Hi. I have been spending the past few days watching videos/reading articles etc and really like the idea of WBT. I am worried about a few concepts, but am willing to try it out. However in my current school lessons last for as long as 2.5 hours. Can the basic WBT idea work for that long, as the WBT lessons and activities are generally quite fast paced and snappy, but may lose focus after that long. Also how does WBT translate to doing work, most of the videos etc seem to be about oracy and introducing topics, but how does WBT work when students have to work, stay on task etc. I can see how students will enjoy the teacher input sections more, but I am struggling to imagine them settling down to 10-15 minutes work.

Furthermore I am also concerned about the students who think they are to cool for this. I am especially thinking about 15/16 year olds who I do not think would take to the idea well, from experience is there any way this new idea can be sold to the students to make them more open to it.


Cheers


Tom

Remember that the videos are meant to show you the things that you do not know how to do yet with WBT, and not necessarily what entire classes look like. You should think of WBT as a tool belt, not handcuffs. You are going to use WBT to the extent that you feel comfortable with. Start slowly and gradually increase the amount you use it where you need it.

I teach 8th graders. In class I introduce, review, and have the kids teach each other, and create from basics to higher order thinking using WBT. I also have them do written work. Check out the Five Point Lesson model. It includes both places for Teach-OK and ways to incorporate written work, and activities.

With older learners I usually introduce them to the basics behind how the brain works, and explain why we do WBT. I get a really high level of buy in by doing that. You can also tell them that this truthfully started in college, so the method that they are using is and advanced one.

Once they get used to the way you decide to use WTB it should not be tough to do, and you will be surprised by how much more fun teaching can be.

More questions? Keep 'em coming.

Jeff-
I am new to wbt, but excited about doing it this year. My students already think Im a bit weird so it shouldn't be to hard to sell. I too am working on the lesson planning part of incorporating wbt. Where is the five point lesson model, am having trouble finding it on the wesite.
Tina

Download the WBT model classroom ebook, and you should find it in there.

I can say that Chris Biffle used the WBT techniques at the teacher training he did. We were there ALL DAY...it worked VERY well. He had us eating out of his hand in no time. (Our scoreboard was for an early coffee break or early lunch...etc)

As for the "buy-in" piece, here's what I did when I was using WBT while teaching Biology to an extremely "at risk" population:

I start with how much information there is to learn in Biology and that I have this "college method" that I want to try with them because I think they can handle it (sometimes I even suggest that SOME adults think they are 'too young' for this method). I tell them they will think I am crazy and they owe it to themselves to give it a shot. Then we learn about the brain. ( I have them doing "TEACH-OK") By this time I am well into the scoreboard, and any reluctant folks are "giving me" points, mighty groans from their classmates and comments about not wanting extra homework go VERY far...
At the end I have them take out a piece of paper and give them a quiz: Write down the parts of the brain and what they do. Even the skeptics get some of it. The exit slip for that day goes like this:

• Tell me what you think so far about class, and how helpful this is going to be for you and your success in Biology.

By the end of class most, if not all are on board, the ones that aren't are typically students that have not experienced much success in the past, so they become my secret "mission impossible". Don't worry. this message will not self destruct in 5 seconds.