WTS2&4Page1

BrainBasedEducation
ErikaGalewski
SaintMarysUniversityofMinnesota
SchoolsofGraduateandProfessionalPrograms
PortfolioEntryforWisconsinTeacherStandards#2and#4
EDUW699:WholeBrainTeaching
JamesSauter,Advisor
March29,2016

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SelectedWisconsinTeacherStandardDescriptors
WisconsinTeachingStandard#2:Teachersknowhowchildrengrow.
Theteacherunderstandshowchildrenwithbroadrangesofabilitylearnanddevelop,andcan
provideinstructionthatsupportstheirintellectual,social,andpersonaldevelopment.

Knowledge
Theteacherunderstandshowlearningoccurshowstudentsconstructknowledge,acquireskills,
anddevelophabitsofmindandknowshowtouseinstructionalstrategiesthatpromotestudent
learningforawiderangeofstudentabilities.

Dispositions
Theteacherisdisposedtousestudentsstrengthsasabasisforgrowth,andtheirerrorsasan
opportunityforlearning.

Performances
Theteacheraccessesstudentsthinkingandexperiencesasabasisforinstructionalactivities
by,forexample,encouragingdiscussion,listeningandtogroupinteraction,andelicitingsamples
ofstudentthinkingorallyandinwriting.

Standard#4:Teachersknowhowtoteach.
Theteacherunderstandsandusesavarietyofinstructionalstrategies,includingtheuseof
technology,toencouragestudentsdevelopmentofcriticalthinking,problemsolving,and
performanceskills.

Knowledge
Theteacherunderstandsthecognitiveprocessesassociatedwithvariouskindsoflearning(e.g.
criticalandcreativethinking,problemstructuringandproblemsolving,invention,memorization
andrecall)andhowtheseprocessescanbestimulated.

Dispositions
Theteachervaluesthedevelopmentofstudentscriticalthinking,independentproblemsolving,
andperformancecapabilities.

Performances
Theteacherusesmultipleteachingandlearningstrategiestoengagestudentsinactivelearning
opportunitiesthatpromotethedevelopmentofcriticalthinking,problemsolving,and
performancecapabilitiesandthathelpstudentsassumeresponsibilityforidentifyingandusing
learningresources.

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NationalBoardforProfessionalTeachingStandards
Proposition1:TeachersareCommittedtoStudentsandTheirLearning

NBCTsarededicatedtomakingknowledgeaccessibletoallstudents.Theybelieveall

studentscanlearn.

Theytreatstudentsequitably.Theyrecognizetheindividualdifferencesthatdistinguish

theirstudentsfromoneanotherandtheytakeaccountforthesedifferencesintheir

practice.

NBCTsunderstandhowstudentsdevelopandlearn.

Proposition2:TeachersKnowtheSubjectsTheyTeachandHowtoTeachThoseSubjects
toStudents.
NBCTshavemasteryoverthesubject(s)theyteach.Theyhaveadeepunderstandingof
thehistory,structureandrealworldapplicationsofthesubject.
Theyhaveskillandexperienceinteachingit,andtheyareveryfamiliarwiththeskills
gapsandpreconceptionsstudentsmaybringtothesubject.
Theyareabletousediverseinstructionalstrategiestoteachforunderstanding.

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DanielsonDomains
Domain1:PlanningandPreparation
Component1a:DemonstratingKnowledgeofContentandPedagogy
Component1b:DemonstratingKnowledgeofStudents
Component1c:SelectingInstructionalGoals
Component1d:DemonstratingKnowledgeofResources
Component1e:DesigningCoherentInstruction
Component1f:AssessingStudentLearning

Domain3:Instruction
Component3a:CommunicatingClearlyandAccurately
Component3b:UsingQuestioningandDiscussionTechniques
Component3c:EngagingStudentsinLearning
Component3d:ProvidingFeedbacktoStudents

