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Cheri Dotterer: by waking those
up, and doing that before you do

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academics, you're preparing your
body for the ability to access

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your education. Hello,

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Jonily : everyone. Welcome to
tier one intervention podcast,

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talking about strengthening the
tier one poor classroom with

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academic and non academic
interventions, strategies and

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techniques to meet the needs of
all students regardless of

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ability or disability. I am
Jonily Zupancic, and I am here

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with my partner and education
partner in crime. CHERI

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daughter, who is going to help
us answer the question today.

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Why do students not remember
when I teach lessons? When I

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give quizzes, when I come back
to content? Why do students have

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so much trouble retrieving the
information and recalling the

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information after I've taught
it? So Sherry is going to

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enlighten us today on everything
that's happening? That affects

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memory, and retention of
content?

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Cheri Dotterer: Hey, everybody
is great to be here. I'm Cheri

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Dotterer. And yeah, do today a
little bit about all that non

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academic part of what's
happening inside your brain. In

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this episode of tier one,
interventions, I am sharing the

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second half of my training on
the senses. Remember, last week,

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we talked about the five senses,
plus we started talking about

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proprioception. Today, we're
going to continue that

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conversation, I look forward to
hearing what you have to say,

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please put your comments down in
down in the comment section, or

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do us a big favor and subscribe
to the podcast. So if you've

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ever heard a therapist, say
you're not, don't just write

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with your hands, but you write
with your whole arm. That's

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absolutely true. Because the
nerves start in the brain and go

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all the way down your arm, they
start at your fingertips, and

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they go all the way up your arm
to your brain. And all of your

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joints, you you've got 123 in
this finger, you've got two in

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your thumb, you've got three in
this finger, you've got

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sensation, and very complex set
of bones in your palm and in

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your wrist. Then you've got the
bones that are in the nervous

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system coming up your arm, so
that your arm can rotate. You've

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got the elbow so we can bend,
you've got a shoulder, shoulders

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a little bit more complex,
because it's going to go around

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in a circle. And then we have
these nerves that are coming up

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through there that go up into
our neck and back into our

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brain. And then we have the
reverse, we have the nerves that

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are coming back down to make the
motor function. So all we've

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done so far is talk about the
messages coming from our body

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going to our brain. We haven't
even reversed the response to

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what it says afterwards. So all
the proprioception is doing is

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sending messages to the brain as
to how much pressure that joint

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needs to do the task that you're
asking it to do. So a lot of

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kids that struggle with writing
have difficult time with this

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proprioception. They either are
riding too heavy or too late.

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They their fingers don't have
the control to keep the pencil

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in the right place. So they have
awkward pencil grasp these other

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things that that impact the way
the joints work. So I wrote some

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actions down. These are motor
actions that impact the

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proprioception brushing, whether
you're using a brush to brush

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your hair, you could be using a
brush to brush your arm or your

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leg. You could be using a brush
to paint a wall combing that

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that motion. Chewing we talked
about. That first line is in

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black, just because I was trying
to group them in groups. What do

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you think I was thinking by
putting those in groups of color

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the black bear the brushing the
combing. In the chewing, what do

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you think I was thinking about
when I was putting them in that

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kind of a group? Krista, how
about you? Ken was Where do you

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think I was going? No, no, I

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Unknown: was thinking like,
maybe it's like they're all our

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movements. But then chewing is
not an arm movement. So I don't

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know, I was trying to see what
they had in common to put them

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together.

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Cheri Dotterer: To net maybe you
have a good idea what I was

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thinking,

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Unknown: I was trying to think
of that proprioceptive feedback.

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But I don't know about the
brushing definitely does. I'm

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not sure about the combing

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Cheri Dotterer: the comb, she
has a little bit, it's not as

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much. But what I was thinking
was activities of daily living.

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So in the world of OT, anything
that it is something that takes

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care of yourself, that involves
like bathing, dressing, eating,

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that was those kinds of
activities, I put in black. And

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so I was thinking that, yeah,
they're not necessarily things

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that we do in school, for
academics. But yet, there might

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be things like that they do in
school. So the girls might be

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spending a little bit too much
time in the bathroom, brushing

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and combing and fixing their
hair. Sometimes the guys are

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just as bad. But that's what I
was thinking when I was putting

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grouping these things together.
Then I was looking at another

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group. And this is one that I
was thinking about the classroom

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carrying, pushing, pulling and
bouncing. And so a lot of times,

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you may hear an OT talk about
pushing a bunch of heavy books

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down the hallway, like on a cart
that pushing down the cart, or

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pulling something out of the
cabinet, or carrying something

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or I was thinking about
bouncing, like on one of the

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therapy balls or something that
if there were one of the

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adaptive seating. So it was
looking at that from that

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perspective. So those it is
things that you can carry things

