1 00:00:00,049 --> 00:00:01,009 Hey everybody. 2 00:00:01,009 --> 00:00:04,009 Welcome to Tier One Interventions podcast. 3 00:00:04,219 --> 00:00:07,909 We are here today to talk about a geo board. 4 00:00:08,059 --> 00:00:13,879 Geo board is a very interesting device and when I first looked at it, I only 5 00:00:13,879 --> 00:00:17,959 saw it from an occupational therapy perspective where we were working on 6 00:00:17,959 --> 00:00:20,940 it with hand strengthening and such. 7 00:00:21,210 --> 00:00:26,790 But I come to see how valuable it is as a math tool as well. 8 00:00:26,920 --> 00:00:32,799 Today we are going to blend the math and the occupational therapy together 9 00:00:32,890 --> 00:00:37,930 so that you can understand better what it looks like to have a geo board 10 00:00:38,230 --> 00:00:42,039 as a intervention in your classroom. 11 00:00:42,789 --> 00:00:48,160 Welcome Jonily to today's episode and everybody else who is with us. 12 00:00:48,579 --> 00:00:50,410 It is great to have you here. 13 00:00:50,710 --> 00:00:55,360 This is being recorded Easter weekend and I know that you will have had 14 00:00:55,360 --> 00:01:00,640 Easter before you hear this, but I hope that you had a blessed Passover and or 15 00:01:00,640 --> 00:01:03,190 Easter depending on how you celebrate. 16 00:01:03,400 --> 00:01:04,569 So without. 17 00:01:05,560 --> 00:01:07,030 Any further introduction. 18 00:01:07,030 --> 00:01:09,930 I think we are good for getting started. 19 00:01:09,930 --> 00:01:10,920 Jonily, go for it. 20 00:01:10,920 --> 00:01:12,089 Yeah, we're gonna jump right in. 21 00:01:12,089 --> 00:01:19,319 And as the math specialist, math coach, math content expert, the Geo Board is 22 00:01:19,319 --> 00:01:22,740 probably one of the most underrated tools. 23 00:01:23,040 --> 00:01:27,730 The other most underrated tool in mathematics is quiz air rods. 24 00:01:27,910 --> 00:01:30,849 We're not talking about that today, but just put a side note on that. 25 00:01:31,220 --> 00:01:36,040 The Geo Board is often the dark horse of math. 26 00:01:36,339 --> 00:01:39,040 I would say math gap filling intervention. 27 00:01:39,339 --> 00:01:42,790 The Geo Board can teach many of our standards from 28 00:01:42,790 --> 00:01:44,079 preschool through high school. 29 00:01:44,800 --> 00:01:48,250 So there's a lot of math content that can be uncovered with the Geo Board. 30 00:01:48,639 --> 00:01:52,510 Today we're going to present the Geo Board in about a dozen different ways. 31 00:01:52,510 --> 00:01:56,329 So I might say a dozen ways to use the Geo Board today. 32 00:01:56,329 --> 00:02:01,099 And as I do that, I'm gonna be connecting each of our techniques and exercises 33 00:02:01,309 --> 00:02:07,040 with the math standards at each grade level and how the Geo Board connects. 34 00:02:07,040 --> 00:02:11,570 So we're gonna look at this in terms of progressions, extensions, 35 00:02:11,599 --> 00:02:14,629 interventions, all using the Geo board. 36 00:02:15,079 --> 00:02:19,730 I will say that Geo Board is our, one of our reference tasks. 37 00:02:20,000 --> 00:02:25,159 It is much more of a tool than a task, but the reason it falls into the reference 38 00:02:25,159 --> 00:02:29,060 task category is there when we are. 39 00:02:30,020 --> 00:02:35,329 In our units of study and mathematics, the geo board can be referenced 40 00:02:35,659 --> 00:02:37,220 during a number of topics. 41 00:02:37,339 --> 00:02:41,720 So that is why that it falls in the reference task category. 42 00:02:42,050 --> 00:02:48,230 Again, a geo board is either plastic or wooden, and it's got pegs that 43 00:02:48,230 --> 00:02:49,970 you can wrap rubber bands around. 44 00:02:50,839 --> 00:02:57,439 I am not, and for those of you that know me, I am not a fan of a classroom 45 00:02:57,470 --> 00:03:04,639 of 28 kids all having the geo board hands-on with the rubber bands. 46 00:03:04,939 --> 00:03:11,750 So what I do is I have about six geoboards with rubber bands on hand. 47 00:03:12,169 --> 00:03:19,849 I love the actual concrete geo board in small group, not as whole class, but since 48 00:03:19,849 --> 00:03:26,329 I have six geoboards on hand, typically then I will identify students in the 49 00:03:26,329 --> 00:03:29,270 classroom with deficits and struggles. 50 00:03:29,449 --> 00:03:34,459 So here's where we're starting to combine that occupational therapy with 51 00:03:34,490 --> 00:03:41,370 intervention with differentiation within the tier one core general classroom. 52 00:03:41,610 --> 00:03:45,300 Because I have five or six of the geoboards on hand, I'm gonna 53 00:03:45,300 --> 00:03:50,970 identify kids with deficits that I'm already aware of, deficits with. 54 00:03:51,464 --> 00:03:52,214 Handwriting. 55 00:03:52,245 --> 00:03:58,045 So maybe illegible handwriting deficits with fine motor deficits 56 00:03:58,045 --> 00:04:00,295 with focus and attention. 57 00:04:00,535 --> 00:04:05,095 So when we are in classrooms or we're talking with school personnel, 58 00:04:05,095 --> 00:04:08,635 any stakeholder, parents, teachers, intervention specialists, instructional 59 00:04:08,635 --> 00:04:14,125 coaches, principals, curriculum directors, whatever your role and title is. 60 00:04:14,395 --> 00:04:19,885 When I ask what are your biggest needs, we start listing a lot of these 61 00:04:19,885 --> 00:04:21,955 deficits and gaps that kids have. 62 00:04:22,145 --> 00:04:23,705 Their handwriting is a struggle. 63 00:04:23,705 --> 00:04:27,565 They have pain when they write they really struggle with fine motor. 64 00:04:27,565 --> 00:04:29,455 They still can't tie their shoes. 