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Copy of Whole Brain Teaching

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brandi mauney

on 1 June 2015

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Transcript of Copy of Whole Brain Teaching

Movement in the Classroom Using
Whole Brain Teaching

What is
Whole Brain Teaching?

Whole Brain Teaching, a research based system that utilizes all areas of the brain, keeps children engaged throughout their lessons, and helps them retain much more information than the standard lecture-discussion model (Biffle, 2013). Children are
and use
to learn.

Teacher Chris Biffle writes about Whole Brain Teaching in his book Whole Brain Teaching for Challenging Kids, and he gives many practical suggestions for
your students.

The Whole Brain Teaching technique uses chants, repetitions, movements, big gestures, and small group interaction to teach lessons. The teacher delivers information to students in short “chunks.” Kids then teach what they have just learned to their partners, using hand-gestures to help remember specific vocabulary. While students teach each other, the teacher walks around the room to discover who understands the lesson and who needs more instruction (Freundlich, 2011).

Whole Brain Teaching makes the classroom
. The next few slides will describe the techniques in further detail. The video below is of Chris Biffle teaching Whole Brain Teaching techniques while using the techniques. It works with preschool kids up to college students!
Why use movement in the classroom?
Summerford, C. (n.d.). Using Movement in the Classroom. Retrieved from http://www.sagepub.com

• Movement anchors learning through the body: By doing, you learn! Procedural memory is activated when peptides and cells throughout the body become engaged. When kids learn by moving to action words, hearing music, and acting out words with their bodies, they get it! (Summerford, n.d.)

• Movement energizes and integrates the body and brain for optimal learning: Using attention grabbers, jump starters, and cooperative games, students are ready for learning as the teacher now has their attention and learning is integrated into action-based activities (Summerford, n.d.)

• Movement makes learning fun: The most fun activities in the classroom are lessons where there was action or movement incorporated. Why?? Because...
What are ways to use
movement in the classroom?
Energizers: Music, dance
Drama and role-plays: Charades, acting out stories
Games: Ball-toss to answer questions, "Simon Says"
Ideas from Eric Jensen (2005) in his chapter: Movement and Learning
After conducing my own research for practical ways to use movement in the classroom, I found something called WHOLE BRAIN TEACHING. WOW!
Stretching: Use to open class or anytime kids need more oxygen
I like these ideas, but I wanted something to use more than just a few times a day. I want my little "wigglers" to be continuously engaged.
The Attention Getter: Class-Yes
To gain students' attention, the teacher says, "Class!" and the students respond, "Yes!" The teacher can use various tones of voice and ways to say class:"Classity Class!" gets "Yessity Yes!"
Teacher: When I say Class!, you say Yes! Class!

Students: Yes!
Teacher: However I say Class!, you say Yes! Class! Class!
Students: Yes! Yes!
Teacher: (Using a low voice) Claaaasss!
Students: (Mimicking the teacher’s low voice) Yesssss!
Teacher: (Using a high voice) Classssss!
Students: (Mimicking the teacher’s high voice) Yesssss!
Teacher: Classity, class!
Students: Yessity, yes! (Biffle, 2013, p. 28)
Biffle, C. (2013). Whole Brain Teaching for Challenging Kids (and the rest of your class too!).

Whole Brain Teaching, LLC.
This strategy is a vocal one, but you can use motions. Add clapping when you say "Class!" and the children clap back. Or use big gestures like waving your hands over your head and the class copies you.
The Whole Brain Teaching system uses seven daily instruction techniques to engage and involve the students.

