Implementing Whole Brain Teaching-Walker

Implementing Whole Brain Teaching to Enhance Student

Performance

Felicia D. Walker
Learning Strategy Project
EDUC 6304 Children, Adolescents, and Learning
Houston Baptist University
Professor Wendy Frazier
November 17, 2014

Implementing Whole Brain Teaching-Walker

Abstract
This strategic learning project examines the effectiveness of whole brain teaching in the
classroom. It defines the common forms of whole brain teaching most relevant for student
learners and examines the core element of each method. Whole-brain teaching is an instructional
approach derived from neuro-linguistic descriptions of the functions of the brains left and right
hemispheres (Willis, 2007 ). It is a movement to address the multi-sensory approach of learning
by engaging the whole child in the learning process kinesthetically, auditorily, and visually by
utilizing a wide variety of cooperative learning techniques.
Introduction
I am Felicia Johnson-Walker, currently a graduate student at Houston Baptist University,
completing my Masters of Arts degree in Education Administration, with principalship
certification. Prior to attending HBU and currently I have worked in lower socio-economic
schools in the Detroit Public School System, Houston Independent School District and Early
Childhood Programs under the umbrella of one of the largest Head Start Programs in America. I
have 15 years of combined experience in leadership, as a school manager, director of programs,
specialist and educator. My interest in this topic stems from the underlying factors that contribute
to the high levels of distractibility our students face in their learning environments. Educators
contend with lack of sleep, low nutrition, familial distractions, varying ability levels as well as
interest and motivation from the students. In a melting pot of a classroom the teacher must
orchestrate a lesson that not only engages, captivate and stimulate the young minds before them
but more importantly, educate. I have observed over the years, teachers who become burned out,
lasidaisical and even robotical in their manner of teaching delivering a one-way message to
students expecting them to receive it. As a result, the high-performers rise and the disinterested

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fall to the wayside. This learning strategy project is targeted to the by the wayside students and
their instructors who desire better results.
Literature Review
Schiller and Willis (2008) state in order to optimize conditions for success we must apply
relevant findings from current brain development research into the implementation of our
learning standards. In order to do this here are some of their findings. Finding #1, We must
keep in the forefront of our minds that Experiences impact the architecture of the brain.
Although, the hardware is present the connections are not yet made. Connections are made when
experiences happen and are repeated. As children and learners encounter repeated experiences in
the world, connections are reinforced. This process becomes the neural circuitry that lays the
foundation for lifelong learning. Finding #2, Establishing a Predictable process assists the
brain in channeling stimuli into the long-term memory for learning. As teachers present
information in a sequence that supports this process, it is much easier for children to learn and
retain information. Finding #3, environmental influences such as emotions, humor, novelty,
physical movement, and hands on activities can contribute to the increased alertness and memory
within the learning process.
Willis (2007), a neurologist turned classroom teacher, reviews research showing that the
most effective learning takes place when students are engaged in the material and when they are
not under stress. She explains, that stress impedes the storage process of information. When
stress activates the brain's affective filters, the information flows to a higher cognitive network
and is then limited, therefore, bringing the learning process to a halt. During stressful conditions
information is blocked from entering both the brain's area of higher cognitive memory
consolidation, as well as storage center. Willis offers several strategies for bringing the joy back

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into the classroom and thereby increasing student learning. Strategy #1: Make it relevant.
Students will often feel less stress when they see an intrinsic reward for their efforts, such as
using the metric facts they've mastered as a tool for participating in a more appealing activity like
using the standard measurements to prepare cookie dough in class. Strategy #2: Give them a
break. Any pleasurable activity used as a brief break can give the amygdala a chance to cool
down and the neurotransmitters time to rebuild. Strategy #3: Create positive associations.
Students can build on their neurochemical memories of positive feelings if they have
opportunities to recognize and savor their successes. A posted Personal Goal Achievement
list, for example, acknowledges all students' successes. Students set personal goals, and their
names go on the list as they achieve their set goals. Other strategies listed involve equipping
students how-to prioritize information, allotting time for independent discovery learning, and
establishing the classroom as a safe haven where students gain emotional resilience and therefore
learn at higher levels of cognition.
Given (2004) says, educators are in the business of brain construction: How we develop
and implement lesson plans will determinein a large measurewhat kind of minds our
students construct. The key to effective brain construction may be how teachers use the natural
learning systems as a framework for linking neuroscience and education. We are not only
conscious of things via our cognitive system, but we are also conscious of how we feel about
them; therefore, making it safe to assume that our emotions are parallel to our cognitive system.
Were conscious of being active and engaged learners, and we know when were passive and
uninvolved in the learning process. We reflect on our past experiences and plan for the future.
We develop strategies to help us learn. We think about our own thinking. We do all these things
while our natural learning systems address basic psychological needs unique to the human mind.
When our basic psychological needs are met, the systems function effectively. When our basic

