How The School Day Got Its Groove Back | Amy Tepperman | TEDxCollingwood

[Music]

[Music] [Applause]

[Applause]

[Applause] let’s try this together so I invite you

let’s try this together so I invite you

let’s try this together so I invite you to roll your shoulders back sit up nice

to roll your shoulders back sit up nice

to roll your shoulders back sit up nice and tall and join me in a snap oh that

and tall and join me in a snap oh that

and tall and join me in a snap oh that feels good

feels good

feels good okay keep snapping but every time you

okay keep snapping but every time you

okay keep snapping but every time you snap I want you to choose a different

snap I want you to choose a different

snap I want you to choose a different way or a different place to snap there

way or a different place to snap there

way or a different place to snap there we go

we go

we go different every time can be one hand the

different every time can be one hand the

different every time can be one hand the other hand yes okay now show me all that

other hand yes okay now show me all that

other hand yes okay now show me all that style and personality that you got yes

style and personality that you got yes

style and personality that you got yes and it would snap with the person beside

and it would snap with the person beside

and it would snap with the person beside you other side of you maybe someone

you other side of you maybe someone

you other side of you maybe someone across the audience that you don’t even

across the audience that you don’t even

across the audience that you don’t even know full awkward’s add back to me and

know full awkward’s add back to me and

know full awkward’s add back to me and relax now I know you felt it too because

relax now I know you felt it too because

relax now I know you felt it too because your faces went from – to think back to

your faces went from – to think back to

your faces went from – to think back to your grade school classroom grade 3

your grade school classroom grade 3

your grade school classroom grade 3 grade 6 what did it look like

grade 6 what did it look like

grade 6 what did it look like better question what did it feel like

better question what did it feel like

better question what did it feel like for some people maybe like that what if

for some people maybe like that what if

for some people maybe like that what if teachers could create that feeling in

teachers could create that feeling in

teachers could create that feeling in math in literacy in science I used to

math in literacy in science I used to

math in literacy in science I used to teach in a different kind of classroom

teach in a different kind of classroom

teach in a different kind of classroom my first career was actually in digital

my first career was actually in digital

my first career was actually in digital animation making children’s cartoons and

animation making children’s cartoons and

animation making children’s cartoons and I taught animation for a number of years

