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Transcript of Whole Brain
~Store information in names and words
~Love to make lists
~Usually very reliable
~Think in order (first, next, etc.)
~Thrive in classrooms with a lot of listening
~Do not like when routine is interrupted ~Intuitive & random
~More likely to remember a face than a name
~Strong visual memory
~Difficulty with logical, linguistic tasks
~View & respond to the world physically & in pictures; unfortunately the world (especially schools) tends to view and respond with words Right Brain or Left Brain
Which are you? What is
Whole brain learning? Created for Kindergarten-College
to increase academic engagement and on task behavior A set of strategies that combines the best attributes of
Direct Instruction & Cooperative Learning
in an engaging classroom environment. Chris Biffle Co - Creator of Whole Brain Teaching Direct Instruction How Whole Brain Teaching Utilizes Direct Instruction Lessons structured around a few main concepts which are chunked into micro lectures.
Each concept is taught one at a time.
Students practice & review concept until mastered.
Feedback is given immediately
Students are given review when needed without punishment or consequence. Cooperative Learning Cooperative Learning involves student interaction as a basis of learning.
Students problem solve, discuss ideas and complete practice together. “Academically focused, teacher directed classroom instruction using sequence and structured materials” (Kousar, 2010, p.99).
Immediate academic feed back Key elements Dependent on each other
Face to face interaction
Individual accountability and personal responsibility to achieve goals
Use interpersonal and small group skills
Frequent and regular group evaluation How Whole Brian Teaching Utilizes
Cooperative Learning Students learn as a classroom team, as small groups, in pairs & individually Seven Major Components of
Whole Brain Teaching 1. Class-Yes
2. Five Powerful Classroom Rules
5. The Scoreboard
7. Hands and Eyes How does it all work together? Teachers facilitate a
while switching back and forth
between lecture and
pair-share discussions. 5 Powerful Classroom Rules ~Each rule has a gesture which activates the motor cortex
& keeps rules entertaining and fun Vary your voice to keep students engaged **The more educational fun we can introduce into our classroom, the more students will learn and the fewer opportunities there will be for challenging behavior. Add in gestures & switch student roles to maintain focus Research Behind Teach /Okay Vygotsky’s Social Learning Theory This micro lecture structure with Teach Okay holds the academic rigor of DIRECT INSTRUCTION, while reaping the benefits of COOPERATIVE LEARNING at the same time. Whole Brain Teaching’s core educational device Key elements (high, low, funny, serious, growling, robotic, frog like, super fast, super slow, pretend angry) A way of motivating your students to
work hard No Warnings Plus or Minus 3 rule Never go more than 3 either way seeing (Motor Cortex)
saying (Broca's area)
hearing (Wernicke's area)
doing (Motor Cortex)
feeling (Limbic System) Another word for this quintuple learning is Teacher Heaven Stops the entire class How the scoreboard works Signs of Decoding Difficulty * Trouble sounding out words &
recognizing words out of context * Confusion between letters and sounds they represent *Slow oral reading rate *Reading without expression * Ignoring punctuation while reading Signs of Comprehension Difficulty * Confusion about the meaning of words and sentences * Inability to connect ideas in a passage * Omission of, or glossing over detail * Difficulty distinguishing significant information from minor details * Lack of concentration Signs of retention difficulty * Trouble remembering or summarizing what is read * Difficulty connecting what is read to prior knowledge * Difficulty applying content of a text to personal experiences What happens if everything in the
brain doesn't work exactly
like it is supposed to? How is dyslexia experienced * Letter reversals- * Word reversals- * Inversions- * Transpositions- * May confuse small words- * Spelling difficulty- Former Vice President Nelson Rockefeller
was in the third grade when it was
discovered he had dyslexia. In his own
words, "I struggled to understand words
that seemed to garble before my eyes,
numbers that came out backwards,
sentences that were hard to grasp...
I made it simply by working harder
and longer than the rest." Dyslexia d for b tip for pit m for w, u for n felt for left at for to, said for and, does for goes spells the same word differently on the same page Learning Styles Visual (spatial):You prefer using pictures, images, and spatial understanding.
Aural (auditory-musical): You prefer using sound and music.
Verbal (linguistic): You prefer using words, both in speech and writing.
Physical (kinesthetic): You prefer using your body, hands and sense of touch.
Logical (mathematical): You prefer using logic, reasoning and systems.
Social (interpersonal): You prefer to learn in groups or with other people.
Solitary (intrapersonal): You prefer to work alone and use self-study. ~ Rehearse rules daily and to correct inappropriate behavior ~ Don’t scold Students teach each other key points Teacher listens for comprehension & corrects/clarifies as needed Teacher poses questions for students to discuss with partner Every small lesson finishes with a review Requires every student to be involved http://www.wholebrainteaching.com More information on WBT: Used to get students attention Vote to gain student “Buy in” Begins with a brief mini lecture More knowledgeable other Zone of proximal development Changing up the scoreboard Extra credit or Dexter credit more or less homework boys vs. girls Change it up to fit your classroom There are many games to go along with the scoreboard 3 Kinds of mirror Casual Graphic Memory Another variation is "Mirror Words" Mirroring involves 5 brain activities : Using the
whole brain method
in our classrooms Don't forget to include emotion How can
2. Five Powerful Classroom Rules
fit into your classroom How can you use scoreboard Mirror Hands & Eyes In your classroom We Learn... 50% of what we both see and hear
70% of the time
Elson Eikland 10% of what we READ 95% of what we TEACH someone else 80% of what we EXPERIENCE PERSONALLY 70% of what is DISCUSSED WITH OTHERS 50% of what we both SEE and HEAR 30% of what we SEE 20% of what we HEAR