The authors of a new white paper have explained how their primary intervention MiMo – Minimum Input Maximum Output – can improve maths, literacy and personal skills in short six-minute sessions.
Tamara Nathan & Myrom Kahaner published The Minimum Input Maximum Output Neurodevelopmental Programme for Schools white paper, which outlines their research and has confirmed that in just six minutes a day following the unique combination of activities of the MiMo® Programme, skills in maths and literacy and many developmental areas can be dramatically enhanced.
The white paper states: “In 2007 England had plummeted from third to nineteenth in an international league table of children’s literacy levels and 2018 saw a slide to 49th.
“In 2017 The Department of Education statistics showed that just 61% of 11-year-olds made the grade in reading, writing and maths national curriculum tests. This means that 39% failed to meet the threshold across all three subjects and could now struggle when they move to secondary school.
“In October 2018 The Daily Mail reported that according to an Ofsted report ‘Too many primary schools are failing to teach children how to read, write and spell properly….in tests this year, nearly a third of seven-year-olds failed to reach a good standard in reading and more than four in ten fell short in writing.’”
The white paper goes on to explore themes such as neuroplasticity which refers to the ability of the brain to reorganise itself, both physically and functionally, throughout , and Maslow's hierarchy of needs – a motivational theory in psychology comprising a five-tier model of human needs with the more basic needs at the bottom. The needs lower down in the hierarchy must be satisfied before individuals can attend to needs higher up.
The white paper states: “The vestibular and proprioceptive systems, kinaesthetic memory and muscle tone are interlinked and interdependent. It is when all thesephysiological areas are in place that good cerebral interhemispheric integration occurs and so learning can become efficient.”
The Programme - MiMo®
MINIMUM INPUT - MAXIMUM OUTPUT
Nathan & Kahaner state that their programme consists of: six minutes of movement activities, drinking water using a sports bottle, and listening to classical music; all of which takes place in the classroom.
They explain: “The activities, which the children copy from a video, are designed to address the skills loop (vestibular system, proprioception, muscle tone and kinaesthesia), interhemispheric integration and full body integration. It also calms down the mind and body after its exertion so that the children are ready for learning.
“The activities change each term as it builds up the complexity of input. The programme targets the various group muscles that have the highest level of concentrated nerve ends; i.e. hands, fingers, eyes and feet. This leads to neurological maturity as it develops the network in the brain and increases capacity to process.
“Sports bottles filled with water are included for two reasons:
1. Hydration - Being dehydrated by just 2% impairs performance in tasks that require attention, concentration, psychomotor and immediate memory, working memory and recall.
2. Sucking - The sports bottle is designed to require a sucking motion in order to drink. The importance of sucking in human development is truly profound. Not only do we suck for nourishment, but also in sucking we do many other amazing things that build strength in our bodies! Judith Bluestone, founder of The HANDLE® Institute suggests that sucking can help improve many functions; interhemispheric integration, binocular functions, light and sound sensitivity, articulation and bowl and bladder control.”
Research and Results - MiMo® Programme
The white paper states: “The purpose of the programme is to raise literacy and numeracy levels and with this a maturation of organisation, efficiency and physical confidence.
“After 20 years of clinical experience and 10 years of research we have produced our first programme, MiMo® Programme Level 2, which targets forms 1,2 and 3 in Primary schools. It is designed to improve learning and behaviour in just six minutes of simple exercises a day by enhancing the underlying skills necessary for learning.
“The academic Year 2016-2017 saw the first trial of our MiMo® Level 2 Programme. We worked with a mixture of schools, private and local authority, in and around London and one school in Slovenia.
The teachers were given pre and post forms, which asked for their subjective opinion of each child’s level of concentration and focus, sequencing, multi-tasking, task completion, confidence independence, organisation, reading comprehension, social ability, interest in learning and class participation. The choice for each element was 1, 2, 3, 4, or 5. Five schools completed the information we required. The classes were from two local authority and three private schools, which gave us a total of 116 children.
“The [first] graph shows an indication that, not only is there improvement above normal growth, but that improvement is related to the amount of input.
BLUE - Percentage Input
RED - Percentage improvement above normal growth
“In 2017-2018, the focus of this research year was academic levels. Thus we had a mixture of eight schools, both private and local authority, and classes ranging from Year 1 to Year 6.
All children were pre- and post-tested in class for maths and word spelling, and 10 children were taken from each class and tested for sentence reading and sentence verbal comprehension. At the end of the academic year we had the years 1,2 and 3 pre-tests and post-tests for 357 children for maths, 228 children for word spelling, 98 children for sentence reading and 77 children for verbal sentence comprehension.
“The results show marked improvement for years 1,2 and 3; those school years that the programme specifically targets.”
The researchers have received many comments, examples of which are:
• We are big believers in the benefits of movement to enable access to learning and to enhance learning. Our view is that fine and gross motor skills should be worked on at an early stage. Time spent doing so will save a great deal of time and resources at a later stage and of course leads to pupils with greater self-esteem and academic confidence. We have been very excited to use the MiMo programme and we are continuing with the programme.
Pascal Evans Headmaster, Hereward House School
• I am also glad that the programme has proven to be so successful – I have no doubts because we can see the effect on students “with naked eye” – the tests are only proving it.
Katja Kojnik – Senco IV. Osnovna sola, Slovenia.
For more information on MiMo and to read the full white paper, see www.mimo-program.com or email firstname.lastname@example.org