Whole Brain Teaching: High School Math
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- Опубліковано 27 чер 2009
- Watch Kristin DeWit, veteran Whole Brain Teacher, guide her class through a lively algebra lesson. To download hundreds of pages of free materials, go to WholeBrainTeaching.com. For more information about Whole Brain Teaching email Chris Biffle at CBiffle@AOL.com.
Saw this in a training on the Marzano framework. Say what you will about the method, Ms. DeWit taught the basics of slope in 5 minutes, had a formative assessment, engaged every student in the room, had a specific learning target, celebrated student success and accomplished more in 5 minutes than some do in a full lesson. This was enough to get me to investigate the process further. Nice work!
The students were easy to engage and cooperative. The students were very patient with her story and let her say her story. This would only work in a classroom of cooperative students.
I love this!!! She is making her class interact, plus, she is giving the students the chance to grasp the subject!
The word for today is "engagement." In all the many (many) math classes I have had to endure, this is the polar opposite. The class is paying attention, they are participating-they are NOT asleep, scribbling, writing notes or texting. I am sure it could be tweeked to be more technical, but to see all those students actively taking part was a joy. My husband was just passing by the computer and he took in and understood the information. Just that easy.
She's such an awesome teacher. It's easy to understand and it's fun and honestly by continuously reminding the students and asking them to tell each other what she has just taught, will help them to rmr better. I want a Teach like that.
I used this lesson after 2 weeks of learning about the ratio as a rate of change, finding equations and making tables. The students finally put together what "slope" was! And the light bulbs went on as we discussed why the slope was 0! It made sense in context!
My guess is, about 30% find the lesson too easy, 30% find the lesson just right, and 30% is just following other students. Yep, and prob 10% find it slightly uncomfortable to act like elementary kids. WBT should be used for classroom management rather than course content.. why? Because it is a low ceiling approach. It don't let students explore but just repeat. It's like rote memorization.
well said.
Agree, well said. Personally, I would be uncomfortable treating high school students like such little kids. I don't teach elementary school for a reason. I would also worry that the kids have no idea WHY the slope of each line is positive, negative, zero, or undefined- I want my students to understand why. I would assume that information was taught in a later class...well, I hope, at least, because it is important for conceptual understanding. I would wonder how she teaches formulas and such like this. How is the concept of dividing by zero taught in this manner? Too many unanswered questions from this clip; I would need more information before even considering this method to be of value.
@@masterofnone3304 I think it is a great way to teach basic information like this. It doesn't mean that you have to do it like this every day. You could always provide those times for exploration after an intro lesson like this or just do it on another day. In my opinion it gives the students a cognitive connection that they might not have had before. Some students will thrive with a lecture. Some need this type of engagement or other teaching styles to thrive. I do agree that it's fantastic for classroom management!
To keep you continuously focused and on task.
The clapping is an attention getting device, it also allows the class as a group to do something together, and it allows the instructor to punctuate, and or separate specific points or subjects.
Well done with this lesson. The kids were very engaged. Even if some of the students felt it was cheesy, they will most likely remember this. The one thing is, although they should remember whether if the slope is positive, negative, zero, or undefined, they were never taught why it is positive, negative, zero, or undefined. Unless it will be discussed in a later lesson, I feel that that should be addressed.
Wow! The kids were safe, learning was organized and clear, they were all enjoying it. What effective teaching. Thank you for sharing this! Are there more of these???
The teacher says they are "understading how to figure out what slope is." What they are really "understanding" is memorizing and associating lines that are "up/down/horizontal/vertical" with the words "positive/negative/zero/undefined." Perhaps this could be done AFTER students investiage slopes and rise/run as a "short cut" to remembering types of slope.
There are many ways to engage students in a classroom. If a teacher needs to learn a simple basic method working at a low level of taxonomy, this will work. I'm surprised this would work in a good college but that's what the top post says. One of the ways I engage students in large lecture halls (in chemistry) by moving around the whole room, questioning and discussing and forcing participation. It's really the same thing as this approach. Another method I use is clicker questions and discn
I spent so much time on revising that over and over again, because I couldn'd memorize but from now on I will never forget this.
I start teaching high school English in the fall and finding this method for my Ed Psyche class homework tonight has blown my mind. What an amazing concept to incorporate how the brain works into so many levels to further understanding. Bravo Chris Biffle and great job Kristen Dewit
I watched this and was so amazed, I am a freshman in high school and felt like I just learned something I never clearly learned in high school. Just came across it because I am doing a project on Creativity in the classroom! Even noticed it's from a school near my home town. I am by no means "slow", but this was very impressing and definitely got my attention.
