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Welcome to WBT akcrossley11!
I teach 6th grade science, and understand exactly what you're

asking. We do lots of lab activities, involving extended small group activities. Here are some
additional tips/tricks using WBT strategies during group work that you may want to think about...
1. The class-yes is great for getting their attention back on you in case you need to give a new
directions or reminder.
2. The scoreboard is great way to remind students of the expectations during group work. You
can say something like, "Class (yes)! This group is doing a great job of using their Power Star
words in their discussions! Mighty Oh Yeah!
3. The Super Improver League (based on the Super Improver Wall) is a great way for teachers
with multiple classes to reward for improvement, as well as focus on specific goals. One of your
Super Improver League goals could be to simply be "on task". When you see a group improve
in this area, you use a Class Yes to get everyone's attention, and give them a point for
improving in their on task behavior.
4. Use the triple whammy sentence frame to have them review key ideas at certain points in the
lesson. For example, after all groups had completed a certain part of a lab activity, I would get
their attention with a class yes, and give them a few seconds to think of a way to fill in a triple
whammy sentence frame. I'd usually post it on the board, something like, "Three things that I
have done successfully so far are __, __, and __." Then have students use Switch to share their
sentence to a partner using oral writing gestures.
5. During group work, use the ten finger woo to acknowledge individual students that are doing
a great job of critical thinking (or whatever you want to acknowledge them for).
6. In a discussion type activity, give each student a specific numbered power star, and have
them sit in order in a circle. For example, 1=because, 2=detail adder (about the because
sentence), 3=for example, 4=detail adder (about the example), 5=is similar to, 6=is different
from, 7=in conclusion. Have a "topic jar" in the middle of the circle. Students draw a topic out of
the jar, and go around the circle, giving their type of sentence. What they are actually doing is
writing paragraphs using Oral Writing, but you are turning writing into a game, and giving them a
structured way to "discuss" the topic. You are also ensuring that they are listening to each other,
as most of their sentences are based on prior sentences.
What are your thoughts?? Questions?? Inherent problems with doing any of these things in your
classes? Post back, and I'll see if I can help you through it. There are literally thousands of ways
to use WBT strategies in your classroom...we've only scratched the surface!
I agree, teaching multiple classes can make using the Super Improver Wall difficult. The Super
Improver League is the answer to those issues. Look on our Middle School Facebook page for
an explanation of how to use it, along with some pictures of mine from this year. I just pinned the
post to the top of the page so you can find it easier.