Component3e:DemonstratingFlexibilityandResponsiveness

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Preassessments
SelfassessmentofInstructionRelatedtoWTSandTargetedStudentLearningObjectives
ForWisconsinTeacherStandard(WTS)2and4,Iwanttofocusonenhancingmy
understandingofwholebrainteaching,howitcanaffectstudentperformanceacrossallsubject
areasandwhatinstructionalstrategiessupportthewholechild.Forthe201516schoolyearI
teachaclassoftwentythreethirdgraderswithtwostudentsidentifiedasADHD,andthree
studentsreadingbelowgradelevelinreading,butarenotdiagnosedwithanylearning
disabilities.ThroughthisprocessIplantolearnmoreeffectivecommunicationtechniquesas
wellashowtoincorporatebestpracticesbasedonbrainresearchandlearningtoassistall
studentsdevelopcriticalthinking,literacy,andperseveranceskillsinmyclassroom.
IchosethreeWTS2descriptorstoguidemylearningprocess.Fortheknowledge
descriptorIchosetofocusontheteachersabilitytounderstandhowlearningoccurshow
studentsconstructknowledge,acquireskills,anddevelophabitsofmindandknowshowtouse
instructionalstrategiesthatpromotestudentlearningforawiderangeofstudentabilities.This
descriptorwillguidemeasIresearchbrainbasededucationandwholebrainteaching,andasI
implementresearchbasedbestpracticeswhenteachingcontenttomyclassofthirdgraders.
Thedispositiondescriptorgoalthatwillguidemywholebrainteachingresearchand
instructionalactionplanis:Theteacherisdisposedtousestudentsstrengthsasabasisfor
growth,andtheirerrorsasanopportunityforlearning.ThisdescriptorwillguidemeasI
developmyownunderstandingofwholebrainteaching,andwhatstrategiesIcanimplement

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whileteachingtobestmeettheneedsofstudents.Itwillbeessentialtoresearch:thescience
behindwholebrainteaching,wholebraininstructionalstrategies,anditseffectiveness.
MygoalattheendofthisprocesswillbetodemonstratetheperformancedescriptorI
chosebyaccessingstudentsthinkingandexperiencesasabasisforinstructionalactivitiesby,
forexample,encouragingdiscussion,listeningandtogroupinteraction,andelicitingsamplesof
studentthinkingorallyandinwriting.Iplantodemonstratethisbyobservingandgathering
studentresponsesbeforeandafterimplementingwholebrainteachingmethods.
IchosethreeWTS4descriptorstoguidemylearningprocess.Fortheknowledge
descriptor,Ichosetofocusontheteachersabilitytounderstandthecognitiveprocesses
associatedwithvariouskindsoflearning(e.g.criticalandcreativethinking,problemstructuring
andproblemsolving,invention,memorizationandrecall)andhowtheseprocessescanbe
stimulated.IchosethisdescriptorbecauseIwillbeteachingawidevarietyofhighenergy
studentsthatstrugglewithperseveringthroughnewmaterialwhenitischallengingorifit
requiresadditionaldetailsorpractice.Byresearchingbrainbasedteaching,Iwillbebetter
equippedtoplaninstructionthatwillhelpallstudentsengageinthecontentinadeepermanner.
Thedispositiondescriptorgoalthatwillguidemyresearchinwholebrainteaching
centersonthebeliefthattheteachervaluesthedevelopmentofstudentscriticalthinking,
independentproblemsolving,andperformancecapabilities.Iplantoprovethroughmyresearch
thatIcangatherbrainbasedteachingresourcesandstrategiesthatIcanimplementwithinmy
classroomtomaximizelearningexperiencesforallstudentsacrossthecurriculum.Ialsoplanto
demonstratehowIcanreflectuponmyteachingandmodifyinstructionalplanstobestmeetthe
needsoflearnersusingbrainbasedteachingtechniques.

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MygoalattheendofthisprocesswillbetodemonstratetheperformancedescriptorsI
chosebyusingmultipleteachingandlearningstrategiestoengagestudentsinactivelearning
opportunitiesthatpromotethedevelopmentofcriticalthinking,problemsolving,and
performancecapabilitiesandthathelpstudentsassumeresponsibilityforidentifyingandusing
learningresources.Iplantodemonstratethisthroughthedevelopmentofaseriesofbrain
basedteachingstrategiesthatwouldbeimplementedthroughdailylessonplansacrosscontent
areas.
Currently,IhavebeenimplementingafewWBTpracticeswithinmyclassroomthis
year.IhaveusedthemirrortechniquethatBifflehighlightsasoneofthesevencomponentsin
WBT,aswellastheclass,yes,techniquetoholdattention.Iameagertolearnmoreaboutallof
thecomponentsoftheWBTmethodandwhatotherbrainbasedstrategiesIcanusewithinmy
classroomtoenhancestudentengagement.
AssessmentofStudentPerformanceRelatedtoTargetedStudentLearningObjective(s)
WithinRegisCatholicSchools,therearethreeelementaryschoolsandamiddle/high
school.IteachthirdgradeatSt.MarysElementarySchoolinAltoona,WI.St.Marysenrolls
studentsinpreschoolthroughfifthgrade,withtwosectionsofpreschool,andonesectionof
kindergartenthroughfifthgrade.Withinmyclassroomoftwentythreestudents,twostudents
wereidentifiedattheendofsecondgradeasbeingbelowgradelevelinreadingandwriting
throughFountasandPinnellleveledreadingandAIMSwebwritingassessments.Twostudents
arediagnosedwithADHD,withoneofthestudentshavingaserviceplanthroughRegis.The
serviceplanforthisstudentoutlinestheaccommodationsIprovideastheirclassroomteacher.
Suchaccommodationsinclude:shortenedtasks,oralresponses,additionaltimegivento

