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Increasing Students’ Academics Through the Use of Whole Brain Strategies

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Date Issued:
2016
Summary:
The objective of my research was to determine if whole brain teaching strategies could help increase students’ academic scores in an urban elementary classroom. To test this hypothesis, I created a pre/ post assessment cycle design focusing on whole brain chants and gestures taught during a science unit on the states of matter. Participants included 20 first grade ELL students at Park Lakes Elementary school. Students took a pretest, were involved in 5 whole brain based lessons and posttest. The lessons included whole brain strategies like “mirror me”, “teach, okay”, and other interactive activities. At the conclusion of the lesson, a posttest was issued. All 20 students earned a passing score as compared to the low scores on the pretest. Therefore, I concluded that using whole brain teaching strategies throughout lessons increase students’ academic scores. My intent is to continue this technique with future lessons to improve students’ Florida Standardized assessment.
Title: Increasing Students’ Academics Through the Use of Whole Brain Strategies.
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Name(s): Hernandez, Christina
Dassa, Lori
Office of Undergraduate Research and Inquiry
Type of Resource: text
Genre: Poster
Date Created: 2016
Date Issued: 2016
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Florida
Physical Form: application/pdf
Extent: 1 p.
Language(s): English
Summary: The objective of my research was to determine if whole brain teaching strategies could help increase students’ academic scores in an urban elementary classroom. To test this hypothesis, I created a pre/ post assessment cycle design focusing on whole brain chants and gestures taught during a science unit on the states of matter. Participants included 20 first grade ELL students at Park Lakes Elementary school. Students took a pretest, were involved in 5 whole brain based lessons and posttest. The lessons included whole brain strategies like “mirror me”, “teach, okay”, and other interactive activities. At the conclusion of the lesson, a posttest was issued. All 20 students earned a passing score as compared to the low scores on the pretest. Therefore, I concluded that using whole brain teaching strategies throughout lessons increase students’ academic scores. My intent is to continue this technique with future lessons to improve students’ Florida Standardized assessment.
Identifier: FA00005574 (IID)
Subject(s): College students --Research --United States.
Held by: Florida Atlantic University Libraries
Sublocation: Digital Library
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00005574
Restrictions on Access: Author retains rights.
Host Institution: FAU