I've recently stumbled across the Whole Brain Technique and I'm intrigued. I can see how it can be effective for a large group of students.
But what about for smaller specialized classes? I'm teaching a spec ed class next year. Currently I have 6 students - 5 LD and 1 MID grades 5-7, but they are all 2+ years behind in reading and math.
Does anybody have any experience using Whole Brain Teaching with smaller specialized groups, particularly LD students? Does anybody have any suggestions that could help me effectively teach these students?

First may I say welcome to Whole Brain Teaching!

I was first introduced to WBT while attending a conference in Sacto this August. Though I have not yet had the opportunity to use the program with my special ed. SDC/LD students, I am excited to start using it on Sept. 8th, when classes begin here in Sacto. I would suggest that you watch all of the videos that are available, and give it a try. My classes are small, 15 in one group and 13 in the other, and I plan to use the program for both groups. The first week of school is dedicated to getting to know our students, and I'm excited to start the program with my students. I watched Chris Biffle use the program on all of the teachers at our training, it was beautiful.

I look forward to hearing what you found after trying the program, I know you will not be disappointed....and look forward to reading your posts soon.

I have just discovered this and am equally excited to try this with my students. I am experiencing difficulty with the server, but would love to stay in touch and exchange ideas.

Victorage, KathrynBrown and tdotali,
It has been a full school year since you posted that you would try WBT in you special ed classes. How did it work? My school has a small special ed program that we are struggling with.

Thanks, Jason

I teach Title I reading grades K-5. I have various small groups all day long. My group size averages 6 students at a time. I focus on reading/com. arts skills. WBT is working great for me. I don't use Class/yes with all my groups because I don't need to. I do use it with my kindergartners (they are the ones that I need to grab attention from). So far I have not needed a scoreboard either because behavior isn't usually a problem; although I think the scoreboard could be fun. I just haven't figured out how to keep so many scoreboards going. I use mirror, teach/okay, Biffy Tunes, Power Pics, sockless hand puppets, Crazy Professor, almost everything that is associated with reading skills. The students love it, and my teachers are starting to carry it over into their rooms because of my students automatically using it in the homeroom. I think it would greatly benefit your LD students. It could give them the connection that they need to remember the skills taught.