Brain Gym

by

Elizabeth Anne Ramsperger

August 2006

A thesis submitted to the

Department of Education and Human Development of the
State University ofNew York College at Brockport
In partial fulfillment of the requirements for the degree of
Master of Science in Education
 Brain Gym

by

J
Eliz beth Anne Ramsperger

APPROVED BY:

Advisor
1
Dat'e
l�(, '"'

2nd Reader

Director, Graduate Programs Date

 Table of Contents

Chapter I- Statement of Problem . . . . ........ . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . ..... . . . . . . . . . . . .... 1

Introduction . . . . . . . . . . . . . . . . . ........ . . . . . . . .. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .. 1
Background . . . . . . . . . . . . . ·. . . . . . . . . ,_ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1
�-
. . . .

The Research Question . . .. . . . . . . . . . . ·

. .
'.r· • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• • • 2
Method . . . . . . . . . . . ..... . . . ... . . . . . . ...... .. .. . ... . ... . ... . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . .. 2
Limitations . .. . . . .·.. . . . .. . . . . . . . . . . .. . . . . . . . . . . . . .. . . .. . . . . . . . . . . . ..... . . . .. . . . . . . . . . . . . . . . .. . . . 3
Definitions of Tenns . . . . . . . .... . . . .. ... . . . . . . . . . . . . .. . . . . . . . . . . . . . . . .. . . . . . . . . . . . ........ . .. 3

Chapter II- Literature Review . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . .. . . . . .... ... .4

Question .
. .. . . . . . .. . . . . . . . . . . .. . . . . . . . . ... . . . . . . . . . . .. . .. . . . . . . . . . . . . . . . .. . . . . . . ..... . . . . . . . ... 4
Introduction . . . . . . . . . . . . . . .. . . . .... . . ......... . . . . .. . ... . . . . . . . . . . . . . . . . . . . . . . . . ..... . .. . . . . . . . 4
Motor Skills . . . . . . . . . . . . . . . . ... . . . . . . . . . . .. . .... . ... . . ..... . . . . . . . . ..... . . .. . . . . . . . . . . . . . . . . .. 4
Gross Motor Skills . . . . . .. . . . . . . . .. . . . .. . . . . . . . . .. . . . . . . . . . . .. . . . . . ..... . . . . . . . . . .... 5
Fine Motor Skills . . . . ..... . . . . . .. . . . . . . . . ... . . . . . . . . . . .. . ... . . . . . . . . . . . . . . . . . . . . . . .. 6
Movement. .... . . . . . . . . . ....... . . . . . . .......... . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. 6
Movement and Learning . . ........ . . . .... . . . . . . . . . . . . . . ..... . . . . . . ........ . . . . . . . . . . . . . . . ... 9
Brain Gym . . .. . . . . . . . . . .. . . . . ... ..... . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... . .. . . . . . . . . . .. . 10
Summary . . . . . .. . . . . . . . . . . . . . .. . . . . . . . . . . . . . ... .... . . .. . . . . . . . . . . .. . . . . .. . .. . .. . . . . . . . . . . . . . . 12

Chapter III- Data Collection Techniques .. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .. 14

Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........ . . . . . . . .. . . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . .. . . ... 14
Statement of Question . . . . . . . .. . . . . . . . . . . . . . . . ... . . . . . . . . ... ...... . .... . . . .... . . . . . .. . . .. . . 14
Subjects .
. .. . . . . . . . . .. . . . ........... .... . . .. . . . . . . . . . . . .. . . . . . . . . . . ..... . . . . . ........ . . . . . . ... 14
Research Design . . . . . . . . ..... ... . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . .. . . . . . . . . . . .. 15
Data Matrix . . . . . . . . . . . . . . . . . . . . . . . . ......... . . . . . . . . . . . . . . .. . . . . . . . . . . . ..... . . . .. . . . .. . . . . . . 18
Data Analysis . . . .. . .. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 18

Chapter IV- Findings , . . ..... . ........ .. . . .. . . . . . . 20

. . .. . .. . . . . .. . . . . .. . . . . . . . . .. . . . . . ... . . . ...... . . .

Introduction . . .. . .
.. . . . . . . .
. . . . .... . . . 20 . . . . . . . . . . . . . . . . . . . . .. ...... . .. . . .. . . . . . . . . .. . . . . . . . . . .

Generalizations . ..... . . . . . . .. . . . . . . . 20 . ... .... . . . . . . . .. . . . . . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . ...

Generalization 1 ... . ...... . .......... . .. . .. ...... . . . . . . . . . . .... . ... ... ... . .. . . .. . .. 20

Generalization 2 . . .. . . . . . . . 23 . ... . . . . . . . . . . .. . .... . .... . . . .. ... . . . . . . .. . . . . . . . . . .. . ..

Generalization 3 25
. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .. . . . . . . . . . . . . . . . .. . . . . . . . .. . . . . . . . ..

Generalization 4 26
. . .. .... . . . . . . . . . ... . . . . . . . . . . . .. .... . . . . .. . . . . . . . . . . . . . .. . . . . .. . . .

Chapter V- Implications . . . .. . . .. . .... . . .... . . . . . . . . . .. . . . . . . . . . . . . . . . . .. . . . . . . . .. . ..... . . . . . . . . .. . 27

Introduction . . . ...... . . . . . . ..... . .. . . . . . . . . . . . . .. . . . . .. ... . . . . . . . . . . . . . . . .. . . . . ... . . .. . . .. . . . 27
Implications . . . . . ... . . . .. . . . . .. . . . . . . . . . . . . ... . . .. . . ...... . .. . . . . . . . . . . . . . . . . ... . . ...... ..... 27
Questions for Further Research ...... . ... . . . . . . . . . . .. . ................. ... . .. . . . . . . . .. . .. 27

Appendices . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .......... . . . . . . . . . .. . . . . . .. ...

.. . . . . . . . . . . .. . .. . . . . . . . . . . .. 29

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... 56
 List of Illustrations

Figure 1 : Data Matrix . . . . . .. . . . . . . . . . . . . . . . . .. . . . . .. .. . . .. . . . .. . . .. . . . . . . . . . . . . . . .. . . . . . . . . . . . .. . . . 18

Figure 2: Graph 1 . . .. .......... . ... ... ... ................. \

, . . . · · . . . .. .. .... . . . . . . . . . . . . . . . . . . . ..
. . .22
.

Figure 3: Graph 2 . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 22

Figure 4: Graph 3 .. . .. .... .. .... .. . . . . ....... ....... ..... . .. . ........ . . . ...... .... .... . . ...... ......23

Figure 5: Graph 4 . ............. . . . ..... . . . . . . . . ... . .... . ... . .

. . .. . . . . . . . .
. . . ... . . . . . . .. . .... . . . . . ... 23

Figure 6: Graph 5 .. .. . .... . ... ... . .. ... . .. .. . .. . .. . .. ........ ... . . .. ... . .... ... . ... . ... .. . .. . .. . .. . .25

11
 Abstract

This study sought to determine the potential impact a program of exercises known

as Brain Gym has on students' attention and ability to focus and retain information.