65 00:04:29,825 --> 00:04:32,315 All of those things that we know are a struggle for 66 00:04:32,315 --> 00:04:35,255 students, focus and attention. 67 00:04:35,615 --> 00:04:43,775 The geo board, the physical geo board can actually solve and close those 68 00:04:43,775 --> 00:04:45,935 gaps and reverse those deficits. 69 00:04:46,325 --> 00:04:49,415 The reason I have five or six on hand is I know who these 70 00:04:49,415 --> 00:04:50,885 students are in my classroom. 71 00:04:51,125 --> 00:04:57,845 I can very strategically give them the physical geo board, and then all students 72 00:04:57,845 --> 00:05:01,685 then will have the paper copy of dots. 73 00:05:02,300 --> 00:05:04,460 Or geo board templates. 74 00:05:05,030 --> 00:05:10,430 I, for most of our students average to typical to above average. 75 00:05:10,760 --> 00:05:14,270 They will not need the physical geo board. 76 00:05:14,270 --> 00:05:19,040 It is the only math tool and manipulative that we can bypass 77 00:05:19,040 --> 00:05:21,650 the concrete with most kids. 78 00:05:22,280 --> 00:05:25,580 And I think all of that is really important to say because there are 79 00:05:25,580 --> 00:05:31,700 some manipulatives, like the blocks that every single child from our 80 00:05:31,700 --> 00:05:38,960 most struggling to our highest I'm gonna say what words do I wanna use? 81 00:05:39,380 --> 00:05:46,190 Very talented, gifted, mathematically, often, much more insightful than the 82 00:05:46,190 --> 00:05:48,620 instructor that is teaching the student. 83 00:05:49,190 --> 00:05:56,060 Even those students need those physical pieces to create what is in their mind. 84 00:05:56,600 --> 00:06:01,670 So lots of tidbits on the geo board before we get started today. 85 00:06:02,420 --> 00:06:06,560 And I also want to launch us today with reminding us what 86 00:06:06,590 --> 00:06:08,540 is tier one interventions. 87 00:06:08,810 --> 00:06:13,640 Tier one is the typical general core regular instructional classroom. 88 00:06:14,120 --> 00:06:19,700 Typically, if kids have issues that we are responding to, they 89 00:06:19,700 --> 00:06:23,210 are typically pulled out of the classroom to have their needs met. 90 00:06:23,390 --> 00:06:26,990 We call those tier two or tier three settings, tier two 91 00:06:26,990 --> 00:06:28,550 or tier three interventions. 92 00:06:29,030 --> 00:06:35,420 Our goal with tier one interventions is to have the students in the regular 93 00:06:35,420 --> 00:06:41,300 tier one core general classroom with the regular content classroom teacher, 94 00:06:41,540 --> 00:06:45,680 with the intervention specialist, with the occupational therapist, all in 95 00:06:45,680 --> 00:06:50,120 the tier one core general classroom setting, so that kids can get exactly 96 00:06:50,120 --> 00:06:52,820 what they need without being pulled out. 97 00:06:52,850 --> 00:06:55,430 Now, will we co completely eliminate pull out? 98 00:06:55,460 --> 00:06:56,180 Absolutely not. 99 00:06:56,180 --> 00:07:01,550 I'm not advocating for that, but the number of, or the minimal 100 00:07:01,550 --> 00:07:06,320 number of pullouts that we can create in our schools, the better 101 00:07:06,320 --> 00:07:08,000 it's going to be for all students. 102 00:07:08,420 --> 00:07:14,240 So the Geo Board is one of those ways that we can have full inclusion and be able to 103 00:07:14,240 --> 00:07:16,430 meet the needs of all of these students. 104 00:07:17,900 --> 00:07:25,790 There are three very abstract math content pieces that are a struggle for 105 00:07:25,790 --> 00:07:31,520 even the general typical population, and those are the concepts of time. 106 00:07:32,225 --> 00:07:34,205 Money and measurement. 107 00:07:34,895 --> 00:07:37,865 Today we're gonna focus on the measurement piece. 108 00:07:38,195 --> 00:07:41,015 I'm also going to define measurement as we go. 109 00:07:41,975 --> 00:07:45,335 Measurement with a ruler, measurement with odd tools. 110 00:07:45,395 --> 00:07:48,995 Measurement as far as repeated reasoning. 111 00:07:49,685 --> 00:07:52,595 So we're gonna define measurement in a lot of different ways. 112 00:07:53,015 --> 00:07:58,385 If we can get kids to master measurement, it is one of the ways that we can 113 00:07:58,385 --> 00:08:02,675 improve their understanding of number and improve their number sense. 114 00:08:03,695 --> 00:08:09,005 Also, when I ask classroom teachers and intervention specialists, what 115 00:08:09,005 --> 00:08:12,785 are some of the math content pieces that students most struggle with? 116 00:08:12,995 --> 00:08:17,735 What are the things that we wish students had more access to? 117 00:08:18,035 --> 00:08:20,615 And these three topics always come up. 118 00:08:21,095 --> 00:08:27,265 The first is computation, fact fluency automaticity, those things. 119 00:08:27,505 --> 00:08:32,635 The second one is understanding equations and unknowns and inverse 120 00:08:32,825 --> 00:08:34,415 and that whole set of thing. 121 00:08:34,955 --> 00:08:41,855 The third one is always a bunch of random stuff, but it always falls 122 00:08:41,855 --> 00:08:44,435 into a category that I call shape. 123 00:08:45,575 --> 00:08:49,685 So today we are gonna focus on that shape piece. 124 00:08:50,525 --> 00:08:55,905 Now if I ask teachers, intervention specialists, educators what students 125 00:08:55,905 --> 00:09:00,345 most struggle with in mathematics typically shape is not the answer that 126 00:09:00,345 --> 00:09:06,675 they say, but when I am uncovering their thoughts and perspective on 127 00:09:06,675 --> 00:09:11,325 students' struggles, all of those things fall into a category of shape. 128 00:09:12,585 --> 00:09:17,505 Understanding shape is the number one way to improve. 