Whole Brain Teaching

 Relatively new teaching theory based on 3 principles: brain based, fun, and free  Founded by three men from California: Chris Biffle (college); Jay Vanderfin (K); and Chris Rekstad (4), in 1999 – implemented in 2000  Started in Chris Biffle’s living room and is now being taught in countries all around the world (North America, Europe, Asia, Africa) Background…

 How can the implementation of Whole Brain Teaching strategies influence students’ contribution to the classroom community?  (specifically kindergarten) Inquiry Question…

What led me to this inquiry…  teachers at every level share the same challenges: ◦ engaging students in their learning ◦ classroom management both of which are essential to creating a classroom community that is conducive to learning.

Why WBT strategies work…

repetition + movement + fun = engagement of many brain areas

 Classroom rules ◦ practiced daily – students know the rules ◦ easy for teacher to redirect student who is off task – rule # called out and whole class states rule = everyone back on task within a few seconds ◦ fun to follow, thus, students are more likely to follow the rules.

 WBT strategies engage the whole brain, ◦ Use gestures, movement, active listening skills, vision and speech thus, students have no mental area left to create challenging behavior!  Students actively participate in teaching each other a learned concept. Why WBT Works…

What I Did…

 Implemented five Whole Brain Teaching strategies  Used observational checklists to assess their influence, with a specific focus on student engagement (body language, focus, participation, fun/excitement)

 activates the prefrontal cortex, the reasoning center of the brain  prepares the rest of the brain to process information  quick, fun attention getter

 Very successful  Students participated fully  Fun  However, when changed tone of “class!” students became silly and were not practicing the “yes!” in the intended manner.  Needed more time to practice, and better explanation of expectations. How it Worked…

 Hands and Eyes focuses all mental activity on seeing and hearing the teacher’s lesson.

 Successful at focussing students’ attention  Students did not respond as enthusiastically as I had hoped.  Needed more time to practice, and better explanation of expectations. How it Worked…

 Teach-Okay is the most powerful of Whole Brain Teaching strategies.  Engages multiple areas of the brain as students participate in active listening, speaking, and use of gestures to teach each other.

 Not a success – abandoned strategy following second attempt to implement  Students were confused and unsure of what was expected  Needed more time for role playing and to practice. How it Worked…

 “Class!” – ‘Yes!”  “What is Whole Brain Teaching?”  “Class!” – ‘Yes!” - “Hands and Eyes”  “Whole Brain Teaching is a relatively new teaching theory based on three principles: brain based, fun, and free!” – mirror – words and gestures.  “Teach!” – “Okay!”

 Yes/No Way! is a rapid measure of all your students’ understanding.  “ Quick Test” or “Cutie” (QT) evaluates the understanding of individual students. WBT Assessment Strategies…

 fun for all  fully engaged – (focused on task; body language indicative of listening…)  full participation  big smiles

 Whole Brain Teaching provides strategies that help with classroom management challenges.  “Class!” – “Yes!” prepares students for learning.  “Hands and Eyes” is the most powerful of the WBT strategies.  Students learn best when they listen to a lecture.  Whole Brain Teaching works because it is fun and engaging.

 “Teach!” – “Okay!” is the most effective of the whole brain teaching strategies because it engages multiple areas of the brain.  “Hands and Eyes” is the strategy used when making a big point.  “Class!” – “Yes!” activates the reasoning centre of the brain, preparing the rest of the brain to process information.

 Definitely a lot of fun!  Positive influence - students were engaged and participating fully for most of the implemented strategies (with the exception of “Teach!” – “Okay!”)  Most strategies had times when they were not as successful -needed more practice and explanation of expectations (ie: “Teach!”- “Okay!”; using variety of tone with “Class!” – “Yes!”; and “Hands and Eyes”) Findings/Reflections…

 Time - WBT strategies require a lot of repetition and practice by both teacher and student to experience their full effects.  Setting – practicum setting not ideal ◦ Time in class short ◦ Big gaps between

 Would more time and practice with these strategies further enhance students’ contribution to the classroom community?  Would the use of teddy bears, along with role playing, and more time and practice, allow for success with the “Teach – Okay” strategy in kindergarten?  Would the implementation of additional WBT strategies further enhance the learning experience and thus, students’ contributions to the classroom community?

 Continue with WBT strategies during upcoming practicum  When I have my own classroom it will be a WBT classroom.

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 The most powerful brain stimulator, movement, is rarely, if ever, used in lecture but frequently used in Whole Brain Teaching.  Learning acquired by movement lasts longer than any other kind. (Ex: Even if you don’t ride a bicycle for 20 years, you never forget all the skills involved, because cycling is learning acquired by movement.)  Whole Brain Teaching requires movement, because movement is the brain’s most powerful, stimulating learning tool.