Brain Gym consists of a serious of physical activities that could possibly enhance

learning ability. The research was conducted.in an urban elementary school before math

time. An entire first grade classroom was introduced to Brain Gym and the entire class

participated in Brain Gym activities before math began. Specifically, six students'

behaviors and achievements were observed and recorded to help determine if Brain Gym

had an impact. Various research methods were utilized to collect data and a literature

review was conducted in order to answer the question: Does Brain Gym, a program of

exercises that can potentially impact students' attention and ability to focus and retain

information, affect 1st grade students' behavior and achievement in math?

lll
 Chapter I

Statement of the Problem

Introduction

Movement in a classromn is generated consciously or unconsciously by the

students. When movement is excessive it becomes a distraction in the classroom

environment, causing students to lose their focus and negatively influencing achievement.
'./

This is a serious problem in classrooms across America. Suggestions for dealing with

excessive movement, whether it is described as "hyperactivity," off-task behavior, or

inattention, are abundant. However, finding which methods work best is a bit more

difficult. Freeman-Koestar (2004) is a leading expert on one proposed method, the

program known as Brain Gym. Brain Gym consists of a series of " . . . physical activities

that enhances learning ability in special needs children as well as the general population,"

(p. 1). What role can Brain Gym play in helping students refocus their attention?

Background

This research seeks to determine whether the use of Brain Gym has an effect on

students' behavior and achievement in math. The study was conducted in an urban

classroom in Upstate New York which serves a multicultural group of predominately low

socioeconomic students in grades Pre-K through grade five. Data was collected in one

classroom consisting of twenty-one first grade students, fourteen of whom were male and

seven female. This group contained students from Hispanic (43%) and African American

(57%) backgrounds. Each of these students receives free breakfast and free lunch. Data

was collected on a target population of six of the twenty-one students.

1
 The Research Question

Does Brain Gym, a program of exercises that can potentially impact students'

attention and ability to focus and retain information, affect 1st grade students' behavior

and achievement in math?

Method

A literature review was conducted to collect background information on the

implementation of Brain Gym in other settings to summarize findings from previous

research studies, and to determine sub-questions that would guide data collection for this

study. Prior to implementation of Brain Gym in the classroom, baseline data was

collected in order to describe students' behavior and math achievement. This was also

done for the purpose of selecting six students to be target subjects throughout the Brain

Gym study. Student artifacts such as end of unit tests and checking for understanding

were examined to establish student understanding. Behavior and engagement was

observed and charted. Behavior and academic achievement charts were used to

determine student performance and select target students.

In the second stage of the study, Brain Gym was introduced. All students in the

classroom participated in the once a day exercises that occurred before math class.

Additional data was collected on behavior, engagement, and achievement outcomes for

the target students. An analysis of data collected before, during, and after Brain Gym

was implemented and conducted to determine if there were significant relationship

between students' behavior and academic achievement pre-Brain Gym and post-Brain

Gym.

2
 Limitations

This study was limited to one first grade classroom in an urban setting. The

participants in this study included six students and one instructor. Of these six students,

one has been classified with an Individualized Education Plan (IBP) and another is in the

process of being labeled and currently in the Education Support Services (ESS) stage.

Other variables that might have affected the outcome of this study include the

time of day at which Brain Gym was conducted, the content and variety of Brain Gym

activities, and the time of year this study took place.

The results of this study are specific to this particular classroom and cannot be

generalized to other first grade classrooms with different economic status, social

background, and instructional support.

Definitions of Terms

For the purpose of this study the following definitions of terms will be used.

• Movement: The act or process of moving especially the change of place or

position.

• Brain Gym: A program of physical activities that enhances learning ability

(Freeman-Koestar, 2000).

• Checking for Understanding: A quick and simple way to assess student

understanding at the end of a lesson.

• End of Unit Tests: Tests that are conducted at the end of a unit to assess student

understanding.

3
 Chapter II

Literature Review

Question

The purpose of this study is to answer the question: Does Brain Gym, a program

of exercises that can potentially impact students' attention and ability to focus and retain

information, affect 1st grade students' behavior and achievement in math?

Introduction

Educators are always looking for the next motivational practice to help their

students pay closer attention to what is being taught. One such inspiration is Brain Gym.

Freeman-Koestar (2000) describes Brain Gym as a " . . . program o f physical activities that

enhances learning ability in special needs children as well as the general population"

(p.1). This series of exercises can potentially impact students' ability to refocus their

attention on learning. The following review was conducted to discover what relationship

exists between Brain Gym and students' attention and ability to retain information.

Motor Skills

The control of purposeful movement often requires attention (Schmidt & Lee,

2005). Motor skills in the classroom are no different. Requiring students to be able to

imitate or observe task orientated movement in the classroom entails a certain amount of

attention on their part. Schmidt and Lee (2005) note that the attention spans of individual

children vary widely and that many children are not developmentally ready to attend for

extended periods of time. Simply put, the classroom teacher may want a child to sit and

pay attention through lengthy assignments, but this may be impractical for many children.

Researchers, such as Poole, Miller, and Church (2005), suggest that, because of a

4
relationship between focused, conscious, movement and attention, children with early

motor problems may have attention problems in the classroom.

There are many possible reasons children demonstrate motor difficulties. Some

researchers (Poole, Miller, & Church, 2005) suggest that if a child is not given the

adequate amount of encouragement and support he/she will be developmentally behind

other children in motor ability. This encouragement and support includes such factors as

an accommodating physical environment where the child is able to move about freely and

the practice of motor skills such as grasping and balancing from a young age (Poole,

Miller, & Church, 2005). When the development of a child's motor skills lags behind

other same age children, it impacts many other areas of development.

Gross Motor Skills

Gross motor skills encompass large, general movements of the body or parts of

the body. The lack of gross motor control can lead to many disruptions in a classroom.

When a child unintentionally knocks things off shelves and tables when playing or

invades other children's personal space and tends to play "too rough" on the playground
·
this lack of control could be a gross motor problem (Greenspan, 2005).

If children display signs of problems in gross motor development a simple place

to start would be practice in the area in which they stumble (Greenspan, 2005).

Greenspan (2005) suggests that this may appear to be an easy solution, but it is hard to

implement because most children do not like to practice things at which they are not

good. Another suggestion he makes to encourage gross motor development is to give

clear, concise directions and only to give a few at a time. This strategy supports the

commonly held notion that concentrating on more than one thing at a time is difficult for

5
many children and also illustrates the relationship between movement and attention

(Schmidt & Lee;2005).

Fine Motor Skills

Fine motor skills involve coordination of muscular, skeletal, and neurological

functions to produce small, precise movements. These movements can include activities

such as picking up a small object with a thumb and index finger or cutting small objects

using a pair of scissors. One of the most obvious ways fine motor skills come into play

in a classroom is the development of handwriting (Olsen, 2003).