I taught animation for a number of years

I taught animation for a number of years in the college sector where I made an

in the college sector where I made an

in the college sector where I made an observation that grinded my gears a

observation that grinded my gears a

observation that grinded my gears a little bit so in a three-hour class

little bit so in a three-hour class

little bit so in a three-hour class sitting behind a computer screen the

sitting behind a computer screen the

sitting behind a computer screen the entire time we would take a 15 minute

entire time we would take a 15 minute

entire time we would take a 15 minute break in the middle and in my early

break in the middle and in my early

break in the middle and in my early years of teaching in this break people

years of teaching in this break people

years of teaching in this break people would get up they’d walk around they’d

would get up they’d walk around they’d

would get up they’d walk around they’d get

get

get some fresh air outside those who stayed

some fresh air outside those who stayed

some fresh air outside those who stayed in the room actually talk to each other

in the room actually talk to each other

in the room actually talk to each other this is where they’d share ideas

this is where they’d share ideas

this is where they’d share ideas collaborate ask for help and very

collaborate ask for help and very

collaborate ask for help and very quickly as technology seemed to dominate

quickly as technology seemed to dominate

quickly as technology seemed to dominate our lives the energy of this break

our lives the energy of this break

our lives the energy of this break completely changed we’re now in the only

completely changed we’re now in the only

completely changed we’re now in the only opportunity in three hours to move away

opportunity in three hours to move away

opportunity in three hours to move away from your screen

from your screen

from your screen nobody did everyone just stay on the

nobody did everyone just stay on the

nobody did everyone just stay on the internet or on their phones people stop

internet or on their phones people stop

internet or on their phones people stop talking to each other as if they were

talking to each other as if they were

talking to each other as if they were all strangers rather than at the

all strangers rather than at the

all strangers rather than at the beginnings of one of the most creative

beginnings of one of the most creative

beginnings of one of the most creative imaginative careers in the world and I

imaginative careers in the world and I

imaginative careers in the world and I remember thinking it was like I was

remember thinking it was like I was

remember thinking it was like I was seeing this humaneness being learned out

seeing this humaneness being learned out

seeing this humaneness being learned out of us but I put it out of my mind I

of us but I put it out of my mind I

of us but I put it out of my mind I didn’t really think about it too much

didn’t really think about it too much

didn’t really think about it too much back then and I ended up leaving that

back then and I ended up leaving that

back then and I ended up leaving that career and returning to my original

career and returning to my original

career and returning to my original childhood passion dancing and I was

childhood passion dancing and I was

childhood passion dancing and I was given this opportunity to facilitate

given this opportunity to facilitate

given this opportunity to facilitate dance party like workshops with

dance party like workshops with

dance party like workshops with thousands of students and teachers in

thousands of students and teachers in

thousands of students and teachers in public elementary and high schools and

public elementary and high schools and

public elementary and high schools and looking back little did I know that what

looking back little did I know that what

looking back little did I know that what I was gonna learn from those dance party

