October 1, 2013. 9:00 – 9:30Q-Focus activity 9:30 – 9:45Medicine Wheel activity 9:45 – 9:55“The Third Teacher” video 9:55 – 10:15Shared Spaces environment.

TRANSFORMING YOUR LEARNING ENVIRONMENT

October 1, 2013

OUR DAY9:00 – 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 break10:30 – 10:35 Explanation of observation tool and process 10:35 – 11:05 Tour Brunswick School11:05 – 11:30 Reflection 11:30 – 12:00 Self-regulation 12:00 – 1:00 Lunch 1:00 – 1:06 Head to Reynolds for the afternoon1:06 – 2:08 In-classroom activity 2:08 – 2:15 Wellness break2:15 – 2:45 Reflection 2:45 – 2:55 “Remake Your Class” video 2:55 – 3:10 Making commitments to ourselves

WHAT IS A LEARNING ENVIRONMENT?

ENGAGING IN THE QFT

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?

QFTAlicia S. Carrie Scott Nicole Lisa

Regan Darla Carmen Diana Alicia F.

Melissa Leeyan Katelin Shelby Lynn

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.

Q FOCUS:

Students cannot learn in this environment

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

PRIORITIZING

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

SHARE

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

“THE THIRD TEACHER”

http://www.youtube.com/watch?gl=CO&hl=es-419&v=nYdtGxJfqQk

SHARED SPACES ENVIRONMENT TOUR

Click icon to add picture

CLASSROOM VISITSLeeyan Diana Lisa Alicia F. ReganCarrie Shelby Alicia S. Melissa DarlaLynn Katelin Carmen Scott Nicole

SUPPORTING SELF-

REGULATION IN CLASSROOM

What is Self-Regulation?

What do you do to self-regulate

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.

HOW TO SUPPORT SELF-REGULATION Teach the concept

How does your engine run?Zone’in

Create an environment that promotes and supports self-regulation

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)

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…

VISUAL – STRATEGIES FOR THE EYE Dimmed vs. Bright lighting (e.g.

fluorescent light Blank vs. clutter wall Shinny toys / tools (e.g. LiteBright) Colours

AUDITORY – STRATEGIES FOR THE EAR Noise cancellation Headphones Volume level Rhythm – arhythmical vs. rhythmical;

fast vs. slow; familiar vs. unfamiliar Quiet working area vs. background

music

SMELL Scent box – cotton ball dipped in

different scent in film containers *some students maybe allergic to scents

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…

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

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.

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.

LET’S HAVE A BODY BREAK

“REMAKE YOUR CLASS”

http://www.edutopia.org/blog/8-tips-redesign-your-classroom-david-bill

PARKING LOT

REFLECTIONS Three things you learned today.

Two challenges you face. One thing you will try this year.