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Transforming your learning environment

Transforming your learning environment. October 1, 2013. Our day. 9:00 – 9:30 Q-Focus activity 9:30 – 9:45 Medicine Wheel activity 9:45 – 9:55 “The Third Teacher” video 9:55 – 10:15 Shared Spaces environment tour 10:15 – 10:30 Wellness break

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Transforming your learning environment

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  1. Transforming your learning environment October 1, 2013

  2. Our day 9:00 – 9:30 Q-Focus activity 9:30 – 9:45 Medicine Wheel activity 9:45 – 9:55 “The Third Teacher” video 9:55 – 10:15 Shared Spaces environment tour 10:15 – 10:30 Wellness break 10:30 – 10:35 Explanation of observation tool and process 10:35 – 11:05 Tour Brunswick School 11:05 – 11:30 Reflection 11:30 – 12:00 Self-regulation 12:00 – 1:00 Lunch 1:00 – 1:06 Head to Reynolds for the afternoon 1:06 – 2:08 In-classroom activity 2:08 – 2:15 Wellness break 2:15 – 2:45 Reflection 2:45 – 2:55 “Remake Your Class” video 2:55 – 3:10 Making commitments to ourselves

  3. What is a learning environment?

  4. Engaging in the QFT

  5. Rules for producing questions • Ask as many questions as you can. • Do not stop to discuss, judge or answer the questions. • Write down every question exactly as it is stated. • Change any statement into a question. What might be difficult about following these rules?

  6. QFT

  7. Process • Divide into three groups • Identify a scribe, who will record your groups’ questions. • Be sure the scribe has a chance to offer questions as well. • Write the Q Focus at the top of your sheet. • Follow the rules. • Number your questions.

  8. Q Focus: Students cannot learn in this environment

  9. See if you can change open questions to closed and closed to open.

  10. Prioritizing • As a group, identify your three most important questions, based on the Q Focus and the purpose of the day.

  11. Share • Share some examples of questions you changed, your three most important questions and your rationale for choosing those questions.

  12. “The Third Teacher” http://www.youtube.com/watch?gl=CO&hl=es-419&v=nYdtGxJfqQk

  13. Shared Spaces Environment Tour

  14. Classroom Visits

  15. Supporting Self-Regulation in classroom

  16. What is Self-Regulation? What do you do to self-regulate

  17. Alertness is the state of the nervous system, describing how Alert one feels. We need to be in the Optimal “Just Right” state in order to attend, concentrate, and perform tasks according to different situations and demands. Self-Regulation is the ability to attain, maintain, and change the level of arousal appropriately for a task or situation.

  18. How to Support Self-Regulation • Teach the concept • How does your engine run? • Zone’in • Create an environment that promotes and supports self-regulation

  19. Oral Motor – Strategies for the mouth Chewing Blowing Sucking access to water bottle; “brain food” bucket - hard candies (sour suckers) crunchy / chewy food; chewing gum; chewy toys; drink from straws (different length and width) Calming: warm, smooth, or sweet (minty) Alerting: cold, sour, spicy, crunchy, (minty)

  20. Tactile/Touch - Strategies for the hand Calming – deep pressure Alerting – light touch Fidgets; Jewellery (necklace, bracelet, ring…); Velcro strip Tactile play – tactile baskets; sand /water table, feely bags…

  21. Visual – Strategies for the eye Dimmed vs. Bright lighting (e.g. fluorescent light Blank vs. clutter wall Shinny toys / tools (e.g. LiteBright) Colours

  22. Auditory – Strategies for the ear Noise cancellation Headphones Volume level Rhythm – arhythmicalvs. rhythmical; fast vs. slow; familiar vs. unfamiliar Quiet working area vs. background music

  23. Smell Scent box – cotton ball dipped in different scent in film containers *some students maybe allergic to scents

  24. Move • Natural opportunities to move – recess! (try not to keep students inside to finish work during recess), Set up stations so they can rotate, move furniture for group work, etc… • Body Break…

  25. Body Break • Is: • Activity that engage the vestibular and proprioceptive senses to increase/ decrease levels of alertness. • help achieve and maintain a Just Right level of alertness and to increase focus and to facilitate focus and attention. • can also help children learn about their • Preventive strategy • Is Not: • rewards or reinforcers for appropriate behaviour • Transition from one activities to another • Going to the bathroom • Going for a walk

  26. Characteristics of a good body break Scheduled Clear beginning and end Follows a general progression of activities Meaningful and Engaging Remember!!! Classroom based body break and self-regulation techniques and tools (e.g. alternative seating, gum, headphones, etc.) must be implemented Before adding individual body breaks outside of the classroom.

  27. Who needs a Body Break? Everyone benefits from a Body Break! Remember!!! Classroom based body break and self-regulation techniques and tools (e.g. alternative seating, gum, headphones, etc.) must be implemented Before adding individual body breaks outside of the classroom.

  28. Let’s have a Body Break

  29. “Remake Your Class” http://www.edutopia.org/blog/8-tips-redesign-your-classroom-david-bill

  30. Parking Lot

  31. Reflections • Three things you learned today. • Two challenges you face. • One thing you will try this year.

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