I was gonna learn from those dance party

I was gonna learn from those dance party workshops might actually lead me to

workshops might actually lead me to

workshops might actually lead me to proactively bringing the humaneness back

proactively bringing the humaneness back

proactively bringing the humaneness back to that 15 minute break so today I’m

to that 15 minute break so today I’m

to that 15 minute break so today I’m gonna talk to you about education and

gonna talk to you about education and

gonna talk to you about education and I’m gonna show you how using a dance

I’m gonna show you how using a dance

I’m gonna show you how using a dance party as a teaching tool in multiple

party as a teaching tool in multiple

party as a teaching tool in multiple subjects throughout the school day can

subjects throughout the school day can

subjects throughout the school day can create richer healthier more engaging

create richer healthier more engaging

create richer healthier more engaging learning environments and therefore

learning environments and therefore

learning environments and therefore human beings what creates a rich

human beings what creates a rich

human beings what creates a rich engaging healthy environment let’s

engaging healthy environment let’s

engaging healthy environment let’s unpack the snap we began with what did

unpack the snap we began with what did

unpack the snap we began with what did we do first we started with something

we do first we started with something

we do first we started with something physical we engaged the body we did this

physical we engaged the body we did this

physical we engaged the body we did this all together as a group creating this

all together as a group creating this

all together as a group creating this sense of unity next we added in the

sense of unity next we added in the

sense of unity next we added in the brain the cognitive we start to make

brain the cognitive we start to make

brain the cognitive we start to make some different decisions we were

some different decisions we were

some different decisions we were creative with it next we added in the

creative with it next we added in the

creative with it next we added in the being the social-emotional we began to

being the social-emotional we began to

being the social-emotional we began to interact with each

interact with each

interact with each and I got to see your style and your

and I got to see your style and your

and I got to see your style and your personality which also gave us this

personality which also gave us this

personality which also gave us this sense of individuality at the same time

sense of individuality at the same time

sense of individuality at the same time so what we have going on is this equal

so what we have going on is this equal

so what we have going on is this equal engagement of the entire self and a

engagement of the entire self and a

engagement of the entire self and a community where both unity and

community where both unity and

community where both unity and individuality are both present and

individuality are both present and

individuality are both present and celebrated and I especially love this

celebrated and I especially love this

celebrated and I especially love this second one because if you think about it

second one because if you think about it

second one because if you think about it these two truths about human beings are

these two truths about human beings are

these two truths about human beings are very rarely celebrated together they’re

very rarely celebrated together they’re

very rarely celebrated together they’re usually separate it’s usually we are all

usually separate it’s usually we are all

usually separate it’s usually we are all united or everybody’s got to be

united or everybody’s got to be

united or everybody’s got to be different and the truth is we are both

different and the truth is we are both

different and the truth is we are both and look at the positivity we create in

and look at the positivity we create in

and look at the positivity we create in the room when we celebrate both at the

the room when we celebrate both at the

the room when we celebrate both at the same time this was inspired by a woman

same time this was inspired by a woman

same time this was inspired by a woman named misty Tripoli and misty at the top

named misty Tripoli and misty at the top

named misty Tripoli and misty at the top of her game in the LA fitness industry

of her game in the LA fitness industry

of her game in the LA fitness industry had a realization that her true health

had a realization that her true health

had a realization that her true health and true happiness came from finding her

and true happiness came from finding her

and true happiness came from finding her groove and dancing and not dancing for

groove and dancing and not dancing for

groove and dancing and not dancing for choreography but the kind of dancing you

choreography but the kind of dancing you

choreography but the kind of dancing you do when nobody’s watching kind of

do when nobody’s watching kind of

do when nobody’s watching kind of dancing and she created this approach

dancing and she created this approach

dancing and she created this approach she calls the groove method to

she calls the groove method to

she calls the groove method to facilitate group dance experiences that

facilitate group dance experiences that

facilitate group dance experiences that give people that same feeling this

give people that same feeling this

give people that same feeling this connection to self connection to others

connection to self connection to others

connection to self connection to others a group of us in Ontario wanted to see

a group of us in Ontario wanted to see

a group of us in Ontario wanted to see if we could make this work with kids and

if we could make this work with kids and

if we could make this work with kids and we had an audience in public elementary

we had an audience in public elementary

we had an audience in public elementary in high schools to practice on and after

in high schools to practice on and after

in high schools to practice on and after quite a bit of trial and error we

quite a bit of trial and error we

quite a bit of trial and error we started to get pretty good at it and I

started to get pretty good at it and I

started to get pretty good at it and I became extremely inspired and blown away

became extremely inspired and blown away

became extremely inspired and blown away by the results that we were seeing from

by the results that we were seeing from

by the results that we were seeing from these kids so have a look at the level

these kids so have a look at the level

these kids so have a look at the level of engagement and those two ideas being

of engagement and those two ideas being

of engagement and those two ideas being put into practice

I know right

I know right so it was clear this was powerful

so it was clear this was powerful

so it was clear this was powerful dancing not for choreography not for

dancing not for choreography not for

dancing not for choreography not for technique but for expression and

technique but for expression and

technique but for expression and community and connection so essentially

community and connection so essentially

community and connection so essentially a dance party where we have this equal

a dance party where we have this equal

a dance party where we have this equal engagement of the whole self and a

engagement of the whole self and a

engagement of the whole self and a community were both unity and

community were both unity and

community were both unity and individuality were present and

individuality were present and

individuality were present and celebrated was creating a rich healthy

celebrated was creating a rich healthy

celebrated was creating a rich healthy engaging environment seeing as we were

engaging environment seeing as we were

engaging environment seeing as we were doing this in the gym being active and