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completeassignments,oneononeindividualinstructionaltime,smallgrouping,individualwork
zones,andtheuseoffidgets/wiggleseats.

Mythirdgradersthisyearexhibitacollectivehigh
levelofenergyandareveryactivelearners.Theclassroomdynamicishighenergy,
conversationalandfullofphysicalmovementbyamajorityofstudents.Incontrasttoother
gradelevelclassesIhavetaught,theactivitylevelofthisparticulargroupofthirdgradersseems
torequiremoreconstantmonitoringandadjustingtolessons,transitions,andactivitiesbecause
theyareextremelyverbalandphysicallyactiveacrosstheboard.Overall,thisclassishighly
sensitive,emotional,andimmatureintheirsocialbehavior.Themajorityoftheclassiscreative
withastrongmusicalandartisticnature.Theyarehighlymotivatedbycreatingprojectsand
sharingthemwiththeclassacrossallsubjectareas.
AssessmentofLearningEnvironmentWhileLearningTargetedObjective(s)

ThisyearsthirdgradeclassincludestwostudentswithADHD,andanoverallclass
dynamicthatisveryhighenergy,verbal,interpersonal,andphysicallyactivewithinthe
classroom.Theclassroomrapportisstrong.Studentsconsistentlyencourageeachotherand
celebratetheirdifferencesthroughV.I.P.oftheweek,H.A.L.O.awards,classroomcitizen
awards,lunchclub,andrecessbuddies.Studentsgeneratedaclassroomcommunitybulletin
boardwithexpectationsfortheirwork,materials,andbehavior.Eachstudentchoseanew
virtue/valueeachquartertodevelop.Ialsoaddedmyowngoalstotheboardtoconnectwith
studentsandshowmycommitmenttoourclassroomaswell.Theseelementshaveboostedour
cultureforlearningbyremindingstudentsoftheirgoalsandclassroomexpectations.Theculture
forlearningwithinourclassroomisbasedonstudenteffortandknowledgeofcontent.I
implementedtheuseofanobjectiveboardforeachsubjectthatstudentscanrefertoduringthe

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week,aswellasclassroomacknowledgementsthataironourschooltelevisiontoshowcase
qualitywork,effortandimprovementineachcorecurriculararea.Overhalfofstudentsneed
improvementinqualityofworkandperseverancewhenlearningneworchallengingcontent.To
facilitateanenvironmentthatisappealingtotheactivelearner,Ihaveanumberofdifferent
seatingarrangementsIusewhenIchangedesksatthebeginningofeachmonth.Iimplement
arrangementsthatfacilitatesmallgroupsandcollaborationbetweenstudents.Mostoften,desks
arearrangedinahorseshoeorpodformationwithdifferentgroupingsofstudentsbasedlearning
andsocialdynamics.Withthisgroupofhighenergy,verbal,andsocialthirdgradersinmind,
mygoalistodevelopinstructionalstrategiesthatappealtoadiversegroupoflearnerswhile
encouragingperseverancewhenlearningneworchallengingcontentareamaterial.
AnalysisConclusionandEssentialQuestiontoGuideResearch

