Whole Brain Teaching
Definition
Whole-brain teaching is an instructional approach derived from neurolinguistic descriptions of the functions of the brain’s left and right hemispheres.
Basic Elements
Neurolinguistic findings about the brain’s language functions show that in the integrated brain, the functions of one hemisphere are immediately available to the other, producing a more balanced use of language. Whole-brain teaching emphasizes active learning, in which the learner makes connections that tap both hemispheres.
Another aspect of whole-brain teaching is managing the emotional climate, to reduce the “downshifting”–or primal thinking–that occurs during distress. To relax learners, instructors may offer clear, realistic predictions of barriers (such as, “Advancement may be sporadic”) and progress (such as, “Sooner or later, this will become easier”). Plus, instructors may try enhancing the learning experience with music or soothing colors.
In whole-brain learning, imaging is seen as the basis for comprehension. For this reason, learners are encouraged to visualize, draw, and use drama as they develop new ideas, in order to retain them. A reading teacher, for instance, might present new vocabulary words by building a story or skit that uses them–but doesn’t define them–in context. The teacher then might play music while reading the definitions, leaving time for listeners to draw images of the words. The teacher next might use guided meditation to build a relaxed state containing memories of success before the listeners hear the definitions again. And the learners might even act out the words’ meanings or construct stories of their own.
Reading
T. Buzan, Use Both Sides of Your Brain. NY: Dutton (1976).
G.L. Rico, Writing the Natural Way. Los Angeles, CA: Tarcher.
D.H. Schuster and L. Vincent, “Teaching Math and Reading with Suggestion and Music,” Academic Therapy, vol. 16(1), 69-72 (Sept, 1980).
The content on this page was written by On Purpose Associates.
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I found this article:
Respress, T. (2006). Whole brain learning: The fine arts with students at risk. Reclaiming children and youth. Retrieved from http://plone.rockyview.ab.ca/bchurch/Members/robinsons/research/Fine%20Arts%20and%20Students%20at%20Risk.pdf
I like it because it articulates how students learn and how the brain works in depth but understandable.
It’s amazing. What I liked mostly
is the envolvement of the students in the class and the activity. How could they reach such standard. Still I dont know what is the out come of this method but I like my classes to be in such a situation . How can I achieve this still I don’t know. So can you explain more about the whole brain teaching I’m really interested. I appreciate your help,
Looking forward to hearing from you.
I thought this was an excellent article but it could’ve provided more depth, helped alot though.
Anyone wants to give me some articles about whole brain teaching? I’m very grateful. It’ll be a valuable thing to improve my teaching style. If anyone does, would you mind sending them to my e-mail? Thanks a lot.
I am interested in this method. It’s new for me. I have made research using this method, and it can increase the students’ motivation.
This is an excellent source of material while researching for a last-minute project.