129 00:09:17,505 --> 00:09:24,585 Number sense measurement is very much directly connected to shape 130 00:09:24,735 --> 00:09:26,625 and characteristics of shape. 131 00:09:27,345 --> 00:09:32,925 So I'm setting the stage today for all of the reasons that Geo Board is 132 00:09:32,925 --> 00:09:40,275 really the number one tool for not only closing math gaps, but also extending 133 00:09:40,275 --> 00:09:43,755 and increasing overall math achievement. 134 00:09:45,315 --> 00:09:50,235 The other two topics that we're gonna be talking about are precision 135 00:09:50,235 --> 00:09:55,665 and accuracy and the similarities and differences of both of those. 136 00:09:56,865 --> 00:10:00,675 Sherry and I think very differently about our fields. 137 00:10:00,675 --> 00:10:03,735 My field is the math education field. 138 00:10:03,765 --> 00:10:08,085 Sherry's field is the occupational therapy medical field. 139 00:10:08,955 --> 00:10:15,765 And we are a little radical and very much outliers in the way 140 00:10:15,765 --> 00:10:17,985 that we perceive our fields. 141 00:10:18,615 --> 00:10:27,225 So oftentimes we are either misunderstood or the understandings are misinterpreted. 142 00:10:27,315 --> 00:10:32,085 And today what we wanna do is we wanna share our perspectives and our 143 00:10:32,085 --> 00:10:40,515 nuances of how we can in less time achieve more by helping our students 144 00:10:40,575 --> 00:10:43,245 in the tier one core general classroom. 145 00:10:45,415 --> 00:10:53,155 Before I go on any thoughts, comments, or questions on the overall outline? 146 00:10:53,155 --> 00:10:55,765 For today's topics, 147 00:11:02,665 --> 00:11:07,045 I want us to remember the big highlights we need kids to understand. 148 00:11:07,045 --> 00:11:09,835 Measurement in our focus is measurement today. 149 00:11:10,975 --> 00:11:14,865 Measurement is very much connected to shape, and studying. 150 00:11:14,865 --> 00:11:20,085 Shape is the number one way to improve, number sense, and then also 151 00:11:20,565 --> 00:11:29,565 in order to create fewer gaps with math content and with non-academic issues 152 00:11:29,565 --> 00:11:34,545 kids are having, we're going to talk about this precision versus accuracy. 153 00:11:35,145 --> 00:11:35,865 As well. 154 00:11:36,105 --> 00:11:42,225 Those are our big topics today, and every exercise intervention tool 155 00:11:42,255 --> 00:11:46,875 and instructional facilitation is gonna tie back to those exercises. 156 00:11:48,915 --> 00:11:54,385 I am gonna share with you the folder, the folder that's gonna end up being 157 00:11:54,385 --> 00:11:57,625 the module in tier one with Geo Board. 158 00:11:59,215 --> 00:12:04,825 There are a variety of audio lessons in the tier one interventions 159 00:12:04,825 --> 00:12:07,375 course module for Geo Board. 160 00:12:08,365 --> 00:12:16,735 I think there are 24 audio lessons of me teaching some aspect of 161 00:12:16,735 --> 00:12:20,215 Geo Board with every grade level. 162 00:12:21,355 --> 00:12:26,965 You can see grade one, grade two, grade six, and a number of high school 163 00:12:27,115 --> 00:12:30,325 sessions as well with Geo Board. 164 00:12:30,835 --> 00:12:36,235 The lesson may not be specifically related to Geo Board, but it is 165 00:12:36,235 --> 00:12:41,455 related to measurement, shape, and precision and accuracy. 166 00:12:43,105 --> 00:12:49,435 What you're also gonna have in the tier one interventions module is the standards, 167 00:12:49,465 --> 00:12:53,485 which I'm not gonna pull that out of this 'cause I have it saved elsewhere. 168 00:12:55,000 --> 00:12:57,550 I'm not even sharing with you my screen. 169 00:12:57,690 --> 00:13:01,290 I'm talking as if you can see everything I'm talking about. 170 00:13:01,770 --> 00:13:06,660 Come on, people here is here are the audio lessons I was just talking about. 171 00:13:06,660 --> 00:13:15,060 There's just a visual of the audio lessons and I wanna show you, and if 172 00:13:15,060 --> 00:13:19,890 you're listening to this podcast, the audio version, you're obviously not 173 00:13:19,890 --> 00:13:23,920 gonna be seeing what's on my screen and I'll be articulate enough that you'll 174 00:13:23,980 --> 00:13:25,930 get an understanding of what's here. 175 00:13:26,590 --> 00:13:31,810 But if you go to YouTube Tier One Interventions podcast, you'll be able 176 00:13:31,810 --> 00:13:34,510 to see the screen as well as the audio. 177 00:13:34,960 --> 00:13:41,440 But what I'm showing now is all of the standards that are connected 178 00:13:41,440 --> 00:13:46,000 to the use of Geo Board from kindergarten through algebra. 179 00:13:46,030 --> 00:13:50,500 And I'm just gonna scroll through this because I'm actually going to relate each 180 00:13:50,500 --> 00:13:52,870 of the exercises we do to the standards. 181 00:13:53,380 --> 00:13:58,630 But just as a visual, you can see all of the standards that we will accomplish 182 00:13:58,630 --> 00:14:01,930 today just by using the Geo Board tool. 183 00:14:02,470 --> 00:14:09,940 And I'm just scrolling quickly so that you can see there are 22 pages of standards. 184 00:14:09,940 --> 00:14:13,120 Now, obviously I copied and pasted and the writing is big, but 185 00:14:13,120 --> 00:14:15,580 there are 22 pages of standards. 186 00:14:15,730 --> 00:14:20,710 And the way that we're gonna make these connections today is with a. 187 00:14:21,325 --> 00:14:29,785 Document called Geo Board Templates and Notes, and this is titled Geo Board 188 00:14:29,785 --> 00:14:33,775 Benefits Academic and Non-Academic. 