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SPANISH Whole Brain Teaching

SPANISH Rules & Procedures of Whole Brain Teaching (WBT)
by

Sarah Carsey

on 11 November 2014

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Transcript of SPANISH Whole Brain Teaching

Movement in the Classroom Using
Whole Brain Teaching

by Sarah Carsey
(edited from Laura Erickson)

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
ACTIVE
and use
VOCALS and MOVEMENT
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
FULLY ENGAGING
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
FUN, ENGAGING, LIVELY, and INTERACTIVE
. 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?
References
Summerford, C. (n.d.). Using Movement in the Classroom. Retrieved from http://www.sagepub.com

/upm-data/27287_Summerford_Action_Packed_Classrooms_2e_Chapter_1.pdf
• 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...
MOVEMENT FACILITATES COGNITION
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: Clase-Sí
To gain students' attention, the teacher says, "Clase!" and the students respond, "¡Sí!" The teacher can use various tones of voice and ways to say class.
EXAMPLE SCRIPT: THE CLASE-SÍ
Teacher: When I say Clase!, you say Sí! ¡Clase!

Students: ¡Sí!
Teacher: However I say Clase!, you say Sí! ¡Clase! ¡Clase!
Students: ¡Sí! ¡Sí!
Teacher: (Using a low voice) Claaaassee!
Students: (Mimicking the teacher’s low voice) ¡Sssíííí!

(Biffle, 2013, p. 28)
Biffle, C. (2013). Whole Brain Teaching for Challenging Kids (and the rest of your class too!).

Whole Brain Teaching, LLC.
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: Las Reglas de Clase
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.
The Whole Brain Activator: Enseñen-Okay
EXAMPLE SCRIPT: ENSEÑEN-OKAY
Teacher: ¡Clase!
Students: ¡Sí!
Teacher: When I say ¡Enseñen!, you say Okay! ¡Enseñen!
Students: ¡Okay!
Teacher: However I say Enseñen!, you say Okay! ¡Enseñen! ¡Enseñen!
Students: ¡Okay! ¡Okay!
Teacher: (Using a high voice) ¡Enseñen!
Students: (Laughing and mimicking the high voice) Okay!
Teacher: ¡Clase!
Students: ¡Sí!
Teacher: Good job! Now when I say Enseñen!, 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. ¡Enseñen!
Students: Okay! (Students turn to their neighbors and teach them the Five Classroom Rules.
The Motivator: El Puntaje
Teacher versus Students- If the students have more points at the end, they will not have homework. Instead the students will have the time used for homework to converse and have out technology freely as well as sit wherever they would like.
The Class Unifier: El Espejo
Here is a teacher using the mirror technique to teach her class about insects:
EXAMPLE SCRIPT: EL ESPEJO
Teacher: ¡Clase!
Students: ¡Sí!
Teacher: Here is a simple, new, fun learning technique. When I say “espejo,” you say “espejo” and pick up your hands, ready to mirror my gestures. ¡Espejo!
Students: ¡Espejo! (Students hold their hands in the air.)
Teacher: Great job, but let’s do it a little faster and maybe you’ll get a point on the scoreboard. (very quickly) ¡Espejo!
Students: ¡Espejo! (Students quickly hold their hands in the air.)
Teacher: Fantastic! (Walking to the board. Making a mark on the Estudiantes side of the Puntaje.)
Students: (Clapping their hands loudly.) ¡Oh yeah!
Teacher: Good job. This time if I want you to talk I will say "¡Espejo y hablen! which means "Mirrors and talk" where I need you to do whatever I do AND SAY.
The Involver: Cambien
EXAMPLE SCRIPT: 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. I want the 1s to be the teachers and use big gestures while they talk. I want the twos to be the listeners. Then, when I say “¡Cambien!” I want you all to loudly say “¡Cambien!” and the 2s will become the teachers and the 1s will be the listeners. First, let’s practice saying “¡Cambien!”
Students: ¡Cambien!
Teacher: Wonderful! Okay, 1s teach the 2s the classroom rules. Keep teaching the rules over and over until you hear me say, Cambien. ¡Enseñen!
Students: ¡Okay! (1s teach the 2s for a minute or so.)
Teacher: ¡Cambien!
Students: ¡Cambien! (2s teach the 1s.) (Biffle, 2013, p. 55-56)
Switch is used when the class is using "Enseñen!" 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!"
The Focuser: Hands and Eyes
Summary
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."
EXAMPLE SCRIPT: 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://

www.teachingandlearningtogether.com/whole-brain.html
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. 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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