Greenspan (2005) argues that many children who have difficulties with gross

motor development often have problems with fine motor development. When a student

struggles with fine motor skills it is in his/her nature to want to rush through a project and

be done with it (Orloff, 2005). Students could have difficulties holding a crayon or

pencil and printing letters (Greenspan, 2005). Orloff (2005) suggests that games such as

jacks can help a student who is struggling with writing because this game requires

smooth and automatic timing responses that are essential for smooth writing. However,

Greenspan (2005) suggests that having the child slow down while trying to write will also

help correct a handwriting problem.

Movement

We think of movement as the act or process of moving; especially the change of

place or position or posture. Movement in a classroom happens throughout the day, and

it is up to the classroom teacher to manage movement such as "transition-related

movement" between activities and "instruction-related movement" that is part of group

6
work, games, or individualized learning. In both cases, this movement is planned and

orchestrated by the teacher.

In a classroom, however, there is other movement that is generated consciously or

unconsciously by the students themselves, and that can often disrupt the learning of the

students involved or those around them. Examples include the movement of students

who rest on their knees at their desk instead of sitting "properly" or the students who are

unable to focus on the rug and repeatedly rock or roll around or chat with their neighbor.

These purposeful movements may or may not be under the students' control. Yet, these

are the students who might to be picked out of the crowd and disciplined for their

inability to pay attention to the teacher. This excessive movement may sometimes be

labeled hyperactivity (Barkley, 1995).

The human brain is so complex that reasons for these students' particular

behaviors are not clearly understood. In the human brain there are a minimum of

1 ,000,000,000,000 individual neurons or nerve cells. Underlying this, between 100,000

and 1,000,000 different chemical reactions are taking place in a brain every minute

(Sousa, 2005). Researchers have suggested that during this brain activity, misfires can

)Ccur and cause the brain to send out messages for the body to move (Buzan, 199 1).

Reid and Hresko ( 198 1) suggest that hyperactivity has a long and intimate

1tionship with learning disabilities. They believe that there are links between

�ractivity and brain damage, and between brain damage and learning disabilities.

to this link, Reid and Hresko postulate that some researchers and practitioners

e that constant movement and learning disabilities are the same problem. Reid and

( 198 1) point out, however, that despite this link, "there is no evidence to suggest

7
either that all learning disabled children are hyperactive or vice versa" (p.23). In fact,

hyperactivity can be attributed to many factors, not just learning disabled students.

According to medical findings hyperactive or ADHD (Attention Deficit Hyperactivity

Disorder) students can display symptoms due to many different sources. Research

indicates that ADHD tends to run in families, which leads to genetics issues (Friesen,

2005). Friesen (2005) also states that environment plays a part in ADHD and minimizing

distractions and disruptions can make a big difference in attention.

Armstrong ( 1987) illustrates another perspective on movement: "Most American

classrooms expose six and seven year olds to the fine print of blackboards, basal readers,

and worksheets; require them to listen to teacher instruction for several hours a day; and

confine them to desks for long periods of time. Yet, many of these children simply aren't

ready for this" (p. 13 7). Armstrong believes that expecting this amount of attention and

concentration from such young children can lead to the display of inappropriate

movement. He suggests that if we let children enter into first grade based on their

developmental readiness rather than when they were born, we would see a huge decrease

in certain behavioral and instructional problems.

Looking at movement and how it affects attention span leads back to ADHD.

According to Friesen (2005), ADHD is a neurobiological disorder that presents a

persistent pattern of inattention that is more frequent and severe than is typically

observed in students during development. He postulates that this disorder affects over

two million children in the United States alone, and these are only the documented cases

(Friesen, 2005). Is inattention really a problem in America's classrooms? What steps

8
can be taken to overcome this issue and reduce 'hyperactive-looking' behaviors that

result in inattention, lack of focus, and lower achievement in the classroom?

Movement and Learning

It is important to remember that children crave those moments where they can be

active. How can educators embrace the connection between movement and learning

suggested by researchers?

It is well known that children, young children especially enjoy being active and

movement experiences can be great tools to motivate and facilitate learning (Leppo &

Davis, 2005). When a child is involved in an activity where she is enjoying herself, she

will learn better. Current research also supports this theory that regular physical activity

for students of all ages may be an important component in improving classroom

performance (Pierson, 2002). Pierson states that children who engage in daily physical

activity show improved motor fitness, improved academic performance, and improved

attitudes towards school. These major improvements can be directly connected to regular

physical activity.

Often times we think that the body is merely the vessel in which the brain is

carried and plays a limited role in learning. However, Hannaford ( 1996) contests that

"the body' s senses feed the brain environmental information that it uses to form its ·

understanding of the world and the more we use those senses, the more thinking and

learning the brain can do" (p. 68).

Hannaford ( 1996) states that "learning is not all in a student's head; their body

plays an important role, too" (p. 68). Convinced that improvements in attention and

learning were due to physical movement Hannaford took a closer look at the body's role

9
in thinking and learning. What Hannaford discovered was that after implementing

certain brain based movements, such as the exercises of Brain Gym, she saw considerable

improvements in students' learning. What causes such results? Why is there a seemingly

direct link between the body's movement and learning and focus?

Brain Gym

Brain Gyni is a program of exercises t�at can potentially impact students'

attention and ability to focus and retain information. They are simple and enjoyable

movements to enhance whole brain learning (Dennison & Dennison, 1986). They are

intended to be easy and comfortable and in no way a diagnosis for any ailment. They are

simply skills that can be used to enhance students' learning (Dennison & Dennison,

1994).

The program was developed by Paul Dennison in order to help him deal with his

own dyslexia and is now being used in schools worldwide (Hannaford, 1996). Brain

Gym was developed in order to stimulate, release, or relax students' involved in

particular types of leaming situations (Dennison & Dennison, 1994). Dennison's and

Dennison's thinking was that since each side of the brain operates the opposite side of the

body, the two sides of the brain are forced to communicate when legs and arms are being

moved and crossed over the central part of our body (Pierson, 2002). Most of Brain

Gym's exercises involve the participant crossing his/her arms or legs across his/her body;

activating the brain through these movements lead to a high probability that the

movements will also affect learning.

Brain Gym is meant to be performed for a time period of two to five minutes

before certain skills are to be taught. The program targets topics such as: reading,

10
thinking, writing, and self-awareness as appropriate learning activities before which

Brain Gym should be implemented (Dennison & Dennison, 1994). For each area, certain

exercises are suggested to be used in order to bring out the full potential of the students.

Freeman-Koestar (2000) is another leading expert on Brain Gym and suggests that Brain

Gym should be performed for fifteen minutes spread out over the course of the day.

Through Brain Gym, students are able to access parts of the brain previously

inaccessible. Allowing children to move in the classroom in a positive manner will

unfold their unique and complete intelligence so that they will not be blocked, but free to

learn (Dennison & Dennison, 1994).

The Dennison's believe that Brain Gym truly benefits the students. It teaches re­

patteming procedures that are recommended for anyone who wants to improve the

quality of his or her living and learning. It gives students the opportunity to use

movement during the school day to help them re-focus and learn. According to these

researchers, after using Brain Gym, changes in student learning and behavior are often

immediate and profound.

