If you're one of the few brave souls who teach in college and are considering breaking out of the lecture/discussion model, I can assure you that Whole Brain Teaching works wonderfully. Look at videos of my college classes on this site ... I'd love to hear how our method works for you.

I teach World Civilizations I and II as an adjunct instructor at a local community college. Because of the nature of our community, and because I teach night classes I get a tremendous range in ages, and prior exposure to history classes.

Currently, I teach a group of 12 that range in age from 17 to 43. I introduced Whole Brain Teaching at our first meeting, and the students have really enjoyed it. I explained to them why we use Whole Brain Teaching and they bought right into it. One of my students, he is late twenties or early thirties, related that he had been taught in a learning skills class that Whole Brain Teaching style methods are what educators should be using, but that I was the only instructor he had who actually used the methods.

I am toying with creating a set of gestures for walking through a unit similar to the Life of Jesus activity developed by Chris and Marlon.

I will let you know how that goes.

I am a Professor of Education and will be implemeting Whole Brain Teaching in my “methods” courses this fall. My background is in special education and educational psychology and I demonstrate effective strategies to teacher candidates who are preparing to teach the “mythical typical” student but who WILL have students with exceptional learning needs in their classes.

I love to teach by demonstration rather than lecture, however I typically have provided demonstrations in practicum situations or special grant-funded field-based settings (where I demonstrate strategies with children while teacher candidates observe - followed by discussions and reflections).

I also incorporated research-based learning strategies that are effective for students with disabilities into my teaching, however most of these strategies are "two-dimensional" (graphic organizers, mnemonic devices, visual imagery, and so forth) and are presented in a "lecture" format or via video demonstrations of K-12 classroom applications (how dumb is that?)

I “stumbled on to” the Power Teaching (WBT) videos on YouTube while searching for K-12 examples of effective strategies that incorporate visual, auditory, tactile AND kinesthetic modalities, with every intention of showing the videos. When I viewed the examples of actually TEACHING WBT by using WBT, it was a "light-bulb" moment! I am looking forward to implementing the WBT strategies to improve my own teaching and to provide future teachers with tools that they can use in any classroom!

College classrooms and WBT mix nicely. After returning from Louisiana College and the WBT National Conference, I decided to use WBT with my Philosophy of Education class. This seemed like a good place to jump in for several reasons: 1) Chris Biffle teaches philosophy, 2) I have never taught the course, and 3) the students really wanted to learn about whole brain teaching (the best reason of all). I will be sharing my experiences in my blog. The blog link is drbroteaching.blogspot.com

Many thanks to Chris, Jeff, Andrea, Angela, Farrah, and Deb for doing an awesome job in Pineville!