189 00:14:34,645 --> 00:14:41,065 And then there's a note on this document that you will have access to C standards 190 00:14:41,065 --> 00:14:44,725 because there are notes in the standards of these connections to Geo Board. 191 00:14:44,815 --> 00:14:49,225 And then also you have access to audio files that you can listen to 192 00:14:49,585 --> 00:14:56,005 that are me teaching actual students standards based on the Geo board. 193 00:14:57,925 --> 00:15:01,555 The first set of standards I wanna talk about are the mathematical 194 00:15:01,555 --> 00:15:05,215 practices because this is where we can start connecting to some 195 00:15:05,215 --> 00:15:07,495 of our non-academic standards. 196 00:15:09,145 --> 00:15:12,385 There are certain mathematical practices that G, that the Geo Board 197 00:15:12,385 --> 00:15:17,395 will lend itself to mathematical practice for is model with mathematics. 198 00:15:17,635 --> 00:15:22,105 We want the students to have the ability to see where math phenomenon 199 00:15:22,105 --> 00:15:28,435 occurs in the real world, and that is a visual concrete experience, hence 200 00:15:28,465 --> 00:15:32,125 geo board mathematical practice. 201 00:15:32,125 --> 00:15:35,755 Number five is using appropriate tools strategically. 202 00:15:35,995 --> 00:15:38,395 Geo board obviously is a physical tool. 203 00:15:38,755 --> 00:15:43,435 Dot paper is a semi concrete representational tool. 204 00:15:44,440 --> 00:15:49,480 And grid paper is also another tool that we're gonna talk about today. 205 00:15:49,960 --> 00:15:57,370 All of those tools allow for a hands-on visual sensory experience for kids. 206 00:15:57,970 --> 00:16:02,560 So not only are we gonna be talking about the math content and standards today, and 207 00:16:02,560 --> 00:16:07,600 the non-academic interventions to help students increase their functioning and 208 00:16:07,600 --> 00:16:13,720 executive functioning skills, we are also going to be talking about how to increase 209 00:16:13,720 --> 00:16:20,410 students' habits and habits of mind with math tools, practices, and processes. 210 00:16:21,670 --> 00:16:25,360 When I talked about precision and accuracy, there is an actual 211 00:16:25,360 --> 00:16:31,630 mathematical practice, number six that is titled Attend to Precision. 212 00:16:32,140 --> 00:16:32,950 Precision. 213 00:16:32,950 --> 00:16:37,210 In this mathematical practice standard is really about students being 214 00:16:37,210 --> 00:16:42,760 able to communicate precisely to others, being able to be articulate. 215 00:16:43,270 --> 00:16:47,620 And this really has to also do with accuracy as well. 216 00:16:47,650 --> 00:16:51,040 And we're gonna, again, we'll talk about the similarities and differences and the 217 00:16:51,040 --> 00:16:55,180 final mathematical practice that is gonna be very evident today is number eight. 218 00:16:56,020 --> 00:16:59,380 Look for and express regularity in repeated reasoning. 219 00:17:00,310 --> 00:17:03,790 Especially with use of the geo board and dot paper, we are gonna 220 00:17:03,790 --> 00:17:07,510 do the same exercises over and over again with different numbers. 221 00:17:07,900 --> 00:17:09,580 This gives us repetition. 222 00:17:10,120 --> 00:17:15,490 We also are going to be practicing in our classrooms spaced repetition because 223 00:17:15,490 --> 00:17:19,420 I'm not gonna be doing a geo board unit for two or three weeks straight. 224 00:17:20,110 --> 00:17:24,760 I'm gonna be referring to and bringing in the geo board or dot 225 00:17:24,760 --> 00:17:30,760 paper tools during every unit that I teach mathematics and referring to 226 00:17:30,760 --> 00:17:36,520 those sensory visual pieces to help understand the content in the new unit. 227 00:17:37,090 --> 00:17:41,530 So through this space practice and repeated reasoning techniques, 228 00:17:41,800 --> 00:17:46,390 students are going to be able to increase their precision and accuracy 229 00:17:46,990 --> 00:17:50,710 and through repeated reasoning of our specific measurement and 230 00:17:50,710 --> 00:17:55,360 shape techniques, they're going to increase their number sense as well. 231 00:17:56,590 --> 00:18:02,470 On this notes document, I'm actually going to be using the document to draw 232 00:18:02,470 --> 00:18:04,810 the notes that I'm teaching today. 233 00:18:05,230 --> 00:18:09,820 I will save those drawings and then you'll have access to all 234 00:18:09,820 --> 00:18:14,800 of the notes and visuals that I'm creating as we speak today. 235 00:18:17,440 --> 00:18:19,120 Let me pause for just a moment. 236 00:18:19,600 --> 00:18:22,360 Any thoughts, comments, or questions? 237 00:18:24,250 --> 00:18:28,000 And I see in the comments, yeah, low scores and measurement across the board. 238 00:18:28,300 --> 00:18:32,590 Because we typically will do like a measurement unit. 239 00:18:32,740 --> 00:18:36,850 And the other thing is measurement is often very misunderstood. 240 00:18:37,300 --> 00:18:41,465 So a couple of things today is, number one, how to embed this idea 241 00:18:41,680 --> 00:18:46,210 of measurement within the other con all of the other content standards 242 00:18:46,210 --> 00:18:53,320 we teach and not alone, but also reinventing the interpretation of what 243 00:18:53,320 --> 00:18:55,120 measurement actually is and looks like. 244 00:18:55,150 --> 00:18:55,690 Very good. 245 00:18:55,690 --> 00:18:57,880 Any other thoughts, comments, questions? 246 00:19:01,780 --> 00:19:05,020 I'm gonna throw it in again from a different perspective, 247 00:19:05,530 --> 00:19:07,150 vertical versus horizontal. 248 00:19:08,380 --> 00:19:12,460 So like when you're teaching it, you're teaching it on the board and 249 00:19:12,460 --> 00:19:15,050 then they're seeing it on a desktop. 