BRAIN FOR category. Tresuae ree Focusing is the ability to cross the participation midline, ‘which separates the back and front of the body as well as the back (occipital) and frontal lobes. Incompletion of developmental reflexes results in the inability to express paceelf with ease and to participate actively in the learning process. Students who are underfocused are Shen labelied as “inattentive,” “unable to comprehend,” “language-delayed,” or “hyperactive.” Some Childe are overfocused and try too hard, Those movements which help to unblock focus are designated $s back/front integration activities under the ACTIVATE(S) THE BRAIN FOR category.Centering is the ability to cross the midline between the upper and lower body and the corresponding. upper and lower brain functions: the midbrain (emotional conten‘) and cerebrum (abstract thought) Nothing can be truly learned without feeling and a sense of meaningfulness. The inability to stay centered fesulls in irrational fear, fight-or-flight responses, or an inability to feel or express emotions. Those frovements whieh relax the system and prepare the student to take in and process information without ‘negative emotional overlay are identified by the centering or grounding designation under the ACTIVATE(S) ‘THE BRAIN FOR category. Once the student learns to move his or her eyes, hands, and body in concert, the Brain Gym activities have served their purpose, and integration becomes an automatic choice. Some individuals will find Brain ‘Gym helpful over'a short period of time to establish a desired behavior. Mest students consciously choose to continue the movements for a matter of weeks or months, to help reinforce the new learning. Many earners will return to their favorite Brain Gym movement routine when new stresses or challenges appear in their lives, Brain Gym is based upon three simple premises: 1. Learning is a natural, joyous activity that continues throughout life. 2. Leaming blocks are the inability to move through the stress and uncertainty of a new task 3, Weareall “learning-blocked” to the extent that we have learned not to move. Many of us have come to accept limitations in our lives as inevitable, and may fail to find the benefits that positive stress can bring, ‘The Brain Gym movements are a natural, healthful alternative to tension that we can use and teach others to use ‘when challenges present themselves. ‘The educator, in particular, must be an expert at identify- ing behaviors that indicate that the student is having diffi- culty moving information through to integration. With Brain ‘Gym, most learning blocks can be released if they are recog nized and addressed in a supportive manner. ‘The healthy child knows when he or she is stuck, and asks for help by means of his or her behavior. There are no lazy, withdrawn, aggressive, or angry children, only children de- nied the ability to learn in a way that is natural to them. Given the opportunity to move in his own way, the child is capable of completing the learning cycle. With support, and with permission to move in the classroom in a positive man- het, he will unfold into his unique and complete intelligence ina way that is natural and easy. He will not be blocked; he will be free to learn.The Midline Movements ‘The Midline Movements focus on the skills necessary for easy two-sided (left-right) movement across the midline of the body. The vertical midline of the body is the necessary reference for all such bilateral skills. The midfield (first defined by Dr. Dennison) is the atea where the left and right visual fields overlap, requiring the paired eyes and all oftheir reciprocating muscles to work so well as a team that the tyro eyes function as one. Development of bilateral movement skills for crawling, walking, or seeing depth is essential to the child's growing sense of autonomy. It is also a prerequisite for whole-body coordination and ease of learning in the near-visual area. The Midline Movements help to integrate binocular vision, binaural hearing, and the left and right sides of the brain and body, Many lenners beginning school are not developmentally prepared forthe bilateral two-dimensional skils of near-point work, Sometimes a students coordinated for play or sports activities (involving tee dimensional space and demanding binocular vision only beyond seas lrg) ets not Sendy vee bapa ayes, ears, hands, and brain hemispheres for near point work, such as reading, Wallng and citer eee involving fine-motor coordination. Other students show coordination for acslemic ils or rene ears Activities, yet are not ready for whole-body coordination on the playing fied. The Midline Meveserte facilitate completion of developmental skills and give the leaener permission to build on the concrete operations at Midline ready established. They help students to increase eoper Movements Ieee boy costinstin froth argesmotr aie sn finesmotor sh Cross-motor activities have been used to activate the brain since our understanding of laterality began over a century. ago. Noted authorities such as Orton, Doman, Delacato, Kephart, and Barsch have used similar movements succes fully in their learning programs. Dr. Dennison drevr from his knowledge of these programs in developing the Midline Movements series, Paul Dennison has worked closely with behavioral op- lometit for more than twenty yar, He recognises the Value of perceptual-motor and vision training for certain Students, and has included his own movement innovations for releasing visual stess and creating eye teaming cil Some of the Midline Movements have been adapted from activities used in behavioral optometry to increase brai body coordination. Others are borrowed from sports, dance, ‘or exercise programs. Still others, totally unique to