doing this in the gym being active and

doing this in the gym being active and working inside a very compartmentalized

working inside a very compartmentalized

working inside a very compartmentalized siloed education sector the natural

siloed education sector the natural

siloed education sector the natural response from teachers administrators

response from teachers administrators

response from teachers administrators and us was that this was something great

and us was that this was something great

and us was that this was something great for physical education and dance

for physical education and dance

for physical education and dance curriculum which is part of the arts so

curriculum which is part of the arts so

curriculum which is part of the arts so we began to create resources for

we began to create resources for

we began to create resources for teachers teaching those subjects to use

teachers teaching those subjects to use

teachers teaching those subjects to use this as a more holistic tool in their

this as a more holistic tool in their

this as a more holistic tool in their teaching that was until a math

teaching that was until a math

teaching that was until a math consultant was in one of our sessions

consultant was in one of our sessions

consultant was in one of our sessions for teachers and she pulls me aside

for teachers and she pulls me aside

for teachers and she pulls me aside after and she says you know there are a

after and she says you know there are a

after and she says you know there are a lot of numeracy connections naturally

lot of numeracy connections naturally

lot of numeracy connections naturally occurring and what you’re doing

occurring and what you’re doing

occurring and what you’re doing problem-solving spatial reasoning you

problem-solving spatial reasoning you

problem-solving spatial reasoning you should consider identifying the math

should consider identifying the math

should consider identifying the math connections present in your dance and

connections present in your dance and

connections present in your dance and phys ed material make it more cross

phys ed material make it more cross

phys ed material make it more cross curricular I was intrigued I go home I

curricular I was intrigued I go home I

curricular I was intrigued I go home I download the math curriculum and to my

download the math curriculum and to my

download the math curriculum and to my surprise I totally geek out I mean I am

surprise I totally geek out I mean I am

surprise I totally geek out I mean I am up late at night reading this thing like

up late at night reading this thing like

up late at night reading this thing like it is 50 shades of math I cannot put it

it is 50 shades of math I cannot put it

it is 50 shades of math I cannot put it down and having grown up as a dancer and

down and having grown up as a dancer and

down and having grown up as a dancer and then spending so much time in digital

then spending so much time in digital

then spending so much time in digital animation creating movement in a 3d

animation creating movement in a 3d

animation creating movement in a 3d space with grids and graphs and numbers

space with grids and graphs and numbers

space with grids and graphs and numbers all of these ideas start flooding into

all of these ideas start flooding into

all of these ideas start flooding into my mind about how we can practice

my mind about how we can practice

my mind about how we can practice fractions as if for break dancers and

fractions as if for break dancers and

fractions as if for break dancers and angles as if we’re inside a pacman game

angles as if we’re inside a pacman game

angles as if we’re inside a pacman game and geometric properties as if for

and geometric properties as if for

and geometric properties as if for martial artists and I had a thought I

martial artists and I had a thought I

martial artists and I had a thought I didn’t want to identify the math

didn’t want to identify the math

didn’t want to identify the math connections present in our dance and

connections present in our dance and

connections present in our dance and phys-ed material

phys-ed material

phys-ed material but what if we took this approach that

but what if we took this approach that

but what if we took this approach that was working in the gym and gave it to

was working in the gym and gave it to

was working in the gym and gave it to classroom teachers to apply to the math

classroom teachers to apply to the math

classroom teachers to apply to the math curriculum itself and now instead of

curriculum itself and now instead of

curriculum itself and now instead of students learning sitting down paper and

students learning sitting down paper and

students learning sitting down paper and pencil we use our entire self to learn

pencil we use our entire self to learn

pencil we use our entire self to learn before we explore this further let’s

before we explore this further let’s

before we explore this further let’s have a look at why this is so important

have a look at why this is so important

have a look at why this is so important guidelines dictate how long teachers are

guidelines dictate how long teachers are

guidelines dictate how long teachers are to spend on each subject now this varies

to spend on each subject now this varies

to spend on each subject now this varies from province to province and a little

from province to province and a little

from province to province and a little bit between school boards and sometimes

bit between school boards and sometimes

bit between school boards and sometimes schools but in general the 1500 minute

schools but in general the 1500 minute

schools but in general the 1500 minute week of school so 300 minutes of

week of school so 300 minutes of

week of school so 300 minutes of instruction time a day looks something

instruction time a day looks something

instruction time a day looks something like this

like this

like this let’s see what happens if we break this

let’s see what happens if we break this

let’s see what happens if we break this down into the categories of the body the

down into the categories of the body the

down into the categories of the body the brain and the being our academics give

brain and the being our academics give

brain and the being our academics give us a nice sized brain we do have

us a nice sized brain we do have

us a nice sized brain we do have physical education we’ve got the body in

physical education we’ve got the body in

physical education we’ve got the body in there so the brain and the body they’re

there so the brain and the body they’re

there so the brain and the body they’re they’re rather obvious what is less

they’re rather obvious what is less

they’re rather obvious what is less obvious is the being the

obvious is the being the

obvious is the being the social-emotional and we do have the arts

social-emotional and we do have the arts

social-emotional and we do have the arts left which one would argue and I would

left which one would argue and I would

left which one would argue and I would agree are great tools for social

agree are great tools for social

agree are great tools for social emotional learning but in general these

emotional learning but in general these

emotional learning but in general these subjects can be much more random and

subjects can be much more random and

subjects can be much more random and inconsistent in how they’re taught and

inconsistent in how they’re taught and

inconsistent in how they’re taught and generally not seen as dedicated

generally not seen as dedicated

generally not seen as dedicated social-emotional learning time so this

social-emotional learning time so this

social-emotional learning time so this picture at best maybe looks like this

picture at best maybe looks like this

picture at best maybe looks like this clearly we have a very imbalanced day as

clearly we have a very imbalanced day as

clearly we have a very imbalanced day as far as the entire self and the community

far as the entire self and the community

far as the entire self and the community is concerned and I think we can all

is concerned and I think we can all

is concerned and I think we can all agree that now more than ever

agree that now more than ever

agree that now more than ever students need more opportunities to be

students need more opportunities to be

students need more opportunities to be active creative and interactive and so

active creative and interactive and so

active creative and interactive and so do you I invite you to please stand up

okay now this one’s gonna be a little

okay now this one’s gonna be a little less dance party party because we want

less dance party party because we want

less dance party party because we want to be mindful of the tight space that we

to be mindful of the tight space that we

to be mindful of the tight space that we have so it’s gonna be a little calmer

have so it’s gonna be a little calmer

have so it’s gonna be a little calmer listen to your body if you do feel like

listen to your body if you do feel like

listen to your body if you do feel like doing this sitting down you can

doing this sitting down you can

doing this sitting down you can definitely do this sitting down as well

definitely do this sitting down as well

definitely do this sitting down as well okay relax your body a little bit this

okay relax your body a little bit this

okay relax your body a little bit this is an activity I call Tai geometry and

is an activity I call Tai geometry and

is an activity I call Tai geometry and we are going to explore geometric

we are going to explore geometric

we are going to explore geometric properties and no way am i claiming this

properties and no way am i claiming this

properties and no way am i claiming this to be authentic Tai Chi although we are

to be authentic Tai Chi although we are

to be authentic Tai Chi although we are going to adopt some of its principles

going to adopt some of its principles

going to adopt some of its principles okay first what I would like you to do

okay first what I would like you to do

okay first what I would like you to do is mold in front of you with your hands

is mold in front of you with your hands

is mold in front of you with your hands a square faced pyramid there we go now

a square faced pyramid there we go now

a square faced pyramid there we go now don’t look at me look at the pyramid

don’t look at me look at the pyramid

don’t look at me look at the pyramid don’t look at me

don’t look at me

don’t look at me visualize it perfect visualize what

visualize it perfect visualize what

visualize it perfect visualize what color it is what size it is now show me

color it is what size it is now show me

color it is what size it is now show me your hands

your hands

your hands connect one of your fingers to your

connect one of your fingers to your

connect one of your fingers to your thumb whichever is most comfortable bend

thumb whichever is most comfortable bend

thumb whichever is most comfortable bend your knees a little bit and visualizing

your knees a little bit and visualizing

your knees a little bit and visualizing where all the edges and vertices of this

where all the edges and vertices of this

where all the edges and vertices of this pyramid are draw them with your hands

pyramid are draw them with your hands

pyramid are draw them with your hands slowly mindfully allowing your

slowly mindfully allowing your

slowly mindfully allowing your creativity to guide your movement yes

creativity to guide your movement yes

creativity to guide your movement yes okay my friends we’ve got some funky

okay my friends we’ve got some funky

okay my friends we’ve got some funky beats in the background so you are

beats in the background so you are

beats in the background so you are welcome to add a little style to this

welcome to add a little style to this

welcome to add a little style to this yeah there we go there we go now notice

yeah there we go there we go now notice

yeah there we go there we go now notice we are all united doing the same task

we are all united doing the same task

we are all united doing the same task but we’re all doing it differently still

but we’re all doing it differently still

but we’re all doing it differently still unity and individuality okay put your

unity and individuality okay put your

unity and individuality okay put your palm under the base put your finger at

palm under the base put your finger at

palm under the base put your finger at the vertex at the top now visualize it

the vertex at the top now visualize it

the vertex at the top now visualize it as you rotate it 90 degrees maintain its

as you rotate it 90 degrees maintain its

as you rotate it 90 degrees maintain its size

size

size don’t let it grow or shrink don’t look

don’t let it grow or shrink don’t look

don’t let it grow or shrink don’t look at me look the pyramid okay now the

at me look the pyramid okay now the

at me look the pyramid okay now the vertices and edges have moved in their

vertices and edges have moved in their

vertices and edges have moved in their new position draw them again

the looks of concentration on your faces

the looks of concentration on your faces are amazing visualization and spatial

are amazing visualization and spatial

are amazing visualization and spatial and spatial reasoning very very

and spatial reasoning very very

and spatial reasoning very very important for most STEM careers again

important for most STEM careers again

important for most STEM careers again you can show me a little style with this

you can show me a little style with this

you can show me a little style with this we got the music playing there we go