250 00:19:15,560 --> 00:19:18,150 So it's really hard to change the perspective. 251 00:19:18,510 --> 00:19:22,830 And I'm only saying that too because as a, an evaluator when I show 252 00:19:22,830 --> 00:19:25,290 things, it's a little different than what the kids are seeing. 253 00:19:25,290 --> 00:19:25,410 It. 254 00:19:26,460 --> 00:19:28,380 So let's talk about this in two different ways. 255 00:19:28,650 --> 00:19:32,910 The first thing when you, this is really fantastic, Theresa. 256 00:19:32,910 --> 00:19:35,880 The first thing you said was vertical horizontal, and that is 257 00:19:35,880 --> 00:19:39,960 actually chunk number one today that I'm ready to dive into. 258 00:19:40,320 --> 00:19:43,530 But I'm thinking vertical, horizontal as far as measurement 259 00:19:43,530 --> 00:19:51,090 lines, your thinking perspective of where the student it is being. 260 00:19:51,390 --> 00:19:57,810 So we're actually going to jump into chunk number one, exercise and 261 00:19:57,810 --> 00:20:03,720 solution for deficits today, which I'm going to call dots and spaces 262 00:20:04,560 --> 00:20:10,320 and with Dotson spaces, the first technique we start with is measuring 263 00:20:10,320 --> 00:20:12,990 with vertical and horizontal lines. 264 00:20:13,230 --> 00:20:18,330 But before we get into chunk number one, let's call this chunk number zero. 265 00:20:19,230 --> 00:20:22,500 Let's call this chunk number zero, Theresa. 266 00:20:22,500 --> 00:20:27,900 And then Sherry, if you guys can give us a little bit of a behind the scenes 267 00:20:27,900 --> 00:20:34,380 glimpse of what is it Theresa, that students are struggling with and maybe 268 00:20:34,380 --> 00:20:38,970 what is it called, or what is your intervention that you use when we're 269 00:20:38,970 --> 00:20:43,170 always showing things in the classroom vertically, but the kids are sitting 270 00:20:43,170 --> 00:20:45,810 and looking at their desk horizontally. 271 00:20:45,990 --> 00:20:47,880 Can you both talk about that? 272 00:20:48,000 --> 00:20:50,130 We're gonna call this chunk zero. 273 00:20:54,165 --> 00:20:54,465 Sherry? 274 00:20:54,505 --> 00:20:55,465 Absolutely. 275 00:20:58,645 --> 00:21:07,405 Our brains have several reflexes that automatically get triggered 276 00:21:07,945 --> 00:21:13,645 when we move our head that the main one is called is vestibular. 277 00:21:13,645 --> 00:21:18,265 So a lot of teachers have heard that word, but really don't understand what 278 00:21:18,265 --> 00:21:23,065 it means, and I try to summarize it and make it as simple as possible. 279 00:21:23,065 --> 00:21:28,645 And basically the vestibular system is trying to keep your 280 00:21:28,645 --> 00:21:30,625 head perpendicular to the ground. 281 00:21:32,155 --> 00:21:35,905 So when you're on a rollercoaster, you're up, you down, you're going around 282 00:21:35,905 --> 00:21:37,765 in circles, you might get upside down. 283 00:21:38,095 --> 00:21:41,395 When you get off of there, that first step or two, you feel wobbly. 284 00:21:41,605 --> 00:21:45,145 It's also the same, similar thing when you get off roller skates, 285 00:21:45,325 --> 00:21:49,655 you're trying to figure out where your body is in comparison to the ground. 286 00:21:50,915 --> 00:21:56,735 The problem with kids who are struggling is that system isn't working effectively 287 00:21:56,735 --> 00:22:02,525 enough that it triggers that same effect as if you got off a roller coaster. 288 00:22:03,005 --> 00:22:07,235 Just by looking up at the chalkboard versus, and then looking 289 00:22:07,235 --> 00:22:10,715 back down at their paper, they lose track of where they are. 290 00:22:10,955 --> 00:22:14,045 Their body is going, oh, I don't know about this. 291 00:22:14,045 --> 00:22:15,935 This isn't making any sense to me. 292 00:22:16,475 --> 00:22:20,585 They are very frustrated because every time they look up, they 293 00:22:20,585 --> 00:22:24,605 have to scan the entire board to figure out where they left off. 294 00:22:25,655 --> 00:22:33,165 Imagine the amount of time that is wasting in their brain just scanning 295 00:22:33,165 --> 00:22:36,345 the board, trying to figure out where they left off so that they 296 00:22:36,345 --> 00:22:39,135 can maybe copy the next segment. 297 00:22:39,414 --> 00:22:45,894 That, come on, we have a pie, 3.14, whatever the rest of it is, if you have 298 00:22:46,524 --> 00:22:51,174 a hundred digits of pie up on the board, they're gonna get lost awful quick. 299 00:22:51,684 --> 00:22:57,504 And the same thing happens in literacy where they're trying to copy 300 00:22:57,504 --> 00:23:03,024 notes from the board, or you have a word problem and they're trying 301 00:23:03,024 --> 00:23:05,484 to get the content down on paper. 302 00:23:05,814 --> 00:23:12,054 They're not gonna be able to get that flow going from one step to the next, making 303 00:23:12,054 --> 00:23:14,784 those associations with the vocabulary. 304 00:23:15,579 --> 00:23:19,749 And the symbols that go along with it, they're gonna get themselves confused. 305 00:23:20,079 --> 00:23:24,649 So the make a quick connection for the classroom teacher as a classroom 306 00:23:24,649 --> 00:23:28,189 teacher and intervention specialist in the tier one core general classroom. 307 00:23:28,189 --> 00:23:31,819 Because I wanna make this point too, and this is why we call this tier 308 00:23:31,819 --> 00:23:35,989 one interventions, is because when we pool kids in tier two, tier three 309 00:23:35,989 --> 00:23:39,769 intervention, oftentimes we're not showing something on the vertical. 310 00:23:39,919 --> 00:23:42,289 So this may not be an issue. 