Freeman-Koestar (2000) believes that the benefits of Brain Gym go beyond

learning and behavior improvements and not only improves students' self esteem but

results in a calmer classroom climate.

Some researchers do not necessarily agree with the Dennisons and Brain Gym.

Templeton and Jensen ( 1996) suggested that the most visible benefit of Brain Gym was

that it merely allowed the students opportunities to move. In their traditional classroom,

students were expected to be still and not given the opportunity to move until Brain Gym

11
was implemented. In this type of motionless atmosphere, the classroom climate turned to

a disruptive environment {Templeton & Jensen, 1996).

Templeton and Jensen (1996) also make the statement that Brain Gym gives the

students a sense of hope, a way of improving their grades and behavior. This could be a

false hope for students who require more than just movement to re-focus their attention

on a skill.

Hendy (2000) suggests that Brain Gym is not the only alternative to get children

moving. Playgrounds can be a important release of energy as well. An exciting outdoor

experience provides students with a creative space for them to develop their own types of

movements (Hendy, 2000).

Does Brain Gym benefit a student's ability to focus and at the same time improve

learning? Researchers have found connections between the development of gross and

fine motor movement and the demonstration of attention behaviors in classrooms. Yet,

there is no conclusive, widely accepted evidence that movement based strategies such as

Brain Gym can improve learning and attention to a significant degree.

Summary

There are many factors that exist for why children are sometimes unable to sit still

and pay attention during school. Motor skills are often a contributing factor. If a child

has a delay in a fine or gross motor skill it could affect the way that child pays attention.

This delay could be of no fault of the child, he/she is just not developmentally ready to sit

still and pay attention as he/she is expected to do in a traditional school setting. The

question is how to help these children overcome this overwhelming sensation to

voluntary or involuntarily move?

12
 Brain Gym is a program that could potentially impact students' ability to refocus

and retain information. It claims that through specific movements children are able to

access certain parts of the brain that were previously inaccessible (Dennison and

Dennison, 1994). According to the Dennisons, after using Brain Gym changes in student

learning and behavior were seen (1994).

Other supporters of the Brain Gym program are Templeton and Jensen ( 1996)

who feel that Brain Gym gives the students a sense of hope. "Almost all students . . .

believed in the benefits of Brain Gym exercises," (p. 11).

However, there are researchers who suggest that Brain Gym is not the only option

for a problem of lack of attention. Hendy (2000) believes that other, simpler forms of

energy release would be effective, such as the playground.

Even though there are supporters of the Brain Gym program there is still no

conclusive, widely accepted evidence that movement based strategies such as Brain Gym

can improve learning and attention to a significant degree, which leads to the desire of

generating more research to learn more about how Brain Gym affects different settings.

13
 Chapter III

Data Collection Techniques

Purpose

Students, even young students, must be able to demonstrate focused, sustained

attention during math time in order to achieve district and state standards. This can prove

sometimes difficult for many young students for various reasons; one reason being motor

development delays. Research suggests that using a program of physical activities that

enhances learning ability in children could lead to greater attention spans. One such

program is Brain Gym. Brain Gym is a series of exercises that can potentially impact

students' attention and ability to retain information. It has been used in several settings

with mixed results.

Statement of Question

The purpose of this study is to answer the question: Does Brain Gym, a program

of exercises that can potentially impact students' attention and ability to focus and retain

i�formation, affect 1st grade students' behavior and achievement in math?

Subjects

The researcher is an intern teacher at an urban school in Western New York. This

elementary school is considered a high need school and serves a multicultural group of

predominately low socioeconomic students in Pre-K through grade five.

The classroom in which the research was conducted was a first grade of twenty­

one students. Of these students, fourteen were male and seven were female. This group

consisted of students from Hispanic (43%) and African American (57%) backgrounds.

Each of the students receives free breakfast and free lunch.

14
 Some of the students in the classroom received special help for their academic

and developmental needs. Two students were pulled out of the classroom for language

help because English is their second language. Two other students received speech help

and three students worked with the occupational therapist. Two students have

Individualized Education Plans (IEP). One has an IBP for speech and the second has it

for other health impairments, which include high lead levels. Three other students were

in the process of being labeled and are currently in the Education Support Services stage.

Research Design

The researcher followed all required steps in preparation for data collection. A

research training course required by SUNY Brockport and conducted by the college's

Internal Review Board (IRB) was completed (See Appendix A). A proposal was

submitted to the graduate school for research with human subjects (See Appendix B).

Next, literature review was conducted to collect background information on the

implementation of Brain Gym in other settings, to summarize findings from previous

research studies, and to determine sub-questions that would guide data collection for this

study. School administration and parental approval was sought (See Appendices C & D).

Upon approval, the researcher began gathering baseline data to describe students'

behavior and math achievement prior to the implementation of the Brain Gym program.

In order to create background knowledge of the children's math achievement and

behavior different data techniques were used. One such technique was field notes. The

researcher was able to carefully observe the students' during math lessons and begin to

build an understanding of the way each of the children responded to math.

15
 Checking for understanding and unit tests were other techniques utilized in the

process of gathering baseline data. Through these methods the researcher was able to

collect student artifacts that provided an example of student comprehension.

After baseline data had been collected for five weeks, Brain Gym was introduced

and implemented to the entire class. When the students were first exposed to Brain Gym

they were hesitant because it was something new that they had never tried before. The

first exercise that was introduced to them was called Neck Rolls, a simple and painless

stretch. The students stood with their hands on their hips and rotated their head one­

hundred and eighty degrees in a repetitive motion (Dennison and Dennison, 1994). For

the next three months each math lesson began with a Brain Gym exercise. For two to

five minutes before a math lesson all students would either participate in Neck Rolls, the

Elephant, or the Owl. Neck Rolls were meant to relax the neck and release tensions

resulting from an inability to cross the visual midline (Dennison and Dennison, 1994).

The Elephant was meant to activate the inner ear to improve balance and also to relax the

neck muscles, which often tense in reaction to excessive lip movement during silent

reading (Dennison and Dennison, 1994). To perform the Elephant the students would

extend one arm and rotate that arm in circular motions (Dennison and Dennison, 1994).

The Owl also is meant to release neck and should tension and increase circulation of ·

blood to the brain (Dennison and Dennison, 1994). To perform the Owl the students

would place head on one shoulder and then place one hand on the opposite shoulder that

the head is on and gently press down on that shoulder (Dennison and Dennison, 1994).

Although the entire class would participate in Brain Gym activities, six students

were chosen based on the information collected through the various data collection

16
techniques to be the focus subjects for the duration of Brain Gym. They were observed

throughout the study and in order to triangulate findings the researcher collected different

sets of data. Check lists were used in order to compile information on an individual's

behavioral and academic achievement (See Appendices P & Q). Observations were

made to help complete the Behavior Chart. The researcher was watching to see if the

students were following the designated criteria; sitting still, maintaining eye contact, and

participating appropriately. Every five minutes for the entire thirty minute math lesson

the researcher would indicate on the chart if the student was following the criteria by

placing a "+" indicating that the student was achieving that behavior or a "O" indicating

the student was not achieving that behavior.