we got the music playing there we go

we got the music playing there we go don’t look at me look at the pyramid

don’t look at me look at the pyramid

don’t look at me look at the pyramid alright and relax your arms turn to face

alright and relax your arms turn to face

alright and relax your arms turn to face a partner preferably somebody you don’t

a partner preferably somebody you don’t

a partner preferably somebody you don’t know

know

know turn to face a partner ha ha acknowledge

turn to face a partner ha ha acknowledge

turn to face a partner ha ha acknowledge your partner somehow ok partner a has

your partner somehow ok partner a has

your partner somehow ok partner a has longer hair partner B has shorter hair

longer hair partner B has shorter hair

longer hair partner B has shorter hair ok we figured it out ok partner a in

ok we figured it out ok partner a in

ok we figured it out ok partner a in that same style draw a sphere in front

that same style draw a sphere in front

that same style draw a sphere in front of you any size you on partner a draw

of you any size you on partner a draw

of you any size you on partner a draw that sphere yes again you can add a

that sphere yes again you can add a

that sphere yes again you can add a little style we got some beats happen in

little style we got some beats happen in

little style we got some beats happen in the background ok partner a don’t stop

the background ok partner a don’t stop

the background ok partner a don’t stop keep drawing partner B draw a sphere

keep drawing partner B draw a sphere

keep drawing partner B draw a sphere that is double the size of partner A’s

and relax your arms acknowledge your

and relax your arms acknowledge your partner somehow acknowledge somebody

partner somehow acknowledge somebody

partner somehow acknowledge somebody across the room somehow there we go and

across the room somehow there we go and

across the room somehow there we go and have a seat have a seat have a seat

nicely done so you just explored from

nicely done so you just explored from the geometry and spatial sense strand of

the geometry and spatial sense strand of

the geometry and spatial sense strand of the Ontario math curriculum geometric

the Ontario math curriculum geometric

the Ontario math curriculum geometric properties vertices edges identifying

properties vertices edges identifying

properties vertices edges identifying those geometric relationships we had

those geometric relationships we had

those geometric relationships we had some location and movement in there with

some location and movement in there with

some location and movement in there with some rotate with rotations and some

some rotate with rotations and some

some rotate with rotations and some angles as well nicely done now for me

angles as well nicely done now for me

angles as well nicely done now for me the mission was really clear this is

the mission was really clear this is

the mission was really clear this is something great for physical education

something great for physical education

something great for physical education and dance curriculum and it still

and dance curriculum and it still

and dance curriculum and it still belongs there but if we stop there we’re

belongs there but if we stop there we’re

belongs there but if we stop there we’re really not changing this picture so

really not changing this picture so

really not changing this picture so first we applied it to math next we

first we applied it to math next we

first we applied it to math next we applied it to literacy and we’re

applied it to literacy and we’re

applied it to literacy and we’re continuing to make our way across the

continuing to make our way across the

continuing to make our way across the other subjects to eventually effectively

other subjects to eventually effectively

other subjects to eventually effectively integrate the entire school day and we

integrate the entire school day and we

integrate the entire school day and we now have hundreds and hundreds and

now have hundreds and hundreds and

now have hundreds and hundreds and hundreds of teachers that are stepping

hundreds of teachers that are stepping

hundreds of teachers that are stepping outside their own comfort zones and

outside their own comfort zones and

outside their own comfort zones and using this approach and using these

using this approach and using these

using this approach and using these resources as a tool in their classroom

resources as a tool in their classroom

resources as a tool in their classroom throughout the day and it is amazing to

throughout the day and it is amazing to

throughout the day and it is amazing to hear some of their stories we hear about

hear some of their stories we hear about

hear some of their stories we hear about students who generally show higher

students who generally show higher

students who generally show higher behavior needs showing better

behavior needs showing better

behavior needs showing better self-regulation students who generally

self-regulation students who generally

self-regulation students who generally make excuses to leave during class

make excuses to leave during class

make excuses to leave during class especially math class staying and

especially math class staying and

especially math class staying and participating students that are usually

participating students that are usually

participating students that are usually a little bit more shy and don’t

a little bit more shy and don’t

a little bit more shy and don’t generally answer questions participating

generally answer questions participating

generally answer questions participating showing more confidence showing a growth

