Title of Course (45 hours): EFFECTS OF THE MIND-BODYCONNECTION ON LEARNING

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1 LILIE, LLC Course Information Copyright Notice The information below is proprietary information of LILIE, LLC and subject to copyright laws and restrictions. Access to this content is licensed solely to teachers seeking to evaluate it as a professional development option. LILIE, LLC reserves the right to revise the content and will pursue all available legal remedies for misuse of the content herein. Title of Course (45 hours): EFFECTS OF THE MIND-BODYCONNECTION ON LEARNING Course Description: The Mind-Body Connection has a profound effect on an individual s learning. The mindbody connection can be explained as the physical and mental connection between our existence and how we perceive the world. Some researchers believe that the mind is a result of electrical activity in the brain. Others believe the mind exists outside of the body and affects the brain, causing the electromagnetic activity that we can observe with technology. This course will focus on Contemporary Mind-body Perspectives, the Emotion s Effect on the body, how the mind and body are functionally inseparable, how thought affects physiology, how to harness the power of positive attitude, unconscious and conscious awareness, responsibility and creative intelligence, core beliefs and seed thoughts, emotion and the body s language, mental projections and expectations, interpersonal versus intrapersonal communication, body messages, technological feedback, brain- body integration, how the brain and body communicate, the stress response, the relaxation response, the subconscious mind and behavior, how exercise, physical fitness, nutrition, and sleep affect learning, how a healthy body fosters a healthy mind, and how to improve the capacity to learn. Overall Course Objective and Expectation(s): -Teachers will examine the correlation of nutrition and learning in their students. -Teachers will examine the correlation of physical fitness and learning in their students. -Teachers will examine the correlation of sleep and learning in their students. -Teachers will examine the correlation of the stress response and learning in their students. -Teachers will explore the integrative knowledge of contemporary mind-body perspectives and learning. -Teachers will gain the capacity to create awareness regarding Interpersonal versus intrapersonal communication in their classroom environments through the content of this course. -Teachers will develop insights into identifying how emotions affect the body -Teachers will explore various methods in harnessing the power of positive attitude

2 Course Instructional Materials: All courses maintain a fully developed and dynamic webpage that houses all resources, reference material and various other required informational texts, videos and alike that is both active and relevant to course objectives and content. Course web pages are routinely updated to reflect most current research and available readings therefore instructional materials used to teach course objectives are subject to change. Instructor Consultation and Interaction: Real time consultation and instruction is provided through the LILIE, LLC discussion boards for each course/classroom on a daily basis. Suggested Readings (subject to change): Pert, Candace, Molecules of Emotion: Why You Feel the Way You Feel, Simon & Schuster, New York (2007). * Hannaford, Carla, The Dominance Factor: How Knowing Your Dominant Eye, Ear, Brain, Hand & Foot Can Improve Your Learning, Great Ocean Publishers, Arlington, VA (2007). * Promislow, Sharon, Making The Brain Body Conection,Kinetic Publishing, West Vancouver, BC, Canada (2008). Hannaford, Carla, Smart Moves: Why Learning is Not All in Your Head, Great Ocean Publishers, Arlington, VA (2005). Hannaford, Carla; Shaner, Cherokee; Zachary, Sandry; and Grinde, Linda, Education in Motion, Edible Elephant Publications, Honaunau, Hawaii (2001). Hartley, Linda, Wisdom of the Body Moving: an introduction to body-mind centering, North Atlantic books, Berkeley, CA (2005). Proof of Course Completion: LILIE, LLC is committed to assuring that enrollees fully participate in and receive the educational benefits contemplated by the course. Enrollees must demonstrate participation by making detailed postings designed to foster dialogue among colleagues and instructors. These enrollee postings must be made four times each week in separate sessions. Enrollees will be required to submit a detailed log documenting at least 45 hours of course work, including discussion board posts, and will be required to apply information and strategies acquired from the course content to weekly classroom instruction. Attempts to falsify logs or discussion board entries will result in denial of credit and a report to the enrollee s employer.

