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Growing Brains Everyday

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Growing Brains Everyday is perfect for the homeschooler or a parent who wants to improve on the child's education. There is 150 day guide with new exercises throughout that, in 10 minutes a day will increase memory, processing speed, reading, writing and math!

Hi Kathy,

The girls have finished section 4.  Both girls improved.  Isabelle was able to start marching with ease and much faster than when starting.  In the beginning her marching was very slow and she would watch her arms and legs.  By the end of the month the marching became automatic.  Sarah had less difficulty with the marching and caught on quickly although it was also not automatic for her in the beginning.  Both of them improved with knowing which hand is right and left.  I would give verbal directions through the exercise using "turn right and left" while doing the exercise with them.  I think it helped to embed each side. 

 

Izzy has pervasive b/d reversal difficulty.  In her early "be an author" writing she would have 2 to 6 b/d reversals per written piece.  In the last week her average was 2 b/d reversals per written piece.  Sarah's handwriting improved slightly.  It is still difficult to read at times.  Izzy's handwriting has always been good. 

 

Sarah really improved with her content of writing.  She would usually fill a whole wide ruled page near the end of the month.  I stopped timing her because she always wanted to write longer then 3 minutes.  Her sentence structure, use of periods etc. is absent, but her ability to write lots of details from her day has really improved.  She still will not give any verbal response to a, "how was your day?" question, but her written responses are very thorough.  She tends to list in the same pattern: "Sarah is ........" , but she includes a lot of what was important to her during the day in sequential order following a pattern of writing.  It conveys meaning and I know I can continue to use this tool when I want to know about her day at school.  I had her teacher add a goal in her IEP about journaling her day at school after working on it with her and I know it will be a good tool for her to use in the future.  She really liked  to do it and had a ritual of writing it and reading it aloud to us.  It was fun! 

 

This is designed to specifically improve the following:

  • Anxiety and nervousness
  • Attention, ADD/ADHD
  • Hypersensitivity
  • Memory
  • Processing Speed
  • Logic
  • Auditory skills development
  • Visual skills development
  • Reading skills - blending, segmenting, phoneme manipulation
  • Handwriting
  • Organization
  • Time mangaement and ability to tell time
Growing Brains Everyday Sample
Growing Brains Curriculum.pdf
Adobe Acrobat document [963.2 KB]

To purchase go to http://store.payloadz.com/go?id=1778774

Growing Brains Everyday is perfect for the homeschooler or a parent who wants to improve on the child's education. There is 150 day guide with new exercises throughout that, in 10 minutes a day will increase memory, processing speed, reading, writing and math!

Introduction from Growing Brains Everyday:

 

This curriculum was developed to serve you, the parent or teacher of children in kindergarten through second grade, or elementary special education. While performing these simple physical and cognitive exercises, your young students will be developing their brains in a way that allows for the academic work to stick.

 

Do you want them to learn addition facts and letter sounds? First they need to have the capacity to remember and pay attention (cognitive development). In order to have that capacity, they need to have developed their auditory and visual senses well. Yet, before being able to process sensory input, their brains must be mapped for that ability, which normally occurs in infancy during the first 3 years of life (neurodevelopment).

 

Neurodevelopment

 

When we are in utero and are infants, we go through stages of development that help us grow both physically as well as mentally. During these stages we naturally do certain pysical movements that help us through each stage. We repeatedly do these movements, building muscle and opening pathways to our higher thinking brain, until we no longer need them. these stages are defined by the automatic reflexes that our bodies exhibit, that become inhibited once they are integrated. 

 

A good example is the stage that includes the Tonic Labyrinthine Reflex (TLR). At this stage, from in utero to about 4 months, when placed on his tummy, a child will pick his head up, even though his head is about the same length and weight as the rest of his body. Where does he get the strength? He doesn't have it - it is a reflex that he cannot control. Meanwhile, while he continues to pick is head up, he gains control, builds muscle, and develops neurodevelopmentally. Some of the symptoms of a retained TLR are poor posture, inability to cross eyes, and poor sense of time.

 

There are six primitive reflexes that are included in this curriculum, although this is just a subset of all. More information on this subject can be found in the book Reflexes, Learning and Behavior by Sally Goddard. The names, in order by section, are Moro Reflex, Tonic Labrinthine Reflex (TLR), Palmar Reflex, Spinal Galant, Asymmetrical Tonic Neck Reflex (ATNR), and Symmetrical Tonic Neck Reflex (STNR). These 6 are the most important for learning.

 

It takes jsut minutes a day to integrate these primitive reflexes at any age, beyond the early childhood stage. The exercises need to be done daily, or at least 5 times a week for about a month in order to see a change. Children suddenly understand math, finally are able to memorize and remember, and for the first time are able to write a paragraph on their own. One 10 year old boy, who had embarrassing bedwetting issues, had his first dry week after working on integrating the Spinal Galant. 