Theselfassessment,assessmentofstudentperformance,andlearningenvironment
assessmentshowthatastrongknowledgeinchilddevelopmentandtheunderstandingofthe
processesofthehumanbrain,shouldstrengtheninstructionandqualityofstudentwork,increase
studentparticipation,andlimitofftaskbehaviorswithintheclassroom.Myessentialquestionto
guideresearch,drawsitswordingfromWTS2and4:Whatisbrainbasedlearning,anddoesit
addresstheneedsofchildrenwithbroadrangesofability,andprovideavarietyofinstructional
strategiesthatsupportstheirintellectual,social,andpersonaldevelopment?
ResearchSummary
Thehumanbrainisperhapsthemostcomplicatedorganofthehumanbody.Itisthe
domainwhereallofourlearningconnectionstakeplace.Educatorsaredriventobetter
understandtheinnermostworkingsofthebraininordertofacilitatelearningwithineachoftheir

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students.AccordingtoOwenWilson,
Brainbasedlearningisacomprehensiveapproachto
instructionusingcurrentresearchfromneuroscience.Itemphasizeshowthebrainlearns
naturallyandisbasedonwhatwecurrentlyknowabouttheactualstructureandfunctionofthe
humanbrainatvaryingdevelopmentalstages.Thisformoflearningalsoencompassessuch
newereducationalconceptslike:masterylearning,experientiallearning,learningstyles,multiple
intelligences,cooperativelearning,practicalsimulations,experientiallearning,problembased
learning,andmovementeducation,alsoknownasembodiedlearning(2016).

Constantlychangingandevolving,thebrainisamainframeofceaselessactivitythateducators
seektoharnessastheyguidestudentsontheirjourneyoflearning.Understandingthenatural
rhythmsofthebrainandhowitworkscouldprovideadeeperinsightintohowtobestteach
students.AccordingtotheresearchsummarizedbyDickinson,Asthebrainischallengedwith
learningopportunities,thebraingeneratesnewneuralconnectionsandpathways,whichmakeit
possibletoassimilateinformationinordertomakemeaningfullifechoices.Thiscreativepower
ofthebrainisreleasedwhenhumanbeingsareinenvironmentsthatarepositive,nurturing,and
stimulatingandthatencourageactionandinteraction(2002).
Whenconsideringthatthebrainiscontinuallyworking,itisessentialforeducatorsto
tuneintotheneedsandattentionalcyclesofthebraininordertofullyengagestudents.
AccordingtoJensen,thebrainisnotdesignedtoworkasonoroff,asitsintensityandcapacity
varythroughoutthedayandnightinsheerelectricalactivity,chemicallevels,andthetypesof
jobsdifferentstructurescando(pg.23).Thismeansthatthebrainfunctionswithperiodsofrest
betweenactivities.AnotherkeycomponentbehindJensensresearch,isthatthelevelsof

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hormonesreleasedintoourbloodstreamcanalterouremotionsandoverallmoodwhichcan
impactlearning.Keybrainattentionalcycleslastforninetyminutes,andalearnercanswitch
rightbraintoleftbraindominance16timesthroughouttheday(pg.26).Withlongterm
memoryandperformancetypicallypeakinginthelateafternoon,learnerswhoareatthepeakof
theirrightorlefthemispheredominancemayneedcrosslateralactivationtounstickthem(pg.
26).Toenergizeandstimulatethinkingonbothsidesofthebrainteachersneedto:institutebrain
breaksthatcrossthemidlineofthebody,reevaluatecourseschedulestovarytimingofsubject,
andplanforassessments,suchaslongrangeportfoliosinsteadoftests,inordertoreflectthese
understandingsofthenaturalrhythmofthebrain(2008,pg.24).
Thebrainbasedapproachtolearningconsidersthecomplexityandpotentialofthe
humanbrain.AccordingtoOwenWilson,therearetwelvedesignprinciplesforbrainbased
learningthateducatorsshouldconsiderwhendesigningthelearningenvironment(ArtifactA).
Caineassertstwelvedifferentbrainprinciplestokeepinmindwhenplanninginstructional
activitiesandlessons:
1)thebrainisaparallelprocessor,2)learningengagestheentirephysiology,3)the
searchformeaningisinnate,4)thesearchformeaningoccursthroughpatterning,5)
emotionsarecriticaltopatterning,6)everybrainsimultaneouslyperceivesandcreates
partsandwholes,7)learninginvolvesbothfocusedattentionandperipheralperception,
8)learningalwaysinvolvesconsciousandunconsciousprocesses,9)wehavetwotypes
ofmemory,10)thebrainunderstandsandremembersbestwhenfactsandskillsare
embeddedinnaturalspatialmemory,11)learningisenhancedbychallengeand
inhibitedbythreat,12)eachbrainisunique
(1990,6669)

