"When you break up the lesson of 40-60 minutes into 4-5 chunks each one presented with different aspects of multiple intelligence, you teach for whole brain education. One may use even the mirrored words to be re-written properly for mindful vocabulary building. Also, present a few new terms or nouns with gestures and signing to reinforce new words," stated the resource person, Dr, Lalit Kishore of CULP-NGO, Jaipur. at the beginning of the workshop co-participated by students and teachers at a girls' school at Ladawa of Haryana state.
The news-story of the workshop is being reproduced here.
WHOLE BRAIN TEACHING APPEALS GIRLS IN LEARNING PHYSICS AT SENIOR SCHOOL LEVEL
U4U Voice [1] Sep 10, 2014, U4U Voice
"Twenty-hour Whole Brain Teaching (WBT) induction courses in physics held recently at Sugni Devi Arya Girls School at Ladawa and Kanya Gurukul at Kurukshetra of Haryana state for grades nine and eleven respectively revealed significantly enhanced liking for physics instruction by the girls which was earlier taught by lecture and chalk-and-talk methods.
Physics teachers of the two schools also underwent the training so as to continue WBT to teach physics after the induction course conducted by Dr. Lalit Kishore and coordinated by Dr. Des Raj, alumni of Kurukshetra University.
The latest researches in learning and pedagogy hardly find their way into the classroom since both theoreticians and educators do not make efforts to put theory into action. New learning theories need to be studied to develop new techniques and instructional materials for try out to make teaching more effective.
Also, research in neuro-science indicate that many parts of the brain and cognitive functions need to involved in learning induced by teaching. This has given rise to a new method of teaching called whole brain teaching.
Many educators feel thereby combining various teachings techniques and incorporating multiple intelligence, inclusive classroom environment, suitable content structure as learning episodes and differential learning processes can be adapted for whole brain teaching (WBT). For girls, musical intelligence is important for active memorization of content, says Kishore in a sketch note [2]
Research informs that for WBT, micro-learning episodes or information in short “chunks” of content are presented interactively in a variety of ways by incorporating the elements of multiple intelligence followed by peer group learning situation and individual practice.
In WBT, generally, students in groups identify the specific vocabulary and invent hand-gestures or rhythmic singing verses that help to remember key words and key phrases. For individual practice, students should be made to present content in graphic formats as highlighted the induction in WBT."
Comments