To collect data on academic achievement the informal assessment of checking for

understanding was used (See Appendices E, F, G, H: these are examples of sorting

buttons). Also see Appendices I, J, K, L (these are examples of fill in l OO's chart).

Formal assessments in the form of end of unit tests (See Appendix M, this is one example

of the three end of unit tests that were given throughout this study), were used at the end

of each unit. Throughout this study, three units were covered during the math lessons

and three end of unit tests were given. The collection of this type of data was helpful in

order to provide insight into each student's understanding of the material.

17
Data Matrix

Questions/ Data Source # 1 : Data Source #2: Data Source #3: Data Source #4:
Focus Check Lists End of class End of Unit Field Notes
Checking for Tests
Understanding

Behavior:
Is the student
sitting still, x x
usmg eye
contact, and
participating
appropriateIy?
Achievement:
Is the student
x x x x
. .

improvmg
his/her grades
after the
implementation
of Brain Gym?

Data Analysis

All of the information collected for this study was completed and reviewed by this

researcher. Triangulation of data was utilized in this research in order to increase the

validity of findings (Hubbard & Power, 2003). Students' comments during math class

were immediately recorded in writing. All student comments were recorded using the

verbatim principle, which is scribing exactly, word for word, what the student stated

(Hubbard & Power, 2003).

The behavioral and academic achievement checklists, end of class checking for

understandings, and end of unit tests were all thoughtfully reviewed for trends and

anomalies. To collect data on both academic achievement and behavior, field notes were

utilized (See Appendices N & 0). These notes helped the researcher formulate thoughts.

18
 After reviewing the data, generalizations were then developed to describe how the

use of Brain Gym impacted first grade students' attention and achievement in math class

in one urban classroom.

Brain Gym was conducted in a classroom and the exercises involved all students.

However, data was collected and analyzed on only six of these students. Findings cannot

be generalized to other settings or students, but can be used to create a deeper

understanding of the impact of programs such as Brain Gym in school settings.

19
 Chapter IV

Findings

Introduction

Throughout the process of this study, the researcher collected data from a variety

of sources including: check lists, end of class check for understanding, end of unit tests,

field notes, and photography. The purpose of collecting this data was to answer the

question: Does Brain Gym, a program of exercises that can potentially impact students'

attention and ability to focus and retain information, affect 1 st grade students' behavior

and achievement in math?

The researcher began reviewing the data once all collecting had ended. Upon

evaluating the information the researcher made generalizations based on what was found.

The following are these generalizations.

Generalizations

Generalization 1: Students who participated regularly in Brain Gym had higher

achievement levels in end ofunit tests, however these students also had higher overall
school attendance rates.

Looking at Graph 1 , which is a representation of all six subjects' attendance

during the Brain Gym study, it can be seen that Student D had perfect attendance

throughout the study. Looking at Graph 2, which is a representation of Student D's and

Student E's results from the three end of unit assessments, it can be seen that Student D

increased his score on end of unit assessments from the first to the third assessment.

Could Student D's perfect attendance during Brain Gym have been a contributing factor

to the increase?

20
 Similarly to Student D, Student E attended school 92% of the time while the

Brain Gym study was being conducted and increased her end of unit assessment score

steadily over the three assessments of understanding. Could Brain Gym again be a

contributing factor to the increase?

Looking at Graph 1, Student C only attended school 89% of the time while the

Brain Gym study was being conducted. Noting that and then looking at Graph 3, Student

C's second assessment received a zero because he was not present the day the assessment

was given. Although make-up assessments were given at a later date, it still seemed as

thought Student C could have done better if he had consistency in his attendance.

Although there is not a huge gap between 89% and 92% there is still a gap. And

Student E, being in school 92% of the time while the Brain Gym study was being

conducted, did in fact have a greater improvement in her assessments.

Graph 4 represents Student A's and Student B's scores on each of their three end

of unit assessments. Student A experienced a slight increase in scores while Student B

experienced an increase on assessment two and a decrease on assessment three.

School attendance may be the important factor in Student D and Student E

increasing their scores on end of unit assessments. This could be assumed based on the

information in Graph 1, Graph 2, Graph 3, and Graph 4.

21
Graph 1

Attendance During Brain Gym Study

·=
�
105%

B 100% Student A

<( 95% •Student B

...J

::> -
t> g 90%
o Student C
<( .cu
.... o Student D
85% •Student E
0 (/)

J9c:
QI

o Student F
C)
80%

..
QI

75%
u
QI

Students
a.

Graph 2

End of Unit Assesments

-g 100 1==���;.:=====��;;�=J]
� 80

&
-student D
w

60 +-----"--,---1
J9 -student E
�
�
40 +------<

� 20 +-------!

0 +-----�-----1
2 3

Assessments

22
Graph3

End of Unit Assessments

i 100 -r--��-==:::;;:::==
::::
= ;;--����-:-----:-
:; -j
� so --------.---.

j>
w

60 +------".---'.---1
--+-Student
�---�

C
-Student F
� 40 +-------'---*"---1
� 20 +------'..---"<--1
t:?

0 -+-----�----r--<
2 3
Assessments

Graph 4

End of Unit Assessments

i 80
90,......,.��,.,,,...�������,,.....,.����..,,,..,�

� 60 +------�--1
E 70 -1-------1-.==----"--------'"'-----'-----1
50 +----- --- ------=�--�
--+-Student A
�

E 40-1---�====-�...:.....--==----�
i 30 +------< -student B
t:? 20 +------!
� 10 +-------�
�

0 +------.---r--�
2 3
Assessments

Generalization 2: Student understanding of mathematical concepts increased from the

time Brain Gym was implemented to the time the post study analysis was conducted.
At the beginning of first grade, STAR Math Diagnostic Reports were completed

on each student. These reports were helpful in determining the level of understanding for

each student. The STAR Math program is conducted on the computer where the student

answers different types of math questions. The answers the student gives are then

analyzed by the computer and a print out of the results is given. On this print out, the

23
student is given a Grade Equivalent (GE) score, which informs the teacher of student

performance level.

Graph 5 is a representation of the selected six students Grade Equivalent score.

STAR Math was conducted on these students in September before Brain Gym was

implemented and in March during the post Brain Gym analysis. All six students either

improved their Grade Equivalent score or it stayed at the same level.

This graph shows that in September, before Brain Gym was implemented, five of

the six students were working well below the first grade level. Also from this graph it is

certain that after the March assessment and the Brain Gym study was completed that five

of the six students were working at the first grade math level. In fact, two students were

working above the first grade math level. For these students, based on this data, Brain

Gym had a positive affect on these students therefore increasing their Grade Equivalent

score.

It seems as though Brain Gym had the most impact on the low students. These

are the ones who were identified in the review of literature as having movement problems

and would in fact benefit the most from a program such as Brain Gym where physical

activities are being utilized.