AWESOME video!
I enjoyed your formative assessment approach to positive, negative and zero numbers with hand gestures. Very clever
Teaching positive/negative slopes by telling the story of how Joe walks on the line is not for understanding. It's like teaching someone sign language... or a symbol/sign to represent something.
Yes, I DO know what is going on algebraically and I DO explain that to my students. Remember, you are watching 5 minutes of a 45 minute lesson. I, too, appreciate the beauty of mathematics. However, I also know that students DO need to repeat concepts in order to learn them. Rhymes not only keep the students entertained and on-task, but I have found in my past 10 years of teaching that students retain the information better when being told silly stories about "Joe" & learning songs/rhymes.
it definitely keeps their minds occupied the entire time. which is how a lot of teachers can lose their students by only talking or only needing to watch! i think its wonderful on any level you can relate the lesson to the movements that you remember your hands doing! i work in the innercity with behavioral issues. ive yet to see this on video in that type of environment, but i definitely think it will grab their attention longer than the smartboard or the dry erase board that teachers use!
I am a 7th grade social studies teacher. Class-yes works very well with my students, as do the 5 class rules. Last year I implemented parts of the program at mid-year. This year I will start right away with hopefully even better results.
This type of full engagement teaching is clearly best used to get students actively involved in key concepts but should not be used for the entirety of the lesson in order to allow variety during instruction.
Who is this teacher? And why is she so amazing?
I find it crazy to read some of these critical remarks about her lesson. Those who are in the classroom ever day, and know the day to day struggles students and teachers are facing should understand the importance of teaching the basics. I have students who enter my class in the 8th grade who still struggle understanding the concept of positive and negative numbers. Math isn't easy for everyone, and I'm sure she will get to the more complex part of linear equations later. However, what is the point of getting to that stuff if your students don't fully understand the basics.
I agree!
Our concern is that there is no inquiry. The teacher is merely telling the students information, rather than having them grapple with a new concept, think, persevere, and come to their own conclusions. It's amazing what students can come up with on their own.
an educator once stated: we remember (learn) 10% of what read; 20% of what we hear; 30% of what we read and hear; but retain (learn) 90% of what we tell and demonstrate. Every grade school student knows the latter. Its called "Show and Tell". That's what the teacher is doing.
I watched 15 seconds and I’m already exhausted.
I like the quiz at the end. They learned positive , negative , zero, undefined, but not the numerical values, so far from over learning slopes.
Besides making the lesson very engaging and memorable Ms. DeWitt has excellent classroom management skills and her procedures we clearly well defined before this class was taped.
To those who think this is dumb, you need to sit in on a lecture class of the same topic. I taught it while in college. Students learn next to nothing from a lecture, and are sitting unengaged, and bored(not to mention I am when I have to teach like this!) This lesson not only forces all students to participate, but they are moving and experiencing the lesson. Believe it or not some students still do not understand this at the end of 9th grade, so I would be willing to give this a a shot.
I could only watch a few minutes of this. The class is well trained for sure but that is what bothered me.
it was a bit creepy i agree. I'm not a teacher, I can appreciate that the students are so obedient. but to the extent that they are obedient here is weird. I want to believe this is staged. I want to see the lesson where she taught them how to groan when she took off points and so forth. just weird.
I wish I'd had this back in high school.
I'm a power teacher at Lamp Magnet in Montgomery Alabama and we are tops in Newsweek with 10% going to ivy league university. We are a public school and this style is IMMEDIATELY effective. I agree it can be a bit authoritative, but I always allow time for speaking freely and asking honestly. Freewrite is also good for student feedback. I swear by this system :-)
Students are engaged and they are collaborating!
I love this example! I find it easiest to powerteach math with my fourth graders.
I Really Like The Video veteran Whole Brain Teacher, guide her class through a lively algebra lesson From Your
i have figured out what slope is at the end of the video. this works for me.
great to see older students using their whole brains :-)
I so hardly believe this is math class. My teacher sits the all hour on her chair and just keeps scrolling down her pdf.
Because she's facing the class, and people are mirroring, there are tons of left-right reversals out there.
I definitely buy into the idea that if they explain it to each other -- or even just restate things for themselves in the conversation with each other -- there's a lot of learning happening. This particular lesson shows the danger of mirrors though!
LOVE the 'I have a really sad story today' as attention getter :)
I like how she provides them with an overview. The main idea of change was taught in a greater detail right?
Brilliant!!
