1 00:00:00,000 --> 00:00:03,719 And after this conversation, I'm really thinking to like a few specific 2 00:00:03,719 --> 00:00:09,689 kids who can't take notes at the seat can't do, or struggle I should say. 3 00:00:10,049 --> 00:00:13,829 They're really struggling to look up and look down, and I hadn't really picked 4 00:00:13,829 --> 00:00:18,539 up on that specifically before, but when they go to boards, they are on it. 5 00:00:18,539 --> 00:00:19,259 They're right there. 6 00:00:19,259 --> 00:00:23,639 They're zoned in, they're leading the group, they're taking charge. 7 00:00:23,689 --> 00:00:24,649 Hey everybody. 8 00:00:24,649 --> 00:00:27,649 Welcome to Tier One Interventions podcast. 9 00:00:27,859 --> 00:00:31,549 We are here today to talk about a geo board. 10 00:00:31,699 --> 00:00:37,519 Geo board is a very interesting device and when I first looked at it, I only 11 00:00:37,519 --> 00:00:41,599 saw it from an occupational therapy perspective where we were working on 12 00:00:41,599 --> 00:00:44,579 it with hand strengthening and such. 13 00:00:44,849 --> 00:00:50,429 But I come to see how valuable it is as a math tool as well. 14 00:00:50,559 --> 00:00:56,439 Today we are going to blend the math and the occupational therapy together 15 00:00:56,529 --> 00:01:01,569 so that you can understand better what it looks like to have a geo board 16 00:01:01,869 --> 00:01:05,679 as a intervention in your classroom. 17 00:01:06,429 --> 00:01:11,799 Welcome Jonily to today's episode and everybody else who is with us. 18 00:01:12,219 --> 00:01:19,359 I want to move on to chunk one and chunk one is gonna bring us back 19 00:01:19,364 --> 00:01:22,989 to the math and we're gonna be toggling back and forth academic 20 00:01:22,989 --> 00:01:25,059 math, academic non-academic all day. 21 00:01:25,359 --> 00:01:29,319 But I'm also gonna connect this to a comment that Natalie put in the 22 00:01:29,319 --> 00:01:35,439 chat and Natalie says, some of my most struggling kids do best when 23 00:01:35,439 --> 00:01:37,450 we work at vertical whiteboards. 24 00:01:37,509 --> 00:01:38,649 And this could be why. 25 00:01:38,680 --> 00:01:43,689 It's exactly why I wanna give a shout out to in the math world. 26 00:01:43,689 --> 00:01:45,579 You all know him as Peter. 27 00:01:45,879 --> 00:01:47,799 That's all I have to say, Peter. 28 00:01:48,160 --> 00:01:52,269 Hey, if someone is listening to this tag, Peter, get Peter on here. 29 00:01:52,269 --> 00:01:54,039 Have him listen to this podcast. 30 00:01:54,279 --> 00:01:55,509 We love you, Peter. 31 00:01:56,379 --> 00:02:00,509 And Peter has written the book and many other resources, 32 00:02:00,509 --> 00:02:02,219 building Thinking Classrooms. 33 00:02:02,519 --> 00:02:08,279 Natalie is a full implementer of the techniques and 34 00:02:08,279 --> 00:02:09,899 building thinking classrooms. 35 00:02:10,229 --> 00:02:15,189 And I will say that when we are, when you're reading Building Thinking 36 00:02:15,189 --> 00:02:18,669 Classrooms and you're adding some of these strategies into your cl 37 00:02:18,729 --> 00:02:22,419 into your math classroom, because it's for math classrooms, it's not 38 00:02:22,419 --> 00:02:25,479 just for math classrooms, but the book was written for math classrooms 39 00:02:25,689 --> 00:02:27,609 with specific math content. 40 00:02:28,389 --> 00:02:31,689 As a math teacher, we're like, oh yeah, I can do that with my math content. 41 00:02:31,779 --> 00:02:34,719 And so we constantly refer back to the math content. 42 00:02:35,199 --> 00:02:41,499 But what we're missing in Peter's writing is the neuroscience. 43 00:02:42,129 --> 00:02:49,059 And in little pieces, he does point out the brain-based neuroscience for 44 00:02:49,059 --> 00:02:51,999 why he gives the strategies he gives. 