24
Graph 5

Grade Equivalent Score on STAR Math

Diagnostic Report

Second <..1radc
I C\CI
-
c
Cl)
iii
-5 ! First Gradc-------­
df OJ.cn:I
Cl)�
'tJ I
l!
Cl • Septent>er
Kindcrl!,arlcn Report
l.cvd
A B C D E F a March
Report
Students

Generalization 3: An improvement in student behavior was seen after the

implementation ofBrain Gym.
When Brain Gym was first implemented, the six students who were selected to be

observed did not display all three criteria for good behavior. The three characteristics for

good behavior throughout this study were: sitting still, maintaining eye contact, and

participating appropriately during math time. However, each student began showing

signs of improvement over the three month period that Brain Gym was conducted in the

class room. For example, at the beginning of the study Student B had trouble

participating appropriately according to the guidelines set in place (See Appendix R).

Towards the end of the study Student B showed improvement in his behavior, based on

the Behavior Charts, leading to the conclusion that Brain Gym helped this student

behavior appropriately during math (See Appendix S).

Student D displayed inappropriate behavior at the beginning of the Brain Gym

study (See Appendix T). All three criteria: sitting still, maintaining eye contact, and

participating appropriately, were difficult for this student to achieve. At the end of the

25
Brain Gym study significant improvements were made in behavior by Student D as seen

on his check list (See Appendix U).

Based on the information from the check lists, it could be assumed that Brain

Gym was a contributing fact in helping Student B and Student D meet the criteria for

good behavior.

Generalization 4: Students genuinely liked the Brain Gym activities.

Based on the field notes the researcher collected during the Brain Gym study, it

could be concluded that the selected six students enjoyed using Brain Gym before math

time. Indications that the students were enjoying themselves were noted based on the

expressions that the students shared. When the teacher would announce that it was time

to do Brain Gym the students would make comments such as, ''Yes" and "I like doing

Brain Gym." Along with the positive comments about Brain Gym, these exercises also

signified that math was about to start. Comments such as, "That means it's math time"

were heard during Brain Gym activities. Not only were these students happy to be

performing the Brain Gym activities but they were also now beginning to be excited

about math time.

26
 Chapter V

Implications

Introduction

After generalizations were made from the data that was collected during the Brain

Gym study, the researcher was able to create implications surrounding the research

question. These implications are based on the information that was collected throughout

the study. The sources that were used to collect this information included: check lists,

end of class checking for understandings, end of unit tests, field notes, and photography.

Implications

• Gross and fine motor skills are important skills that have an impact on a student's

ability.

• Movement can be an important factor that could possibly contribute to a student's

improved learning.

• Brain Gym is a successful program that consists of simple and pleasurable

movements that helps improve student behavior and increases academic

achievement.

• Student attendance could be a contributing factor that could possibly impact a

student's ability to learning.

Questions for Further Research

• Do 1st grade math students enjoy using Brain Gym before math lessons?

• Does Brain Gym have an effect on the behavior and academic achievement of

students if it is performed before science or another subject area?

27
• If Brain Gym is conducted in a classroom from the beginning of the year to the

end of the year would there be greater improvement in academic achievement and

behavior?

• How would Brain Gym compare to another form of physical movement? Would

this other from of physical movement impact students' behavior and academic

achievement?

• Would the students' behavior and academic achievement improve if they were

allowed to create and implement their own Brain Gym activity?

• If Brain Gym was introduced to an older age group would there be different

results in academic achievement, behavior, and feelings towards the program?

• If a classroom studied the same material but half of the students were exposed to

Brain Gym and the other half was not, the control group, would there be any

significant differences between the two group's academic achievement and

behavior?

28
 Page J of2
Appena1x A
CITI Modules

(.' ff J Course in The Protection of Human Research Subjects

Friday, August 26, 2005

CITI Course Completion Record
for Beth Ramsperger

To whom it may concern :

On 812Br2005, Beth Ramsperger (username=earamsperger0033) completed all

CIT/ Program requirements for the Basic CIT/ Course in The Protection of
Human Research Subjects.

Leamer Institution : College at Brockport

Learner Group: Group .2

"
Learner Group Description: This Group is appropriate for faculty, staff,
graduate students and undergraduate students completing thesis or independent

modules applicable to your research:

study projects. In addition to the required modules, complete any of the following

research with prisoners,

Research with childmn,

Research in public and elementary schools,

International msearch,

Internet research).

Questions? Send an email to the institutional coordinator at

cdonalds@brockport. edu

C ontact Information:
Gender: Female
Department: Ed ucation
Wh ich course do you plan to take?: Social & Behav ioral Investigator Course
Only
Role in human subjects research: OTHER
Email: earamsperger0033@yahoo.com
Office Phone: 585-749- 1 972

Date
Th e Required Modules for Group .2 are: c omplete d

29
CKTI Module� Page 2 of 2

Introduction 08/25/05

History and Ethfcal Principles - SBR 08/25/05

Defining Research with Human Subjects - SBR 08/25/05

The Regulations and The Social and Behavioral Sciences - 08/25/05

SBR

Assessing Risk in Social and Behavioral Sciences - SBR 08/25/05

I nformed Consent - SBR 08/26/05

Privacy and Confidentiality - SBR 08/26/05

SUNY College at Brockport 08126/05

Date
Additional optional modules completed : completed

For this�Completion Report to be valid, the learner listed above must be

affiliated with a CITI participating institution. Falsified information and
u nauthorized use of the C ITI course site is unethical, and may be considered
·

scientific misconduct by your institution.

Paul Braunschweiger Ph. D.

Professor, University of Miami
Director Office of Research Education
CITI Course Coordinator

30
 Appenmx o

Human Subjects
SUNY Brockport
Elizabeth A. Ramsperger

1) The objective of this research is to see if Brain Gym, a program of

exercises that can potentially impact students' attention and ability to focus
and retain information, can affect 1 st grade students' behavior and
achievement in math.
Students who have difficulty focusing on math also have difficulty
retraining information and building skills. The purpose of this research is to
explore whether adding a brief period of Brain Gym exercises to the
morning routine prior to math will have an affect on students' on-task
behavior and engagement, and therefore impact achievement in math.
Research will be conducted in three different segments. The first
segment will be a 2 week long period to observe the students' during math
before Brian Gym is implemented.
The second segment will be introducing Brain Gym the entire class
and implementing it. This segment will last three months and the students
will participate in Brain Gym activities before each math lesson.
The last segment in this process will be a post Brain Gym assessment.
During this time Brain Gym will continue but the researcher will be looking
for signs of improvement, both behaviorally and achievement wise. This
will last two weeks.
In order to assess students' behavior and achievement two different
resource sheets will be utilized.

2 & 3) Twenty-one students will be participating in Brain Gym but

only six students will be observed and assessed on their behavior and
achievement using the two different resource sheets. These six students' ·
will be chosen using a stratified random sampling procedure; two high
achieving math students, two average achieving math students, and two
struggling math students. at random and will not be aware that they have
been chosen. Two students from each the high, middle, and low
achievement area will be chosen.