They are called "THE BIG SEVEN"
As you browse the next slides that detail each of THE BIG SEVEN, notice how they incorporate student involvement and MOVEMENT.
The Organizer: Classroom Rules
The teacher says the rule number and students repeat the rule number and rule. For example, the teacher says, “Rule 1” and the class says “Rule 1: Follow directions quickly!” and makes the Rule 1 gesture. Practice rules everyday!
Rule 1: Follow Directions Quickly!
Whole Brain Teaching 5 Rules:
Gesture: Raise 1 finger, then swim your hand rapidly through the air.
Rule 2: Raise Your Hand for Permission to Speak.
Gesture: Raise 2 fingers, then make a talking motion with your hand.
Rule 3: Raise Your Hand for Permission to Leave Your Seat.
Gesture: Raise 3 fingers, then walk two fingers through the air.
Rule 4: Make Smart Choices.
Gestures: Raise 4 fingers, then tap your temple three times with one finger.
Rule 5: Keep Your Dear Teacher Happy!
Gesture: Raise 5 fingers, then use both hands to frame your smiling face.
These are the standard rules for Chris Biffle's Whole Brain
Teaching Program, but they are adaptable. HOWEVER-no
matter what rules you chose, use GESTURES while the
kids are learning and reciting the rules!
The Whole Brain Activator: Teach-Okay
Speak briefly, using gestures, usually no more than 30 seconds to 1 minute. Then clap your hands one to five times and say, “Teach!” Your students repeat your hand clap, and say “Okay!” They make a full body turn to their neighbor and, using gestures, teach their neighbor what you have just taught the class. While students are teaching each other, move around the class; check for comprehension. All students should be gesturing! For students who are listening, but don’t know what gestures to use, ask them to mirror the gestures of students speaking.
Teacher: Class!
Students: Yes!
Teacher: When I say Teach!, you say Okay! Teach!
Students: Okay!
Teacher: However I say Teach!, you say Okay! Teach! Teach!
Students: Okay! Okay!
Teacher: (Using a high voice) Teeeeach!
Students: (Laughing and mimicking the high voice) Okaaaay!
Teacher: Class!
Students: Yes!
Teacher: Good job! Now when I say Teach!, you say Okay! and turn your bodies completely toward your neighbors to teach them the Five Classroom Rules. (Pointing to signs at the front of the room) Here are the rules right here. Please use the rule gestures as you teach your neighbor. Teach!
Students: Okay! (Students turn to their neighbors and teach them the Five Classroom Rules.
The is a great small-group, cooperative learning tool! Encourage children to use speaking gestures and listening gestures. The movement continues!
The Motivator: The Scoreboard
To keep your students intensely involved, make a Smiley/ Frowny diagram on the front board. When students are on task, mark a Smiley point. Then point at them; they clap their hands and exclaim, “Oh, yeah!” When students are off task, mark a Frowny point. Then point at them and students lift their shoulders and groan, “Awww!” Never let the difference between Smiley and Frowny points be greater than 3. If you reward too much, students lose energy (the game is too easy). If you punish too much, students become unhappy (the game is too hard). At the end of the learning period, if there are more Smiley points than Frowny points, students receive a small reward of extra recess, free time, or a learning game equal in minutes to the number of Smiley points they earned. For example, if they have 2 Smiley points, they have earned two minutes of game time. If they have 2 Smiley points and 1 Frowny point, they have earned one minute of game time.
This motivational tool can be adapted to your own classroom. Add motions to the "Mighty OH YEAH" and the "Mighty GROAN." Mix up the scoreboard (boys vs. girls, tables vs. tables) and the rewards as the year progresses so it doesn't get boring.
The Class Unifier: Mirror
Here is a teacher using the mirror technique to teach her class about insects:
When you want your class deeply involved in your lesson, hold up your hands, ready to make gestures, and say “Mirror!” Your class says, “Mirror!,” picks up their hands and mirror your gestures as you teach. When you want your class to mirror your gestures and repeat your words, say “Mirror words!”
Teacher: Class!
Students: Yes!
Teacher: Here is a simple, new, fun learning technique. When I say “mirror,” you say “mirror” and pick up your hands, ready to mirror my gestures. Mirror!
Students: Mirror! (Students hold their hands in the air.)
Teacher: Great job, but let’s do it a little faster and maybe you’ll get a Smilie. (very quickly) Mirror!
Students: Mirror! (Students quickly hold their hands in the air.)
Teacher: Fantastic! (Walking to the board. Making a mark on the Smile side of the Scoreboard.)
Students: (Clapping their hands loudly.) Oh yeah!
Teacher: Good job. Mirror!
This is one of the BEST techniques to get children moving. Use it as a "brain break" to get blood moving, or use it when telling stories or teaching a new concept. The children are listening to you, watching you, and moving along with you. All 3 modalities involved!
The Involver: Switch

