"Children learn better when they are using all parts of the brain."

The motor systems of the brain are along the right and left hemispheres; as a result movement is one of the few systems through which a learner can pass information back and forth between both hemispheres. Movement is critical for cognition because it unifies all brain levels and provides the learner with the opportunity to utilize both sides of the brain resulting in whole brain functioning. Tangles are a perfect way to incorporate movement in a traditional classroom setting -Angela Searcy an associate at the Neuropsychology Diagnostic Center and Educational Consultant who developed the seminar called "On the Move: Why Movement is critical for Cognition"

"The strategy suggested (at the seminar)" was to provide quiet classroom appropriate "fidget toys." This student choice adds to a non-threatening classroom environment. Fidget-friendly toys engage brain in automatic tasks"

"Fidget -friendly toys engage brain in automatic tasks."

Tangles are Brain Tools because they can enhance attention through movement. Learning that involves lectures, presenting new ideas, review, directions, closing statements, etc is considered “passive learning.” It is time when students are receiving information. This is the time in which all learners (including adults) have the most difficulty paying attention. This is normal, since the brain learns best through active engagement. On average even adults can only concentrate for 20-30 consecutive minutes at a time. However, during passive learning when students are allowed to manipulate small fidgets, such as, a Tangle, it enhances learning by incorporating movement.

"Last week, we successfully completed a 3 day presentation to our staff. We shared emergent research that included my experience at a seminar that first introduced me to Tangle. Your Tangle products were made available to teachers throughout our 3 day session. I am happy to report that many of my colleagues expressed much interest in the useful application of the Tangles."

". . . many of my colleagues expressed much interest in the useful application of the Tangles."

Searcy insists movement should not end as children become older! Tangle can be useful especially for older children who no longer take naps - because by early afternoon attention chemicals reach an all time LOW! Studies suggest brisk activity, such as, stretching, walking, and playing games, release epinephrine and dopamine, chemicals in the brain that increase attention and lift spirits. Incorporate novel - fun movements that are suitable for classroom space, such as: asking learners to touch fingers whenever they hear a noun in a story, squeezing a stress ball, or have students tap out spellings of sight words on their arm, air writing words - have students draw words in the air, have students respond by clapping (once for yes, twice for no), place your hands on your head while you read a poem, have students hold their left earlobe while reciting the 4’s time table, all evens on left side of body, odds on right, everybody take off shoes during discussion, cross legs while reviewing for a quiz, toss a bean bag into a target for each correct answer, just walking to the back of the room while you present a lesson gets learners moving. Adapted from "The neuroscience of movement" by Dr. Robert K. Greenleaf Brown University

"Our colleagues are extremely eager to study the use of Tangles in brain activity and higher order thinking. Our school is part of a major metropolitan public school system. Our school won an award reserved for schools that demonstrate how low income students and schools with limited resources can show sustained academic performance. Our school understands how to help students succeed."

"Our colleagues are extremely eager to study the use of Tangles in brain activity and higher order thinking."

Searcy adds that the shape, color, texture and visual impact also stimulates the brain. The brain stem could be called the "switch" that triggers attention. If the brain stem is the organ through which most of the sensory- motor information flows, and sensory experiences enhance or activate attention, Tangles, not encourage movement, but also contain sensory information that sends impulses to the brain that helps the learner stay alert. The brain learns best when in a state of "relaxed alertness" so in addition to making the learner alert it can also help the learner relax. In short, the Tangle is considered a Brain Tool because they increase the student’s potential to learn.

"To date, Tangles are being used in 18 of our classrooms. Teachers are sharing feedback and comparing notes on their results. Teachers call our Tangles "brain tools" and students all over the school recognize and use the Tangles as such."

"Tangles are being used in 18 of our classrooms . . . Teachers call our Tangles ‘brain tools’ . . ."

The Brain Stem is highlighted

"In an effort to demonstrate the effectiveness of our Tangles, I have been looking at report card grades. Compared to last year’s class, student achievement has increased dramatically. More than half of my class is on the honor roll this quarter. I will have many proud parents to speak with."

"In an effort to demonstrate the effectiveness of our Tangles, I have been looking at report card grades. Compared to last year’s class, student achievement has increased dramatically.

"Whenever possible, our Tangles are props to make learning fun and interesting. As an example, in reading class we use our Tangles as makeshift magnifying glasses. After all, "Reading Detectives" can’t go to work without their brain tool magnifying glass!"

"Whenever possible, our Tangles are props to make learning fun and interesting."

We are all kinesthetic learners! While there are clear preferences among children and adults, we all rely on movement in the learning experience. Plus activities like doodling, manipulating a fidget, such as a Tangle or chewing candy or ice can help learners stay engaged and focused, enhancing our attention.

"Also, I recently attended a large scale ADHD (Attention Deficit Hyperactive Disorder) seminar. Many of the speakers were those treating and educating adults and children with disorders related to this brain condition. I was proud to hold up my Tangle when we spoke of creating multisensory experiences in classrooms. Other teachers were fascinated with the Tangles and how our school has been using them as tools to increase student achievement. These discussions have been met with great enthusiasm by fellow educators and all are interested in using them in their own classrooms."

"Other teachers were fascinated with the Tangles and how our school has been using them as tools to increase student achievement."

As we can come together for the common purpose of helping children, individual brain cells or neurons associated with movement also come together with other areas of the brain in the learning process. The cerebellum or "small brain," which is associated with movement and balance, not only stores many neurons—half of all the neurons in the brain are stored there—but it also has connections to many other brain structures. Movement also stimulates the release of neurotransmitters; such as, serotonin and dopamine. Neurotransmitters carry chemical messages in the brain. Both chemicals are associated with attention, processing, motivation, concentration memory, and an elevated mood.

Angela Searcy, M.S. is an associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois. A former teacher, Angela developed the seminar described above, titled "On the Move: Why Movement is Critical for Cognition" and is the educational consultant for Tangle.

Angela Searcy holds a B.A. in English and Secondary Education with teacher certification through the State of Illinois, and a Master of Science in Early Childhood Development from Erikson Institute with a Developmental Therapy Credential through the State of Illinois. Angela presently serves as a Neuro- developmental specialist for the Neuropsychology Diagnostic Center in Orland Park, Illinois, providing evaluation, behavior consultation and treatment services for children 0-18 yrs. focusing on the major functions of development and how these correlate to specific brain functions. Angela is also the owner and founder of Simple Solutions Educational Services, a "Master Trainer" for the Illinois State Board of Education and its Access and Equity project and it’s Social and Emotional Project, and a "training appraiser" Illinois Trainers Network, Angela serves as a mental health/educational consultant throughout the Chicago land area. An approved professional development provider for the Illinois State Board of Education, a staff developer, and educational consultant, Angela’s classroom experience includes early childhood, middle, high school and college. Her expertise encompasses developing behavior modification programs from a neuropsychological perspective, and creating professional development grounded in neuroscience research related to adult learning.

A nationally recognized speaker Angela was a featured speaker at the Learning and the Brain Spring 2006 and 2007 Conferences sponsored by Stanford, Harvard, and Yale Universities. Her workshop "On the Move: Why Movement is Critical for Cognition" was a feature at Eric Jensen’s BrainExpo in Orlando, Florida in 2006, and an article of the same name was also recently featured in the Winter edition of the Illinois Developmental Therapy Association’s Newsletter. Angela was recently featured on Chicago Public Radio’s Chicago Matters on April 19th 2006 in a story titled "Pay to Play" on the importance of movement on cognition and in the December 2006 edition of the Chicago Parent Magazine in an article titled "Baby Blues"