PRIMALS 7–10 

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 7–10 Teachers
 
Session 6
BRAIN-based learning
simulation

Learning Action Cell Session Guide 

Science 7-10 
(Adapted from Addressing K-12 Science Critical 
Content through  
Brain-based Learning, a Trainer’s Training Resource 
Package  
by Von Anthony G. Torio, M.Sc.) 

Prepared by:

EDELITO G. VILLAMOR
Teacher II
 Tala High School
SDO – Caloocan City

Objectives

At the end of the session, teachers should be able to:

1. Participate in the simulation of brain-based learning activities as active
students; and
2. Determine how a brain-based lesson can be designed using Biffle’s Whole
Brain Teaching and Hermann’s Whole Brain Teaching

Key Understandings
1. Hermann whole brain teaching is an approach to lesson preparation that
suggests rethinking of lesson delivery by addressing four brain areas
2. According to Bawaneh, et. al. (2010), each of the four brain areas have
recommended activities --​-​ lecture, practical display, group work and
individual work.
3. Teachers as lesson designers should consciously make an effort to allow
students to experience these whole-brain teaching lesson activities.
4. Biffle’s whole brain teaching (2013) help in facilitating a well-managed class
through his 7-whole brain teaching features.
5. Through Biffle’s Whole Brain Teaching features, lessons are expected to be
more engaging.

Materials Time Allotment

● Electronic Balance 1 hour 30 minutes
● Plastic cups
● Table Salt Alignment to the PPST
● Water 1.1 Content Knowledge and its application within
● Sugar and across curriculum areas;
● Paper Plate 1.5 Strategies for development of critical and
● Dingdong Mixed Nuts creative thinking, as well as other higher order
● Plastic Bags thinking skills
2.3 Management of classroom structure and
activities
2.6 Management of learner behavior
4.1 Planning and management of teaching and
learning process
4.5 Teaching and learning resources including
ICT
5.1 Design, selection, organization and utilization
of assessment strategies
5.2 Monitoring and evaluation of learner progress
and achievement
5.3 Feedback to improve learning

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References

Bawaneh, A.K.A., Zain, A.N.M., & Saleh, S. (2010). Investigating tenth grade
Jordanian students’ thinking styles based on Hermann’s Whole Brain Model
for the purpose of developing new teaching method in modifying science
misconceptions. ​Educational Research,​ ​1​(9), 363--​-​372. Available online
http://www.interesjournals.org/ER

Bawaneh, A.K.A., Abdullah, A.G.K., Saleh, S., & Yin, K.Y. (2011). Jordanian
Students’ Thinking Styles based on Hermann Whole Brain Model.
International Journal of Humanities and Social Sciences, 1​(9), 89--​-​97.

Bawaneh, A.K.A., Zain, A.N.M., Saleh, S., & Abdullah, A. G. K. (2012). The effect
of a brain—based teaching method on conceptual change in students’
understanding of electricity. ​Eurasian Journal of Physics and Chemistry
Education. 4(​ 2), 79--​-​96.

Bawaneh, A.K.A., Zain, A.N.M., Saleh, S., & Abdullah, A. G. K. (2012). Using
Hermann Whole Brain Teaching method to enhance students’ motivation
towards science learning. ​Journal of Turkish Science Education. 9(​ 3), 3--​-​22.
​ hole brain teaching:
Biffle, C. (2013). ​Whole brain teaching for challenging kids. W
A World leader in brain--​-​based learning

Department of Education of the Philippines. (2016) K12 Science Curriculum

Guide.

Dulek, D. (2012). How big is a mole? (Not the animal, the other one.)
https://www.youtube.com/watch?v=TEl4jeETVmg

Hermann, N. (1998). ​The theory behind the HBDI. Hermann International.

Hermann International (2017). Articles, Research, Tips, and Trends. Retrieved

from
http://herrmansolutions.com/origins--​-​of--​-​the--​-w
​ hole--​-​brain--​-m
​ odel--​-​and--​-
hbdi--​-a
​ ssessment/

Procedure

Introduce the session by saying: “Good day everyone. I am Edelito G. Villamor of

Tala High School in Caloocan City. Welcome to an exciting LAC session 6. Our
topic for today is “Brain-Based Learning Simulation”. Before we start, let us take
note of the following session objectives.”

Show the session objectives to the participants

Activity (45 minutes)

Involve the participants in the simulation of the lesson / walk through of the lesson
addressing a critical content in Chemistry: The Mole Concept through
brain--​-​based learning

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 I. Acquaint the participants on the selected whole brain teaching features by
Biffle to be integrated in the lesson

Biffle’s Whole Brain Teaching Features Description

1) ​Class – Yes - These are prompts that require quick responses from
students. Some examples include: 1) Class – Yes, 2) Hello! – Hi!, 3)
Grade 7??? – Po???
2) ​Mirror! - The teacher will give the prompt, “Mirror me please”. The
students will be asked to clap their hands three times, say okay with
action and will be requested to repeat the things that are said and
done by the teacher while they are seated.
3) ​Teach! - The teacher will ask the students to pair up. They will be
requested to identify themselves in their pair as either Rizal or
Bonifacio. When the teacher requests one of the persons to teach,
and the teacher says the prompt, “teach”, all students will be
requested to clap their hands three times, say okay with action and
will ask the person requested to teach to start discussing. The
partner of the person discussing will “mirror” the person discussing.
4) ​Switch! - ​The teacher will give the prompt “Switch”. The students will
be asked to quickly respond by doing a “high five” with his/her
partner which signals a change of name from Bonifacio to Rizal and
vice versa.
5) ​Hands and eyes - The teacher will give a prompt, “hands and eyes”
and the students will be asked to “clasp their hands” and focus their
eyes on the teacher or to any object that the teacher wants to focus
the attention of the students to.

II. The teacher will demonstrate the lesson using Hermann’s Whole Brain
Teaching’s Four Quadrants
A. Practical Display
The facilitator will show a series pictures showing how we group
items when counting, leading to the idea of how we count the
number of particles (atoms, molecules, etc.)
B. Lecture
The facilitator will deliver a lecture about the mole concept and
percentage composition. A video clip will also be shown as
supplementary material.
C. Individual Work 1
The participants will be given an activity sheet to solve for the molar
mass of certain compounds
D. Group Work 1
The facilitator will divide the participants into small groups to prepare
a mole of the following substances:
1) sugar, salt, and 3) water
E. Group Work 2
The participants will be divided into small groups and will be given a
set of materials. They will be tasked to separate the ingredients of
Dingdong™ Mixed Nuts according to its type and calculate the
percent composition of each ingredient.
F. Individual Work 1

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 The participants will examine given food labels and will be tasked to
present them in class.

Analysis (10 minutes)

Ask the participants to examine the parts of the sample lesson delivered. Ask the
participants to respond to the following essential questions:
1) What are the strengths of the lesson delivered?
2) How do you think should the lesson be improved?

Abstraction (15 minutes)

Ask the participants to respond to the following essential questions:
1) Is the brain-based learning pedagogy presented comparable to your current
practice?
2) Which strengths of the pedagogy will you consider for integration in your
practice?

Application (15 minutes)

From the BBL lesson they developed from the previous session, the participants
will be requested to demonstrate their lesson integrated with Biffle’s WBT in from
of their group.

Note to the facilitators: ask the participants to use at least three (3) of Biffle’s WBT
features.

Closing
Say: “Before we end our LAC session today, let me share with you a quote from a
Chinese Proverb, “Learning is like rowing upstream; not to advance is to drop
back”. So, learn Brain-based Teaching and Learning, apply it in your class and get
updated.

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 Activity 1: Molar Mass 
Name: _____________________________________________         
Science Domain: ​CHEMISTRY  
I. Task: Determine the atomic number and atomic mass of the following elements:  
  
Elements   Atomic Number   Atomic Mass (g/mol)  
1) Hydrogen        
2) Iron        
3) Nitrogen        
4) Sulfur        
5) Carbon        
6) Oxygen        
7) Chlorine        
8) Fluorine        
9) Iodine        
10) Cesium        
II. Task: Determine the molar mass and the 
percentage composition of the following 
compounds made of two elements   
Water (H​2​O) 
No. of  Atomic  Total 
Atoms  Mass  Mass 

Element
s 
       
       
Molar Mass (MM)=   
 
 
 
 
 
 
 
 
Activity 3: 
Percent  Composition 
Name: _____________________________________________         
Science Domain: ​CHEMISTRY  
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 I​ . Task: Determine the molar mass and the percentage composition of the following 
compounds made of three elements  
 
Lithium Chlorate (Li​2​ClO​3​)  Percent 
Composition 
No. of  Atomic  Total  T otal A. M ass
M olar M ass x100%
Atoms  Mass  A. Mass 

Element
s 
         
         
         
Molar Mass (MM)=     
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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 Activity 2: Going Nuts! 
Task​: Separate the ingredients of the mixed nuts. Count the 
number of bits of every ingredient and compute for its 
percent composition. 
 
 
 
 

Dingdong™ Mixed Nuts  Percent Composition 

    N o. of Bits
T otal N o. of Bits x100%

Ingredient  No. of Bits 

 
   
Cornick 
   
 

Green Peas 
 
   
Cracker Nuts 
   
 

Peanuts 
   
 

Fava Beans 
 
   
Total No. of Bits ​= 
 
Guide Questions: 
1. Which of the ingredients has the highest percent composition? 
Lowest percent composition? 
Highest: _______________ Lowest: _______________ 
2. Compare your table to other groups. Did you have the same 
percent compositions for every ingredient? 
___________ 
3. What do you think about the process on how mixed nuts were 
made? 
__________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________ 

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 Republic of the Philippines
Department of Education
PRIMALS for JUNIOR HIGH SCHOOL
May 21-25, 2018
National Training of Trainers

DAILY LEARNING LOG w/ BRAIN-BASED LEARNING INTEGRATION

I. OBJECTIVES Date: ________ Session No.: ​4-6 hours

Grade & Section: ​Grade 9

A. Content The learners demonstrate an understanding of:

Standards the unit, mole, that quantitatively measures the number of very small
particles of matter.

B. Performance The learners shall be able to:

Standards analyze the percentage composition of different brands of two food
products and decide the products’ appropriate percentage composition
C. Learning At the end of the lesson, the students should be able to:
Competencies 1) define basic terms including mole. Molar mass, and atomic mass
(additional, R)
2) use the mole concept to express the mass of substances
(S9MT-Iii-19, C​);
3) determine the percentage composition of a compound given its
chemical formula and vice versa (S9MT-Iii-20, C​);
4) solve problems involving the mole concept and percentage
composition (additional, U); and
5) analyze the percentage composition of different brands of two food
products and decide on the products’ appropriate percentage
composition (additional, U).
II. CONTENT Mole Concept and Percent Composition

III. LEARNING RESOURCES

1. References
2. Teacher’s Guide
Pages
3. Learner’s Guide
Pages
4. Textbook Pages
5. Additional Material
from Learning
Resource Material
6. Other Learning Powerpoint, projector,
Sources

A. Reviewing ​ ractical Display​- Show pictures of how we group items when

P
previous lesson/ counting.
Presenting the
new lesson

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B. Establishing a
purpose for the
lesson
C. Presenting Lecture:​ Showing a video clip on mole
examples/ Individual Work 1:​ Solving for molar mass of certain compounds
instances of the
new lesson
D. Discussing new
concepts and
practicing new
skills # 1
E. Discussing new Group Work 1:​ divide the participants into small groups to prepare a
concepts & mole of the following substances: 1) sugar, salt, and 3) water
practicing new
skills # 2 Hands and Eyes, Mirror, Teach and Switch ​(To get the attention of
students and show how to use properly the weighing scale, with a
partner, then switch position, teach and switch with another member of
the group)

F. Developing Group Work 2:​ The participants will be divided into small groups and
Mastery will be given a set of materials. They will be tasked to separate the
ingredients of Dingdong™ Mixed Nuts according to its type and
calculate the percent composition of each ingredient. Using the activity
as a springboard, the students will compute for the percent
composition of a given element in a compound.
Hands and Eyes
G. Finding practical Individual Work 2​: The participants will examine given food labels
application of and will be tasked to present them in class.
concepts & skills
in daily living
H. Making Answer the guide questions from group work 2.
generalizations &
abstractions
about the lesson
I. Evaluating
learning
J. Additional
activities for
application or
remediation
IV. REMARKS

REFLECTION
A. No. learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lesson work?
No. of learners who caught up with the lesson

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D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why
did this work?
F. What difficulties did I encounter w/c my principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:

DIVINA GRACIA M. JAZARENO EDELITO G. VILLAMOR

Master Teacher I Teacher II
Bambang NHS, SDO-Nueva Vizcaya Tala High School, SDO- Caloocan

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