• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
ExerLearning - What's Generation FIT

ExerLearning - What's Generation FIT



Empowering tomorrow's fitness leaders today requires a deep understanding of digital culture, the power of video games and varied expertise of our youth. Generation FIT and ExerLearning can harness ...

Empowering tomorrow's fitness leaders today requires a deep understanding of digital culture, the power of video games and varied expertise of our youth. Generation FIT and ExerLearning can harness the energy and expertise of youth as a solution to fitness and wellness challenges their generation is facing.



Total Views
Views on SlideShare
Embed Views



12 Embeds 368

http://www.slideshare.net 323
http://exerlearning.blogspot.com 20
http://www.technowledgeable.com 8
http://dstrong.edublogs.org 6
http://observatoriohipermedial.blogspot.mx 3
http://observatoriohipermedial.blogspot.com 2
http://www.bestantiagingskincreams.com 1
http://fastwaystoloseweight.org 1 1
http://www.fachak.com 1
http://translate.googleusercontent.com 1
http://bestantiagingskincreams.com 1



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment
  • Welcome to BRAINY STUFF! This slide show is based on the powerful research of Dr. John Ratey of Harvard. More detail can be found in his book, SPARK.
  • For Teachers and Students who may be teaching this slide show to others: Introduce the HEART, the Neurotransmitter and the happy brain. You can give them names if you’d like. You may want to have a worksheet with their pictures so that a younger audience can label and color as you talk. You don’t need to tell much about these right now, they become part of the story later.
  • Have your audience tell you what they know about the heart. Have them feel for their pulse either at the jaw line or on their wrist. Now have them stand up and jump up and down a few times to feel how movement changes the way the heart behaves.
  • We like to call this Nancy the Neuron When there is a name that starts with the same letter as the item we are trying to learn, it makes it a little easier. We can remember Nancy as a clue.
  • Talk a bit about what your audience knows about the brain already. Most talk about thinking and learning, memorizing and imagining.
  • Ask why we named the children Brian and Brianna. Talk about how the words are spelled. Your audience may want to talk a bit about how close the spelling is to BRAIN.
  • Simply read this slide
  • Ask for comments and ideas from the audience. Write them down if you have a flip chart, white or Smart board.
  • Look at the picture of the girl on the right. What does she bring to school in addition to a brain? Your audience may say books, back pack…lead them to the next slide without any other hints We want to start thinking about the entire person (arms, legs, heart,. Muscles, lungs)
  • These children are moving, so it will be easier for your audience to think of arms, legs, heart, lungs, muscles now. Talk about the connection between the brain and the body – thinking, planning, playing, sports, seeing, muscle and movement.
  • Most people don’t have any idea right now. Some may think of the heart pumping blood and blood going to the brain. That would be great to have in the discussion right now – IF it comes up naturally. Otherwise, write down some of the comments and move to the next slide.
  • Simply read this slide. What is BFF? (Best friends forever) Write any comments and move to next slide
  • Read the slide and ask for discussion. As your audience adds comments you may want to write them on a flip chart or a white board. If you have already started ExerLearning and are practicing FootGaming, there could be great discussion.
  • Be sure everyone has a plain sheet of paper and something to write with. Have them draw the stick figure shown on the slide. Talk about arms, legs, - the whole body. A person is not just a head and a brain coming to school.
  • Actually have the audience do this – yes everyone!!!
  • Have everyone draw a set of lungs in their picture
  • Draw a heart
  • Talk about what is going on. Talk about oxygen in the blood feeding muscles. 20% of all the oxygen used by the body is used by the brain. Be sure everyone knows what a LOT of oxygen that is. Talk about the size of the whole body and all of its muscles and the fact that 20% is a LOT! Talk about how we feel when we don’t have enough oxygen moving about in our bodies. Why do we feel energized after recess? Why do we yawn after we have been sitting for a long time?
  • Talk about the fact that there is a lot of good things for the brain mixed into the blood along with oxygen. Have the class match their picture to the one in the slide.
  • Simply read the slide – Are there any questions from the audience?
  • Comments from your audience? Talk about 20% (5 fingers, one finger is 20%) When you work out you breathe hard – your MUSCLES scream for oxygen. Your brain is more quiet about it. When it needs oxygen you feel sleepy or have trouble concentrating.
  • Read the slide
  • Read the slide
  • This is really important. Most of the time no one connects a pumping heart and improved learning. Ask your audience why this might be an important fact. Why would we exercise BEFORE we do our class work and learning? The BEFORE an assignment exercise session is key to Exerlearning. Be sure everyone gets this important point.
  • Simply read the slide
  • There she is, there’s Nancy the Neuron
  • Read the slide – questions or comments from the group? Ask the group – what is 2 + 2? When they answer, talk about how easy that was. They have created a path between that question and the answer. The neurotransmitter helps them grab the information and communicate it. Ask a few more easy questions- suggest that each fact has a neurotransmitter path.
  • The more you want to learn the more paths you need: You learn skills, information, puzzles, visual clues and more. Have your audience talk about things that were really hard to learn but now they are easy (like tying a shoe, learning to read).
  • Exercise sort of re-boots the brain. There is more neurotransmitter activity in the brains of fit kids. This means more are being used for learning and thinking and life. When you exercise, more of your brain cells are being called upon to learn, and solve problems. Better fitness equals better attention and, thus, better results.
  • Talk about hard exercise: If a person was running a mile could they learn 12 X 14 or what is the meaning of “lactic acid?” No, ask the group what they think about when they are doing something like running a mile: comments. Talk about AFTER they are done exercising and have had some water and are now at their desk ready to learn. Talk about all the things the blood pumped from the exercising heart has brought to the brain.
  • Gather comments from the group. Talk about the fact that probably no one in the school could identify that part of the brain and name it right now. But it is very important to the learning process. Name the animal on the left
  • Talk about the memory trick – it is a way to help us remember new words that we don’t use very often
  • Talk about the word “campus”
  • Have the group say the words and write each word down
  • Read the slide – gather comments
  • Read the slide and gather comments
  • Talk about using something like the dance mats in the classroom. SOMETIMES it is okay to use the dance mats as a reward for fun AFTER class work and learning is done – but when is the BEST time to use the dance mats and get your heart pumping? Why? This is a key point and is probably the most important take-away idea in the presentation. Reinforce it the best you can.
  • Read the slide
  • Gather comments
  • Gather comments
  • Read the slide and gather comments
  • Talk about the BDNF – it is teeeny tiny! It arrives in the brain from the blood.
  • Read the slide
  • After you read the slide, put your finger under each first letter in the words, “Brains Don’t Need Fertilizer.” That is a memory trick to remember BDNF – have the audience say it a few times. Talk about how BDNF works for the brain the way fertilizer works for plants. Hammer home that point.
  • Read the slide and talk about the picture – or have your audience comment on it
  • Read the slide and ask for comments. Physical activity is the best way to create more BDNF in the brain. (Take away concept)
  • Gather comments and write responses down . Compare to what the class suggested earlier
  • Gather comments and write responses down. Compare to original comments
  • Gather comments and write responses down
  • Good job – we look forward to hearing from you and your students. Please e-mail us or send pictures of your group so we can celebrate you. You may want to comment on the blog so you can share with others.
  • We are always available for questions and support.

ExerLearning - What's Generation FIT ExerLearning - What's Generation FIT Presentation Transcript