OFE-WholeBrainTeachingStreamlined.pptOFE-WholeBrainTeachingStreamlined.ppt

Whole Brain Teaching
Classroom Management
and
Brain Based Learning

What You Can Accomplish
What You Can Accomplish
 A positive, effective classroom
 A classroom where learning is fun for you and the
students
 Learning based on solid pedagogical theory
 Higher retention, greater involvement
 WARNING: You may experience the danger of irritated
colleagues.

What do we mean by brain based
learning?
Do we know for sure this is really
brain based?
Does it matter as long as it works?

 Your brain is made of clusters of specialized
nerve cells called neurons.
 Each part of your brain has a specific job.
 The more parts of your brain you can engage
to learn new information, the more powerful
the memories you create.

Sensors on Maximum!
Sensors on Maximum!
There are three main sensory inputs for everyone
to learn through….
- Visual (what you see)
- Auditory (what you hear)
- Kinesthetic (movement, gestures and body
language)

OFE-WholeBrainTeachingStreamlined.pptOFE-WholeBrainTeachingStreamlined.ppt

Making Memories
Making Memories
Memories aren’t made in any one
place. Many systems work together.
At first they are labile, or changeable.
Over time they can become
permanent...but that can take years!

Making Memories
Making Memories
When you are teaching something new
the information has to come through the
Reticular Activating System
(hippocampus and amygdala).
If students are stressed it can interfere
with their ability to learn.

The Big Seven: Basic Methods
The Big Seven: Basic Methods
 The basic components of Whole Brain Teaching:
– Class!-Yes!
– The Five Rules
– The Scoreboard “Game” (and more!)
– Hands and Eyes!
– Teach!-OK!
– Mirror!
– Switch!

 Class-Yes!
 The 5 Rules
 The Scoreboard “Game”
 Hands and Eyes

Teacher: “Class!”
Teacher: “Class!”
Students: “Yes!”
Students: “Yes!”

The Five Rules
The Five Rules
Rule 1: Follow directions quickly!
Rule 2: Raise you hand for permission to speak.
Rule 3: Raise your hand for permission to leave your seat.
Rule 4: Make smart choices.
Rule 5: Keep your dear teacher happy!

Teacher: “Hands and Eyes!”
Students: “Hands and Eyes!”

The Discipline “Funnel”
The Discipline “Funnel”
 The Scoreboard “Game”
 Independent Team.
 The Guff Counter
 The Bullseye Game

The Scoreboard Game
The Scoreboard Game
 The students score points for following
directions.
 They lose points when they do not.
 How can a student rebel against you? By
doing what you asked them to do!

The Scoreboard Game
The Scoreboard Game
 When the students score they get to
celebrate with a “One Second Party”
 When they lose a point they still sort of
celebrate with a “Mighty Groan”.

The Scoreboard Game
The Scoreboard Game
 You can award or take away points both for
individual and group behavior.
 I usually try to award for either, and mainly take
away for the group.
 The scoreboard game works best if you connect
some sort of reward to it.
 Homework, games, instant game, free seating, free
time, etc.

Independents: Little Clique of Trouble!
Independents: Little Clique of Trouble!
 Students only play in the Independents for
one day, or until they ask to rejoin the
class.
 Independents get a separate scoreboard.
They get a negative mark when anyone in
their group acts out, and a negative one
any time anyone in the class group acts
out.

Stopping Power Struggles:
Stopping Power Struggles:
The Guff Counter
The Guff Counter
Guff givers are counting on the silent
support of the rest of the class.
You are about to take that away.
“Please, Stop!”

Immune to Punishment: The Bullseye Game
Immune to Punishment: The Bullseye Game
 Only for students who are immune to
punishment .
 It will only be played with you, and one
student.
 No one else needs to know what it is for.
 Work with your player to choose a goal, and
identify the behavior that needs fixing.

Detentions: WBT Style
Detentions: WBT Style
Rules Practice.
Practicing the rule(s) you broke.

Teaching Methods
Teaching Methods
 Teach!-OK!
 Mirror!
 Switch!

Teach!-OK! Method
Teach!-OK! Method
 You are programmed to remember information
given in an excited tone.
 You remember more if you gesture, or see
others do it.
 Your own gestures provide a kinesthetic
anchor for your memories.
 Retention will increase dramatically.

Teach!-OK! Method
Teach!-OK! Method
 This is all about collaborative learning.
 The teacher introduces what is to be
learned, claps to engage first, then says
“Teach!”
 The students respond the same way the
teacher did and respond “OK!”

