Texas School for the Blind and Visually Impaired - … · Web viewWe have a brain for one reason...
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Texas School for the Blind & Visually Impaired Outreach Programs www.tsbvi.edu | 512-454-8631 | 1100 W. 45 th St.| Austin, TX 78756 2018 Texas Focus: On the Move! NeuroMovement®: Transcending our vision of what is possible for the visually impaired child Friday, March 2, 2018 9:00 AM – 12:00 PM Presented by Anat Baniel, Founder of Anat Baniel Method© and Author of Kids Beyond Limits [email protected]
Transcript of Texas School for the Blind and Visually Impaired - … · Web viewWe have a brain for one reason...
Texas School for the Blind & Visually ImpairedOutreach Programswww.tsbvi.edu | 512-454-8631 | 1100 W. 45th St.| Austin, TX 78756
2018 Texas Focus: On the Move!
NeuroMovement®: Transcending our vision of what is possible for the visually impaired child
Friday, March 2, 2018
9:00 AM – 12:00 PM
Presented by
Anat Baniel, Founder of Anat Baniel Method© and
Author of Kids Beyond Limits
Developed for
Texas School for the Blind & Visually Impaired
Outreach Programs
NeuroMovement®: Transcending Our Vision of What is Possible for the Visually Impaired ChildAnat Baniel, Author of Kids Beyond Limits
and Founder of the Anat Baniel Method
Slide 2:
Figure 1 Anat Baniel Method logo
Slide 3:NeuroMovement®: Transcending Our Vision of What is Possible for the Visually Impaired Child
Slide 4:The Power of Movement and Brain Plasticity to Drive Learning and Change and Open New Possibilities
Slide 5:The first 75 minutes of this presentation will be mostly lecture then, after a 15 minute break, there will be 90 minutes in a workshop format to experience and learn ways to implement the principles presented in the lecture
Slide 6:Some of what we will present you may know and already apply, some of it will be novel;
The role of movement, neuroplasticity and the 9 Essentials, and their application is what we are here to offer
2018 Texas Focus – NeuroMovement – Baniel, A. and Sharp, N.Page 1
Slide 7: What is NeuroMovement®? NeuroMovement® is a systematic approach to communicating with
the brain through its primordial language – movement– that awakens the remarkable capacity of the brain to create new connections and new possibilities
Upgrading the QUALITY of the functioning of the brain itself transforms the field of possibilities, going beyond what would otherwise be available
Slide 8: What is NeuroMovement®? The brain’s initial formation of capabilities, and its initial grasp of
cause and effect, come through processing the sensations and experiences resulting from movement
NeuroMovement® is implemented in “brain-friendly” ways, i.e., harmonious with conditions that drive positive brain change; and it is applicable throughout the life course
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Slide 9: The Nine Essentials
Figure 2 Image of the brain which rests under the nine essentials listed below.
1. Movement with Attention2. Slow 3. Variation4. Subtlety5. Enthusiasm6. Flexible Goals7. The Learning Switch8. Imagination and Dreams9. Awareness
Slide 10:We have a brain for one reason and one reason only -- that’s to produce adaptable and complex movements. Movement is the only way we have of affecting the world around us… I believe that to understand movement is to understand the whole brain. And therefore it’s important to remember when you are studying memory, cognition, sensory processing, they’re there for a reason, and that reason is action. Daniel Wolpert, Neuroscientist
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Slide 11:
Figure 3 Photograph of Albert Einstein
Nothing Happens Until Something Moves
Albert Einstein
Figure 4 Photograph of Moshe Feldenkrais
Movement is Life, Without Movement Life is Unthinkable
Moshe Feldenkrais
Slide 12:Movement is the language of the brain
Anat Baniel
Slide 13:Let’s experience a NeuroMovement® lesson:
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Slide 14:TML #1
Your Toes are not so Far Away
Slide 15: Do the movements: Gently – no stretching or forcing Slowly Go only as far as comfortable and avoid pain Pay attention to what you feel as you move
Slide 16: What just happened?Slide 17:The way your brain organizes your movement has changed –
Your brain has changed.
Slide 18:Let’s watch the brain of a child with severe visual impairment brain change through NeuroMovement®
Slide 19:Video of Carter
6 years old Diagnosis – Cerebral Palsy Legally Blind
Slide 20: Video Slide 21:Not all children will become seeing ones, however, those who do see some will probably improve through the NeuroMovement® principles
Slide 22:The brain can change, what is called neuroplasticity, throughout life
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Slide 23:Change for what purpose?
Slide 24:To answer that we need to ask; “What is the ‘job’ of the brain?”
Slide 25:The “job” of the brain is to put order into the disorder, to make sense of the nonsense
Slide 26:The brain is an information system
Slide 27:The mechanical modelVideo of baby playing with blocks
Versus an information modelVideo of dancer
Slide 28:What is the source of information?
