I just finished doing three separate training days with a fabulous group of therapists from Cincinnati Public Schools. We had engaging conversations. Many challenges with collaboration surfaced through our discussions. As the final assignment, I asked the therapists to write out their challenges and brainstorm possible solutions. ...I'm sharing their great work with you today.Read More
Brief, informative lessons to share with staff and students.
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Do you ever feel the need to slip away into some quiet place where you can take a walk in nature or decompress with an activity that helps you regroup?
This week, I applaud a school in Oregon that is providing a quiet, yet effective space for children to diffuse and regroup when they are struggling to maintain their cool and focus control in the classroom.Read More
As S’cool Moves morphs and grows in its mission, a key element is understanding collaboration and figuring out ways to bring together the unique skill sets and wisdom of multidisciplinary team members.Read More
Thank you to the middle and high school teachers who came to my Hillsboro, Oregon training last week for the inspiration behind this blog post. A common question I receive is, “How do we get older students to do S’cool Moves activities?”Read More
I took my daughter and her friend to see Disney on Ice’s Frozen. By now, I think just about everyone knows the chorus line, “Let it go. Let it go . . . the cold never bothered me anyway!” Yes, the song, “Let it Go” was voted the worst song ever by parents because they got so tired of hearing it played over and over and over and over again by their children. Back at the MODA Center in Portland, as the big moment arrived and the long awaited “Let It Go” song was sung to the glee of every child there, my mind (which often goes in directions that no mind should go) started thinking about the theme of the song . . . letting go. When do we let go when it comes to collaborating with others?Read More
Now THAT got your attention, didn’t it? In today’s blog post I’ll be sharing a strategy that is highly effective but also nets you more F’s in school. No, I don’t mean F’s as in the lowest obtainable score one can achieve. I mean F’s as in Fun, Fun, and more Fun. When I interviewed the teams of successful collaborators, the word “fun” was often mentioned, meaning collaboration wasn’t some drawn out, snoozefest where nothing got accomplished and no one agreed on anything. Collaboration was an inspired work of art causing the wheels of instruction to turn smoothly and creating an environment that made the teams want to come to school and hang out with each other. Through collaboration, they put the “F” back into their day . . . Fun! One of the strategies they described, I ended up calling “The One-for-All Strategy.” In my mind, I could see the Disney Three Musketeers (Mickey, Donald, and Goofy) with their swords held high squealing, “All for Fun and Fun for All!Read More
Today a physical therapist called me from Ohio wanting to know more about our products, but what she really needed from me were some insights that I’ve gained from doing what I do for the last twenty years. She was a therapist making the huge shift from clinical practice to educational practice in schools.Read More
THIS WEEK'S QUESTION:
I am very interested in using this program but want to get the best "bang for my buck." I am sure some of your resources are better suited for my needs than others. I am also looking for some help getting started with the program.
Okay, yes, oxygen. Maybe a winning lottery ticket, or the missing sock? Something else?
TIME. IT’S ONE THING WE ALL NEED MORE OF ON A DAILY BASIS.
Or, how about the answer to this question: “How do I find the TIME to do S’cool Moves, and how much TIME will it take for me to know if there is change in my students’ behavior or academics?”
Enter Amy Spence, occupational therapist from Dayton, Ohio. Amy’s research study provides some insights to help us answer the TIME question.
Dr. Spence's research results provided evidence-based data showing that doing S’cool Moves activities for 15 minutes per day for 3-4 days a week leads to improvement in on-task classroom behavior in six weeks.Read More
I’ve been connecting with the groups focusing on dyslexia and trying to understand why they have a problem with movement-based learning techniques for children diagnosed with dyslexia. One dyslexia “expert" has gone so far as to call Brain Gym and all movement-based learning programs snake oil.
The reason the dyslexia groups are so opposed to movement-based learning programs is because of the claims many of them make. It is really important that if we advocate for movement in the classroom, we are very clear what type of movement we are advising and not make claims about movement healing dyslexia and other learning challenges.Read More
I get asked this question a lot. It makes me think about our name: S’cool Moves. While I love our name, I think sometimes that it may not adequately represent the depth of academic research and theory we cover in our workshops.Read More
In a new Mayo Clinic study, researchers examined the physical act of reading to see if practicing eye movements in school could lead to better reading fluency. I was pleased to find the following video because in my position as a site literacy coordinator for twelve years, I used the King-Devick Saccadic Eye Movement Test to evaluate if the physical skills of reading were contributing to my students challenges with reading. I found the test to be highly reliable in separating the students with physical challenges from the students who had other issues, such as phonemic awareness or comprehension.Read More