45 00:02:52,299 --> 00:02:56,949 But let's face it, if he does too much of that, we kind of tune out as a classroom 46 00:02:56,949 --> 00:02:58,749 teacher, we just want those grab and goes. 47 00:02:58,799 --> 00:03:01,019 We just want just tell me what to do in my classroom. 48 00:03:01,019 --> 00:03:04,979 I don't care why I am doing it, but we do have to care why we're doing 49 00:03:04,979 --> 00:03:07,649 it, because then we're going to do it more frequently because we're 50 00:03:07,649 --> 00:03:09,089 gonna start to see the benefits. 51 00:03:09,449 --> 00:03:15,539 Also in the book, Peter does talk in a chapter about flow and flow state, 52 00:03:15,779 --> 00:03:21,629 which Sherry shares a lot with us, that neuroscience perspective on how 53 00:03:21,629 --> 00:03:27,029 to get students to focus and then how to get kids into a flow state where 54 00:03:27,029 --> 00:03:32,969 they're in the zone and nothing can relieve their attention because they 55 00:03:32,969 --> 00:03:34,979 are so focused on the task at hand. 56 00:03:35,309 --> 00:03:38,454 But Natalie, do you wanna talk talk to us just a little bit about some of 57 00:03:38,454 --> 00:03:46,374 your successes with vertical surfaces that related to Chunk Zero, but then 58 00:03:46,374 --> 00:03:51,714 I'm gonna move this back into Chunk one for today, which is one of the 59 00:03:51,714 --> 00:03:54,834 mathematics pieces of using the Geo Board. 60 00:03:55,854 --> 00:03:56,394 Natalie? 61 00:03:56,784 --> 00:03:57,144 Yeah. 62 00:03:57,224 --> 00:04:01,124 I've definitely noticed successes with all of my kids, but I've always 63 00:04:01,124 --> 00:04:05,384 noticed that some of my most struggling kids are the most successful. 64 00:04:05,384 --> 00:04:09,104 And after this conversation, I'm really thinking to like a few specific 65 00:04:09,104 --> 00:04:15,074 kids who can't take notes at the seat can't do, or struggle I should say. 66 00:04:15,434 --> 00:04:19,214 They're really struggling to look up and look down, and I hadn't really picked 67 00:04:19,214 --> 00:04:23,924 up on that specifically before, but when they go to boards, they are on it. 68 00:04:23,924 --> 00:04:24,644 They're right there. 69 00:04:24,644 --> 00:04:29,024 They're zoned in, they're leading the group, they're taking charge. 70 00:04:29,024 --> 00:04:34,224 So like now I can really pinpoint some of those specific kids and see, that 71 00:04:34,344 --> 00:04:36,294 where, why they might be struggling. 72 00:04:36,804 --> 00:04:37,914 They're very capable. 73 00:04:38,124 --> 00:04:43,424 Now I have more strategies to help them, succeed and explains why that sit, why 74 00:04:43,424 --> 00:04:45,394 that, switch is so much better for them. 75 00:04:45,394 --> 00:04:50,584 But hashtag building thinking classrooms, vertical non permit surfaces. 76 00:04:50,854 --> 00:04:53,404 I've been in it for I think this three years now. 77 00:04:53,404 --> 00:04:58,384 And it is a game changer and it goes so nicely with everything we do. 78 00:04:58,384 --> 00:05:00,124 And it's not another thing. 79 00:05:00,124 --> 00:05:01,584 It's just a different way. 80 00:05:01,584 --> 00:05:02,334 And it's awesome. 81 00:05:03,024 --> 00:05:08,094 And the outcomes that I know you've said that you get from this is focus on 82 00:05:08,094 --> 00:05:14,744 content, increased content understanding and as well as engagement, as well as 83 00:05:14,744 --> 00:05:19,724 discussion, as well as active learning as opposed to passive learning. 84 00:05:19,844 --> 00:05:22,574 And let's think about this vertical surfaces. 85 00:05:22,784 --> 00:05:26,834 Kids are on the vertical, but they're also standing, which is 86 00:05:26,834 --> 00:05:28,364 another thing that Theresa said. 87 00:05:28,604 --> 00:05:33,374 So all of these practices coming together, all we have to do is have kids stand 88 00:05:33,374 --> 00:05:36,854 work on a vertical surface, and that is going to solve many of the issues that 89 00:05:36,854 --> 00:05:38,474 we're having in our math classrooms. 