 

These reflexes set up the body and mind to be able to handle and work through the sensory-motor system, the cognitive development, and finally academics. 

 

Occasionally, due to genetics, developmental delays, or trauma, the necessary mapping has not been made. Luckily for most of us, the neurological connections can be made at any time in our lives by revisiting the stage of development necessary for opening the pathways in the brain to allow for that important cognitive development. 

 

In the last few years, as i gave professional development workshops to parents, teachers, occupational therapists, and other educational professionals, the question at the end of the day was always the same - "How do i implement all this information?" This curriculum guide is a start. It encompasses most of the levels of the Pyramid of Potential - neurodevelopment through the primitive reflexes, auditory processing development, visual development, and cognitive training, but more information can be found in The Roadmap From Learing Disabilities to Success. In this book you can also find more information and resources on each of these areas. 

 

Auditory Development

 

While the neurodevelopment exercises map the brain for cognitive and sensory development, additional auditory development is necessary for good reading, writing, and math achievement. Each day of the Growing Brains Curriculum includes auditory development through direct instruction of the letter sounds. By the end of the 150 days of the curriculum, these have been introduced and played with, so that putting the sounds and letters together onto words will make the process of learning to read much easier!

 

Vision Development

 

Vision is much more than just being able to see clearly. WHile the neurodevelopment exercises set up the brain for good vision development, there are exercises in Growing Brains designed to help develop good vision even further. Good tracking allows us to smoothly track our eyes across a line of text, so that they don't jump over words or lines. We need good tracking for comprehension. Convergence is the ability to refocus easily from near to far and back again. We use this constantly in a classrom, when we copy from the board, or from a book to a piece of paper. Good visual attention is needed in a typical primary classroom where the room is very cheery (yet distracting) with artwork, the word wall, bulletin boards and centers. Without the ability to pay attention in a cluttered environment, a student will have difficulty finding and holding his attention on the teacher.

 

During the 150 days of Growing Brains, vision is being developed and worked on, just as a baby starts off in the world unable to focus further than his mothers face. By one year old, he can see across a room. This curriculum also takes the better part of a year, so if you teach a child whose vision is quite poor, you should see improvement as the year progresses. The final section concentrates on improving the vision system, so the best changes may be seen in the end.

 

If, after the curriculum has been completed, you see that the child still has eye strain, holds the paper too close or is very slow with copying, it is time to seek professional help.

 

Cognitive Development

 

In order to have good cognitive development like memory, we need to be able to process what we see and hear well. In order to process well, we must have good auditory and visual development. In order to have good sensory development, we must have good neurodevelopment. Each part of the pyramid relies on the development of the other levels below it. By the end of Growing Brains, you will see improvements in memory, attention, and processing speed. The students will have higher achievement in academic subjects such as reading, writing, math, and telling time. And best of all, you the teacher will find it easier to teach them, with less frustration from the students and you. 

Guidelines:

 

  1. Do all exercises listed for every day. It should take about 10 minutes. If an exercise takes more than the allotted time and you cannot allow more time for it, stop. Do what you can. This is not supposed to take up regular instruction time.
  2. The best time to do the Growing Brains Curriculum is the first thing in the morning. It starts your day off with some targeted movement, and everyone will get into a routine that this is done first. It is always harder to find time later in the day once you are into your instructional periods.
  3. Do the exercises at least 5 days a week. If you miss a day, add two to the end; if you miss a week, repeat the previous week before continuing.
  4. All necessary instructions are included here, but if you desire videos for clarification, consider purchasing Maintaining Brains Everyday DVD from www.pyramidofpotential.com.
  5. This program is suggested for primary grades, Kindergarten through 2nd grade or for Special Education classes Kindergarten through 5th grade. It could be used for older children on an individual basis as well. It is designed for whole class, small group, or individually.
  6. You may change the program to individualize, but all components are considered vital, so changes may not yield all of the desired results. However, feel free to change the words used for spelling, or numbers that are being used for math.
  7. Can you do one or more exercise more than once a day? Absolutely! The more, the better. It is best to have at least 3 hours between repetitions.

 

 

You will need the following materials:

 

  1. The Growing Brains Curriculum Guide.
  2. The Growing Brains Workbook.
  3. A metronome. *It can be purchased on line or at a music store. Alternatively, you can download an app for your favorite electronic device.
  4. A stopwatch. *For this you can also download an app.

 

 

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Contact:

Bethany DeMarsh

General Manager

bethany@pyramidofpotential.com

 

(518) 812-8735

245 Washington St.

#3369

Saratoga Springs, NY 12866



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