I have been to at least three of Chris Biffle’s Whole Brain Teaching Trainings. Our school district several years ago brought him over to provide training for teachers K-12.

My school site embraced Whole Brain Teaching. Now not all of our teachers were exactly over the moon, however, everyone gave it a try.

I was teaching 1st grade when we first began to embrace Whole Brain Teaching. I was teaching English and Spanish at the time because of our Dual Immersion strand. Whole Brain Teaching provided my students with a great experience. My English Language Learners during English instruction had opportunities to feel empowered and were provided time to practice “teaching” each other what they had already learned. The same for my Spanish Language Learners who had little to no Spanish exposure and practice at home. The classroom would come alive as students taught each other the content and skills of the lessons.

I have been out of the classroom for a few years now working as a Literacy Facilitator. However, whenever I am pulled into a classroom because of lack of substitutes, Whole Brain Teaching is my go to in regards to classroom management and bringing portions of lessons alive for students.

Thank you for bringing up Whole Brain Teaching. I am now off to review his videos again. ðŸ™‚

]]>I actually failed to mention a step that I did at the beginning of the lesson with the kids. I first took the fraction connector manipulatives and laid them sideways. I used them to create a number line to show the kids how they related. Also, I circled the segments on the number line showing them that the fractions were actually those segments rather than the dashes along the number line. ]]>

Great point. Actually, I presented this lesson in isolation, but we had already been doing some number line work in previous lessons. I only modeled the proper way to make a number line. I did not discuss how to properly place certain fractions on the number line.

I have been using concrete models before this lesson on number lines. I have these fraction cube connector things. Not sure of their exact name. I definitely want to get into using Kristian’s cuisenaire rods.

LOVE this! I will be stealing that idea.

Thanks again, Jamie. ]]>

http://www.lcsc.edu/media/4890900/Cuisenaire-Rods-on-the-Number-Line-shared-understandings.pdf

]]>Do you have cuisenaire rods? As someone who has also struggled with fractions, rods helped me understand fractions a lot more & then connect those to the number line. The number lines are more abstract and the rods provide a concrete model. I think Kristian has some.

I love the use of the parallel number lines. It’s kind of a scaffold for when they move to the problem onto one number line.

Questioning is always where the money is at, and it’s the hardest part. I wonder what questions Ryan and Kristian would ask?

I was thinking about your goal. How do we know whether or not students understand at the end of this why we must find a common denominator? I wonder if you could show them some incorrect answers to these questions? Say Student last year answered these questions this way… Open it up and ask them to prove or disprove why they are correct or incorrect. You may get some good discourse going there. My kids learn a TON from disproving things. Tells them more about what they are doing.

Thanks for sharing! I love learning and thinking about math in the upper grades. I’m itching to get out of first.

What an awesome way for our students to practice their reading skills and increase their fluency rates!!! I teach a 4th-grade, bilingual class, and the majority of my students are reading below grade-level standards. So, I am still working on ways to build reading fluency with my students. Spaceteam seems like an excellent way to do that. I know my students are going to love this app. I am always looking for fun, engaging, and FREE apps or websites to use in the classroom with my students. Thank you for sharing! ]]>