I’m training to become a math teacher and I hope to teach high school math one day (beginning with middle school first).
Also, these students are definitely idea students. That helps.
Woah! I wanna math like that, it's so easy!!!!!!
@KamikazeKrames I don't have students this old, but I do some similar things in a lower income area for middle school students. Sometimes the kids feel silly but if I really remind them that there's research that shows that it helps them learn better, most of them are willing to play along. It also feels silly at first, but if you get them to at least try it, they kind of get over it. The movement really does help the brain!
I've been watching all the whole brain teaching videos I can find, and intend to use it teaching 9th grade ELA next year. I'd like some input on how to use this process to get students to come up with concepts on their own (i.e. themes in a story) and not just repeat info presented by the teacher.
Can you show a video where a student asks a question? Does he have to interrupt everyone?
WBT looks like a lot of fun. I would want to add a technique from SRA Direct Instruction where students work part of the problem individually and "pencils down when you are finished".
In this one, students would look at all the graphs and write +, -, 0 or undefined for each of them, and then answer in unison when they are all finished. I like having students commit to an answer on paper.
I really like the idea of this to introduce concepts and topics... I wonder how it is used all the time though>>???
What the hell
Damnnn this is inspirational!
Does anyone else notice that there are 4 types of lines? Just like there are 4 circles on a multiple choice exam? I would reserve judgement without seeing the classes to follow but unless the rigor increases dramatically these kids will have no idea how to transition to calculus.
But notice that these are upper grade students in an Algebra class. If that's so - they didn't have success in 8th or 9th grade Algebra - but this teacher has found a way to engage them - when usually these students have shut down to math instruction.
you know, i think this stuff is genius. really i do. however, all sorts of exercise, business, and learning methods are shown to work best with a great coordination of mixed methods.
meaning: somethings, like concepts inside of math, should be taught in a way that goes deeper and makes the students think harder and figure out the whole "why" of it all, but other things should be taught like this to help students memorize important points for getting through their tests quicker and more easily.
I WISHHHH my school did this!!
All of the strategies she uses are what I have learned as an ESL eacher. Are there any ESL teachers using Whole Brain Teaching. I tried it this year but had difficulty getting my refugee class to get into it. Any suggestions?
Yo this is from a decade ago before the PHONE AGE
We do this in my 6th grade classroom every single day.
I am not good in math like i used to be know i am Freshman in High School, and i am not as good as i was in Math in Middle School. How am i going to teach HS Math when im not as good as i was in MS?
As a former high school math teacher, this is so dumb. Just, so dumb it hurts. It hurts my whole brain...
+audioadict31 I've been teaching middle and high school math for 10 years. This is amazing.
Teacher was like CLASSS....
YES.....
Wow!
That's pretty cool.
We even use class-yes, in college!
Would this work for Aice math?
@ojcoops They probably learn those terms next? in their next class? or just in the next 5 minutes which wasnt recorded?
It might be faster to teach them in 5 seconds, simply, but this way could imprint it into their memory more effectively.
I want to try this with my class but I am extremely nervous of what my principal would think. I have yet to see any teacher in my school district introduce this technique. How do you know the students are actually learning the material and aren't just thinking of this as entertainment?
Any comments about what she "should" have been teaching them are completely out of place and 100% irrelevant. This is something they have to know, and guess what, you just watched a FIVE minute video. I am quite certain that she did not spend the next 45 minutes of class teaching them about a positive slope, negative slope, or Joe's walking disorder. In fact, I would wager that she didn't have to go over positive, negative, zero, or undefined slopes very much after this lesson. I cannot believe how many were commenting about what she should have been teaching. They HAVE to know this stuff. "She's teaching them to pass the exams??" So I guess people are assuming she has a 6 minute class since she obviously couldn't possibly teach them anything else in the other 45 minutes of class, or perhaps she only teaches them this all year, over and over again. Really!
Funny. . . This is how I study. Taught myself first year statistics this way. . .
what is the danger of mirrors?