4) NIA

5) NIA

31
 rtppt:nmx p

6) The expected start date for this research will begin upon approval
from Institutional Review Board. The completion date for the project will
depend upon the start date, but no later than June, 2006.

7) Attached are copies of the two different resource sheets that will be
utilized throughout the research process.

8) Attached is a copy of my completion of the online training course.

9) Twenty-one students will be participating in Brain Gym but only six

students will be observed and assessed on their behavior and achievement
using the two different resource sheets. These six students' will be chosen
using a stratified random sampling procedure; two high achieving math
students, two average achieving math students, and two struggling math
students. In order to guard their confidentiality codes will be used in place
of student names.

1 0) Attached is a copy of informed consent.

1 1) Attached is a copy of permission to conduct this research.

1 2) NIA

32
 Appendix C

NA THANIEL HA WTHORNE SCHOOL #25

965 N. Goodman Street
Rochester, NY 14609
(585) 288-3654/(585) 654-1074-fax

Rochester City School District

To Whom It May Concern:

'! �osal and give my permission for the

I have read the following researc
research to be done at School #� pending approval by the Human
Subjects Committee at SUNY Brockport.

Proposal Title:
t
The A-fferis of Movement oo J� 6rod ers
-1

�e.bav \ o r a.rd A c.h1evemerrt 10 Mo.-fu.

Researcher:

/
,,.·
·lj)
,.
/'J·

33
 Appendix D

Date

Dear Parent(s) and/or Guardian,

Beginning soon our I st grade class will be doing exercises before math
that will last approximately five minutes. We call these exercises Brain
Gym because it gets our minds ready for math. Brain Gym is a simple and
enjoyable way to make learning easier. It has been used in many classrooms
all over the United States to help students focus and be more attentive during
seat work.
While we use Brain Gym in our classroom, I would like to observe
students' performance in math to see if the brief exercises help them focus
and maintain attention for longer periods of time. I would like to use these
observations as a part of my Masters research project at SUNY Brockport.
No child's name will be used in this process, and no math activities or
grades in math will be affected by your child's participation. However, I do
need your permission to include observations of your child's attention
during math following the Brain Gym exercises.
Please return the bottom portion of this form to school with your child
if you agree to let me record observations of his/her attention level in math
to see if children are more attentive after exercise. Thank you for you
support.
Sincerely,

Miss. Ramsperger

I have read this letter and agree to let my child's performance in math be
evaluated for Miss. Ramsperger's research.

Child's Name

Parent(s) and/or Guardian Signature

34
 Appendix E ;

Appendices F, G, and H are samples of just one of the many checking for

understandings that were conducted throughout the Brain Gym study.

This checking for understanding was based on an activity for sorting. The

objective was for the students to take a pile of 20 or so buttons and sort them into two

different piles. The ways they sort the buttons were entirely up to the individual student.

The purpose of this checking for understanding was to see if the students were able to

apply their knowledge of how to sort and be able to use that knowledge to sort buttons.

35
 ..
•.
.
'

.,
.

\ .

------ -------- --�--'---

.
·
· ·· · �·· · ·-- - ------

'

· :i�
,�'t.· 1�
:·;--· ,' . r ' . .
_

-
.

·, • f·

;;

. ..,.. . ..
'

· ·
.

:
'

..
,, . ·· ' .
' .
. ·. ·
.
. '•

. 1· �. .
.

-.·
'
.
' :
•
,
I

.. .
'

. I

,,,...-.

.
tr \S
�
(

.
. -I-·· ...
\

'\ .

..
..
.
.
..
.
.,,#"'"
.,,.
,,
./ ·-· .. ·· - .. -- -- .. - · ·· _ _ _ _ .. - - - · ·

I-....
Q . . ..,
,,.,, .··,

-- · '
. ......
. .I

!� ....
.

:-:..·���
..
..

,,..:. �I
..

36
 . (

'1
•

...· lit

CT-
...
•

\
. "• ••• -
-·

,,

�.
.L

. ..
;. 1 ' ·, .

;, •

' .

37
 ppendix H

. - . - -- .
. . ·- - .. .. .

. ,

• '

•
·� . .
\,. - -

rs I
I

.c1
I
I (__,' l. .
./
. . -- ,/'
. _ . ..

,
.
··

38
 Appendix I

Appendices J, K, and L are samples of just one of the many checking for

understandings that were conducted throughout the Brain Gym study.

This checking for understanding was based on an activity of counting to the

number 1 00. The purpose of this checking for understanding was to see if the students

could apply their knowledge of how to count to 1 00 and use that knowledge to help them

fill in the blank numbers on a l OO's chart up to 1 00.

39
 I 2 3 4
)G
7 8
•'
9 10

11 12
� 14 15 16 17 18
J1R 20

' ��-
21 22 23 24 27 28 29 30
J�

31
' 3 hf � .....
33
'
34
'
35
'
36
'
37
•
-� 39
'
40

41
•
�2 il3
� IJ ' 16 �7 :18 �9 50

51 St_ 53 54 55 56 57
'Sg 59 60

61
•
62
•
63
•
�w
- -- , (JG
65 67 68 69 70

71 72 73 74 75 76 78 79
11 80

81 �� 1
I
83 84
b� 86 87 88 89 *o
( Ou
I

91 92 3 .b 94 ·e c;
t. .../
96 97 98 99
1] .

40
 rtppt:UUIX 1\..

I �
.I

2 3 4
5 7 8 9 10

'\'.'
. . . /\ . .
,
. \ �
"" '

. r�
·-

-- -
J
· ' ..� .

\j
.,,..

\
...,

11 12 14 15 16 17 18 20 .

;
"

JI.... ...
�· I •

�
•

21 22 23 24
, �,�.. )I
2a . 27 28 29 ) 30

31
32
33 34 35 36 37
'
ic .
\....) ( . '
I
39 40

q-4 ��
41 42 43 46 47 48 49 50
.

51 j2 53 54 55 56 57
�� 59 60
,

G -t G�
'

61 62 63 65 67 68 69 70

ll
71 72 73 74 75 76 78 79 80

10
;·
t.,�
.. : ·

81 (
· - -·

� /
. -,

) . .
J
83 84
;).J 86 87 88 89

kt·
._ ...

u, .
n --
/'

,�
!

lJ
91 92 94 96 97 98 99
�
!

..
""'\

>:;{.I

41
 ... ....t".t'_.............. � .. ......

•
,
1 '- I
'

I .. 2 1
,3 4
C!- b 1 8
� '� -
4l ----
·.

