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ExerLearning - What's Generation FIT

J Shasek
J Shasek

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.

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ExerLearning: Brainy Stuff For FootGamers and  TEAM e 3 [email_address]   www.footgaming.com   www.generation-fit.com   Copyright 2008 invenTEAM
ExerLearning: Brainy Stuff Meet the cast of characters
Here’s the pump – what’s his name and what does he do?
Here’s the messenger – have you ever heard of a Neuron?
Here’s the character that  “rules in school” –  Do you know him?
Starring:  Ordinary Kids Brian and Brianna –  Kids with Brains
Learning Can Be Fun ,[object Object],[object Object]
How Do Brian and Brianna Learn?
How Do We Learn?  ,[object Object]
We all bring a whole body to school– A Brain and MORE
We bring a whole body –  and a  HEART  ready to help us LEARN ,[object Object]
Healthy Heart – The brain’s BFF ,[object Object]
They are a GREAT Learning Team ,[object Object],[object Object]
This is a good time to do the  “Active Me Activity”
Jump up and down – right now
What part of your body is pushing your breath in and out right now? LUNGS!
Feel your chest.  What is pumping very hard? Your Heart
The heart pumps blood to your lungs and all over your body -
Even to your head where your BRAIN can use it
Your brain NEEDS the OXYGEN that the blood delivers
Your brain USES  20%  of all the OXYGEN that the blood delivers to your body
The more your exercise -
The more blood your heart pumps all over your body – and to your BRAIN -
Your brain USES  20%  of all the OXYGEN that the HEART delivers to your body in the BLOOD OXYGEN
Your brain USES BLOOD  to get all sorts of  great things accomplished!
Like building more NEURONS
Huh? What’s a NEUROTRANSMITTER? ,[object Object],[object Object]
[object Object],[object Object]
More NEUROTRANSMITTERs-  Now What?
More NEUROTRANSMITTERs-  Now What? ,[object Object],[object Object],[object Object]
Hippos and Brains ,[object Object],Memory Trick
It’s a HIPPO ,[object Object],Memory Trick
Memory Trick ,[object Object],[object Object]
Put those images together ,[object Object]
It’s a  HIPPOCAMPUS ,[object Object],Memory Trick
Hippos and Brains ,[object Object],[object Object],What part of her brain is she helping?
Hippos and Brains ,[object Object],Exercise  BEFORE  You Need to Learn
Hippos and Brains ,[object Object],Memory Trick
Feeding Our Brain: A Fact ,[object Object],[object Object],[object Object]
Feeding Our Brain: A Fact ,[object Object],[object Object]
Feeding Our Brain: A Fact ,[object Object],[object Object]
Feeding Your Brain ,[object Object],B DNF
Another Memory Trick ,[object Object]
Feeding Brains: Not a Plant ,[object Object],[object Object],Memory Trick
Miracle Gro for the Brain? ,[object Object],[object Object],[object Object]
How Can We Make BDNF for Our Brain?
How Do  Brian and Brianna Learn?  ,[object Object]
How Do  Brian and Brianna Learn? ,[object Object]
What do you think the definition  of  ExerLearning   might be?
Exer Learning …. And FootGaming would like to thank Dr. John Ratey for his research. We learned a lot of this from his book, SPARK http://exerlearning.blogspot.com/ It’s a “must read’ for teachers and parents, available at amazon.com
ExerLearning and FootGaming Be sure to learn more about FootGaming genfit@bendbroadband.com  http://exerlearning.blogspot.com   www.footgaming.com   Copyright 2008 invenTEAM

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ExerLearning - What's Generation FIT

Editor's Notes

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. Talk a bit about what your audience knows about the brain already. Most talk about thinking and learning, memorizing and imagining.
  6. 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.
  7. Simply read this slide
  8. Ask for comments and ideas from the audience. Write them down if you have a flip chart, white or Smart board.
  9. 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)
  10. 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.
  11. 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.
  12. Simply read this slide. What is BFF? (Best friends forever) Write any comments and move to next slide
  13. 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.
  14. 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.
  15. Actually have the audience do this – yes everyone!!!
  16. Have everyone draw a set of lungs in their picture
  17. Draw a heart
  18. 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?
  19. 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.
  20. Simply read the slide – Are there any questions from the audience?
  21. 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.
  22. Read the slide
  23. Read the slide
  24. 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.
  25. Simply read the slide
  26. There she is, there’s Nancy the Neuron
  27. 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.
  28. 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).
  29. 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.
  30. 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.
  31. 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
  32. Talk about the memory trick – it is a way to help us remember new words that we don’t use very often
  33. Talk about the word “campus”
  34. Have the group say the words and write each word down
  35. Read the slide – gather comments
  36. Read the slide and gather comments
  37. 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.
  38. Read the slide
  39. Gather comments
  40. Gather comments
  41. Read the slide and gather comments
  42. Talk about the BDNF – it is teeeny tiny! It arrives in the brain from the blood.
  43. Read the slide
  44. 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.
  45. Read the slide and talk about the picture – or have your audience comment on it
  46. Read the slide and ask for comments. Physical activity is the best way to create more BDNF in the brain. (Take away concept)
  47. Gather comments and write responses down . Compare to what the class suggested earlier
  48. Gather comments and write responses down. Compare to original comments
  49. Gather comments and write responses down
  50. 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.
  51. We are always available for questions and support.