This is a GREAT class for primary school! Is interactive, lively, and she explains the concepts superbly. This is all assuming the teacher goes much more in depth about linear function later on. However, it almost makes my stomach sick seeing high school students learning this. If they are learning about linear functions at that grade, how in the world are these students suppose to understand chemistry, physics, and eventually university level math like calculus and differential equations? To even learn the most basic equations from Newtonian Physics, you need to have at least some knowledge in college algebra and trigonometry. To understand the core concept of the ideal gas law and basic laws of thermodynamics, you need to know at least intermediate algebra. We all get that some people struggle with mathematics, but seriously, this! I learned about this concept in elementary school! I am currently in sophomore year, first semester of college, and I am doing Partial Differential Equations and Dynamical systems. Trust me, I was not in MENSA or some genius school because I am not a genius. If they can't be introduced to the core concepts of both inorganic and organic chemistry, classical and modern physics, and math; how are these students supposed to succeed in science, math, economics, finance, and engineering? These students can't do STEM later on with that knowledge of math at all unless they plan on getting a bachelor degree in like 10 years. Giving this kind of education to a high school student is just beyond sad, to be honest.
I was learning this level of math in high school. I have a degree in Mathematics now. You can calm down now.
@@MaxFarAway You are not the one who pursued math, buddy :). You are talking to a guy who does math research for a profession.
this is great... does it work on children with extreme cases of adhd???
D wan I have adhd, and this seems quite stricked to do on those kind of kids!
Wat highschool is this?
2009 is before common core, however, why is this being taught in high school? Bivariate data is introduced in the 8th grade as it is progressed throughout high school; sadly, based on my experience, even high school students still don't understand the concept.
@yougotit96 How so ?
If I had had classes like this, I would have been a bigger success in life. Because I would have dropped out of school and toured constantly with my punk band instead of staying in school and going on to a doctorate at an Ivy League institution, which lead to a first career I did not enjoy. Unfortunately, today's children cannot play musical instruments, and thus will turn to drugs or violent revolution.
emoedison you are so wrong about all of that!
@5w33ti3 Watch his college level video. Same techniques, much more lively at times...seem to work well though. It takes guts to put yourself out there with these techniques, but if it works, who cares if it seems a little odd or unconventional. Anything that gets kids engaged with the information and remembering it is a good thing (I think!)
Dr. Hines sent me here
I learnt it in eighth grade :/
wow
America bro :)
FUN VIDEO... yea i had fun in my sleep
I think this is an excellent lesson to introduce the concept. Hopefully, it is followed by a lesson with a bit of rigor. For instance, have the students show why the horizontal line has a slope of zero and why the vertical line has an undefined slope after introducing the concept of rise over run. Also, have the students develop the point slope equation from the general equation of the slope and then take the point slope equation and develop the slope intercept equation. Making those follow up lessons engaging would be far more challenging.
Just reproduction is not problem solving or gives any information about if the students have understood it by explaining it with their own words.
Isn’t slope a 7th grade concept?
Marta Kheyfets The wall says Integrated Math. So, I'm guessing these students are behind their peers. That's solely based on how I've seen "integrated math" defined.
testing
If I was taught using whole brain math like this, I would've never had trouble with math... I had such a hard time learning multiplication when I was younger, and I just watched a guy explain right brained math and using your phone's dial pad to help you with 3,6,9, and 7 and I would've been able to have gotten multiplication the first week instead of struggling with it for an entire year. The idiot teachers in my school district should teach like this because a lot of them cant teach...
"When Joe breaks into pieces, he is undefined." The point of math is not to trivialize complicated concepts, it's to encourage abstract thinking. At the same time, we don't know the level of students in this class...
I think it is killing creativity of students. Prove me wrong.
You can't get creative with a topic if you know nothing about it. They can exercise their creativity through word problems.
Moynul. You are wrong. Prove me wrong.
that's so dumb
skinEmarie Why?
Omg their only learning dis in high school?!
Joe has a disease where he can only walk right!?, what the heck kind of disease is that, that is a terrible way to explain angles to high school students
This would never have worked when I went to school. We would have been distracted and bored with all the party tricks. My generation was entirely too cynical.
I'm sorry. But this isn't happening in a typical American high school.
thats somewhat atrocious... i recommend another approach.
This is not teaching in reality of today's youth issues.
This is fake, are teacher just force us to do stuff and never let's us talk and very strict!
I think this would be a really good way to teach mentally disabled children. :)
I hate this
This is so stupid!
she doesn't even know why a line is undefined.
I would hate to be on her class, and if math was this way,
I would quit being a math mathematician
I mean I get the idea that teachers should interact with the students, but I dont believe this is the right way to approach to them.
This feels acted and unnatural. personally, I didn't felt interested.
@KamikazeKrames I don't have students this old, but I do some similar things in a lower income area for student who are definitely not in elementary school. Sometimes the kids feel silly but if I really remind them that there's research that shows that it helps them learn better, most of them are willing to play along. It also feels silly at first, but if you get them to at least try it, they kind of get over it. The movement really does help the brain!