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psychological needs go unmet, systems are less than effective. Teachers can attend to the mind's
psychological needs when they know what roles to play and what needs to address.
Ciaccio (2004), speaks on the topic of making the best use of the class period, this in
itself is another way to help students retain information. Research reported by Sousa (1995)
indicated that children learn the most at the beginning of the period (called Prime Time I) and the
second most at the end of the period (called Prime Time II). In between Prime Time I and
Prime Time II is Down-time when students are less receptive to new information. In a 20minute lesson, there are 18 minutes of prime time (I and II) and two minutes of down time. In a
40-minute lesson, there are 30 minutes of prime time and 10 minutes of down time. The longer
the class period, the more down time there is. Prime Time I should be used to teach new
information. Make the most of prime time because the students are most receptive then. Prime
Time II at the end of the period is an excellent time for rehearsal. The students can make sense
out of new information and assess meaning. Down-time calls for a change of activity. Teachers must
be sure when choosing instructional approaches that cognitive-processing preferences are taken into
account. Children come to school needing concrete experiences, with many preferring to process
information globally. The skilled teacher can take a giant step toward helping struggling students by
using multiple modalities and teaching to varied cognitive-processing preferences.

Participants and Setting

The selected school is, a public school, under the leadership of the Houston Independent
School District, located in North Houston. The school has a student body of approximately 900
students, ranging from grades K through 5th. The school is identified as 100% economically
disadvantaged having at least 58% of the student body identified as at-risk, and 16% identified

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as Limited English Proficient (LEP). The sample group for this project was taken from a
classroom of 26 first graders, 15 boys and 11 girls; out of this group 85% were black, 12% were
Hispanic, and 3% bi-racial.
Procedures
To implement this learning strategy and observe the behavioral patterns of my students I
sectioned off periods of the day when the students were most active and least attentive. This
usually occurred after lunch or ancillary. I set out to identify the off-task behaviors and
inattentiveness I wanted to adjust, see list in (Appendix A). Once the behaviors were identified I
conducted a Pre-WBT strategy observation using the Classroom Observation Form to record
the frequency of the behaviors. Next, I integrated the whole brain method in teaching the
concepts of the lesson (such as., the use of hand actions, teach and mirror, visual images,
classroom management, and teaching strategies to peers. Six techniques were used as attention
getters (Appendix C-F) practicing of the classroom rules, teach/okay, switch, scoreboard,
class/yes, hands & eyes. These strategies were used throughout the lessons and day, each day,
for one week. Finally, I conducted a Post Observation after having implemented the WBT
strategies for one week to see the results.
Procedures Step by Step:
1. Conduct Pre-Whole Brain Teaching observation
2. Identify areas where engagement is lacking and problem behaviors
3. Use a video recorder, second observer or tally log to record occurrences of behavior
4. Integrate WBT methods in teaching concepts and classroom management for one week.
5. Conduct Post-Whole Brain Teaching observation

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Results
The results displayed an increase in engagement and a decrease in distractible
behaviors in the areas of daydreaming, talking , getting out of seat and doodling. There was not
a measurable difference in the fidgeting and pencil tapping. The engagement factor was
increased when led by the teacher, allowed to engage in group talk, and directly after a brain
break. Overall, as time elapsed the students began to digress back into their typical behaviors.

Discussion and Implementation

My research, indirectly confirms the research of active learning which the foundation of
whole brain teaching is. The more engaged the child is the more they will learn and retain.
However, whole brain teaching in itself is not a widely used term and does not have sufficient
research available to stand on its own. I will continue to integrate the WBT strategies into my
lesson delivery, and classroom management piece. The portion of this project I would modify is
adding a time frame to track periods of engagement to observe the peaks and valleys. When
doing this Id take into consideration the attention span of the age group and insert mini-brain
breaks into the activity or shorten the activity method itself by chunking the lesson.

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References
Willis, J. (2007). Engaging the Whole Child. The Neuroscience of Joyful Education.

Schiller, P. & Willis, J. (2008). Using Brain-Based Teaching Strategies to Create Supportive
Early Childhood Environments That Address Learning Standards. Beyond the Journal.
Ciaccio, J. (2004). Totally Positive Teaching. Retrieved November 10, 2014, from
http://www.ascd.org/publications/books/104016/chapters/Helping_Underachievers@_W
hole-Class_Strategies.asp
Given, B. (2002). Teaching to the Brain's Natural Learning Systems. Retrieved November 10,
2014, from http://www.ascd.org/publications/books/101075/chapters/Theaters-of-theMind.aspx

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Appendix A

Class Behavior Observation Sheet

Date: ________________

Behavior

Tapping Pencil on Desk

Fidgeting/Stretching
Getting out of seat
frequently

Daydreaming/Staring into
space
Doodling

Wasting Time

Out of Seat

Talking to a Neighbor
On -Task

Frequency of
Occurrence

Tally

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10

Appendix B

Class Observation Summary Sheet

Date: ________________

Behavior

Tapping Pencil on Desk

Fidgeting/Stretching
Getting out of seat
frequently

Daydreaming
Doodling
Wasting Time
Out of Seat
Talking to a Neighbor
On-Task

Pre-WBT

Post-WBT

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Appendix C

Appendix D

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Appendix E

Appendix F

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Appendix G

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