Goal #5 Candidates implement appropriate instructional models, strategies, and technologies to enhance the learning of all students.

Artifact Reflection: This artifact came out of the MAT 728 Engaging Learners with Brain Compatible Teaching class that I took The artifact is an a!"ocate! solutions form that enable! mo"ement acti"ities in the classroom There were a number of !ifferent t#pes of e$ercises an! or mo"ement acti"ities that I ha! the stu!ents !o at the beginning of class The reason I !i! this at the beginning of class was to get the stu!ents bloo! flow mo"ing to increase thinking capabilities an! help get ri! of an# e$cess energ# B# looking at the stu!ents gra!es an! in%class !isruptions before the implementation of the mo"ement acti"ities an! again after& it's eas# to see the positi"e impact The stu!ent gra!es went up an! the in%class !isruptions went !own This !efinitel# enhance! stu!ent learning in m# classroom an! is a strateg# that I will continue to use NBPT !rd Core Proposition: Teachers are responsible for managing an! monitoring stu!ent learning B# looking at the class gra!es an! in%class !isruptions before an! after the implementation of mo"ement acti"ities it is eas# to see the monitoring an! managing of learning The results were so impressi"e within m# class room that I will continue on with these strategies

A!"ocate! (olutions )orm An!rews

Timoth#

(ummar# of problem* In all of the classes that I teach there are stu!ents who are i!entifie! on the special e!ucation spectrum A lot of these stu!ents ha"e learning !isabilities that inclu!e attention !eficit h#peracti"it# !isor!er +A,-,. as well as other !isor!ers that can affect a stu!ent's focus or attention throughout the !a# /hen thinking about this an! looking at what the research suggests one main thing came to m# min! This thing inclu!es getting the stu!ents to mo"e aroun! more an! engage in simple e$ercises throughout the course of a lesson 0ne wa# to see if progress is being ma!e is b# looking at the stu!ents gra!es before the implementation perio! an! looking at the stu!ents after the implementation perio! Another wa# to see if this techni1ue in!ee! works is b# getting the a"erage of in class !isruptions before an! after the implementation perio!

Targeted Aspect of the Pro$lem

Rationale %Cite &nl' the Research that upports the olution or "nter#ention that (as Chosen)

olution or "nter#ention

(tu!ents in all m# classes will engage in e$ercises +mo"ement acti"ities. !uring the transitional phases of each lesson !ail# !uring the implementation an! this will raise the class a"erage gra!e in m# 2re%Algebra an! Contemporar# Literature classes A goo! number of m#

The targete! aspect of the problem is to increase the bloo! flow in m# stu!ents brains an! reall# get them engage! to what3s going on B# ha"ing numerous amounts of in%class !isruptions an! stu!ents losing focus it ma!e me turn to one main solution This solution in"ol"es getting the stu!ents to engage in e$ercises throughout the course of m# lessons an! keep the stu!ents brains

The material in our 4ensen te$t suggests that we nee! to stop cutting back on the time we gi"e stu!ents to mo"e aroun! an! get ph#sical e$ercise The fact of the matter is is that e$ercise enhances circulation which let's in!i"i!ual neurons get more o$#gen an! nutrients

functioning at the highest stu!ents in each class are i!entifie! on le"els possible the special e!ucation le"el 5 spectrum so the results on attention an! focus shoul! be apparent

/hen this is !one it increases the thinking capacities with stu!ents an! helps them become more engage! into what is going on This source of information goes a long wa# for me an! what I want to get accomplishe! in the classroom +4ensen6 2778. B# getting stu!ents up an! mo"ing it has been pro"en to ha"e a "er# positi"e impact for stu!ents who ha"e !ifficult# fin!ing rele"ance an! focus 0ne of the best lines in the Mulrine 8ournal article states that e$ercise increases attention with "arious cogniti"e tasks which can help boost aca!emic performance At one point in this research article it e"en points out that if stu!ents with attention !eficit h#peracti"it# !isor!er +A,-,. !on't get proper e$ercise it ma# cause classroom relate! problems +Mulrine6 2778.

E"aluate an! anal#9e the a!"ocate!

solutions #ou ha"e !e"elope! The fact of the matter is is that e$ercise enhances circulation which let's in!i"i!ual neurons get more o$#gen an! nutrients /hen this is !one it increases the thinking capacities with stu!ents an! helps them become more engage! into what is going on +4ensen6 2778. In the 8ournal article the acti"e classroom it shows us how e$ercise can in!ee! helps stu!ents with A,-, focus at a much higher le"el an! helps !ecrease problematic beha"ior +Mulrine6 2778. These are the reasons wh# I belie"e incorporating mo"ement e$ercises throughout the course of a lesson will in!ee! increase the focus an! attention to !etail in m# classrooms Throughout the course of the implementation perio! the teacher will get the stu!ents engage! into at least one e$ercise !ail# in the Contemporar# Literature an! 2re% Algebra classrooms

These e$ercises will be shown in the implementation plan an! will be !one towar!s the beginning of each lesson The class a"erages +gra!es. in 2re% Algebra an! Contemporar# Literature will calculate! before an! after the implementation perio! to !etermine in the kinesthetic: mo"ement e$ercises ha! an impact on the class a"erage +gra!es. In%class !isruptions will be tallie! the week before the implementation perio! to get the baseline to see if these kinesthetic mo"ement e$ercises ha"e an impact on off%task beha"ior

References 4ensen6 E +2778. +2n! e! 6 pp ;7%<5. Thousan! 0aks6 California* Corwin 2ress Mulrine6 C ) 6 2rater6 M 6 = 4enkins6 A +2778. The Acti"e Classroom Teaching E$ceptional Chil!ren6 <7+>.6 5?%22