IMPACT OF WHOLE BRAIN TEACHING BASED INSTRUCTION ON ACADEMIC PERFORMANCE OF GRADE 8 STUDENTS IN ALGEBRA: COMPENDIUM OF WBT-BASED LESSON PLANS

2018 ◽  
Vol 2 (2) ◽  
pp. 98-114
Author(s):  
Raisa D. Sontillano ◽  
Keyword(s):  
Academic Performance ◽  
Lesson Plans ◽  
Whole Brain ◽  
Whole Brain Teaching ◽  
Based Instruction ◽  
Grade 8

scholarly journals The Whole Brain Teaching: Approach for Improving the Memorization Skills of Learners with Mild Intellectual Disability (MID)

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Maridel Rebollido Mugot
Keyword(s):  
Academic Performance ◽  
Intellectual Disability ◽  
Conventional Approach ◽  
Mild Intellectual Disability ◽  
Control Groups ◽  
Whole Brain ◽  
Post Test ◽  
Whole Brain Teaching ◽  
And Control ◽  
Experimental Group

Remembering information can be difficult, especially for a learner with Mild Intellectual Disability. One classroom instruction approach which maximizes students’ engagement, focuses on the way the brain is intended to learn and addresses the difficulty in memorizing is Whole Brain Teaching. This study was conducted to determine the effects of WBT as an approach to improve the memorization skills of learners with Mild Intellectual Disability at City Central School – Special Education Center. Quasi-experimental research design was employed in the study. Eight (8) learners who were diagnosed with MID were randomly selected and assigned as experimental and control groups. Pretest and post-test were used in measuring the academic performance of the learners. The experimental group was taught using the WBT approach and the control group was taught using the conventional approach. The results revealed that the academic performance in both groups increased significantly after subjecting them to WBT approach and conventional approach respectively. However, the results of the post-test comparison of both groups showed that there was a statistically significant difference between the academic performance of the experimental and control groups in favor of the experimental group. Thus, WBT has positive impact on the improvement of the memorization skills of learners with MID.

Students’ Perceptions and Learning Gains Using Whole Brain Teaching Strategy in the STEM Strand of K to 12 Education

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Cecilia Bucayong ◽  
◽  
Myra Vanessa Teofilo ◽  
Vanie Benben ◽  
Jaymor Ledesma ◽  
...  
Keyword(s):  
Teaching Strategy ◽  
Learning Gains ◽  
Whole Brain ◽  
Whole Brain Teaching ◽  
K To 12

Perceptions, STEM K to 12, Whole Brain Teaching (WBT) strategy

scholarly journals Content Based Lesson Plans inside the English Rural Classrooms

2016 ◽  
Vol 9 (11) ◽  
pp. 130
Author(s):  
Josefina Quintero Corzo ◽  
Catherine Julieth Lopera Lopera
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Environmental Issues ◽  
State Institution ◽  
Lesson Plans ◽  
Ministry Of Education ◽  
School Students ◽  
Core Content ◽  
English Classroom ◽  
Based Instruction

<p class="apa">This piece of work gives account of a classroom research project done in a rural state institution in Colombia whose main purpose was to contextualize the foreign languages teaching and learning in line with the current curriculum regulations stated by the National Ministry of Education. Content-based instruction inside a rural English classroom was examined and informed. The results revealed that the content-based instruction approach was useful to integrate environmental issues with the grammar and the communicative uses of the language. Rural high school students get more motivated when they feel a stronger and real connection between the language they learn and their touching and closest reality they perceive. It was also found that applying these environmental issues in a rural scholar context caused awareness in students according to the use and importance the English as a foreign language can be imply in their social development highlighting the real relevance in their current lives. Conclusions highlight some perspectives and implications derived from the application of several lesson plans incorporating the crisis of the planet and its possible solutions as the core content.</p>

scholarly journals The Influence of Whole Brain Teaching (WBT) to the Motoric and Linguistic Skills of Preschoolers

2020 ◽  
Vol 13 (4) ◽  
pp. 799-814
Author(s):  
Ahmad Zaki Emyus ◽  
◽  
I Nyoman Sudana Degeng ◽  
Punaji Setyosari ◽  
Saidah Ulfa ◽  
...  
Keyword(s):  
Whole Brain ◽  
Linguistic Skills ◽  
Whole Brain Teaching

The Use of Whole Brain Teaching Method in Improving Students’ Speaking Ability

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Trisilia Devana
Keyword(s):  
Statistical Analysis ◽  
Teaching Method ◽  
Whole Brain ◽  
Significance Level ◽  
Speaking Test ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Whole Brain Teaching

The objective of this research was to find out the improvement of students’ speaking skill teaching through Whole Brain Teaching method. The design used in this research was pre experimental. The population of this research was at the tenth grade students of SMK Negeri 2 OKU and the sample were which consisted of 36 students. The researcher used purposive sampling in taking the samples. The pre-test and post-test were used as the techniques for collecting the data. Instrument in this research was an oral speaking test. Based on the result of the pre- test, the mean score of the pre-test was 56.28. The result of the post-test the mean score was 68.89. Based on the statistical analysis, the researcher found that the value of Sig.= 0,000 less than the value of Significance level (a=0,05 and df = 35). It means that  there was significantly improvement in teaching speaking by Whole Brain Teaching method at the the tenth grade students of SMK Negeri 2 OKU. 

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