311 00:23:42,439 --> 00:23:45,679 And so kids go back to the regular classroom and then we wonder why 312 00:23:45,679 --> 00:23:48,349 they've done so well in small group pullout intervention. 313 00:23:48,349 --> 00:23:50,899 There's a lot of reasons, but then they go back to the tier 314 00:23:50,899 --> 00:23:54,499 one core general classroom, and this is why we do this podcast. 315 00:23:54,559 --> 00:23:56,239 This is why we do this course. 316 00:23:56,299 --> 00:24:01,669 Because in the regular tier one general classroom, the facilitation 317 00:24:01,669 --> 00:24:05,599 practices are oftentimes very different than in small group. 318 00:24:05,899 --> 00:24:10,999 So number one, the reason we're telling you this as a core classroom 319 00:24:10,999 --> 00:24:14,209 instructor is number one, just awareness. 320 00:24:14,629 --> 00:24:19,099 So if students tend to be checked out or off task, or you 321 00:24:19,099 --> 00:24:22,609 exi, or they're exhibiting some behaviors that are negative. 322 00:24:23,434 --> 00:24:25,954 This could be one of the reasons why. 323 00:24:26,134 --> 00:24:28,084 So number one is awareness. 324 00:24:28,084 --> 00:24:32,254 Just understanding the looking up and down and up and down and 325 00:24:32,254 --> 00:24:38,074 trying to find the place is causing this quote unquote dizziness. 326 00:24:38,644 --> 00:24:42,574 And so when we are feeling uncomfortable, what's gonna happen 327 00:24:42,574 --> 00:24:47,614 is we're going to act out in some sort of negative behavior because 328 00:24:47,614 --> 00:24:49,894 we are frustrated and uncomfortable. 329 00:24:50,164 --> 00:24:55,864 So oftentimes when we're trying to treat behaviors in the classroom, it's actually 330 00:24:55,864 --> 00:25:02,674 much more associated to kids trying to attend and are unable to attend. 331 00:25:02,914 --> 00:25:04,594 So number one, awareness. 332 00:25:04,654 --> 00:25:09,274 But number two, Sherry and Theresa both, if you can talk to us about 333 00:25:09,514 --> 00:25:14,914 what do we do in the classroom, then that is a quick intervention. 334 00:25:15,064 --> 00:25:18,544 Very subtle, allows for differentiation, allows for 335 00:25:18,544 --> 00:25:20,494 those kids to get what they need. 336 00:25:21,304 --> 00:25:24,154 If we're identifying that this is a struggle for them. 337 00:25:26,684 --> 00:25:30,764 I'm gonna also throw another wrench into this because Sherry did visual, 338 00:25:30,944 --> 00:25:32,894 a vestibular, but there's also visual. 339 00:25:33,569 --> 00:25:38,359 So if you have a visual tracking issue, you are also gonna have difficulties. 340 00:25:38,359 --> 00:25:42,619 So vestibular and visual can be together, and it also can be separate. 341 00:25:42,919 --> 00:25:46,039 So if you have visual tracking, it's the eyes that are the 342 00:25:46,039 --> 00:25:47,689 problem, not just the vestibular. 343 00:25:48,049 --> 00:25:53,439 So what you can do for these kinds of kids is give them a slant board if 344 00:25:53,439 --> 00:25:55,569 they need to be seeing things on that. 345 00:25:55,659 --> 00:25:57,189 That kind of a, an angle. 346 00:25:57,559 --> 00:26:02,649 It's just a matter of also giving them the time and also doing some remediation 347 00:26:02,649 --> 00:26:04,179 in these kinds of kids as well. 348 00:26:05,109 --> 00:26:09,609 So you work on, and the kids with the vestibular, you're gonna, you're gonna 349 00:26:09,609 --> 00:26:13,749 need them to be maybe standing to do some of these tasks as opposed to sitting 350 00:26:14,469 --> 00:26:18,279 because they may be better off standing and not having to move their head as much. 351 00:26:18,759 --> 00:26:22,449 The kids with the visual tracking issues, you work on the visual tracking 352 00:26:22,479 --> 00:26:27,104 exercises to help them because they need it more so for the reading as well. 353 00:26:27,314 --> 00:26:28,834 So you do some of the, the. 354 00:26:30,014 --> 00:26:31,514 The box string kind of things. 355 00:26:31,514 --> 00:26:33,704 You have them look out and look back and things like that. 356 00:26:33,944 --> 00:26:37,154 But those kids may also benefit from, an eye exam and see if 357 00:26:37,154 --> 00:26:40,694 they, they benefit from that and they've had visual tracking issues. 358 00:26:41,004 --> 00:26:43,854 But those kids can also use, the slant board and things like that 359 00:26:43,854 --> 00:26:45,144 to put it on a different level. 360 00:26:45,654 --> 00:26:50,378 But I love a slant board right on the desk because they're looking forward, 361 00:26:50,378 --> 00:26:54,223 it's vertical to vertical and they can write, they don't need to worry about it. 362 00:26:54,283 --> 00:26:58,698 And it's very easy to do 1, 2, 3 of those in a classroom. 363 00:26:58,938 --> 00:27:00,888 And just kids always have access to it. 364 00:27:00,888 --> 00:27:02,448 There's no reason that they can't. 365 00:27:02,838 --> 00:27:04,818 I love the next point. 366 00:27:04,908 --> 00:27:06,228 They just may need to stand. 367 00:27:07,008 --> 00:27:07,548 Boom. 368 00:27:07,968 --> 00:27:12,108 So see, some of these things are very simple that we just don't 369 00:27:12,108 --> 00:27:13,758 think about as classroom teachers. 370 00:27:13,788 --> 00:27:18,098 And then Theresa, you said one other thing that I know for Sherry and Theresa, 371 00:27:18,098 --> 00:27:22,088 these are all just very matter of fact, but for a classroom teacher intervention 372 00:27:22,088 --> 00:27:26,768 specialist, these are things that we don't think about and they're very quick fixes. 