Booster Workshops

PURPOSE OF WORKSHOP
To develop a Neuroscientific understanding of development

CONTENT:
What does it mean to grow?
What does it mean to develop?
The Triune brain theory: a functional model of development
Survival brain
Emotional brain
Intellectual brain
Intelligence definition: the ability to adapt to the environment
PQ, EQ, IQ

OUTCOMES:
To compare growth with development
To recap the concrete model of the brain: with 2 arms and 2 fists
To explore 3 levels of the brain in terms of sensitive time of development
To define intelligence
To consider different kinds of intelligence
To associate a level of intelligence with every phase of brain development.

PURPOSE OF WORKSHOP
To develop a Neuroscientific understanding of behaviour

CONTENT:
Triune brain theory: a functional model of behaviour
The survival brain: typical behaviour; what can you do; how they learn best
The emotional brain: typical behaviour; what can you do; how they learn best
The intellectual brain: typical behaviour; what can you do; how they learn best

OUTCOMES:
To recap the triune brain theory
To consider behaviour for brain function
To explore 3 levels of the brain in terms of SOS behaviour; what can you do; how they learn best
To introduce brain boosting Mind Moves.

PURPOSE OF WORKSHOP
To develop a Neuroscientific understanding of uniqueness

CONTENT:
Let’s discover the 3 elements of Uniqueness: Nature, Nurture, Decisions
Dominance and the learning Process: flow, free flow, blocked flow and mixed flow
Dominance and the Triune brain: the elevator in the brain
My dominance profile: input, processing, output
Dominance and learning styles

OUTCOMES:
To explore uniqueness
To define dominance and the role in uniqueness
To recap the learning process and triune brain in terms of uniqueness
To determine and explore my dominance profile
To reflect on my teaching style according to my dominance profile
To introduce brain boosting mind moves.

PURPOSE OF WORKSHOP
To develop an understanding of the role and the impact of neurodevelopmental delays as barriers to learning

CONTENT:
What does the term barrier to learning mean?
What can cause a barrier defining external and internal barriers?
Primitive reflexes
Neurodevelopmental delays as a result of active primitive reflexes: recognise SOS signals
Analise the problem without diagnosing, finding a solution, recommend home program.

OUTCOMES:
To define barrier to learning
To discuss possible causes
To group the list of possible causes into external and internal barriers
To explore primitive reflexes
To show how primitive reflexes can be the cause of diverse barriers to learning
To be aware that clusters of SOS signals can point to an active reflex
To identify active reflexes and understand the implications for learning
To determine a course of action.

PURPOSE OF NEURO-DEVELOPMENTAL PLAYGROUNDS with MIND MOVES
To remove barriers to learning with Neuro-Developmental Playgrounds.

CONTENT:
DEFINING GRAVITATIONAL INSECURITY AND PLAYGROUNDS
WHAT IS NEURO-DEVELOPMENTAL PLAYGROUNDS?
THE VALUE OF NEURO-DEVELOPMENTAL PLAYGROUNDS
CONSCIOUS STIMULATION OF OUTSIDE AND INSIDE SENSES

OUTCOMES:
To define Neuro-developmental Playgrounds
To understand the purpose of Neuro-developmental playgrounds
To develop playgrounds that deliberately stimulate inside and outside senses
To compile a checklist for evaluating a playground
To plan and implement essential playground elements in such a way that a playground can transform into a Neuro-developmental playground.

PURPOSE OF DYSLEXIA, SPATIAL ORIENTATION AND MIND MOVES
To remove barriers to learning: poor motor planning

CONTENT:
WHAT IS SPATIAL ORIENTATION?
WHY IS SPATIAL ORIENTATION IMPORTANT?
HOW DO I RECOGNISE A PROBLEM WITH SPATIAL ORIENTATION IN CLASS?
WHAT MUSCLES ARE INVOLVED?
THREE STEPS TO FOLLOW WHEN ESTABLISHING SPATIAL ORIENTATION: BODY, 3-DIMENTIONAL, 2- DIMENTIONAL
REASONS FOR SPATIAL ORIENTATION PROBLEMS
WHERE DOES IT START?
NEAR AND FAR SENSES PLAY an IMPORTANT ROLE
MIND MOVES STRATEGY TO IMPROVE POOR SPATIAL ORIENTATION

OUTCOMES:
To determine spatial relationships
To be able to recognise spatial orientation problems
To experience and develop spatial relationship by using your whole body, followed by 3-dimensional and 2- dimensional activities
To demonstrate the spatial orientation Mind Moves.