Slide 29:Stimulation?
Slide 30:Stimulation is a necessary but not sufficient condition
Slide 31:Information = the perception of a difference (signal to noise ratio)
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Slide 32:This is where enormous opportunity lies for the child with visual impairment
Slide 33:Information = the perception of a difference (signal to noise ratio)
Slide 34:If a difference is not perceived it does not exist - there is no new information
Slide 35:Perception of differences leads to differentiation, ie, creation of new connections which open the opportunity for integration of new patterns
Slide 36: The Underlying Process of Learning Discrimination Differentiation Integration
Slide 37:
Figure 5 A large, blue, rectangle with a very small rectangle on top and centered. A medium size rectangle touches the top left corners of both the large and small rectangle forming a white triangle between the three shapes.
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Slide 38:
Figure 6 Six blue rectangles of various sizes are scattered randomly.
Slide 39:
Figure 7 Many random blue shapes of varying small sizes are scattered with no discernable pattern.
Slide 40:
Figure 8 A number of small blue squares and rectangles of different sizes form an abstract image something like a bird.
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Slide 41:
Figure 9 More small blue squares and rectangles form an abstract image of a duck.
Slide 42:
Figure 10 A less abstract image of a duck made from the blue squares and rectangles.
Slide 43:
Figure 11 A blue solid shape of a duck.
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Slide 44: Let’s look at this process againSlide 45: Discrimination
Figure 12 A large, blue, rectangle with a very small rectangle on top and centered. A medium size rectangle touches the top left corners of both the large and small rectangle forming a white triangle between the three shapes.
Slide 46: Initial Differentiation
Figure 13 Six blue rectangles of various sizes are scattered randomly.
Slide 47: More Differentiation
Figure 14 Many random blue shapes of varying small sizes are scattered with no discernable pattern.
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Slide 48: Even More Differentiation
Figure 15 A number of small blue squares and rectangles of different sizes form an abstract image something like a bird.
Slide 49: Beginnings of Spontaneous Integration
Figure 16 More small blue squares and rectangles form an abstract image of a duck.
Slide 50: Further Integration of Increasing Differentiation
Figure 17 A less abstract image of a duck made from the blue squares and rectangles.
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Slide 51: Grooving in of New Skill
Figure 18 A blue solid shape of a duck.
Slide 52: Same Elements (Neural Networks) Can be Used for Another Skill
Figure 19 A number of blue squares forming an abstract image of a cat.
Slide 53: Reshowing of Video of Carter 6 years old Diagnosis – Cerebral Palsy Legally Blind
Slide 54: VideoSlide 55:Discrimination and Differentiation seem to be the “orphans” of the process in many of the clinical and theoretical frame works
Slide 56:The focus is frequently on the final desired outcome, which is the integration phase
Slide 57:The question is: The integration of what?
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Slide 58:We can only integrate elements into new neural networks (skills) with the current achieved level of differentiation
Slide 59:Before there can be differentiation there needs to be perception of differences
Slide 60:Demonstration of the power of perception of differences
Slide 61: Video of Spencer5 years old on the Autism Spectrum, still wearing diapers as wets his pants
Slide 62:Video
Slide 63:Spencer was fully potty trained from this time on
Slide 64:Each of the 9 Essentials wakes up the brain and potentiates it to perceive differences better and faster
Slide 65:In other words the Essentials are powerful drivers for positive brain change and learning
Slide 66:The brain of the child with visual impairment works the same way that any other brain works
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Slide 67:The Essentials can be used to help the brain of the child with visual impairment overcome the real challenges that their condition creates in the motor, cognitive and interpersonal levels
Slide 68: The Nine Essentials
Figure 20 Image of the brain.
1. Movement with Attention2. Slow 3. Variation4. Subtlety5. Enthusiasm6. Flexible Goals7. The Learning Switch8. Imagination and Dreams9. Awareness
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Slide 69:Over many years of working with adults and children with transformational outcomes that were not supposed to happen, I kept asking myself:
“What is happening in the brain?”
“What about what I do works?”
The 9 essentials are the eventual answer
They now are validated by brain plasticity research.
Slide 70:“Scientists have defined the “rules” governing brain plasticity. Anat Baniel, working in parallel along a completely different path, has defined almost exactly the same rules and interprets them in practical and understandable human terms as the Nine Essentials that should contribute richly to clinical intervention.”
Michael Merzenich, PhD, Neuroscientist, Member of the National Academy of Sciences, Winner of 2016 Kavli Prize
Side 71: Movement with Attention
Figure 21 Photograph of a adults doing floor exercises on mats.
