I started writing this post and decided to blog about it instead. I'd still be interested in people's response, though.

I looked at the blog and you're right ... it is more difficult to teach skills than concepts, in Whole Brain Teaching or with any other system. When you're teaching skills, like writing a paragraph, make a list of all the concepts involved in the skills. Teach those as chunks ... and then the list itself is a "chunk of chunks" If it is an important skill set, then the list should go somewhere in the classroom for ongoing reference and review. Also, don't forget to include a list of concepts involved in error checking after the skill is complete. For example, you could work out a gesture and a technique for error checking for fragments, capitalization errors, etc. We do have a Power Writing program, but it takes a day to present ... and won't be on the web for awhile. Another way to think of skills is as a set of steps you want to students to complete, like a recipe ... you could certainly chunk each of those steps.

For difficulties such as these I often look to my students for answers. I'm really big on "inquiry" based instruction and anytime I could place the discovery of a concept on my students I try to do it. For instance, if you're having a hard time coming up with gestures for a particular concept, allow the students to develop their own and then share with the class. Not only have they created something by delving deeper into the topic but they've also created their own personal gestures that they're sure to remember!! Happy students...happy teacher!

Also, remember to throw the student gesture up for constructive (only!)input and editing by the other members of the class. Even if you do not change anything about the student generated gesture in the end the rest of the class will feel a stronger sense of ownership for the gesture just because they got a chance to express an opinion on it.

You could do this with a 30 second brainstorming session between the One and Two teaching partners.

You would not want to do it for every student generated gesture. Give the kids their props straight up every so often if the gesture seems particularly good.

I've experimented a few times over the last couple days with having the kids create their own gestures. I've found I only get two or three of my smartest students that are really interested in it (though they are REALLY interested). This could be because the only ones that I have offered up so far are ones that I couldn't think of a gesture for (for example "treason"). I got some good results.

I might need to just give some easier ones, or maybe making their own gestures doesn't work quite as well with third graders... I'll keep experimenting.

You might try offering a simple reward to the teaching partner team that comes up with the gesture that the class decides is the best one.

JeffBattle wrote:


That's a good idea. I've been wary of having partners do much more than regurgitate my direct instruction so far, as in the past I've found there are always "weaker" partnerships that will just do nothing if you ask them to do something like "think of some ideas." That might be a good way to keep everyone motivated though.

Now, I do teach middle school, and some pretty unique ones at that... but I find that *if* my students have an idea on how to tweak a gesture, they'll usually speak up without my even asking.
For example, today I simply made a "c" with my hand to stand for the "conclusion" (because we use Step-Up and you write a "C" on your outline anyways for it) and I had a student immediately say, "Wouldn't we do this...." and she rolled her hands (like "wheels on the bus") "...because you said the conclusion 'wraps it up'?" Typically, I go with it if a student gets excited about a change or a tweak, unless it just makes no sense. I loved it!
I'll be honest with them if I am having trouble coming up with a gesture, and they are often good at giving me a fresh perspective-- -but I'll be honest...I don't even usually have to ask...because if they have an opinion or idea, I'm gonna hear it!