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Bytakingintoconsiderationthesetwelveprinciplesofbrainbasedlearningandtwelve
principlesofdesign,educatorswouldbebetterequippedindevelopinglessonsandactivities
basedonexperiencesthatfacilitatemeaningfulstudentlearninginanenvironmentthatis
conducivetothattypeoflearning.Jensenalsoassertsthatteachersmustlimitthecontentor
cognitiveactivitiestoonlyfivetotenminutesapiece.Aftereachlearningperiodoffocused
instructionandlearning,teachersshouldconductanelaborationactivitylikemindmapping,
then,providedowntimewithactivitiessuchas,stretching,deepbreathing,orfreeplay(2008,pg.
29).
OnebrainbasedlearningprogramthatisusedinschoolsystemsacrosstheUnitedStates
isWholeBrainTeaching(WBT).AccordingtoBiffle(2013),itisimportantforeducatorsto
continuallyevaluatetheirstudentsusingascalebasedonobservedstudentbehavior(ArtifactB).
BifflealsoidentifiessevenkeyelementstoWBT:classyes,teachokay,fiveclassroomrules,
scoreboard,handsandeyes,switch,andmirror(ArtifactC).Theoretically,whenconsistently
assessingstudentbehaviorandimplementingthesevenelementswithintheclassroom,enhanced
studentengagementwillbeattained.Biffleassertsthatwhileimplementingthesevenelements
ofWBT,differentpartsofthebrainarestimulatedandengaged,whichcouldleadtomaximized
learningandlessdisruptivebehaviorsintheclassroom.However,thereisalackofscientific
studiestoevaluatethevalidityortheeffectivenessoftheWBTprogramshorttermorlongterm.
AccordingtoOwenWilson,thereneedstobeacurricularalignmentofskillsand
conceptstodevelopmentalstagesandwindowsofopportunityinbraindevelopment(2016).
OwenWilsonassertsthattakingbothdevelopmentalstagesandprogressionsinbrain
developmentaresocrucialindesigninggoodinstruction.First,wecannotteachwhatchildren

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arenotdevelopmentallyreadytolearn,andsecond,ifwemissthewindowofopportunity,
theydontgetitback(2016).
ResearchImplications
Myquestiontoguideresearchwas,Whatisbrainbasedteaching,anddoesitaddresstheneeds
ofchildrenwithbroadrangesofability,andprovideavarietyofinstructionalstrategiesthat
supportstheirintellectual,social,andpersonaldevelopment?

Theimplicationsfromresearch
highlighttheimportanceoftuningintothenaturalrhythmsofthebrainandfocusinginstruction
inamannerthatengagesstudentsinameaningfulway.Bydesigningawellbalancedclassroom
environmentandutilizingteachingtechniquesthatsupportthenaturalcyclesofthebrain,
studentswillbeengagedandmorecapableoflearningthecontentsetforth.Suchtechniques
include:brainbreaks,aligningcontentwithbraindevelopmentandlearningwindows,varying
instructionalstrategies,andplacingcognitiveactivitiesbetweenperiodsofrestorpractice.

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ResearchbasedActionPlan
ActionPlanSummary
1.Gatherstudentsurveydataonclassroomenvironment/lessons
before
implementing
WBTandbrainbasedteachingstrategies.(ArtifactH)
2.DevelopacollectionofWBTandbrainbasedteachingstrategiestoimplement
intheclassroom.(ArtifactsAC)
3.Gatherstudentsurveydataonclassroomenvironment/lessons
after
implementing
WBTandbrainbasedteachingstrategies.(ArtifactI)
TargetedStudentLearningObjective
Withinmythirdgradeclassroom,theobjectivewouldbeforstudentstobefullyengaged
incontentareasacrossthecurriculum,withenhancedqualityofworkandtimeontask.
Task(s)andEssentialProficiencyCriteriaforTargetedLearningObjective
1.Task:Improvequalityofworkacrosscontentareas
2.EssentialProficiencyCriteria:
a.HandwritingneatnessusingHandwritingWithoutTears(ArtifactD)
b.MathStandardsofStudentPractice(ArtifactF)
c.ReadingSkillsChecklist(ArtifactG)