It 1.2 .l J 14 15 16 17 rn-
-�� 20

2. 1 22 23 24 2� 2{; I/
27 28 29 30

';
31
3;
- L-
33 34 35 36 37
- _5 d 39 40

41 42 43 4-4 4-"1: ""'

46
•.
47 48 49 50

51
�� loo.
53
•
54 55 56 57 sa 59 60

61 62 63 6 tr 65 �0 67 68 69 70
I

71 72 73 74 75 76 77 78 79 80

81 �) : 83 84 DS
0 . ,'
86 87 88 89 q(}
,I

91 92 I ').
,' 1.:...- l 94 (
;
'
'...�··
96 97 98 99 (cD
'-
, •••-> ••.••

'

42
Name: -------

0 ate: ------

Math Assessment

Place Value :

1. tens --
ones

D
D
D

2. --
tens --
ones

D D
D O D
D D

43
3. __ tens --
ones

4. tens o nes

D D
D D
D D
D D

44
 Appen01x lVl

Quick I mages
Write the n u mber you think is the Qu ick I mage you see .

5. -----

6.

7.

8. -----

Skip Cou nting

9. Conti n ue with the n ext n u mber

45
 Appendix M

1 0. Draw more cou n ters so that you have 1 3 i n all.

0
0
0 0
0

46
 rtppemilx l'!

dur� ' /1 �y 1 1 ;
., .... ,

01Jsr1r vcrh on s /.�: (

Studenf A= ' a loot of 3nincue..

0 n ecK ro lls cion f cippear
to hLlr t /t J.rn
' " Hus J1 urts ''
'\ I te l l h ilYl to stop bLA.-t Lu�n h e
se e s ofuQ.r studeJ)h enj oy '• () �
he c ont-i n u e s \r\ i s nee k' ro l fs
w i th o �m 1 le

St-uden + c �mi le.

a Jar�
ne!J.hbor
=

' cho+J-Vi3 wi th
buf c onhn ue s w 1 f1L
<2X e r c 1 se .
o..ppe ar s fo he VJJ oY '5
•
I

mo ve m e.;1 fs

While Closs ::: {l/�d 1 1

I e.ven1om
rm;oyed tASJJ. 1?Jr{lf1J t!J:7 OJtd
1/u sfudmf res;xma '- UJUJ � over 4.Jhehm5
yes _J ( Sorn e thwn bs up too .I )

47
 Obser va. -h01Js dun0J mOLfh /
.
� stu deA-f
I

13 = • ScJ qw e f _lo dc:J .

·

• lier po.rson�ldz-1 1 s q u 1 ef
Wh1Ch � d Jho.rd
for h er, fo parhc ipo. k
som a htYJ e s

1I
• fjfl con � f (jocxl /
t
! Slude.JL+ F 9wff
.;ara1Ses rare!J
= •

f h and

i ::/r;
• , p flCipaJe
ca fft<Jf. �n
s w!Lv._
I
.t
j
!

- - -- · . · - ·· : · -· .... .

48
 .n.ppvUUlA r

Date:

Behavior Chart
Two "low" math students, two "middle" math students, and two "high" students were chosen to
be observed throughout the research process.
Each math lesson will last 30 minutes. The students will be observed five times (every five
minutes) during the lesson. They will be observed for the following criteria; sitting still, eye
contact, and appropriate participation. A (+) indicates meeting criteria and a (0) indicates not
meeting criteria.

Student : Status:
t d
�������

1s 2n
3rd 4th 5th
5 minutes 5 minutes 5 minutes 5 minutes 5 minutes

Sitting Still

Eye Contact

Appropriate
Participation

49
 Academic Achievement Chart
Two "low" math students, two "middle" math students, and two "high" students were chosen to
be observed throughout the research process.
Each math lesson will last 30 minutes. The students will be assessed at the end of each lesson.
Assessments will be one question to be answered orally or in writing based on the lesson
objective. If the student understood the concept being taught they will receive a three, if they
partially understood the concept they will receive a two, and if they had no understanding of the
concept, they will receive a one.

Student "Status" Academic Achievement

A Low

B Low

'

c Middle

D Middle

E High

F High

50
 AppenelIX l{

Date:

Behavior Chart
Two "low" math students, two "middle" math students, and two "high" students were chosen to
be observed throughout the research process.
Each math lesson will last 30 minutes. The students will be observed five times (every five
minutes) during the lesson. They will be observed for the following criteria; sitting still, eye
contact, and appropriate participation. A (+) indicates meeting criteria and a (0) indicates not
meeting criteria.

II I \\
Q
_,, : .
Student: __� Status: MJ\;
- ·

.. �------

t
1s 2 nd 3rd 4th 5th
5 minutes S minutes 5 minutes 5 minutes S minutes

Sitting Still
+

Eye Contact
() 0

Appropriate
Participation

51
 Appendix S

Date:

Behavior Chart
Two "low" math students, two "middle" math students, and two "high" studenW<were chosen to
be observed throughout the research process.
Each math lesson will last 30 minutes. The students will be observed five times (every five
minutes) during the lesson. They will be observed for the following criteria; sitting still, eye
contact, and appropriate participation. A (+) indicates meeting criteria and a (0) indicates not
meeting criteria.
"\
Student : __ ...,.�_·)_.
_____ Status:
t
1s 2 "d 3rd 4th 5th
S minutes S minutes S minutes 5 minutes S minutes

'·'t·� �;r i"'· ·j

Sitting Still ' f� r

'f t«l- �''t

Eye Contact
--+ 't

App ropriate

0 '"''\+;� �i·t4 .��

Participation
·'�'-r • �

52
 Appendix T

Date:

Behavior Chart
Two "low" math students, tWo "middle" math students, and two "high" students were chosen to
be observed throughout the research process.
Each math lesson will last 30 minutes. The students will be observed five times (every five
minutes) during the lesson. They will be observed for the following criteria; sitting still, eye
contact, and appropriate participation. A (+) indicates meeting criteria and a (0) indicates not
meeting criteria.

Student: �---"
=-
�D
" ��������
Status:
1 st 2 nd 3rd 4tb 5th
5 minutes 5 minutes 5 minutes S minutes S minutes

(ir�.
,��, 0.
Sitting Still ·,
t�·I 0 0 . '· ·�J

Eye Contact
•r•t 0 () 0 0

Appropriate
Participation
0 i)
•·

�-..,, t)
.
''"/
0 t:J
�""1�

53
 Appendix U

Date:

Behavior Chart
Two "low" math students, two "middle" math students, and two "high" students were chosen to
be observed throughout the research process.
Each math lesson will last 30 minutes. The students will be observed five times (every five
minutes) during the lesson. They will be observed for the following criteria; sitting still, eye
contact, and appropriate participation. A (+) indicates meeting criteria and a (0) indicates not
meeting criteria.

Student : __ .D
�··
_ _____ Status :
t
1s 2 nd 3rd 4th 5th
5 min utes S minutes S minutes 5 minutes 5 minutes

Sitting Still
0�1,...
�
·:.��· "'t'i'.' ,,;1� �
·Cfi;f. "
r;;
l

Eye Contact �t·� '.�tw .,.,yt\1\1'..· "'l�..

. e'<'
,. •�
·if-'

Appropriate

() ' 'f"' "it'f :wa•

Participation : i' • .

-�;.t;.;•

54
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56