Presented by Brooke Beavers

 Brooke Beavers, Principal Tindley Summit  Served as AP of Tindley Collegiate last year  11 years of teaching experience (9 years elementary; 2 years as a 6 th grade Tindley Teacher )  Name, school and position this year

 What is Whole Brain?  Using Whole Brain for Classroom Management  Incorporating Whole Brain into Instruction  Teacher Practice with Whole Brain implementation

The teacher will be able to…  Understand the background and brain research behind Whole Brain Teaching  Identify and understand the seven Whole Brain strategies presented  Implement the seven Whole Brain strategies in a model lesson  Incorporate Whole Brain Teaching techniques into first week of school plans

 Definition of Whole Brain Teaching  Basic Elements  Integrated brain  More balanced use of language  Active learning  Tapping both hemispheres  Imaging

RAD Learning  R eticular Activating System (RAS)  Attention!!  Sets the tone for the brain’s level of response & alertness  Novelty, color, surprise, unexpected/curious, humor  A mygdala  Limbic System  Emotion processing  Fight/Flight/Freeze  D opamine  Pleasure  “Dopamine Dump”  Focus & Attention

 1999: New radical teaching system designed  2000: Thirty Yucaipa teachers meet in Biffle’s living room  : Monthly free Power Teacher Conferences Held  2007: The Golden Key is discovered  2008: YouTube and TeacherTube  2009: New Name. New Vision.  2010: WBT conferences continue to set attendance records..

 If you make your rules fun to follow, students will be more likely to follow your rules.  Highly energetic students with short attention spans respond remarkably well... to short lessons peppered with learning opportunities to be highly energetic.  Rebel students become significantly less rebellious when the teacher is eagerly supported by the rebel’s former allies.  If classroom instruction entertainingly engages the whole brain, students don’t have any mental area left over to create challenging behavior!

 5 Rules  Class-Class  Hands and Eyes  Mirror  Teach-Ok  Switch  Scoreboard

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 teacher happy

 The neo-cortex, the part of your brain behind your forehead, controls, among other things, decision making.  When the teacher says, "Class!" and students respond "Yes!," you have, in effect focused your students' neo-cortices on what you're going to say next.

 Whenever you want your students to pay close attention to an important point, say, "Hands and eyes!“  Your students respond, "hands and eyes!," fold their hands and stare at you intensely.

 Casual  Graphic  Memory

 Engages the brain's primary cortices- visual, auditory, language production and motor- at the same time.  Students enjoy the experience and their limbic systems become involved. This is the portion of the brain that controls emotional engagement.  Forms deep and lasting anchors for the information they are acquiring.

 Use in conjunction with Teach-Ok  We want the talkers to learn to listen and the listeners to come out of their shells and talk!

 Reinforce positive behavior in a fun, upbeat, positive environment  During class you will be rewarding a mark in the scholar section for procedures performed well.  When scholars do not follow directives, a point is added to the teacher side of the board.

NOTES  What WB techniques do I observe?  What area is this helping in? Management, Engagement, Morale, CFUs, procedures, etc.  om/watch?v=zQd0aZ5 RNzw om/watch?v=zQd0aZ5 RNzw

 Using what you have learned today, create a 10 minute lesson to model in front of group  Try to incorporate as many Whole Brain Techniques as you can  Remember to use Whole Brain for Teaching as well as management

ELA Identify and interpret figurative language (including similes, comparisons that use like or as, and metaphors, implied comparisons) and words with multiple meanings.  Identify the speaker and recognize the difference between first-person (the narrator tells the story from the “I” perspective) and third-person (the narrator tells the story from an outside perspective) narration. Math Compare lengths, areas, volumes, weights, capacities, times, and temperatures within measurement systems. Compare the mean*, median*, and mode* for a set of data and explain which measure is most appropriate in a given context.