Teacher: Class!
Students: Yes!
Teacher: Here is something that will be fun. In a second, I’m going to ask you to teach each other the class rules… we’ve been rehearsing them for awhile. I want the ones to be the teachers and use big gestures while they talk. I want the twos to be the listeners and
use listening gestures while they listen. Then, when I say “Switch!” I want you all to loudly say “Switch!” and the twos will become the teachers and the ones will be the listeners. First, let’s practice saying “Switch!” very loudly. Switch!

Students: Switch!
Teacher: Not quite loud enough! Faster, a little louder! Switch!
Students: (Louder) Switch!
Teacher: Wonderful! Okay, ones teach the twos the classroom rules. Keep teaching the rules over and over until you hear me say, Switch. Teach!
Students: Okay! (Ones teach the twos for a minute or so.)
Teacher: Switch!
Students: Switch! (Twos teach the ones.) (Biffle, 2013, p. 55-56)
Switch is used when the class is using "Teach!" Assign #1 and #2 to your teaching pairs.
This is a fantastic video of a kindergarten class using WBT techniques. Notice the big movement gestures the teacher encourages when the class is using "Teach!"
This is a super technique when you are teaching a difficult concept. Children teach and hear the concept multiple times. This is also good for ESL or shy students who need to practice talking.
The Focuser: Hands and Eyes
Whenever you have a big point to make about anything, use the Focuser. Typically, introduce the Focuser with Class-Yes… which will gain the attention of most of your students, and then tighten student engagement by saying “Hands and Eyes” as you make a large gesture, bringing your hands together.
Here is a kindergarten teacher using WBT techniques to teach compound words. Notice use of the concepts this presentation has covered as well as the "hands and eyes."
Teacher: Class!
Students: Yes!
Teacher: The next technique is very simple. Whenever I need to make a big point, I’ll say “hands and eyes.” You say “hands and eyes” and fold your hands and stare at me, as if you can’t wait to hear the words I’m going to say. Let’s try it: Hands and eyes! (The teacher folds her hands quickly.)
Students: Hands and eyes! (The students quickly fold their hands and stare intently at the teacher.)
Teacher: Great! Let’s try it again! Hands and Eyes! (The teacher folds her hands quickly.)
Students: Hands and eyes! (Folding their hands even more quickly.)
Teacher: Fantastic. Now, here is my big point…
Hands and Eyes is a motion-stopper. It is used to get children focused. Once they are focused and you begin your lesson, move back to movements and gestures.
Freundlich, M. (2011). Teaching and Learning Together [Web Blog]. Retrieved from http://

Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and

Curriculum Development.
(Biffle, 2013)
(Biffle, 2013, p. 58-59)
(Biffle, 2013, p. 173)
(Biffle, 2013, p. 77)
Whole Brain Teaching uses visuals, chants, sounds, motions, and fun to teach kids. Five brain activities are now involved: seeing (motor cortex), saying (Broca’s area), hearing (Wernicke’s area), doing (motor cortex) and feeling (limbic system).   "Another name for this quintuple learning is Teacher Heaven" (Biffle, 2013, p. 78).
(Biffle, 2013, p. 79)
Based on cutting edge learning research, Whole Brain Teaching is one of the world's fastest growing educational reform movements. Whole Brain Teaching is a set of strategies that combines the best attributes of Direct Instruction and Cooperative Learning to create an engaging classroom environment for students and an enjoyable workday for teachers.
WBT combines both classroom management as well as sound teaching pedagogy in one system (Biffle, 2013).
Children need movement! It is good for them, and it helps them to learn.
Strong evidence supports the connection between movement and learning, and the part of the brain that processes movement is the same part of the brain that processes learning (Jensen, 2005). If we can get kids moving, we can get activate the part of the brain that helps them learn!
How do we do this?
Learn more at wholebrainteaching.com
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