Workshops

Kathleen Workshops

Just how important is movement to learning? Brain research tells us that the cerebellum, long known as the control center for motor activity, is also strongly connected to the outer cortex areas that process memory, language, attention, decision-making and problem-solving. In other words, the part of the brain that processes movement is the same part of the brain that processes learning. With the solid backing of science, we as educators must be more purposeful about integrating movement experiences into everyday learning to achieve brain compatible education!

BrainMoves

Movement is the central mission of the brain! Before the brain can operate at its full potential, the nervous system must go through a series of developmental stages to achieve neurological organization. To do so, it requires specific, sequential motor activities that all children will engage in if they can. These foundational movements grow the limbic brain which in turn develops coordination and cross motor efficiency, memory, spatial awareness, eye convergence, mental focus and emotional and social balance to name only a few.

This workshop introduces teachers to the basics of brain development, movement and learning. Utilizing the “Brain Dance” created by Anne Green Gilbert, participants will learn the movement sequences that build the brain and play an essential part in re-patterning children’s brains and central nervous systems, helping to close neurological gaps implicated in ADD, ADHD, reading and memory difficulties and emotional and social problems. Participants will then incorporate these sequences into further creative movement explorations based on the elements of dance (Body, Energy, Space and Time). These creative movement “snippets” encourage children to express themselves in dance, serve as an active assessment of children’s development and assist all children in learning and cognition

How I Can Feel Comfortable Teaching Movement in My Classroom. (Pre-K)

This workshop is designed to give the pre-K teacher three simple, teacher-directed, 10-15 minute creative movement experiences that are appropriate for the pre-K classroom. The emphasis is on how to structure a simple movement lesson and how to prepare your classroom, your students, and yourself in order to teach it. All three movement experiences emphasize self-expression, making choices, using cooperative learning techniques and positive character development for the young child. Lesson plans, learning targets, evaluation rubrics and simple reflection questions are included in both the workshop practice and the extensive participant materials handout.

How I Can Feel Comfortable Teaching Movement in My Classroom. (K-3 or 4-8)

This workshop is designed to give the early childhood teacher three simple, teacher-directed, 10-20 minute movement experiences that are adaptable for any classroom learning situation. The emphasis is on how to structure a simple movement lesson and how to prepare your classroom, your students, and yourself in order to teach it. All three movement experiences are based in the National Dance Standards and focus on either mathematics, science or language arts. Lesson plans, learning targets, evaluation rubrics and simple reflection questions are included in both the workshop practice and the extensive participant materials handout.

What is Dance Integration and How Can I Create It? (K-3 or 4-8)

Dance integration is what happens when we link dance and other subjects so that they inform each other in a meaningful way. Students simultaneously learn something about the curriculum area and the dance form. This workshop is an introduction to planning and executing a dance integrated lesson plan and presents slightly more complexity in participatory movement experiences. Teachers will create and present their own dances in a group setting, practice critique and revision, reflect on their experiences and make connections about how to change or adapt the material for their classrooms. Participants will also look at preliminary lesson-planning, lesson structure and assessment, and take part in guided reflections to assist them in taking these techniques back to the classroom successfully.