373 00:27:26,988 --> 00:27:30,188 But I can't remember the other thing that you had said that was a quick 374 00:27:30,188 --> 00:27:33,068 fix, but we'll remember it as we go and I'll remember it as we go. 375 00:27:33,368 --> 00:27:39,308 But other thoughts from Theresa or Sherry For Chunk zero, which is the, which 376 00:27:39,308 --> 00:27:42,548 are these, I'm gonna say non-academic. 377 00:27:42,893 --> 00:27:49,013 Deficits or issues that truly affect the academics that are just, there 378 00:27:49,013 --> 00:27:52,433 are some quick solutions for in the regular classroom, but any other 379 00:27:52,433 --> 00:27:54,563 connections or explanations on that? 380 00:27:54,713 --> 00:27:55,343 Back at you. 381 00:27:55,343 --> 00:27:55,883 Sherry. 382 00:28:03,983 --> 00:28:05,363 Sherry, we need to hear you. 383 00:28:07,853 --> 00:28:08,783 She was on mute. 384 00:28:09,473 --> 00:28:10,463 Let's try that again. 385 00:28:10,553 --> 00:28:11,933 Back at you, Sherry. 386 00:28:13,733 --> 00:28:14,693 All right then. 387 00:28:15,023 --> 00:28:16,493 Let's do this better. 388 00:28:16,733 --> 00:28:17,273 Okay. 389 00:28:17,453 --> 00:28:24,293 So another thing that I think about is the, before you start the instruction, 390 00:28:24,863 --> 00:28:30,483 I talk about this all the time, is that preparing the body for the movement. 391 00:28:30,633 --> 00:28:34,713 So it's almost like getting that the head ready for the bobbing up and 392 00:28:34,713 --> 00:28:40,953 down, doing some exercises that are going to help the brain get started 393 00:28:40,953 --> 00:28:42,783 before you start the academics. 394 00:28:42,933 --> 00:28:44,643 So it's prepped and ready to go. 395 00:28:46,233 --> 00:28:48,483 Has anybody ever tried to. 396 00:28:49,713 --> 00:28:53,733 I'm gonna just try to say that like simply lift weights, like just even a three 397 00:28:53,733 --> 00:28:56,313 pound weight, doing like an elbow curl. 398 00:28:56,403 --> 00:28:58,863 The first one is oh man. 399 00:28:59,133 --> 00:29:01,503 And then number two and number three are pretty easy. 400 00:29:01,593 --> 00:29:04,593 And then all of a sudden your muscles get fatigued and then 401 00:29:04,593 --> 00:29:05,883 they start to get hard again. 402 00:29:06,663 --> 00:29:08,583 It's just similar to that. 403 00:29:08,583 --> 00:29:13,653 So the exercise that I am going to suggest to you is the handstand flip. 404 00:29:14,463 --> 00:29:19,443 So I've talked about the handstand flip before, but for those of you who may not 405 00:29:19,443 --> 00:29:24,483 have heard this, if you are listening to the podcast, the audio file, you're gonna 406 00:29:24,483 --> 00:29:28,263 wanna go over to YouTube so that you can see more of what I'm gonna have you do. 407 00:29:28,613 --> 00:29:34,453 Just a moment while I stand up and I will try to get back a little bit 408 00:29:34,453 --> 00:29:36,523 further than my chair is going to allow. 409 00:29:41,173 --> 00:29:43,573 Wow, we rise up in the world, don't we? 410 00:29:43,603 --> 00:29:44,803 So here goes my head. 411 00:29:45,043 --> 00:29:46,723 'cause I want you to see my arms. 412 00:29:47,923 --> 00:29:48,643 There we are. 413 00:29:48,823 --> 00:29:50,833 So you're gonna have your hands flat. 414 00:29:51,793 --> 00:29:54,883 They're gonna be in full extension over your head. 415 00:29:56,623 --> 00:30:02,173 What you're trying to do is you're trying to squeeze your glutes together, squeeze 416 00:30:02,173 --> 00:30:06,073 your abdominal muscles together, keep your hands flat toward the ceiling. 417 00:30:06,433 --> 00:30:11,023 You'd be surprised how quickly kids are doing this with their hands because 418 00:30:11,023 --> 00:30:15,373 they don't have enough strength in the back of their arm to hold that position. 419 00:30:18,193 --> 00:30:22,153 One of the things that you can think about when you're doing this is you 420 00:30:22,153 --> 00:30:26,803 can prep the head, then look at the ceiling, look at the floor, look at 421 00:30:26,803 --> 00:30:29,593 the ceiling, look at the floor, look at the ceiling, look at the floor. 422 00:30:30,793 --> 00:30:34,423 While you're holding your arms up over your head, you're squeezing your 423 00:30:34,423 --> 00:30:38,533 glutes, you're squeezing your abdominal muscles together to make yourself as 424 00:30:38,533 --> 00:30:40,693 small as possible around your core. 425 00:30:41,953 --> 00:30:48,133 And then right before you go back to sit down, you go down and the try to get 426 00:30:48,133 --> 00:30:51,193 those hands flat, palms flat on the floor. 427 00:30:51,343 --> 00:30:51,463 Woo. 428 00:30:52,513 --> 00:30:54,643 Stand up, sit down, go back to work. 429 00:30:55,873 --> 00:31:01,983 What you've done is you've tensed up your muscles throughout your entire 430 00:31:01,983 --> 00:31:04,593 body for a brief amount of time. 431 00:31:04,863 --> 00:31:07,863 You've given them a chance to relax. 432 00:31:08,703 --> 00:31:14,823 You've activated your vestibular system, and then you gave yourself by this 433 00:31:14,913 --> 00:31:16,863 going flat to the floor and standing up. 434 00:31:17,253 --> 00:31:21,303 You've given your, the muscles that you tightened up, chance 435 00:31:21,303 --> 00:31:23,223 to relax and come back to it. 436 00:31:23,493 --> 00:31:25,683 But they're now prepped for movement. 437 00:31:26,523 --> 00:31:27,933 Theresa, were you gonna add something? 438 00:31:27,963 --> 00:31:31,618 I was gonna add the comment you made about children not. 439 00:31:32,113 --> 00:31:36,793 Being able to do some of these things, you would be truly amazed if you, I 440 00:31:36,793 --> 00:31:41,293 had an activity set up for the kids and all they needed to do was move their 441 00:31:41,293 --> 00:31:47,863 arms in circular motions following a pattern, and they like maybe three times 442 00:31:47,863 --> 00:31:50,443 into it, were like, oh, I'm so tired. 