I'm finding that the class/yes, hands and eyes, mirror, teach/okay routine lends itself best to teaching procedures and facts - e.g. algorithms, rules for spelling, rules for constructing and punctuating sentences, science facts, etc. The engagement of the various parts of the brain during this type of instruction combined with repetition seems to be effective in helping students retain procedures and information. Used consistently, WBT provides a very strong foundation for a deeper understanding of concepts.

WBT reminds me of the Suzuki method of violin instruction. Students learn motor skills required for bowing and finger placement on the strings, and they listen daily to recordings of the classical pieces they are learning to play by ear. Repetition and correct technique are emphasized as students develop a large repertoire of memorized musical pieces. It isn't until students reach a certain level of playing that they are introduced to note reading. When they are finally introduced to reading music, they are very ready to comprehend it and they take off as musicians. Like WBT, the Suzuki method creates a strong foundation of skills that prepares students to gain a deep understanding of subject matter.

The Suzuki method mirrors the way children learn language (imitation of experts followed by a deeper understanding as the children mature). I'm thrilled to have been introduced to WBT, an instructional system that (intentionally? inadvertently?) also mirrors the way children learn language: imitation of their expert teacher through gestures and repeating what they hear to a partner, laying the foundation for strong comprehension of subject matter.