90 00:05:39,344 --> 00:05:39,794 Yes. 91 00:05:39,794 --> 00:05:44,384 And it also provides accessibility and user friendly 92 00:05:45,584 --> 00:05:48,434 mathematics in our classrooms. 93 00:05:48,834 --> 00:05:50,124 Sherry, oh, I love your comment. 94 00:05:50,124 --> 00:05:55,284 Vertical surfaces decrease the need to extend risks for writing. 95 00:05:56,064 --> 00:05:56,424 Yes. 96 00:05:56,429 --> 00:06:03,024 When you're writing, when you're writing on a flat surface, your wrist needs to be. 97 00:06:03,729 --> 00:06:09,999 Extended to about 30 degrees to get your fingers at the position 98 00:06:09,999 --> 00:06:11,979 that they can actually move to. 99 00:06:12,029 --> 00:06:14,849 When you're on a vertical surface, guess what? 100 00:06:15,449 --> 00:06:18,479 You can get those fingers in that position so that they can and they 101 00:06:18,479 --> 00:06:20,129 don't have to extend their wrist. 102 00:06:20,549 --> 00:06:23,369 So there's twofold reason here. 103 00:06:23,579 --> 00:06:30,479 To use a vertical surface and mechanically in your wrist, it is to help give 104 00:06:30,479 --> 00:06:34,469 that those muscles in the back of your arm chance to get strengthened 105 00:06:34,979 --> 00:06:39,809 so you don't have to de open up your wrist as far so that by the time that 106 00:06:39,809 --> 00:06:44,369 you are going back down to a flat surface, these muscles are strong 107 00:06:44,369 --> 00:06:45,929 enough that they can actually do it. 108 00:06:46,859 --> 00:06:47,699 Fantastic. 109 00:06:47,749 --> 00:06:52,369 And those kids who can't do a vertical surface, but you want a vertical surface, 110 00:06:52,699 --> 00:06:57,469 put 'em on their belly with a clipboard and it's the same thing, but they're on, 111 00:06:57,619 --> 00:07:01,669 they're laying down and you've decreased the gravity they have to deal with. 112 00:07:02,149 --> 00:07:05,269 You know what, Theresa, this is funny because chunk number two today 113 00:07:05,269 --> 00:07:09,439 is called teenage tummy time, and we are going to, we're going to 114 00:07:09,439 --> 00:07:11,629 tag right back to that in a moment. 115 00:07:11,629 --> 00:07:19,939 For occupational therapists, one thing that we do a lot is we score figures that 116 00:07:19,939 --> 00:07:26,509 look like this with different standardized tests that we have available to us. 117 00:07:28,159 --> 00:07:32,990 Utilizing those progressions that Jonily lined out. 118 00:07:33,949 --> 00:07:38,719 Will help us in our upgrading and downgrading of helping our 119 00:07:38,719 --> 00:07:45,739 students manipulate the different way, the different types of paper 120 00:07:45,979 --> 00:07:47,659 that we might present to them. 121 00:07:48,049 --> 00:07:54,709 When we're looking at design copying, think about how it is related to 122 00:07:54,709 --> 00:07:57,499 the geo board and the mathematics. 123 00:07:58,010 --> 00:08:04,729 And so it's looking at the de the design copying activity from 124 00:08:04,729 --> 00:08:06,109 a whole different perspective. 125 00:08:06,319 --> 00:08:09,649 'cause I've never looked at it from that perspective before, but when 126 00:08:10,369 --> 00:08:15,559 we started talking ahead of time, I wanted to make sure that I showed that. 127 00:08:16,069 --> 00:08:19,340 And it was an older copy of a standardized test. 128 00:08:19,340 --> 00:08:21,379 And I didn't show you the whole standardized test. 129 00:08:21,619 --> 00:08:24,979 I showed you two of the I images from it. 130 00:08:25,999 --> 00:08:33,770 But students struggle to do those complicated designs like that and they 131 00:08:33,770 --> 00:08:39,469 also will have trouble putting 'em on the physical geo board, which is why 132 00:08:39,469 --> 00:08:43,279 unstructured play with the geo board. 