I've been using WBT as I teach about performing operations on fractions: forming a ∆ with my hands to "change" a fraction (i.e. reduce, change a denominator, etc.) and slashing the air for dividing to name a couple of gestures. The students love it. And after about 10 instructional days of this, the students have internalized the procedures better than any of my previous classes. The only students who are struggling to get correct answers are those who do not yet know their multiplication facts. Their struggles are with facts, not procedure.

I already knew that actions connected to knowledge help us access the knowledge when we perform the actions. I learned this as an actor in community theater. When I go where I'm supposed to stand on stage, assume a particular posture, make a gesture, the line comes automatically. Memorized lines are stored in the mind as one piece of the total context in which those lines are delivered. It is obvious to me that this way in which the mind functions should be accessed when teaching. The way in which WBT does just this is brilliant.

Totally agree! Thanks for sharing.
I taught a simple gesture for reciprocal and I see them do it themselves at their seats. Oh Yeah