Book Report

Robert Albright
Whole Brain Teaching for Challenging Kids, by Chris Biffle, 2013
Essential Question: How does learning happen?

Task Response
Select 2-3 key areas Point 1
or points made by A core concept supported throughout the book is the notion that if a students whole brain is
the author that add involved in learning, there isnt any mental are left over for challenging behavior (p. 6). The goal of
to your professional this book is to show teachers how to engage learners that struggle with conforming to traditional
learning and
synthesize the ideas
classroom procedures. By traditional I mean long periods of direct instruction where students are
by making expected to remain in their seat and watch the teacher explain new information. In many cases
connections to other these students become disruptive because they are bored and unstimulated, so this book lists
relevant research strategies that keep them involved in the learning environment.
and current
information to
support the validity Point 2
of the book content. Within the umbrella of whole brain train teaching (WBT), Teach-Okay is presented as the most
important teaching method. This refers to a period of instruction where our goal is to discipline
ourselves to speak in units that are 30 seconds or less and having our students repeat our
message to each other (p. 47). The result is that students are able to take information in small
chunks (information processing theory) process it, and commit it to working memory. Constantly
requiring them to talk also keeps them actively engaged and listening to our teaching.

Point 3
The third key area emphasized throughout this book is the importance of associating hand
gestures and other forms of bodily movement to new learning. This is important especially for
students who get wiggly after short periods of time (most notably students with ADD/ADHD). When
students are engaging with content kinesthetically, their mind automatically becomes attentive to
what is being taught. It is difficult for students to talk and/or think about non-educational things
while moving in accordance to what they are learning.
Essential Idea 1:
Question: How Multi-sensory learning
does learning Learning happens when students engage with new material using as many bodily senses as
happen? possible. Using multiple learning methods helps activate more parts of the brain, which increases
How does the
the strength of neurons responsible for storing information. Once multiple strategies are used,
content support information is able to leave working memory and enter long-term memory.
long term learning?
Idea 2:
Social interactions-
Making learning a social experience is important for long-term memory storage. According to Biffle,
research indicates that students learn the most when they are involved in teaching each other.
One reason is because this is a fun experience that includes laughing and lessening of the tense
atmosphere of the classroom. Scientists have confirmed that humor decreases stress, relaxes
muscle tension, and decreases blood pressure. This makes learning more effective, and emotional
experiences are also key in long-term memory storage.

Repetition- Biffle estresses the importance of repetition from different angles. In terms of learning
new information, students need to. Repetition in classroom routines is also important for creating
an effective learning environment. By keeping the same structure every day, students get in the
habit of active learning and begin to exercise it naturally. Learning also happens faster because
1
 students automatically know what to do when the teacher says a simple keyword such. This allows
students to use less working memory in learning new routines and devote more to internalizing the
new information being introduced. Leaving room for new information in working memory increases
the opportunity to commit it to long-term memory.
Evaluate the content
in relationship to a Proverbs 18:15 states: The mind of the prudent acquires knowledge, And the ear of the wise
Christian worldview. seeks knowledge. This book challenges students to become good listeners in order to internalize
Describe and new information. Not only are students expected to listen closely to the teacher, but they must also
explain areas of
compatibility and
listen to their peers and learn how to evaluate their opinions as well. This promotion of healthy
areas of dialogue is critical for Christians because we are expected to acquire knowledge through
differences? conversations with others. In addition, whole brain teaching is based on creating a positive
environment where all students feel safe and valued. We are all made in Gods image, and thus all
have intrinsic value that should be acknowledged in the classroom.

Link the book

content to 1.This book is linked to the behaviorist theory- Skinners classical conditioning in particular.
one/several of the Chapter 11 introduces The Scoreboard, a mode of positive and negative reinforcement used to
four theories we are make desired behaviors habitual. The teacher puts up posters around the room of a happy face
studying in this
course. Provide a
and sad face with a line down the middle. When students do positive things such as actively use
comprehensive hand getures, respond to class class promptly, and answers questions correctly, the teacher
overview of how the awards them a point. On the other hand, negative behaviors such as non-educational
content of this book conversations or lack of participation result in sad-face points. Biffle argues that creating a team
falls into the reward system is more effective than an individual one because classmates are more likely to
category of one or encourage positive behavior in one another.
more of these four
theories. 2. This book is linked to many different aspects of information processing theory. The validity of
these strategies are grounded in understanding of how the brain works, and why multiple parts of
the brain must be activated simultaneously in order for deep learning to occur. WBT incorporates
kinesthetic (motor cortex), auditory (temporal lobe), and visual learning (occipital lobe) into each
activity. This helps target the strengths of each learner, which makes the learning experience more
enjoyable for everyone.