133 00:08:44,735 --> 00:08:51,365 Dot paper, just unstructured, un facilitated play in just creating 134 00:08:51,605 --> 00:08:57,905 pictures, image images or abstracts is not only gonna benefit students 135 00:08:57,995 --> 00:09:02,615 non-academically and functionally, but it's going to benefit students 136 00:09:02,615 --> 00:09:06,635 mathematically because they are going to have a feel, a sense, 137 00:09:06,635 --> 00:09:09,635 a taste, a touch, a smell. 138 00:09:09,815 --> 00:09:15,305 It's gonna engage all of their senses in how shape and images 139 00:09:15,305 --> 00:09:20,735 work mathematically so that then we can attend to precision when we're 140 00:09:20,735 --> 00:09:28,355 defining shape function using those tools, which students have a hard time 141 00:09:28,355 --> 00:09:30,515 mathematically and non mathematically. 142 00:09:41,345 --> 00:09:41,585 Yeah. 143 00:09:43,780 --> 00:09:45,215 I'm just processing a lot. 144 00:09:45,215 --> 00:09:47,795 My mind is blown today oh my gosh. 145 00:09:47,855 --> 00:09:48,905 Oh my gosh. 146 00:09:48,905 --> 00:09:50,345 So many things. 147 00:09:50,485 --> 00:09:52,435 Give us a few takeaways, Natalie. 148 00:09:52,435 --> 00:09:56,785 I. I, one thing I wrote in the chat earlier I feel pretty good with 149 00:09:56,785 --> 00:10:00,055 my content, but then picking up these brain science things is like 150 00:10:00,055 --> 00:10:02,335 the next maybe big layer for me. 151 00:10:02,335 --> 00:10:07,135 I am really excited to continue to learn more and just dive more into 152 00:10:07,135 --> 00:10:11,995 that and just seeing that connection, just knowing that the whiteboards work 153 00:10:11,995 --> 00:10:15,415 for my students, but then now being able to pinpoint specific students 154 00:10:15,415 --> 00:10:17,575 and oh, okay, I'm seeing that more. 155 00:10:17,575 --> 00:10:18,955 And even was thinking further. 156 00:10:18,955 --> 00:10:22,515 Like one kid writes, oh, ridiculous. 157 00:10:23,295 --> 00:10:26,145 This doesn't even look like handwriting on paper, but at the 158 00:10:26,145 --> 00:10:27,525 board I can read everything he writes. 159 00:10:27,525 --> 00:10:29,885 It's I never made that connection till today. 160 00:10:29,885 --> 00:10:33,365 I am like, okay, I'm just developing those different things. 161 00:10:33,365 --> 00:10:36,905 So I'm really excited to, and I think really important to learn more 162 00:10:36,905 --> 00:10:40,115 about the brain science and make those connections, but just even the 163 00:10:40,115 --> 00:10:45,755 connection to content and pizza problem and diagonals and like thinking about 164 00:10:45,995 --> 00:10:50,015 air parallelograms and area and all the things, I'm just, Ugh, I'm so excited. 165 00:10:50,045 --> 00:10:51,035 What a great session. 166 00:10:51,035 --> 00:10:51,755 So excited. 167 00:10:52,325 --> 00:10:52,925 Awesome. 168 00:10:52,985 --> 00:10:53,435 Awesome. 169 00:10:53,435 --> 00:10:56,865 When he's so Natalie, so when he is working at his desk, not 170 00:10:56,865 --> 00:11:00,285 everybody has access to a lamp board, but you can use a binder. 171 00:11:00,585 --> 00:11:03,825 Just give him a binder and see if that works for him and just put his 172 00:11:03,825 --> 00:11:07,405 worksheet on the binder, a three ring binder, you have various sizes. 173 00:11:07,645 --> 00:11:10,855 Just see if that works for him and see if just changing the 174 00:11:10,855 --> 00:11:12,625 height of his paper helps him. 175 00:11:13,015 --> 00:11:13,855 I will try that. 176 00:11:14,485 --> 00:11:15,295 Great idea. 177 00:11:15,505 --> 00:11:19,435 The binding being away from him so that it's on the slant this way. 178 00:11:19,915 --> 00:11:23,605 Sometimes they collapse and you just stick stuff in it, to stop the collapse. 