443 00:31:50,473 --> 00:31:51,643 Oh, my arms hurt. 444 00:31:51,973 --> 00:31:55,483 They just cannot maintain anything. 445 00:31:55,513 --> 00:31:58,183 They, it's, they fatigue so, so quickly. 446 00:31:58,393 --> 00:32:01,423 And these are the kids that are outside running, kicking a ball. 447 00:32:01,663 --> 00:32:06,553 But when it comes to the upper body, they just fatigue so, so quickly. 448 00:32:06,823 --> 00:32:10,813 So it's amazing to see them even struggle to put their arms up. 449 00:32:11,083 --> 00:32:14,693 But when you invented this and thought about this it's the 450 00:32:14,723 --> 00:32:16,103 opposite of what they're doing. 451 00:32:16,103 --> 00:32:20,453 They're always down and so having them go up is counter 452 00:32:20,483 --> 00:32:21,893 to what they're normally doing. 453 00:32:22,223 --> 00:32:26,693 So having them go up is stretching those muscles in the opposite direction and it 454 00:32:26,693 --> 00:32:28,493 is exactly what they need to be doing. 455 00:32:29,603 --> 00:32:31,103 It also prevents falls. 456 00:32:31,103 --> 00:32:33,643 I know this is sounds like it doesn't have anything. 457 00:32:33,643 --> 00:32:33,853 No. 458 00:32:33,853 --> 00:32:34,843 This is really great. 459 00:32:35,023 --> 00:32:38,233 This is like so life skill as well. 460 00:32:38,293 --> 00:32:38,983 Go ahead Sherry. 461 00:32:38,983 --> 00:32:39,703 I like this. 462 00:32:40,153 --> 00:32:41,863 Yeah, it prevents falls. 463 00:32:41,953 --> 00:32:47,983 So where I got this idea was after reading some of the new research that's 464 00:32:47,983 --> 00:32:53,833 out on fall recovery and one of the things that they're, that we do for 465 00:32:53,833 --> 00:32:58,573 falls in older adults is we create. 466 00:32:59,113 --> 00:33:03,943 Situations where we're weightbearing and the more you can full weight bear 467 00:33:03,943 --> 00:33:11,263 with your entire body weight on your limbs, the better it is for your limbs. 468 00:33:11,803 --> 00:33:16,033 Great ways to do this are standing and walking. 469 00:33:16,033 --> 00:33:17,773 That's how we do it for our legs. 470 00:33:18,313 --> 00:33:24,883 When we do it for our arms the plank where you're out in front of you is 471 00:33:24,883 --> 00:33:31,093 good, but it's not putting your arms in a nine, 180 degrees from your body 472 00:33:33,133 --> 00:33:37,483 that I was trying to figure out a great way to do that. 473 00:33:37,993 --> 00:33:43,608 And the best way to say that happens is a handstand that is your full 474 00:33:43,608 --> 00:33:47,928 body weight, but an actual handstand. 475 00:33:48,618 --> 00:33:53,118 I have real honest in this handstand, but let's face it, how many of us 476 00:33:53,118 --> 00:33:54,468 can really get into a handstand? 477 00:33:54,468 --> 00:33:58,758 If I don't want 28 kids to have geoboards with rubber bands, I sure don't want 478 00:33:58,758 --> 00:34:01,188 28 kids doing a full fledged handstand. 479 00:34:02,448 --> 00:34:06,048 And even if we do it against the wall, we look like dominoes. 480 00:34:06,708 --> 00:34:10,668 So how I was trying to figure out how to get that position 481 00:34:11,598 --> 00:34:14,268 and still be effective now. 482 00:34:15,423 --> 00:34:19,353 I will often have a four inch book available. 483 00:34:19,353 --> 00:34:23,853 So I'm putting different size books on their hands when they're in that 484 00:34:24,003 --> 00:34:29,403 extended position to see what they will tolerate for several seconds. 485 00:34:29,973 --> 00:34:33,153 I'm not saying that when you're doing that in preparation for a math 486 00:34:33,153 --> 00:34:34,833 assignment, that's something you do. 487 00:34:35,073 --> 00:34:39,423 It's something that we can extend like in a tier three situation in 488 00:34:39,423 --> 00:34:42,183 preparation for that with the kids. 489 00:34:42,513 --> 00:34:49,413 But this muscle back here in the forearm is so weak for many of us. 490 00:34:50,913 --> 00:34:56,963 That is one of the drivers to illegible handwriting is the dorsal 491 00:34:56,963 --> 00:34:59,933 side of our forearm is very weak. 492 00:35:01,253 --> 00:35:05,993 Our triceps are very weak, so we need to find ways to strengthen them. 493 00:35:07,193 --> 00:35:08,663 Boom, y'all. 494 00:35:08,663 --> 00:35:11,963 This is like hidden gold right here. 495 00:35:12,263 --> 00:35:18,753 So just to reflect on chunk zero, which was not planned chunk zero are 496 00:35:18,963 --> 00:35:26,373 awareness definitions for the classroom teacher and intervention specialist. 497 00:35:27,033 --> 00:35:33,243 Being aware of what maybe behaviors kids are exhibiting and then how 498 00:35:33,243 --> 00:35:38,553 to reverse those negative behaviors through some non-academic interventions. 499 00:35:39,003 --> 00:35:44,703 And also, not only just awareness, but what do we do as a classroom teacher? 500 00:35:44,733 --> 00:35:46,893 What are some nuggets, exercises? 501 00:35:47,433 --> 00:35:55,413 Quick 32nd techniques that we can embed in our regular core tier one instruction. 502 00:35:55,773 --> 00:35:59,103 So chunk zero, non-academic interventions. 503 00:35:59,103 --> 00:36:01,803 Hopefully you got something from that. 504 00:36:05,373 --> 00:36:10,773 Hey, if you wanna learn more about the Geo Board, go over to disability labs.com 505 00:36:11,193 --> 00:36:16,473 and look for the course that says Tier One Interventions Workshop Geo Board. 506 00:36:17,493 --> 00:36:19,773 We look forward to seeing you in class.