3 Scope & Sequence/Weekly Topics and Objectives Week I Topic(s): Nutrition and Learning Physical Fitness and Learning Sleep and Learning Stress response Relaxation response Objectives: -Teachers will examine the correlation of nutrition and learning in their students. Teachers will examine the correlation of physical fitness and learning in their students. Teachers will examine the correlation of sleep and learning in their students. Teachers will examine the correlation of the stress response and learning in their students. Teachers will examine the correlation of the relaxation response and learning in their students. Impact on Classroom Instruction: Teachers will gain insight of how to identify the importance of nutrition, sleep, physical fitness, and relaxation with regard to learning among adolescents. Learner Outcomes: As a result of our assignments this week teachers will be able to: Identify the important physiological components that are integral to learning. Analyze the correlation of nutrition and learning among their students. Evaluate the correlation of physical fitness and learning among their students. Analyze the influence of sleep and learning among their students. Identify the influence of the stress response and learning among their students. Identify the influence of the relaxation response and learning among their students. Assessment of Understanding and Learning/ Weekly Assignments (including but not limited to posting requirements set forth by LILIE LLC): Week #1 Day #1 introduce self and respond to classmates postings Week #1 Day #2 Students will read the assigned articles on the impact of nutrition and learning. Students will write and explain how proper nutrition and healthy food choices impact student learning in a narrative format. Students will select at least one peer post and comment.

4 Week #1 Day #3 Students will read the assigned articles on the impact of physical fitness and learning. Students will write and explain how adequate physical fitness impacts student learning in a narrative format. Students will select at least one peer post and comment. Week #1 Day #4 Students will read the assigned articles on the impact of sleep and learning. Students will write and explain how adequate and inadequate sleep impact student learning in a narrative format. Students will select at least one peer post and comment. Week #1 Day #5 Students will read the assigned articles on the impact of the stress response and learning. Students will write and explain how the stress response impacts student learning in a narrative format. Students will select at least one peer post and comment. Week #1 Day #6 Students will read the assigned articles on the impact of the relaxation response and learning. Students will write and explain how the relaxation response impacts student learning in a narrative format. Students will select at least one peer post and comment.

5 Week II Topic(s): Contemporary Mind-Body Perspectives Emotion s effects on the body How the body and mind are functionally inseparable How thought affects physiology Objectives: -Teachers will examine the contemporary mind-body perspectives. -Teachers will examine the correlation of how the emotions affect the body. -Teachers will examine the correlation of how the body and mind are functionally inseparable. -Teachers will examine how thought affects physiology. Impact on Classroom Instruction: Teachers will gain insight of how to examine the various mind-body perspectives and how thought affects physiology and implications of learning among adolescents. Learner Outcomes: As a result of our assignments this week teachers will be able to: Identify the various contemporary mind-body perspectives Recognize the correlation of how the emotions affect the body. Evaluate how the mind and body are functionally inseparable. Analyze how thought affect s physiology. Assessment of Understanding and Learning/ Weekly Assignments (including but not limited to posting requirements set forth by LILIE LLC): Week #2 Day #1 Students will read the assigned articles on the contemporary mind-body perspectives. Students will write and explain the contemporary mind-body perspectives in a narrative format. Students will select at least one peer post and comment. Week #2 Day #2 Students will read the assigned articles on the emotion s effects on the body. Students will write and explain how the emotions affect the body in a narrative format. Students will select at least one peer post and comment.

6 Week #2 Day #3 Students will read the assigned articles on how the mind and body are functionally inseparable. Students will write and explain how the mind affects the body in a narrative format. Students will select at least one peer post and comment. Week #2 Day #4 Students will read the assigned articles on how thought affects physiology. Students will write and explain how your thoughts affect your physiology in a narrative format. Students will select at least one peer post and comment. Week #2 Day #5 Students will view the TED TALK on how body language shapes who you are. Students will write and explain their thoughts in a narrative format. Students will select at least one peer post and comment.