179 00:11:23,605 --> 00:11:26,135 But otherwise, they're inexpensive. 180 00:11:26,195 --> 00:11:28,865 They probably have 'em in the building three, 3, 2, 1. 181 00:11:28,865 --> 00:11:33,455 You can vary the size based on what he needs, which creates 182 00:11:33,455 --> 00:11:37,295 that slant using a, yeah. 183 00:11:37,685 --> 00:11:38,855 Couple inch binder. 184 00:11:38,885 --> 00:11:39,515 Dang. 185 00:11:39,515 --> 00:11:39,965 Yes. 186 00:11:39,965 --> 00:11:41,045 That's so easy. 187 00:11:41,555 --> 00:11:47,135 Do you know how many schools throw away two inch binders. 188 00:11:48,515 --> 00:11:50,885 Collect those things and use 'em for slant. 189 00:11:51,325 --> 00:11:53,785 And you know what you can use 'em for too, is you can use 190 00:11:53,785 --> 00:11:55,095 them as a wedge on your seat. 191 00:11:55,605 --> 00:11:59,645 So you know how kids they, you can turn them so that the wedge goes, 192 00:11:59,675 --> 00:12:04,805 so they angle, you put the three to the front, so they angle them back 193 00:12:04,805 --> 00:12:06,395 in the seat or the other way around. 194 00:12:06,515 --> 00:12:08,015 So they can angle either direction. 195 00:12:08,405 --> 00:12:11,905 All you do is put some, nice, tape on it, make it nice and sturdy 196 00:12:12,145 --> 00:12:13,525 because you may not have the money. 197 00:12:13,525 --> 00:12:15,205 I don't have a budget to do anything. 198 00:12:15,205 --> 00:12:15,265 Yeah. 199 00:12:15,535 --> 00:12:18,115 So you just make 'em nice and sturdy and you can make 'em as 200 00:12:18,115 --> 00:12:20,605 wedges for the chair and duct tape. 201 00:12:21,025 --> 00:12:22,235 Duct tape, duct tape cover. 202 00:12:22,895 --> 00:12:24,875 So it's almost the end of the year. 203 00:12:25,745 --> 00:12:26,255 There you go. 204 00:12:26,345 --> 00:12:27,215 It's thrown away. 205 00:12:27,215 --> 00:12:30,095 Binders, one inch, two inch, three inch binders. 206 00:12:30,545 --> 00:12:35,315 Collect all the old binder binders and cover them with 207 00:12:35,315 --> 00:12:37,535 duct tape to make them sturdy. 208 00:12:37,865 --> 00:12:43,745 You've got slant surfaces and you've got sitting slanted surfaces or for the feet 209 00:12:43,805 --> 00:12:48,165 on the bottom, if you, if a kid can't, you gotta make sure their feet are stable on 210 00:12:48,165 --> 00:12:50,480 the floor, stack a couple, there you go. 211 00:12:50,480 --> 00:12:51,875 Rest, you get your feet touching the floor. 212 00:12:52,415 --> 00:12:52,895 Love it. 213 00:12:53,585 --> 00:12:56,375 Watch the duct tape and the writing surfaces. 214 00:12:56,405 --> 00:12:57,005 Okay? 215 00:12:57,245 --> 00:13:00,665 Because they will, that will influence their writing because 216 00:13:00,665 --> 00:13:02,165 of the duct tape texture. 217 00:13:02,795 --> 00:13:06,665 One thing that you can do then, if you're gonna use it for a writing surface, is 218 00:13:06,665 --> 00:13:09,785 put construction paper over the duct tape. 219 00:13:09,785 --> 00:13:12,425 It will help buffer that texture a little bit. 220 00:13:12,665 --> 00:13:16,805 It won't solve it all, but if you're writing on a construction 221 00:13:16,805 --> 00:13:22,245 paper, it's a better blot feel than even writing on the hard desk. 222 00:13:23,035 --> 00:13:28,615 That ends segment two, chunk one of the Geo Board. 223 00:13:29,095 --> 00:13:34,015 Check in next week for more discussion on how the Geo Board can work 224 00:13:34,405 --> 00:13:37,975 in your math classroom and your occupational therapy intervention. 225 00:13:39,545 --> 00:13:44,975 If you'd like to learn the and hear the entire instruction on the geo board, 226 00:13:45,245 --> 00:13:50,705 you wanna go to disability labs.com and look for the Geo Board in our courses. 227 00:13:52,679 --> 00:13:53,609 Talk to you next week.