Edu-K. are the innovations of Dr. Paul Dennison.CROSS CRAWL In this contralateral exercise, similar to walkingin place, the stuclentalternatoly moves one armand its opposite leg and the other arm and its opposite leg. Because Cross Crawl accesses both brain hemispheres simultaneously, this is the ideal warm-up for all skills which require crossing the body’s lateral midline. TEACHING TIPS + Weter and Brain Buttons help prepare the body and brain to respond to Cross Crawl + Toactivate the kinesthetic sense, alternately touch each hand to the opposite knee. ‘VARIATIONS ‘Cross Crawl as you sit, moving opposite arm and leg together. Reach with opposite arm and leg in varied directions. alleviates visual stress.) Reach behind the body to touch the opposite foot. (See Switching On for more variations.) Doa slow-motion Cross Crawl, reaching opposite arm and leg to their full extension (Cross Crawl for focus). Skip (or bounce lightly) between each Cross Crawl. (Skip-Across is especially helpful for centering; it also + To improve balance, Cross Crawl with your eyes closed, or pretend to swim while Cross Crawling. + Use color-coded stickers or ribbons on opposite hands and fect for children who may need this clue. + Do Cross Crawl to a variety of music and rhythms. ACTIVATES THE BRAIN FOR ‘+ crossing the visual /atditory /kinesthetic/tactile midline * left-to-right eye movements ‘= improved binocular (both eyes together) vision ACADEMIC SKILLS. ‘= spelling = writing « listening * reading and comprehension BEHAVIORAL/POSTURAL CORRELATES ‘© improved left/right coordination ‘© enhanced breathing and stamina ‘+ greater coordination and spatial awareness ‘» enhanced hearing and vision RELATED MOVEMENTS Lazy 85, p.5 Brain Buttons, p. 25 ‘The Thinking Cap, p. 30 HISTORY OF THE MOVEMENT ieee ‘As the body grows, interweaving of the opposite sides through movement naturally occurs during such activities as crawling, walking, and running. Over the last century, crawling has been used in neurological ‘patterning to maximize learning potential. Experts theorized that contralateral movements worked by activating the speech and language centers of the brain. However, Dr. Dennison discovered that Cross Crawl activity is effective because it stimulates the receptive as well as expressive hemisphere of the brain, faciliting integrated learning. This preference for whole-brain movement over one-side-at-a-time processing can be established ‘through Dennison Laterality Repatterning (see Edu-K for Kids)LAZY 8s ‘Drawing the Lazy 8 or infinity symbol enables the reader to cross the visual midline without interruption, thus activating both right and left eyes and integrating the right and left visual fies. The 8 is drawn on its side and includes a definite midpoint and separate left and right areas, joined by a continous line. TEACHING TIPS + The student aligns his body with a point at eye level. This will be the midpoint ofthe 8. + Thestudent chooses a comfortable position for drawing the Lazy'8, adjusting the width and heightto fithis needs, (t's best to invalve one’s full visual field and the full extension of both arms.) ‘The student may use the left hand fist, to activate the right hemisphere immediately. Hee starts on the midline and moves counterclockwise first: up, over, and around. Then from his waist he ‘moves clockwise: up, over, around, and back to the beginning midpoint. [As the eyes follow the Lazy 8, the head moves slightly and the neck remains relaxed. ‘Three repetitions witheach hand separately, then with both together, are recommended. Two colors ofchalk rink may be used. VARIATIONS «Involve auditory processing and tach lft and sight by says AUP eh ll around. Crowe ha mde and up, arcane, down and back tothe midale." ‘The student may do the movement with eyes closed to increase his Kinestheti sense ofthe Lazy 8. Humming while doing the Lazy 8 may inrease relaxation Draw the Lazy @ in the ai, with steamers, or agains different tactile surfaces, ike sand, the paper, or chalkboard Graciuatethe fom larger tosmallersies drawn Grstona large surface parallel othe face, and late ala desk so the movement Is connected to wating Energy 8 Swing both arms simultaneously down, across each other, then up and over. Move arms slowly, being aware of both left and right visual fields, and quickly, soft-focusing on the afterimage of the arms. nse azseswin te teanpreuatetegteree | ACTIVATE THE BRAIN FOR EUSunPaeweielesn ene shee mnarke | * crossing the visual midline forincreased hemisphericintegration SREm Na risos etiriatins | enhanced binocular and peripheral vision aria + improved eye-muscle coordination (especially for tracking) ACADEMIC SKILLS * the mechanics of reading (left-to-right eye movernent) + symbol recognition for the decoding of written language + reading comprehension (long-term associative memory) BEHAVIORAL/POSTURAL CORRELATES RELATED MOVEMENTS ‘+ relaxation of eyes, neck, and shoulders while focusing, Brain Buttons, p.25 ‘» improved depth perception Cross Crawl, p.4 ‘+ improved centering, balance, and coordination Double Doodle, p.6 HISTORY OF THE MOVEMENT ‘Tracing or feeling movement along a small infinity sign or “Lazy 8” has been used in educational therapy to develop kinesthetic and tactile awareness in students with severe learning problems, These students are not yet feady Peurologically to cross the visual midline. The movement resus in the elimination of reversals and transpositions in reading and writing, Dr. Dennison adapted the Lazy 8s part ofhisvision-training workin 1974 by having students use their large muscles to draw Lazy 85 on the chalkboard, the eyes following the hand movement, Hisstudents showed immediate improvement inthe abllity to discriminate symbolsand to know their left from their right sidos.