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Method(s)toAssessProficiencyandMasteryofTargetedLearningObjective
1.
Prestudentsurveyresponses(ArtifactH)
2.
BeforeandAfterSamplesofstudentwork
Handwriting
MathProblemSolving
ReadingChecklist
3.
Poststudentsurveyresponses(ArtifactI)
Postassessments
SelfassessmentofInstructionRelatedtoWTSandTargetedStudentLearningObjectives
ForWisconsinTeacherStandard(WTS)2and4,Ifocusedonenhancingmy
understandingofbrainbasedteachingandwhatinstructionalandcommunicationmethodsI
couldutilizewithinthissystemtoimprovestudentengagement,behavior,andperformance
withintheclassroom.Forthelastpartofthe201516schoolyear,Imadeitagoaltoresearch
brainbasedteachingaswellasWBTwiththeintenttoincorporateseveralelementswithinmy
classroomoftwentythreethirdgraders.Idevotedagreatdealoftimetoresearching
instructionalstrategiesandwatchingvideosofWBTandbrainbasedteachingonline.Ichose
severalWBTandbrainbasedstrategiestouseinmyclassroom.Ibeganbyselectingone
strategyandteachingittotheclassduringthebeginningofthedayorlesson.Fromthedirect
modeling,wepracticedtheproceduresindependentlyandwithsmallgroups.Afterthepractice
sessions,studentswereexpectedtofollowtheprocedurewiththerestoftheclasswhen
prompted.Forexample,whenItaughttheclassteachokay,Ishowedthemanonlineexample

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fromateachingblog.Fromthere,wepracticedwithpreviouslytaughtcontentuntileachstudent
hadmultipleopportunitiestoworkwithseveralpartners.Afterthepracticewascompleted,the
nextday,duringanewmathlessononfractions,studentswerepromptedtousetheteachokay
methodtoteachtheirpartnerwhatIexplainedaboutequivalentfractions.Allstudentswere
activelyengagedinthisprocess,andeventhestudentswhostruggledduringmylesson,were
supportedbytheirpartnerandwereabletobesuccessfulinteachingthecontentonhowtoshow
equivalentfractions.
AssessmentofStudentPerformanceRelatedtoStandardizedExpectations

Iincorporatedseveralelementswithinspecificlessonsinmythirdgradeclassroom,such

as:theclassyesattentiongrabber,mirror,teachokay,andhandsandeyes.Thestudentswere
quicktocatchonafterdirectmodelingandpractice,andInoticedthatallstudentswereengaged
bythenoveltyofit.AsstudentsbecamemorecomfortablewiththechosenroutinesofWBT,I
noticedamajorityoftheclassappearedtobemoreintunetothelessonswithlessfidgetingand
whispering.Ialsoincorporatedtheprincipleofprovidingbrainbreaksmoreoften,shorteningup
cognitiveactivitiesintosmallerincrementsoftime,andprovidinganumberofdifferentseating
arrangementsintheclass.Theclasssurveydatashowsthatstudentsfeltmoreengagedafter
implementingthesebrainbasedstrategies.
ComparisonofLearningEnvironmentWhileLearningTargetedObjective
Overall,asIreflectonhowmyclassroomenvironmenthaschangedoverthecourseof
thisindependentstudy,Ithinkthatallstudentsaremoreawareofhowtheirbrainworksandhow
theycanhelpthemselvesstayfocusedonatask.Forexample,afterthreeweeksofusingWBT
methodsandinstructingascienceminiunitonbraindevelopment,Iobservedstudentsmaking

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commentslike:Immakinganewconnection,Thisishard,butImlearningsomethingnew,
andIllkeepmakingthispathwaysmoother.Thesecommentsprovetomethatthemajorityof
studentsareunderstandingthattheprocessoflearninginvolvesmistakesandrepeatedpractice.
Thisprocesshasshownmehowtocollaboratewithstudentstocreatealearningenvironment
thatstudentsareengagedinandencouragesteamwork,hardwork,andtimetoreflecton
learning.
ReflectionofEntireLearningProcess
OnegoalofthisindependentstudywastoimplementtheuseofWBTmethodsandbrain
basedstrategiesinordertobetterunderstandhowchildrenwithbroadrangesofabilitylearn
anddevelop,andtoprovideinstructionthatsupportstheirintellectual,social,andpersonal
development.AnothergoalwastousetheresearchbehindWBTandbrainbasededucationin
ordertoutilizeavarietyofinstructionalstrategiestoencouragestudentsdevelopmentof
criticalthinking,problemsolvingandperseveranceskillsacrossthecurriculum.
Whatworkedorshouldwork

1.Overall,studentsexpressedsatisfactionwiththenewbrainbasedstrategiesand
classroomenvironment.
2.TheWBTandbrainbasedstrategiesengagedstudentsinbeingmoreproductive,
reflectiveandengagedinlearningacrosscontentareas.

