Tagged With: TeachHUB
If you have challenging students in your classes, there’s a good chance someone has suggested that you look into Whole Brain Teaching (WBT). Whole Brain Teaching is an active teaching method designed to maximize student engagement in lessons, positive interactions with classmates, and educational fun. Instruction includes vocal directions mixed with hand gestures, inflections, full body movement, head motions, and chants. Studies show that this multi-sensory approach is how the brain is intended to learn and will result in a much greater probability of reaching teaching goals.
Where it might have originally been intended for challenging classes — much like Orton-Gillingham started as a multi-sensory learning system for dyslexics — WBT has matured into a strategy that works for lots of learners, even the quiet ones. It uses “model and repeat” as ways to join the right and left sides of the brain (such as the hippocampus, the prefrontal cortex, and the motor cortex) in student learning with the idea that if the entire brain is engaged in learning, there is nothing left over for misbehavior or distraction. For many K-12 teachers, WBT has become their primary teaching strategy.
WBT is based on four core components (called Core Four — part of a longer list of techniques):
Orton-Gillingham started over seventy years ago as an instructional approach intended for those with difficulty reading, spelling, and writing, like what children experience in dyslexia. Sometimes, teachers recognized the special needs of a reading-challenged student, but just as often, it was blamed on disinterest or lack of effort, leaving the child to conclude s/he “just wasn’t good at reading.” When those same children were taught to read using the Orton-Gillingham (O-G) approach, many felt like that child who puts glasses on for the first time and his/her entire world comes into focus.
Since then, the Orton-Gillingham Method has enabled thousands of children to access worlds opened to them by reading, something they never thought would happen. In fact, it has been so successful, O-G is being mainstreamed into the general education classroom, as a way to unlock the power of reading for more students.
It used to be, every class I taught started with students scrambling for notepaper and sharpening their pencils. Everyone took notes and used those to study for exams. If students wanted to share notes, they had to find a copy machine.
Many schools still do this, but there’s a better way: Digital notetaking. Students can use whatever computing device they have — including a smartphone — to record notes that can then be filed, shared, multimedia’d, and collaborated on. There are many options (Notability and Google Keep come to mind), but the most versatile, all-encompassing app I’ve seen is Microsoft’s OneNote. If you think you know OneNote but haven’t looked at the most current edition, take another look. You’ll be surprised at the changes.
Part of the free Office 365 for Education (and the fee-based Microsoft Office 365), OneNote opens quickly and allows students to take notes with a keyboard, stylus, or finger. Notes can be text, images, drawings, pictures, audio recordings, videos, PDFs, even captured webpages. OneNote can even tape lectures and then search the recording for keywords. If students get a handout or worksheet, they can add it to a note page by snapping its picture with the free add-on Office Lens, saving it as both an image and text.
In a perfect world, vocabulary is learned in context: The phrases and sentences around the unknown word define the meaning. If that isn’t sufficient, students use affixes — prefixes, suffixes, and roots — to decode meaning. But because the world isn’t always that pristine, Dorothy Frayer and her colleagues at the University of West Virginia came up with a vocabulary teaching tool that has come to be known as “the Frayer Model”. Now used by thousands of educators, this approach to word study relies on analyzing words rather than memorizing definitions. Somewhat like Concept Circles, the Frayer Model uses a graphical organizer that asks students to describe words by much more than a memorized definition. They must:
- define the term
- describe essential characteristics
- provide examples
- provide non-examples
Because the Frayer Model digs deeply into understanding the word, it promotes critical thinking and a granular familiarity with unfamiliar vocabulary. It draws on a student’s prior knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples.