Caileigh Sweeney's Portfolio Page

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About me

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My name is Caileigh Sweeney. I graduated from SUNY Oswego in May 2014 with a bachelor's degree in childhood education (1-6). I am currently a graduate student at UAlbany completing my Master's program. This is my first semester of graduate school and I am looking forward to pursuing my education degree. I enjoy spending time with my family and friends. I love to travel, read, and hike.

My Topic/Purpose

The topic of my mini-course is based off of the teaching technique called Whole Brain Teaching.

The purpose of this mini-course is to examine and explore the aspects of Whole Brain Teaching. My mini-course will focus on what is meaningful and useful for teachers and students in the classroom.

The topics that will be covered are:

-What is Whole Brain Teaching?

-What steps are involved in Whole Brain Teaching?

-How does Whole Brain Teaching engage students in learning?

-How can I apply Whole Brain Teaching to my classroom setting?

-Taking a Whole Brain Teaching pre-test

-Creating a mini-lesson based on the Whole Brain Teaching technique

Learning Outcomes

Learners will be able to:

Take a pre-test on the Whole Brain Teaching technique

Identify what Whole Brain Teaching is

Understand the benefits of Whole Brain Teaching

Design a lesson plan based on Whole Brain Teaching

Assimilate Whole Brain Teaching into classroom practices


Needs Assessment


"Whole Brain Teaching rests upon the principle that teachers at every level share the same difficulties: students lack discipline, background knowledge and fundamental problem solving skills. From kindergarten to college, teachers face students who have difficulty with reading and writing. Nonetheless, our students respond to challenges, enjoy well-designed learning games, and can make, in the proper setting, astonishing educational progress"(Biffle,2015).

Students seem to learn the most when they are having fun and this well organized approach to teaching is becoming more popular among teachers. I have seen this approach used in a second grade classroom and the students and teacher had a great relationship because of it. The students responded well to this technique and they loved the rules, steps, and games that are featured in Whole Brain Teaching. It is important for students to want to learn, follow rules, and to be successful. However, this can be difficult to do if you have challenging students in your classroom. Whole Brain Teaching is a technique that can be used to make learning fun, with fun rules that students will want to follow, fun games, steps, ect. Whole Brain teaching can be used from grades k-12.

2.What is to be learned

Educators will learn how to use this approach to engage and enrich student learning. Educators will see how this technique works and the students will learn new rules and steps that are required to use when in the classroom. Educators will understand the background of Whole Brain Teaching and how it is helpful for students and educators themselves.

3.The Learners

This course will be used for educators(k-12) who are looking for knowledge about effective teaching teaching techniques. By the end of this course, learners will become more knowledgeable about how to use this teaching technique in their classroom. They will become acquainted with the rules and steps that students must follow in order for this technique to be successful and effective in the classroom.

Learner Analysis

Learners within this course include educators teaching children in grades K-12. Participants will have varying degrees of familiarity with this specific technique including the rules and steps.

4.Context for Instruction

Learners will learn the content of this mini-course online using the KNILT website. The delivery of the content will require the learner to have a computer with internet use.

5.Exploring the Instructional Problem and Solution

Learners will explore the course and it will show them problems teachers face on a daily basis. Students lack discipline, background knowledge, and they lack problem solving skills. Learners will engage in activities that will help put an end to these difficulties in the classroom.

6.Goals of this mini-course

The first goal of this mini-course is to teach educators what Whole Brain Teaching is and what it entails. The second goal of this mini-course is to teach educators why and how this technique is effective for not only teachers, but students as well. Learners will analyze Whole Brain teaching in depth in this step. The ultimate goal is for participants to create a lesson plan based on Whole Brain teaching and integrate this into their everyday classroom practices.

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Analysis of the Learner and Context

This mini-course is designed to focus on educators who are teaching any subject and any grade. This course is designed for educators with varying knowledge on Whole Brain Teaching. This course will further educators understanding on Whole Brain teaching and further the use of this technique in everyday classroom practices.

Performance Objectives

Course-level objectives

At the end of this course, participants will be able to do the following:

-After completing this course participants will be able to explain and identify what Whole Brain Teaching is and all aspects of this teaching technique.

-After completing this course participants will be able to create a lesson plan based of off Whole Brain Teaching.

Task Analysis


Participants will learn what Whole Brain teaching is, what this type of teaching entails, and why it is beneficial to students and the teacher.

End of Course Objectives:

Participants will be able to incorporate Whole Brain teaching into their own lesson.

Participants will be able to explain what Whole Brain Teaching entails.

Performance Objectives:

Unit 1: Prior Knowledge

-Participants will take a short quiz or pre-test on Whole Brain Teaching to see what prior knowledge they have on this subject.

-Participants will be introduced to what Whole Brain Teaching is.

Unit 2:Analyze

-Participants will analyze the benefits of this technique and why they work.

Unit 3:Lesson Plan

-Participants will create their own mini lesson plan including Whole Brain Teaching techniques.

-Participants will complete an evaluation of their lesson plan whether it supports Whole Brain Teaching or not.

Essential Prerequisites:

-The participants will demonstrate their ability to use the internet using the wiki page.

-The participants will demonstrate their ability to create a lesson plan.

Supportive Prerequisites:

-The Participant is motivated to learn a new teaching strategy/technique.

-The participant is motivated to improve student learning through Whole Brain Teaching.

-The participant is interested in using Whole Brain teaching in his/her classroom

Curriculum Map

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Course Objective:

Participants will use their understanding of Whole Brain Teaching and apply it in their mini lesson plan.

Unit 1:Participants will review prior knowledge on Whole Brain Teaching and be introduced to the background of Whole Brain Teaching.

Unit 2: Participants will have a deeper understanding of Whole Brain Teaching and why this technique works so well.

Unit 3: Participants will create a mini lesson plan and evaluate their lesson on whether or not Whole Brain Teaching techniques are included the correct way.

References and Resources

Biffle, C. (2013). Whole brain teaching for challenging kids (and the rest of your class, too!). Yucaipa, CA: Whole Brain Teaching LLC].

Open Colleges. (2013). Your Brain Map: 84 Strategies for Accelerated Learning. Retrieved from

Open Colleges. (2013). Your Brain Map: 84 Strategies for Accelerated Learning. Retrieved from

Whole Brain Teaching: The Basics. (n.d.). Retrieved from

Whole Brain Teaching- Mirroring, Teach, Rules, Scoreboard. (n.d.). Retrieved from

Wilson, L. O. (2015). Brainbased Education - An Overview - The Second Principle. Retrieved from