showing more confidence showing a growth

showing more confidence showing a growth mindset this being a wonderful

mindset this being a wonderful

mindset this being a wonderful differentiated instruction tool for all

differentiated instruction tool for all

differentiated instruction tool for all students although we have a group of

students although we have a group of

students although we have a group of teachers that work with students that

teachers that work with students that

teachers that work with students that are visually impaired that use this as

are visually impaired that use this as

are visually impaired that use this as an alternative approach in their classes

an alternative approach in their classes

an alternative approach in their classes as well and they’re being creative

as well and they’re being creative

as well and they’re being creative interactive and getting up and moving

interactive and getting up and moving

interactive and getting up and moving throughout the day and we know that

throughout the day and we know that

throughout the day and we know that getting up and moving has great benefits

getting up and moving has great benefits

getting up and moving has great benefits to our physical self but also in our

to our physical self but also in our

to our physical self but also in our cognitive and our readiness to learn and

cognitive and our readiness to learn and

cognitive and our readiness to learn and all of this for the social-emotional

all of this for the social-emotional

all of this for the social-emotional well one of my favorite stories that I

well one of my favorite stories that I

well one of my favorite stories that I heard though came from right here in

heard though came from right here in

heard though came from right here in Simcoe County one of the board

Simcoe County one of the board

Simcoe County one of the board consultants in in this board was

consultants in in this board was

consultants in in this board was demonstrating that exact accept activity

demonstrating that exact accept activity

demonstrating that exact accept activity tie geometry to a group of teachers and

tie geometry to a group of teachers and

tie geometry to a group of teachers and one of the teachers came to her after

one of the teachers came to her after

one of the teachers came to her after and said that she has a condition that

and said that she has a condition that

and said that she has a condition that makes it difficult for her to create

makes it difficult for her to create

makes it difficult for her to create mental images in her mind but during

mental images in her mind but during

mental images in her mind but during that activity she could and I asked our

that activity she could and I asked our

that activity she could and I asked our contact who was the teacher and she

contact who was the teacher and she

contact who was the teacher and she couldn’t remember so Simcoe teacher if

couldn’t remember so Simcoe teacher if

couldn’t remember so Simcoe teacher if you’re in this audience or if you’re

you’re in this audience or if you’re

you’re in this audience or if you’re watching this please can you get in

watching this please can you get in

watching this please can you get in touch with me because I have a couple

touch with me because I have a couple

touch with me because I have a couple questions that I wanna ask you about

questions that I wanna ask you about

questions that I wanna ask you about that schools are a place to learn but

that schools are a place to learn but

that schools are a place to learn but maybe they’re also a great place to

maybe they’re also a great place to

maybe they’re also a great place to unlearn and to relearn what it is that

unlearn and to relearn what it is that

unlearn and to relearn what it is that makes us human when we were all snapping

makes us human when we were all snapping

makes us human when we were all snapping in the beginning practicing geometry a

in the beginning practicing geometry a

in the beginning practicing geometry a little later on we were reminded that

little later on we were reminded that

little later on we were reminded that our brains are not separate from our

our brains are not separate from our

our brains are not separate from our bodies and our beings our communities

bodies and our beings our communities

bodies and our beings our communities are a combination of unity and

are a combination of unity and

are a combination of unity and individuality and when we put it all

individuality and when we put it all

individuality and when we put it all together

together

together this audience came to life so what if

this audience came to life so what if

this audience came to life so what if teachers involve students in learning

teachers involve students in learning

teachers involve students in learning using these ideas in multiple subjects

using these ideas in multiple subjects

using these ideas in multiple subjects throughout the school day we have a

throughout the school day we have a

throughout the school day we have a captive audience of future generations

captive audience of future generations

captive audience of future generations for 1500 minutes a week and we can all

for 1500 minutes a week and we can all

for 1500 minutes a week and we can all agree the system needs to evolve to be

agree the system needs to evolve to be

agree the system needs to evolve to be more integrated and ministries are

more integrated and ministries are

more integrated and ministries are definitely taking steps in the right

definitely taking steps in the right

definitely taking steps in the right direction but in large systems changes

direction but in large systems changes

direction but in large systems changes take time and regardless of mandate it

take time and regardless of mandate it

take time and regardless of mandate it is the teachers that make the difference

is the teachers that make the difference

is the teachers that make the difference it is the teachers that are the change

it is the teachers that are the change

it is the teachers that are the change makers on the front lines and our

makers on the front lines and our

makers on the front lines and our communities are equipped with thousands

communities are equipped with thousands

communities are equipped with thousands of them well positioned to create richer

of them well positioned to create richer

of them well positioned to create richer healthier more engaging learning

healthier more engaging learning

healthier more engaging learning environments and lives for today’s tiny

environments and lives for today’s tiny

environments and lives for today’s tiny humans they need the support and they

humans they need the support and they

humans they need the support and they need new tools and what better tool can

need new tools and what better tool can

need new tools and what better tool can you think of than a dance party

you think of than a dance party

you think of than a dance party [Music]

[Music]

[Music] [Applause]