One of the cornerstones of Whole Brain Teaching is that the students teach each other. But what about students just "doing?" I'm thinking, instead of always clap-"Teach!" maybe a clap-"Work!" followed by one minute, three minutes, whatever, of students working in solitude or with a neighbor on a problem. Your thoughts? Thanks!

There are certainly times when I want my students to be working together during math to solve problems that I have just micro-lectured and used gestures for. When this occurs instead of clapping and saying "teach" I clap and say "go." There response is still the same..."o.k!" My students have learned that this is the sign that I want them to demonstrate the ability to use what I have just taught them independently or collaboratively on assigned in-class work.

I have to be honest and say that I'm not a big proponent of solitude, especially in math...no matter what the grade level. Try pairing your higher students with weaker students and using the scoreboard to play for extra credit as you walk around and listen for explanations of problems, big gestures that you've just taught, etc. When you're hearing what you want to hear give them a mark in the positive column (extra credit). If you hear the opposite mark the negative column (dextra credit).

Here's an important component though I think you shouldn't forget. When the independent or collaborative work is complete have a few students share a couple problems. Correct responses can be congratulated with a 10 finger "woo!" and incorrect responses can be met with a "that's cool!" from the class followed by a demonstration of how to correctly solve the problem. I alway try to mix in my weaker students during this exercise because it tells me if groups have truly been working collaboratively to solve.

Hi Billcr2008,
I like the clap-"Work" idea. Perhaps the students could be trained that "Work" meant they were going to work independently for 30 sec-1 min (depending on the problem). The "Work" could be followed up by clap-"Teach" where the students could teach their partner what they just did on their own. I think I will try your "Work" idea in my classes after spring break. I'll see how it "works." I do like the idea of some independent work/thought time (especially in my upper math classes). Thanks and good idea!

I saw in one of the other threads a SFT (Silent, Focused, Thinking) that can be used as well. I was also thinking about using "Notes" for students to write down in notes what they have just learned. Any thoughts on this?? I'm new to WBT and want to implement it fully next year.

You could use "work" or "notes" as a substitute for "teach" when you want students to engage in another activity besides teaching their neighbor ... but I agree with Kristin, "teach" should be used after this activity so that students get practice explaining the task they have been completing.

I use this approach all the time. You can get really creative with it and provide the same kind of hook. I agree with Chris that it is a good idea to have them teach each other as you go over the work and reveal the correct answers.

Some that I have used are these

Me: Brain!
Them: Storm!

Me: Four Topic!
Them: Foldable!

Me: Chemical:
Them: Reaction!

Me: Power!
Them: Time!

It runs something like:

Me: "Class-class!"
Them: "Yes-Yes!"

Me: "We are going to complete a four topic foldable on the terms alloy, ceramics, polymer, and composite. You choose the foldable form, seven minutes to complete, work at Scale 2 (acceptable noise level for group work) with you partner. When I say 'four topic' you say 'foldable' and you are on the clock!"

Me: (Clap, clap, clap)"Four Topic!"
Them: (Clap, clap, clap) "Foldable!

I'd like more information regarding this last post:

Me: "We are going to complete a four topic foldable on the terms alloy, ceramics, polymer, and composite. You choose the foldable form, seven minutes to complete, work at Scale 2 (acceptable noise level for group work) with you partner. When I say 'four topic' you say 'foldable' and you are on the clock!"

Me: (Clap, clap, clap)"Four Topic!"
Them: (Clap, clap, clap) "Foldable!

I think I can figure out a four topic foldable is: a piece of paper folded in half 2x. How do you use this strategy with students? How do you teach them what you want? Any information, please!

I teach English/Reading to language learners.

Thanks!

This is an example of how I use the context, the reason we do things in WBT, but change the content, what we are actually doing, to incorporate more traditional classroom activities.

A foldable is a piece of paper folded over to provide an outer flap, and an inner area. In your area of teaching for instance, you could have your kids fold over a piece of paper and write five vocabulary words on the outside flap of the foldable. They would cut the foldable so that the five flaps were separate from one another. On the inside of the flap they would write the definition of the word, or maybe the word in their native language that corresponds to the word in English on the front flap.

This way the kids are working in the familiar structure of WBT, but producing physical evidence of learning that you can grade and/or display.

Does that help?

I think I get it...even though my strength is verbal/linguistic, I "get" visuals when it comes to this kind of thing....The way I've seen it done is a piece of paper folded longways (ie "hot dog" fold), leaving about 1 inch margin on the one side. Staple the folded edge. Cut __ number of strips, not cutting all the way through the fold. Use front strips for vocabulary, etc. Definitions can be put on the inside of the strip or on the remaining uncut part of the paper. Is this what you're talking about?

Yep, that is it exactly.

What a great idea! I can modify this and use it with my second graders. Thanks!