Whatdidnotworkormaynotwork
1.WBTandbrainbasedstrategiestaketimetoimplement.Ididnotteachallofthe
componentsofWBTorbrainbasedmethodsduetotimerestrictions.
2.ThereisntscientificresearchonWBTanditsvalidityoreffectivenessinthe

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classroom.

Mynextsteps

1.ContinuetoinfuseWBTandbrainbasedmethodsintothethirdgradecurriculum.

2.Researchadditionalbrainbasedinstructionalstrategiestoimplementintheclassroom.
3.StartabookstudytodiscusswithcolleaguestheiropinionsregardingWBTandbrain
basededucation.

ThroughthisindependentstudyIgainedvaluableinsightsintothedevelopmentofthe
humanbrainandwhattoolsandtechniquesmayprovebeneficialtostudentsintheclassroom
setting.Ilearnedwhatfactorsinfluencelearningandhowtoplayintothenaturalrhythmsofthe
braininordertomaximizestudentlearningthroughvaryingmyinstructionalstrategies.
Although,IhaveadditionalWBTandbrainbasedresearchtocomplete,IplantoaddmoreWBT
componentsintomyclassroommanagementplanandlessonsforthenextschoolyear.Ithink
themostimportantinsightIgainedthroughthisexperiencewasbecomingmoreknowledgeable
aboutbraindevelopmentandbeingopentousingdifferentstrategiestoenhanceinstruction.I
believethattheexperiencesIhavegainedthroughthisresearchprojectinWBTandbrainbased
educationwillenhancemyabilitytoplanmeaningfulinstructiontosupportstudentsastheylearn
andbecomemoreawareoftheirownuniquelearningprocess.

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ArtifactA
OwenWilsonstwelvedesignprinciplestoconsiderwhencreatingaclassroomenvironment
conducivetolearning.Iusedseveraloftheseprincipleswhendesigningmyclassroomforthe
secondhalfoftheschoolyear.

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ArtifactB
Iusedthissamplereflectiontooltogaugethebehaviordynamicsofmyclass.Thenextsheet
showshowIratedmyclassinJanuaryof2016,andinMarchof2016.

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ArtifactC
WBTgraphicorganizerofthesevenkeycomponentsofWBT.Iwouldrefertothislistwhen
planninglessonsacrossthecurriculum.

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ArtifactD
Thirdgradechecklistforhandwritingskillstoreferencewhencheckingqualityofwork.

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ArtifactF
Standardsofmathskillsforstudentstorefertowhencheckingthequalityofthemathproblems
theysolvedordeveloped.

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ArtifactG
Readingskillschecklisttosharewithstudentsformonitoringqualityofliteracyskillstocheck
forprogress/quality.

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ArtifactH
StudentsurveyofclassroomattitudesbeforetheimplementationofWBTorbrainbasedteaching
methods.

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ArtifactI
StudentsurveyofclassroomattitudesaftertheimplementationofWBTorbrainbasedteaching
methods.

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References
Caine,R.andCaine,G.(1990).Understandingabrainbasedapproachtolearningand
teaching.
Educationalleadership
.6669.

Dickinson,D.(2002).Learningthroughthearts.
Newhorizonsforlearning.
Retrieved
from:http://education.jhu.edu/PD/newhorizons/strategies/topics/Arts%20in%20Education
/dickinson_lrnarts.htmonJanuary10,2016.

HandwritingWithoutTears.(2013).Standardsfortheproductionandpresentationof
writing.Retreivedfrom:http://www.hwtears.com/files/Handwriting%20&%20Keyboarding
%20Standards_August16.pdfonMarch22,2016.

Jensen,E.(2008).Brainbasedlearningthenewparadigmofteaching.ThousandOaks,
CA:CorwinPress.

OwenWilson,L.(2016).Brainbasededucation:anoverview.
Thesecondprinciple.
Retrievedfrom:http://thesecondprinciple.com/optimallearning/brainbasededucation
anoverview/onFebruary22,2016.

Respress,T.andLutfi,G.(2006).Wholebrainlearning:thefineartswithstudentsat
risk.
Reclaimingchildrenandyouth
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15(1)
,2431.