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that you can push, they're going
to put this push and pull on the

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joints, not on just your arms,
but your other parts of your

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body as well. By waking those
up. And doing that before you do

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academics, you're preparing your
body for the ability to access

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your education. The third
column, I was thinking of tasks

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that you have to do while
sitting. So cutting, squeezing

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like squeezing putty or
squeezing the glue bottle or

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something like that tearing
where you could be tearing

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paper, and then taping you pull
it out of the dispenser, then

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you've got to pull it to cut it
off. Those are things that you

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do when you're more a little bit
more sedentary. And then there's

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also jumping and climbing. And
the reason I put them on a

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separate bouncing goes over here
as well as separate is because

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they fall into this other
category, that second set of of

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hidden sensories called the
vestibular system. And I'm not

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going to go into those today,
we're going to save that one for

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another session. Because just as
looking at this amount of

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information today is enough to
get you thinking about things

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that you can do in your lesson
plans to help prepare kids or

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educate their education.

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Unknown: As a middle school or
sixth grade teacher, I know it's

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interesting that caring would be
something to use to stimulate

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because we always worry about
how much they're carrying. To

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us. That tends to be our worry.

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Cheri Dotterer: There is some
ergonomic limitations on what

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you're supposed to carry. But
there's also the balance where

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if they go down to the weight
room, they're over stimulating

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that, that lift where they're
lifting mega amounts sometimes

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of weight. But yeah, if they're
carrying too much in front of

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them, they're going to arch
their back. If they're carrying

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too much on their back. They're
gonna have they're gonna arch

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the other way. So yeah, with how
much they're carrying. As far as

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books go. Learning how to
balance that ergonomically is

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what you're thinking of there.
What I was thinking with

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carrying, not just with carrying
books, but even carrying a cup

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of coffee will stimulate your
hand to prepare for the another

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activity. But Amy says in the
chat Sometimes we have kids

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carry some books to another
teacher saying we need them.

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When we see they need a sensory
break. Beautiful as what can you

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tell me about? What do you see?
What do you notice? gives

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everyone an entry point into the
conversation?

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Unknown: Yeah, one thing I
noticed as far as that

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proprioception, when you're
looking at kids who's doing a

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lot of kneeling in their chair,
standing up sitting down, that's

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when I do a lot of the, oh, you
know what I'm gonna send them to

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go carry the books to another
classroom, or I'll have them do

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you know what the whole class
let's do a two second plank or

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something that gives them that
joint compression as well, just

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so that they're more grounded to
do more of their work to in the

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classroom.

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Cheri Dotterer: Yeah, Jeanette
just used a technical word

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called Joint compression. And
that's what we mean by putting

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the joint back together. There's
also the terminology, when you

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pull it apart, you may have
heard of eccentric and

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concentric contraction. That's
that back and forth part. Okay,

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I said, some, we sent some
technical stuff to you, we don't

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expect you to know that. Yes,
while push ups. Another thing

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that I am going to suggest, even
for sixth grade there, Christa

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is having some of these footlong
bands, but pulling, bringing

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around the back pulling just 30
seconds of that kind of activity

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where they're just both
directions. And down the back.

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You'd be surprised how that will
just wake up your upper body.

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The other thing that OTS have,
that you may not have in the

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classroom, but you have
playdough is therapy, and

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therapy, it is how it comes in
different strengths. So if you

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have have an OT in your school,
that can get you a couple

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different strengths, kids can
choose what they want to do. So

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it's an it's a different texture
of a poll, and a push and a

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pinch, then what playdough is
playdough has gluten in it. So

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if you have kids with a gluten
allergy, you've got to watch

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playdough. Look at all the stuff
that's going on in your body

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that you aren't even aware of as
a teacher that could make or

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break. And that the limbic
system is a filing cabinet. And

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every time you have a memory, a
moment of your day, it goes into

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a folder folder goes into the
filing cabinet. On the outside

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of that folder is an emotion.
It's red, yellow, green. When we

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get into some of the more
technical behavioral things will

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will add blue in there as well.
But if you just think like the

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stoplight, is it good? Is it can
I do this again? Yellow? Oh, I

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didn't really care for that. But
I'd be willing to try it again

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or is it red, I am not going to
go there. Again, I think it's

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really good for what Jonily has
in mind as far as the math goes,

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because we totally is going to
be talking about involves a lot

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of hand manipulation with the
activities that we're going to

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do with the kids. Today,

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Jonily : I wanted to focus on
the improving number sense piece

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of that. When you get access to
this, these materials, you'll

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get this recording of the
training, you'll get the PDF

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resources, you'll get the audio
files of me teaching in

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classrooms, even if you're a
seventh grade teacher, listen to

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the first and second grade. Even
if you're a first grade teacher,

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listen to the sixth and eighth
grade. Because you're going to

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find these are not grade level
specific. You will find and pick

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up on instructional strategies
and nuances of me teaching this

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with kids that you can use in
your own classroom.