PURPOSE OF NO MORE AUDITORY, SPEECH AND LANGUAGE DELAYS WITH MIND MOVES

To remove barriers to learning: auditory, speech and language delays

CONTENT:
WHAT IS AN AUDITORY DEVELOPMENT DELAY?
WHAT IS A SPEECH DEVELOPMENT DELAY?
WHAT IS A LANGUAGE DEVELOPMENT DELAY?
HOW DO YOU RECOGNISE A PROBLEM WITH AUDITORY, SPEECH AND LANGUAGE DEVELOPMENT IN CLASS?
WHAT ARE THE CONSEQUENCES OR EFFECTS ON LEARNERS WITH UNDERDEVELOPED AUDITORY, SPEECH AND/OR LANGUAGE ABILITIES?
MIND MOVES STRATEGY TO IMPROVE AUDITORY SKILLS
MIND MOVES STRATEGY TO IMPROVE SPEECH
MIND MOVES STRATEGY TO IMPROVE LANGUAGE SKILLS

OUTCOMES:
To define auditory, speech and language delays
To be able to recognise an auditory, speech and language problem
To explore the development of auditory, speech and language skills
To demonstrate how Mind Moves can have a positive influence on auditory, speech and language development.

PURPOSE OF LEGIBLE HANDWRITING
To remove barriers to learning: poor handwriting

CONTENT:
IS HANDWRITING IMPORTANT?
FACTORS THAT INFLUENCE HANDWRITING.
DEVELOPMENTAL STAGES OF HANDWRITING.
Posture
Pencil grip
Pencil grip for left handers
Writing letters
HOW DO I IDENTIFY PROBLEMS, AND WHEN TO ACT
MIND MOVES FOR LEGIBLE HANDWRITING

OUTCOMES:
To define effective handwriting
To understand why effective handwriting is important
To know the importance of correct technique when teaching children to write and being able to teach others correct technique
Know what can be expected for each age during the developmental stages of writing
To be able to identify problems regarding handwriting
To be able to demonstrate Mind Moves for effective handwriting.

PURPOSE OF SPLENDID SPELLING
To remove barriers to learning: poor spelling

CONTENT:
WHAT IS SPELLING?
HOW DO YOU RECOGNISE A PROBLEM WITH SPELLING IN CLASS?
HOW DOES SPELLING DEVELOP?
Learning with your whole body
Learning with your eyes and ears
PRE-SPELLING SKILLS: AUDITORY & VISUAL PERCEPTION
MIND MOVES STRATEGY TO IMPROVE SPELLING

OUTCOMES:
To define ‘spelling’
To be able to recognise a spelling problem
To explore the development of the ability to spell
To experience visual and auditory perception using SMARTIES
To demonstrate the Mind Moves SPLENDID SPELLING strategy to peers.

PURPOSE OF NO MORE LOW MUSCLE TONE WITH MIND MOVES
To remove barriers to learning: low muscle tone

CONTENT:
WHAT IS ‘MUSCLE TONE’
THE ROLE OF MUSCLE TONE IN POSTURE
MUSCLE TONE & BALANCE
MUSCLE TONE IS DEVELOPED & THREE PLANES OF SPACE
MUSCLE TONE & THE PULL OF GRAVITY
MUSCLE TONE & A SECURE AND STABLE BASE
MOVEMENT, MUSCLE TONE, BALANCE & LEARNING
WHAT CAN YOU DO
SUGGESTED MOVEMENT PROGRAMME

OUTCOMES:
To define muscle tone
To investigate the relationship between muscle tone and posture
To indicate the relationship between muscle tone and balance
To explore muscle tone in three planes
To examine the relationship between muscle tone & the pull of gravity
To determine the influence of muscle tone to create a ‘stable base’
To ponder on the correlation between muscle tone, movement, balance & learning
To introduce brain boosting Mind Moves.