Describe1-3 Big
Ideas that seem to Big Idea #8: Learners benefit by reading or hearing the ideas of others
link your book to a Biffles teach-ok method is based on the idea that students learn best by engaging in
theory we are conversations with classmates. This is in line with information processing theorys assertion that
studying and provide
a rationale for your
learning is transmitted by the outside world rather than constructed by the learner. Exposure to the
choice. Explain in experiences, opinions, and explanations of peers allows students to expand their worldview. In
full detailed manner. addition, the socioemotional experience that occurs when conversing with peers also helps
information become more internalized.
Your critical thinking
should come
through your report. Big Idea #9: Learning is enhanced when learners engage in self-evaluation
Biffle repeatedly emphasizes the importance of teachers evaluating themselves during and after
the teaching process. Perhaps the most important thing to monitor is how much time they are
spending talking vs. the amount of time students are actively engaged in learning. He warns about
being the sage on the stage, which is something we often do subconsciously. This can be related
to social-cognitive theorys concept of self-regulation. Teachers are also able to evaluate how well
they have explained new material by monitoring student conversations. If they express confusion
or do not accurately apply the new information, the teacher can rewind and teach it differently.

Big Idea #1: Learners do not passively absorb information from the environment; rather,
they actively work to make sense of their environment and construct their own, unique
understandings of the world
During student conversations, they are given the opportunity to explain how and why the new

2
 material resonates with them. Hearing, repeating, and examining new information allows students
to maintain it in their working memory, which is critical in order for short-term memory to transfer to
long-term memory. This is a major component of information processing theory. Students also
learn how to exercise information processing theorys elaboration skill- taking new information
further by connecting it with different ideas.

How has this This book has helped me most by giving practical steps on how to implement each principal.
reading helped you Whole Brain Teaching is not presented as merely a psychological concept, but rather as a step-by-
develop a deeper step program that teachers can follow. I have gained a deeper understanding of why the teach-
conceptual okay method is so important in helping students internalize knowledge. This is important for
knowledge of this
content? Refer to
students who lose focus easily because they are constantly having to grapple with new information
deeper learning in that is presented. I have used this strategy in my classroom and see how it changes the classroom
Learning Sciences atmosphere to one that is more engaging and efficient for students.
article.
Depth and I obtained deeper learning in this book by immediately applying these principles in my classroom.
Complexity: How Prior to reading this book I did not monitor the amount of time I spent doing direct instruction. I was
did you achieve getting really frustrated with my first graders because it seemed like they were not paying attention
deeper learning for to anything I was explaining. They were often staring into space, talking with each other, and this
yourself in your
study of this book
static learning experience I created was painful for me as well as them. Now with this new
content? Provide dynamic learning strategy in mind, I have my students share information with their partners
explicit evidence. throughout the day. They enjoy it and are learning to articulate their thoughts, which is important
for first graders. Another strategy I included is having students recite what their partner said, as
opposed to their own idea. This helps students build listening skills as well, which is in line with the
concept of Big Idea #1.
How has this study
helped move you This book has helped me learn how to limit my time spent talking and allow more opportunities for
from novice to students to speak. I have tried these activities in my classroom and found that students learn
expert professional? more, and find it more enjoyable. In addition, it gives me a better opportunity to informally assess
students to determine whether they are understanding the new material. Lastly, part of becoming a
professional is learning how to differentiate learning to reach all students, and whole brain
teaching is a great way of doing that.

How does this

information help The use of multi-sensory learning helps develop positive growth mindsets because all students are
students develop a able to exercise their particular strengths. Students who would normally be disruptive due to the
positive growth inability to sit still are able to thrive with kinesthetic learning techniques. This prevents students
mindset for
learning?
from holding a fixed mindset that results from being judged by your ability to excel in only one type
How does it help of learning.
students develop
GRIT? Students are able to develop GRIT through whole brain teaching by continually being challenged
to actively engage with the material. Once students get into the habit of learning in multiple ways,
they are able to improve and build confidence in their abilities. In addition, the team oriented
atmosphere of whole brain teaching creates a dynamic where students encourage each other to
keep trying despite difficulties. Conversing with peers helps lower stress levels and increase the
likelihood to keep trying.