Mirror!
Mirror!
 Say “Mirror me,” or “Mirror my gestures,”
when you introduce new ideas.
 Emphasize that mirror means to copy you
exactly- volume, excitement, gestures,
everything.

Teach!-OK! Method
Teach!-OK! Method
 The student partners (two ideally) turn to
face one another.
 Each student teaches his/her partner the
information to be learned.
 They should use eye contact, excited
voices, and big gestures!

Practice
Practice
Teach!-OK! With a
Switch!

Beyond the Big Seven.
Beyond the Big Seven.
 Micro-lecture
Volume-o-meter
 Adapting What You Know.
 H.O.T.S.- tradition and innovation
 Planning With Power Teaching
 Planning For Power Teaching

Micro-lecture
Micro-lecture
• Speak for shorter segments of time
• Use Teach!-OK!
• Check for understanding.

I hate to say it, but…..
I hate to say it, but…..
 WE TALK TOO MUCH...at one time, that is.
 You can only keep 7 items in short term
memory.
 3 to 5 items is ideal for young people.
 Use Teach-OK FREQUENTLY to reinforce
learning, and move items to long term memory

Most important
Most important
Drop your lecture items to one
minute to one and a half minutes or
less per item.

Taking the sting out of a wrong answer
Taking the sting out of a wrong answer
 If someone tries a question and misses it,
have the whole class tell them “It’s cool!”
 This removes the fear of being wrong.
 Have them try again, give clues, or break it
down if needed.

When the answer is correct…
When the answer is correct…
 CELEBRATE!
 Show them the Power of the Ten Fingered
WOO!
 Some may hesitate at first, but keep at it.
They will remind you if you do not give
them their WOO!

Volume-o-meter
Volume-o-meter
5 Out of Control
4 Loud Crowd
3 Formal Normal
2 Low Flow
1 Ninja Talk
0 Quiet of the Tomb

Adapting What You Know
 Passing out papers.
 Taking up papers
 Keep it exciting, vary content, not context.
 The Wave?!

 Power Vocabulary
 Finding the gestures
 Repetition, and “stacking” the learning
 Connecting concepts for larger ideas

H.O.T.S.
H.O.T.S.
 You must begin with the basics,
knowledge and application level
 Vocabulary is an example
 You cannot discuss concepts if everyone
is not speaking the same language.

Brain Toys
Brain Toys
Compare and contrast
Example Poppers
Hand puppets
Action Figures

Incorporating Tradition and
Incorporating Tradition and
Innovation
Innovation
 Use micro lecture to introduce an idea or
concept.
 Teach-OK to reinforce, and check for
learning.
 Extend with writing to show proof of
learning.

Incorporating Tradition and Innovation
Incorporating Tradition and Innovation
 Use Whole Brain Teaching methods as a signal for
traditional activities.
 Writing after Teach-OK or micro-lecture
 Teach-OK with concepts from videos
 Assign vocabulary homework, one term per
student. They must come back the next day able to
teach their term to the class. Their classmates
write the term after they learn it.

Planning
Planning with
with Whole Brain Teaching
 You do not have to use Whole Brain
Teaching instruction methods every day.
 Choose individual Whole Brain Teaching
techniques you want to use and build
them into your lessons.
 The classroom management component
should be used every day for consistency.

Planning
Planning for
for Whole Brain Teaching
 Whole Brain Teaching is not perfect, and
will not solve all your problems, though it
will lessen them mightily.
 Most Whole Brain Teachers get really
excited and try to do too much. Then
disappointment sets in.
 To avoid this….

Planning
Planning for
 Add only one or two basic elements at a
time.
 Practice these until you feel comfortable and
then add another one or two.
 If you have questions, or you feel something
did not go right read, read again, and then
re-read the free downloadable e-books.

Planning
Planning for
Never Give Up!
Even veteran Power Teachers have
bad days and make mistakes.
It can be tiring, but notice what kind
of tiring.

Planning
Planning for
 Read through the step by step instructions.
 If you still need help email me
(jeffbattle@wholebrainteaching.com) or Chris
Biffle (chrisbiffle@wholebrainteaching.com)
for help.
 Come to wholebrainteaching.com to talk with
other Whole Brain Teachers.

OFE-WholeBrainTeachingStreamlined.pptOFE-WholeBrainTeachingStreamlined.ppt

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