WBT's Classroom-Transforming Rules What do you know about Whole Brain Teaching (WBT)? Until a few months ago, I didn't have a clue, although I had seen the term several times. Then I started noticing that every time someone on my Facebook page asked a question about classroom management, at least a dozen people would respond with "Check out Whole Brain Teaching!" I was intrigued, so one day I decided to pose my own question - "Who can tell me about Whole Brain Teaching?" I decided to reach out to Chris Biffle, the director and mastermind behind Whole Brain Teaching, to ask him if he would be interested in writing a guest blog post for Corkboard Connections to help spread the word. You might still be wondering, but what IS Whole Brain Teaching? Classroom-Transforming Rules Blog Post Series An important component of Whole Brain Teaching is the Five Classroom Rules, so Chris will be writing a series of posts to explain each rule and how to introduce them to your students.
How to Get Kids to Slow Down with Their Work Advice from Real Teachers When it comes to encouraging kids to produce quality work, one of the biggest problems we face is getting kids to slow down and take their time. For some reason, students seem to feel there's some sort of prize for the one who finishes first, or maybe it's just that they want to rush through some assignments to get to other activities they think will be more fun. If this is something that you struggle with in your classroom, read on to learn 25 terrific tips from real teachers who have solved this problem. Today's Question Every week on my Facebook page, I post the Question Connection where I invite teachers to ask questions, and I later share those questions with the fans. When I see that a question receives a lot of responses, I compile the best of them into a blog post. Today's teacher question comes from Cassandra who asks, "Can anyone share strategies for getting kids to slow down in their work? Thanks to everyone who offered such terrific tips!
Research All of Whole Brain Teaching’s instructional techniques (see the “First Steps” menu) are validated by contemporary brain research. Class-Yes: Our primary attention-getter activates the prefrontal cortex, often called the CEO of the brain. The prefrontal cortex controls, among other functions, decision making, planning and focus of attention. The Scoreboard: The limbic system, deep inside the brain, is the source of our emotions. Teach-Okay: Brain and learning research indicates that students learn the most when they are engaged in teaching each other. Hands and Eyes: When we are making an important point, we want students to focus intensely on what we are saying. Switch: Some students talk easily, often too easily! Mirror: Many brain scientists believe that we learn by mirroring the gestures and activities of others. All of WBT’s instructional strategies have been rigorously classroom tested, many for over 10 years. Our research continues.
Funderingsboken - tankar och samtal om stort och smått - Lektionsbanken.se - Lärare inspirerar lärare Sidan du försöker nå kräver att du är medlem i Lektionsbanken. Logga in Du åtar dig ingenting och det kostar inget. Bli medlem i Lektionsbanken storyline.se Think-Pair-Share Variations Learning is a collaborative venture. The more we can provide opportunities for our students to think, collaborate and learn from each other – the more we are preparing them for their futures! Do you use the strategy Think-Pair-Share in your classroom? The Think-Pair-Share strategy is a three-step collaborative learning structure developed by Dr. Frank Lyman in 1981. The General Strategy: Think-Pair-Share – Teacher asks a question or provides a prompt.Students are given time to THINK about their responses.Students PAIR up and discuss their responses.Student pairs SHARE their ideas with a larger group. Do you want to spice it up with additional variations? The strategy Think-Pair-Share, along with a variety of twists, is a versatile strategy that can be used before, during or after a reading, viewing or listening activity. Fran McVeigh challenged me in my last blog post, Check for Understanding, to think in terms of no-tech and tech variations. Formulate-Share-Listen-Create - Mix-Pair-Share –
Koncentration - Metodbanken Le Poème de l’âme – L’Idéal (1860) Anne Francois Louis Janmot (1814-1892) Man skulle kunna säga att våga tala och lyssna aktivt är två sidor av samma mynt! När syftet är att låta någon komma till tals är det effektivt att verkligen lyssna aktivt, därför kan man använda sig av detta som metod. Den här övningen kan göras i olika sammanhang, på lite olika sätt och med olika syften. 1) Som metod i början av ett möte – när det finns behov av att rensa tankarna – för att sen lättare kunna koncentrera sig på temat för mötet. Alla som jobbar med barn och ungdomar vet att det finns behov av att hitta lugn och fokus då och då. Läs resten av inlägget » Be deltagarna ställa sig i en ring med axlarna mot varandra. Läs resten av inlägget »
Talsyntes - ett mångfacetterat verktyg för alla Många av Sveriges kommuner har satsat på kommunlicenser när det gäller olika alternativa verktyg som talsyntes, bokstavsljudning, tal/ljudböcker, rättstavningsprogram m.fl. Tyvärr introduceras dessa program nästan endast för elever med läs- och skrivsvårigheter och i princip alltid först när dessa elever redan har misslyckats i sin läs- och skrivinlärning, fastän detta är verktyg som ALLA elever faktiskt skulle kunna ha nytta av. Att ha nytta av andra digital verktyg, behöver således inte innebära att man inte kan läsa. Lika lite som att använda en cykel inte innebär att man inte kan gå. De flesta av oss vill helt enkelt göra vardagen lite enklare, smidigare och tillgängligare - konstigt vore det väl annars. Ofta tecknas serviceavtal med företagen bakom programmen, vilket faktiskt ger alla elever möjlighet att ladda ner programmen i hemmet utan kostnad. Möjligheter med talsyntes Här kommer några tips på hur talsyntes kan användas som komplement till andra verktyg till ALLA elever:
Presentations Below you will find PowerPoint files for presentations given at conferences, workshops and other events. Inevitably, there is a lot of duplication. Some of these are in .ppt format, and can be opened with any version of PowerPoint from 1997 onwards. Others are in .pptx format, which requires the installation of a document converter (available free from Microsoft) if you want to open them with older versions of PowerPoint. Formative assessment: Confusions/clarifications/prospects for consensus, Oxford, UK, February Creating the schools our children need, NSBA conference, San Antonio, TX, April The role of constructs in equitable assessment, AERA conference, New York, April Feedback, performance and learning, Mind, Brain and Education conference, Potomac, MD, July Formative assessment, Performance Matters Learners Conference, Orlando, FL, February Assessment literacy, Performance Matters Learners Conference, Orlando, FL, February How do we prepare students for a world we can’t imagine?