There is SO MUCH to WBT, so take it as slow as you need to. Don't ever feel overwhelmed by it
all - one step at a time!
Also, don't overlook the suggestion of using the"Brainies" as Coach is calling them now (each
Power Star to allow free form critical thinking. Embed structured critical thinking sentence
frames and key words into their discussions. What you'll end up with is free form critical thinking
that goes much deeper than "discussions".
I looked at the super improvers league on the facebook page. Thanks for posting it. Looks very doable.
Just so I understand, these are class wide goals, not individual student goals right?
Is the reward for moving up a level a 10 second dance party? Do you ever get kids saying things like "I don't c
up a level?
Just curious. I'm not sure what I would say that could keep it fun. I have some very vocal skeptics in my classe
Also, why can't you just use the scoreboard instead of running a duel system? Is it only for the novelty, as exp
boring?
I know I'm asking lots of questions so thank you thank you thank you Meadors for all your help!
When the kids are in groups assign a number to each kid in the group, 1-4 works best. Each
day, Monday through Thursday, a different group member is group leader. Some will better at
this than others. That day, while the kids are warming up, or whatever you have them do at the
beginning, call a meeting at the front of the class for that day's group leaders. Have them meet
you there for a one to three minute session. Tell the group leaders what you want the lesson for
the day to accomplish by the time the kids walk out the door. The group leaders will be
responsible for keeping collaborative work on track. Next day the next member does the work.
Hello everyone! So, I started incorporating WBT this year for the first time, and it has been awesome!!! I have
was the coolest thing ever!! My question, however, is how do I get my "apathetic" kids to buy into the idea? I h
have 3 heads when I say "Clase?" (that's class in Spanish
)How do I get them to buy into WBT? Any creat
The administrator has disabled public write access.
WBT with the "apathetic" student 04 Sep 2013 07:43#15689
If you use the Scoreboard consistently, about 5 marks positive and 5 marks negative per 50 minutes and yo
or one page less homework, almost all of your high school kids will buy in. If you have extra homework two d
with, "You might want to talk to classmates who are costing you extra homework. You can either work hard i
Also, understand that no matter what system you use in secondary, there will be students who are not keen
parties every Friday, you'd have some who'd say, "Oh, no! Not again!"
Coach B
With older learners I have had a lot of success by teaching them about the basic structure of the
brain and how it makes memories. When I show them that having fun while they learn
something means less written work I get good buy in.
oh my - I have one like that. He went straight to momma, and momma told him to get
over it.(thankfully)
I hated to make him feel uncomfortable everyday, especially if he was doing well in my class
without Whole Brain Teaching. Being an intelligent student, I appealed to that side of him and
showed him how Whole Brain Teaching uses multiple parts of the the brain and encourages him
to use parts of his brain that he doesn't usually.
I also explained that if he did not want to particpate in Whole Brain Teaching that we would set
up another assignment from the textbook for him to work on. He could go to a desk away from
everyone else and opt out of particpating that day. I always made the assignment pretty long
and boring, like read and outline the notes for section 1 and work problems 1-25. The first day
he picked the alternate assignment, and moved to another seat and got to work. The rest of the
class won and got to take 2 problems off of their homework - but he was not particpating so he
had to do the whole assignment. He has particpated everyday since!!
If the noise level is a problem you can use the volume-o-meter, and calibrate the kids to TeachOK every so often at Scale 1- whisper level. The kids actually think that is fun, at least mine
have when we have done that when there was testing across the hall.
Just one more possibility.
I found Power Teaching online and was really excited about it too. I was
telling my son (who's now 31) about it and showed him the youtube of Chris Biffle
(the originator) demonstrating it. My son said, "Oh yeah, that's Chris Biffle, the best
teacher I ever had! He was great and made everything so interesting." Now that is
a real compliment since my son had Chris in Junior College. (He went on to UC
Santa Barbara and got his masters at Columbia. Sorry, mom's gotta brag.)
Anyway, I started using many of the techniques in my second grade classroom. The
kids responded REALLY well! Some of my "slugs" started paying attention and
interacting. What I used most that got the kids engaged was the "clap, clap,
teach- clap, clap, okay." They LOVED that. I also used the 5 and 10 finger
woo and the "that's cool."
I was evaluated this year and my principal was so impressed with the techniques I
was asked to demonstrate it to the staff. Chris teaches about 3 miles from my
house and I'd love to go to one of his seminars.
It may be annoying to DH because it's hard to ignore. That's why it engages

kids. Your classroom may be a little noisier while kids teach but who cares if
meaningful learning is going on.
The best way to learn something is to teach it and I feel that is what's at the heart
of Power Teaching. You are making kids accountable for their education constantly.
It really worked well for me when I was giving directions and page numbers.
Students listened so they could tell their classmates. Using Power Teaching
Techniques is the best way to introduce it and practice it, I think.
I do try to use gestures. It helps the kids that are tactile learners. I think it helps
everyone remember better, even me.
We have whole school rules which we are supposed to go over regularly. I was
always leaving one out. Once we started practicing them with gestures (which I let
the kids make up) I never forgot them and neither did the kids.
My principal really liked the gesturing by the kids. It shows the kids are "getting"
the information and probably retaining more of it.

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Welcome to WBT akcrossley11!

I teach 6th grade science, and understand exactly what you're

post to the top of the page so you can find it easier.

)How do I get them to buy into WBT? Any creat

The administrator has disabled public write access.

WBT with the "apathetic" student 04 Sep 2013 07:43#15689

It may be annoying to DH because it's hard to ignore. That's why it engages

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