Whole Brain Teaching Katie DeFazio & Ashley Kelly

Origin of WBT Began in 1999 by three teachers from California: Chris Biffle, Jay Vanderfin, and Chris Rekstad Claim to be one of the fastest growing, education reform movements in America Goal: Create peaceful classrooms full of orderly fun

What is WBT? Class Rules Management System Engaging teaching methods

Class Rules 1.Follow directions quickly 2.Raise your hand for permission to speak 3.Raise your hand for permission to leave your seat 4.Make smart choices 5.Keep your dear teacher happy

Classroom Management Levels –The Scoreboard –Practice Cards –Guff Counter –Independents –Bull’s Eye Game –The Agreement Bridge

Engaging Teaching Methods Class – Yes Teach – OK Hands and eyes Mirror Switch

Benefits of WBT Active engagement and learning Elaborative rehearsal Simultaneous multisensory learning Create pathways to long-term storage

Concerns About WBT Is it just a fad? Not research based Misleading claims –Brain claims –Effective problem solving strategies?

What should you be aware of? Little to no research to support effectiveness Pre-teaching required A potential for robot-like students Surface level vs. deep learning Neuromyths –Left vs. Right Brain Learning –Using all 4 hemispheres Analytical Organized Emotional Creative

Our Recommendations WBT provides an effective framework –Teaching aids –Classroom exercises –Classroom rules and structure –Engaging learning opportunities for students Success alongside supplemental strategies Interested? Do your research. You are a professional. Do what you know is best practice for your students.

Resources Biffle, C. (2013). Whole brain teaching for challenging kids. Lucinda Geist. Retrieved from Biffle, C. (2013). Whole brain teachers of america. Retrieved from =135&Itemid=105 =135&Itemid=105 Bonnema, T. (2009). Enhancing student learning with brain-based research. Cassidy, D. J. (n.d.). A brief introduction to "whole-brain" teaching and learning. (Master's thesis, UMUC)Retrieved from Brain_Presentation.pdf Brain_Presentation.pdf Connell, D. (2013). Left brain vs right brain in the classroom. Scholastic, Retrieved from Fishel, J. (2011). [Web log message]. Retrieved from brain-teaching-research.htmlhttp://jessiefishel.weebly.com/whole- brain-teaching-research.html Forsythe, J. (2013, April 6). How effective is 'whole brain teaching'?. Retrieved from

Resources Continued Freundlichteaching. (Performer) (2010). Whole brain teaching: Grade 1 classroom [Web]. Retrieved from Medina, J. (2008). Brain Rules: 9 Sensory Integration. (1 st ed., pp ). Seattle, WA: Pear Press. Lepper, L. (2011, April 30). Three basic techniques in whole brain teaching. Retrieved from Smith, C. V., & Cardaciotto, L. (2011). Is active learning like broccoli? student perceptions of active learning in large lecture classes. Journal of the Scholarship of Teaching and Learning, 11(1), Retrieved from Stephanie. (2012, July 19). [Web log message]. Retrieved from Wolfe, P. (2010). Brain Matters. (2nd ed., pp ). Arlington, VA: ASCD.