Jeb Schenck stood on a chair, twirling his fingers in the air and taking short, exaggerated breaths. The educators around Schenck followed his lead, quickening their twirling and breathing to match his as he sped up.

"What we did just changed your brain chemistry," Schenck said. "Physical activity encourages brain growth. Use it, or lose it."

What's known in education circles as brain-based learning is being redefined as neuroeducation, said Schenck, a presenter at Tuesday's North Central Association School Improvement Conference. Neuroeducation is a combination of cognitive neuroscience, cognitive psychology, and education.

"Traditional education and psychology have ignored the biological," Schenck said. "They just didn't know enough."

For example, studying brain functions and relating them to education has improved the understanding of how attention-deficit hyperactivity disorder students learn best. It has also provided educators and researchers with better understanding of student behaviors.

That knowledge, coupled with building relationships, is effective in creating interventions for students in danger of falling behind their peers.

"We're realizing that 3-, 3-and-a-half-pound lump between our ears is used for something," Schenck said. "Everybody's got one, and it's not going out of style."

Paradise Valley Elementary school utilizes brain-based research and techniques, said principal Chris Frude. The school started by changing its physical environment.

Classrooms are painted in softer, muted colors. Teachers play music after recess to help focus students. Daily agendas posted remind students of routine activities.

"Teachers will tell you what they've noticed is what a calming effect the room environment has on kids," Frude said.

In one case, a resource teacher said an easily-distractable student seemed more focused when walking into her room. When she asked what he was thinking about, he said, "I'm not sure. But my brain is so quiet."

"We've got so many stories like that," Frude said. "It just kind of calms them."

Students who are easily distracted are also given rubberized mats to sit on during class. The unstable mats help fidgety students concentrate on learning.

"It sounds really silly," Frude said. "But it really does make them stay focused."

Constant movement helps those students stay on task, Schenck said. The more educators understand how the brain functions, the better they can design lessons that work for their students.

"It's not saying that we need to change our techniques," Schenck said. "We have all the techniques. It's just using them differently."

Reach education reporter Jasa Santos at (307) 266-0593 or at Jasa.Santos@trib.com.