7 Week III Topic(s): The Mind-Body Connection Unconscious and conscious awareness Emotional and creative intelligence Emotion and the body s language Interpersonal versus intrapersonal communication Body messages, technological feedback, and brain- body integration How the brain and body communicate Objectives: -Teachers will examine the correlation of the mind-body connection. -Teachers will examine the correlation of the conscious and unconscious awareness. -Teachers will examine emotional and creative intelligence with regard to learning. -Teachers will examine the correlation of emotion and the body s language. -Teachers will examine the differences between interpersonal and intrapersonal communication. Impact on Classroom Instruction: Teachers will gain insight of how the correlation of the mind-body connection, emotion and the body s language, and emotional and creative intelligence with regard to learning among adolescents. Learner Outcomes: As a result of our assignments this week teachers will be able to: Identify the correlation of the mind body connection. Recognize the correlation between conscious and unconscious awareness with regard to learning. Evaluate emotional and creative intelligence with regard to learning. Analyze the correlation between emotion and the body s language. Assessment of Understanding and Learning/ Weekly Assignments (including but not limited to posting requirements set forth by LILIE LLC):

8 Week #3 Day #1 Students will read the assigned articles on the mind-body connection. Students will write and explain the mind-body connection in a narrative format. Students will select at least one peer post and comment. Week #3 Day #2 Students will read the assigned articles on conscious and unconscious awareness. Students will write and explain conscious and unconscious awareness in a narrative format. Students will select at least one peer post and comment. Week #3 Day #3 Students will read the assigned articles on creative and emotional intelligence. Students will write and explain creative and emotional intelligence in a narrative format. Students will select at least one peer post and comment. Week #3 Day #4 Students will take the emotions and the body language quiz. Students will report their ability on how to perceive emotions based on body language in a narrative format. Students will select at least one peer post and comment. Week #3 Day #5 Students will read the assigned articles on emotions and the body's language. Students will write and explain how emotions affect the body's language in a narrative format. Students will select at least one peer post and comment. Week #3 Day #6 Students will read the assigned articles on interpersonal and intrapersonal communication. Students will write and explain the difference between interpersonal and interpersonal communication in a narrative format. Students will select at least one peer post and comment. Week #3 Day #7 Students will read the assigned articles on body-brain integration. Students will write and explain the difference between body-brain integration in a narrative format. Students will select at least one peer post and comment. Week #3 Day #8 Students will read the assigned articles on how the body and brain communicate. Students will write and explain how the body and brain communicate in a narrative format. Students will select at least one peer post and comment.

9 Week IV Topic(s): 10:10:10 Film Discussion How to harness the power of positive attitude Mind-Body Connection and Learning Role of the Teacher Objectives: -Teachers will examine and discuss the film 10:10:10 project. -Teachers will examine the correlation of positive attitude with regard to learning. -Teachers will examine the correlation of the mind-body connection and learning. -Teachers will examine the role of the teacher and the mind-body connection. Impact on Classroom Instruction: Teachers will gain insight of how to recognize the correlation of positive attitude and the mind-body connection and the role of the teacher with regard to learning. Learner Outcomes: As a result of our assignments this week teachers will be able to: Identify the correlation of positive attitude with regard to learning. Recognize the correlation of the mind-body connection with regard to learning. To distinguish the role of the teacher regarding the mind body connection and learning. To discuss the film 10:10:10 Project Assessment of Understanding and Learning/ Weekly Assignments (including but not limited to posting requirements set forth by LILIE LLC): Week #4 Day #1 Students will view the film Project 10:10:10 Students will post a 2 page reaction paper as a MAIN POST regarding the film as it applies to the content of this course. Week #4 Day #2 Students will read the assigned articles on how to harness the power of a positive attitude. Students will write and explain the power of a positive attitude with regard to learning in a narrative format. Students will select at least one peer post and comment.

10 Week #4 Day #3 Students will read the assigned articles on how the mind body connection impacts learning. Students will write and explain how the mind body connection impacts learning in a narrative format. Students will select at least one peer post and comment. Week #4 Day #4 Students will read the assigned articles on the role of the teacher and how the mind body connection impacts learning. Students will write and explain the role of the teacher regarding how the mind body connection impacts learning in a narrative format. Students will select at least one peer post and comment. Week #4 Day #5 Students will write a personal reflection narrative. Students will comment on how their perception of the mind-body connection and learning has been influenced by what they have learned in this course. Participants will select one peer response and post their comments.