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Slide 72:
Figure 22 Photograph of Albert Einstein
Nothing Happens Until Something Moves
Albert Einstein
Figure 23 Photograph of Moshe Feldenkrais
Movement Is Life, Without Movement Life Is Unthinkable
Moshe Feldenkrais
Slide 73: Movement is the language of the brain
Anat Baniel
Slide 74:Professor Daniel Wolpert
Systems and Cognitive Neuroscience
Cambridge University
Slide 75:Video
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Slide 76:
Figure 24 Graphic drawing of the brain
1,800,000 New Connections Per Second
Figure 25 Drawing of a neuron
Slide 77: Quincey – 2 years old Pitt-Hopkins syndrome Genetic disorder Developmental delays, seizures Quincey moves but cannot sit unsupported without falling
Slide 78: Quincey – 2 years oldVideo
Slide 79:After this lesson she was more stable, using her back better sitting taller and with better balance
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Side 80:
Figure 26 Photograph of a turtle
Slow
Slide 81:Fast we can only do what we already know
Slide 82:
Figure 27 A large soap bubble floats down to an outstretched hand.
Subtlety
Slide 83:Reduction of effort, force, and intensity increases sensitivity and ability to perceive differences
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Slide 85: Variation
Figure 28 Photograph of two men in a market stall that is filled with many different rugs.
Slide 85: Video of Lucas D 4 years old Diagnosis – Cerebral Palsy with Cortical Visual Impairment
Slide 86:Video
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Figure 29 A colorful quilt made up of many faces constructed from different fabrics.
Slide 87: Enthusiasm
Figure 30 Photograph of Albert Einstein riding a bicycle.
Slide 88: Flexible Goals
Figure 31 A toddler balances on his side with a leg extended into the air.
Slide 89: The Learning Switch
Figure 32 A photograph of a lightbulb.
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Slide 90: Imagination
Figure 33 Drawing of a space shuttle launch.
Slide 91: Awareness
Figure 34 Image of Rodin's sculpture, The Thinker
Slide 92: Two brains become one
Slide 93: Going with the system
Slide 94: From FIXING to CONNECTINGSlide 95:
Quincey – 2 years old Pitt-Hopkins syndrome Genetic disorder Developmental delays, seizures Quincey moves but cannot sit unsupported without falling
Slide 96:Quincey – 2 years old
2018 Texas Focus – NeuroMovement – Baniel, A. and Sharp, N.Page 21
Slide 97:After this lesson she was more stable, using her back better sitting taller and with better balance
Slide 98:In the workshop section of this presentation we are going to be looking into ways to apply NeuroMovement® and the 9 Essentials to a number of typical challenges for the visually impaired child
Slide 99: What is NeuroMovement®? NeuroMovement® is a systematic approach to communicating with
the brain through its primordial language – movement– that awakens the remarkable capacity of the brain to create new connections and new possibilities
Upgrading the QUALITY of the functioning of the brain itself transforms the field of possibilities, going beyond what would otherwise be available
Slide 100: What is NeuroMovement®? The brain’s initial formation of capabilities, and its initial grasp of
cause and effect, come through processing the sensations and experiences resulting from movement
NeuroMovement® is implemented in “brain-friendly” ways, i.e., harmonious with conditions that drive positive brain change; and it is applicable throughout the life course
Slide 101: The Nine Essentials
Figure 35 Image of the brain
1. Movement with Attention
2018 Texas Focus – NeuroMovement – Baniel, A. and Sharp, N.Page 22
2. Slow 3. Variation4. Subtlety5. Enthusiasm6. Flexible Goals7. The Learning Switch8. Imagination and Dreams9. Awareness
Slide 102:
Figure 36 Photograph of Albert Einstein
“There are only two ways to live your life. One is as though nothing is a miracle, the other is as though everything is a miracle.”
-Albert Einstein
Slide 103: Expect miracles!Slide 104:Join us on LinkedIn www.linkedin.com/company/anat-baniel-method
LIKE us on Facebook to connect with others & receive special offers:
www.facebook.com/anatbanielmethod
Follow us on Twitter: www.twitter.com/anatbaniel
Slide 105:View free videos: www.youtube.com/abmethod
2018 Texas Focus – NeuroMovement – Baniel, A. and Sharp, N.Page 23
Share your feedback on our blog: www.anatbanielmethod.com/blog
Slide 106:
Figure 37 The cover of Kids Beyond Limits
Slide 107: Move into Life: The Nine Essentials for Lifelong Vitality
2018 Texas Focus – NeuroMovement – Baniel, A. and Sharp, N.Page 24
Slide 108:www.anatbanielmethod.com
415 – 472- 6622
2018 Texas Focus – NeuroMovement – Baniel, A. and Sharp, N.Page 25
Texas School for the Blind & Visually Impaired
Outreach Programs
Figure 38 TSBVI logo
Figure 39 IDEAs that Work logo and US Dept. of Education OSEP disclaimer
2018 Texas Focus – NeuroMovement – Baniel, A. and Sharp, N.Page 26