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Unknown: I think my biggest
takeaway from today is just

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looking at it from that whole
sensory piece. Even like the

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Whisper counting that that time
to share the moving around to

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find the partner like all those
different sensory pieces looking

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at it from a math perspective as
well. I really will look at

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things different for sure. Now.

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For me, as I've worked with you,
I've been conscious on the fonts

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I've been using for that visual
piece in colors. But one Aha I

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had is that you look at students
who asked to get a drink as

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they're trying to free class.
But then I'm like, What is this

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just that they need to activate?
And so that's something that

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going forward, I'm gonna keep
Yes, you can go get a drink. Now

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obviously if we go 500 times in
a class that would be like,

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Okay, we need to look at
something else. But oftentimes I

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want to say Now, but because I'm
worried about the missed

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instruction, but if they do need
to get themselves regulated, and

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they need to get themselves
ready to learn, and that drink

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is going to help them, then
really, if they stay in class,

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they're going to be missing that
instruction. Anyway, Amy put

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Cheri Dotterer: hers in the
chat, I'm going to read it, I am

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going to start having kids take
a break to do some planks or

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wall push ups, when I noticed
them getting up and down in

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seats, sitting on their knees,
etc. I've never thought of that.

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And it's, it is quick. And, Amy,
I'm glad that you were able to

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take away something from the non
academic portion today that will

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help your kids because your your
kids, the first graders are

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really in a crucial spot, as far
as that difference between the

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learning and the actual
applying. Thank you. But the

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idea of my of what I want to do
on May 11, is take that stuff

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that you saw up on the board, I
gave you like an overall

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category chewing, balancing and
stuff. And I am working on

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dividing activities from those
categories into what is really

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good to do in tier one, what do
you really need to shift into a

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tier two or tier three, and
really give you some guidance on

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how to think about spontaneously
and just having your toolbox?

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What is happening overall, with
different activities that you

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hear about all the time. But
what's the best place to use

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them? Those high school
students, I see the the

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dimension chart, the grid paper
being so powerful, with eight

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through 12, even as an OT. So
really take some time and think

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through some of the last three
sessions. And the next two

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moving forward are going to be

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Jonily : powerful. So once that
wraps up our time today, and I

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just have a couple of final
thoughts. We started today with

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this question, why don't kids
remember. And Sherry walked us

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through the complexity of the
brain, the body and the spirit,

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and how all of those things
interact together to produce

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access to learning. Typical
traditional math classrooms are

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not structured in a way to allow
these positive sensory

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experiences. I'm hoping that
through this making rectangles

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session today that you've seen
ways that we can connect the

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medical brain based cognitive
science, occupational therapy

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world to what is natural in
learning, and have a place in

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our math classrooms. So that
numbers come alive. So that

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numbers are things that we not
only see the notation, but we

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see the visual representation.
We hear all of the

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representations. And we do the
representations of numbers by

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drawing and building and
chunking so that our kids have a

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stronger number sense and have a
better innate intuitive

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understanding of the magnitude
of numbers magnitude, meaning

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how small or large numbers are
the size of numbers, the value

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of numbers, and most
importantly, have access to

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higher level mathematics because
the notations and the symbols

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are connected and associated
with the visuals and the tactile

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pieces. They're not just another
mathematical notation,

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mathematical notation comes to
life, and students understand

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number better, so they're going
to be able to achieve higher and

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they're going to have a stronger
math fact fluency and

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automaticity to engage in deeper
level mathematics. So thanks,

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everybody for being here. This
was session three, tier one math

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interventions making rectangles.

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Unknown: Lima says tier one
interventions was a sensitizing

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00:19:29,010 --> 00:19:32,790
workshop systematically thought
through but into an easy to

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understand framework and well
presented. Thank you to you

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both. Thank you Nilima. You've
been listening to tier one

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interventions with Jonily
Zupancic and Cheri daughter.

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Tier one interventions is
released on the first and third

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00:19:45,660 --> 00:19:49,260
Tuesday of the month. The
podcast is reported live on the

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00:19:49,260 --> 00:19:53,250
third Saturday of each month
except July 1 segment of the

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00:19:53,250 --> 00:19:56,970
podcast is released to your
favorite podcast app. Hear the

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00:19:56,970 --> 00:20:00,360
entire workshop go to tier one
interventions.com and Register

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for our mailing list to get all
the news about the next episode.

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Be sure to subscribe so you
don't miss the next episodes

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release. Do us a favor give us a
five star rating and write a

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review. Every vote matters. I'm
Nicholas King, an intern for

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00:20:15,510 --> 00:20:17,400
cheri Dotterer educational
consulting