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- 1. State of Kuwait Ministryof Education ELT General Supervision The Fourth National ELT Conference
- 2. Ministry Of Education HawalliEducational Area ELT. Supervision
- 3. Stephen Pinker: ‘HowThe Mind Works ’ “ Without an understanding of what the brain was designed to do ..… education is unlikely to succeed ”.
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- 5. a comprehensive approach to instructionbased on how current research in neuroscience suggests our brain learns. a biologically driven framework for teaching and learning. a meta- concept with eclectic mix of techniques
- 6. What Is BrainBased Teaching ? • Brain based teaching is teaching that takes account of what we know of aspects of psychology that affect learning.
- 7. Brain Based Teaching •The effect of stress on learning • The Reptile Brain • Students Self Esteem • Right & Left hemispheres • Memory • Attention & The Brain • Forgetting • Making Things Memorable • Gender Differences • Teenage Brain • Brain Gym • Teenage Brain
- 8. 8 “ If I walkup a street and then back down it again, does that count as one walk or two ”?
- 9. Concentrate on theplus sign in the middle
- 10. The effect ofstress on learning . Stress can be caused by frequent negative responses. If the pupil regularly experiences failure and lack of achievement then the brain functioning will try to eliminate the negative experiences .
- 11. • Lower brainor reptile brain • Limbic brain or mammal brain • Higher cortex functioning All activities will go through a threefold process
- 12. The reptile brainwill decide on two options, flight or fight to avoid further physical symptoms of distress or danger.
- 13. BASIS model ofSelf Esteem from Alistair Smith
- 14. Pupils self Esteem •Poor self esteem will express itself as being unhelpful un willing and un communicative • Poor Self esteem creates under achievement • Self esteem can be increased at any age and at anytime • Compassion, empathy and understanding can be delivered by any staff member.
- 15. • Fear, incongruityand the habit of failure build up in the students so that the brain becomes unwilling to process many formal activities. • This will encourage the person to avoid any unhealthy or threatening experiences. In Conclusion
- 17. 17 Using Both SidesOf The Brain LEFT RIGHT words rhythm logic awareness numbers imagination sequence daydreaming linearity colour analysis dimension lists
- 19. 1 - knowing ourselves asteachers. Understanding how our own "neurological style" influences the way we teach 2 - Understanding the processes at work in the brain, we can better help our students to explore their own individual preferences . Our Quiz will help you learn whether you are a left, or right Brain teacher. Please take a few minutes to complete the quiz and tally the results .
- 21. By better understandingour own neurological strengths and weaknesses, we can adapt our lessons to reach all of our students. Sam, a fourth grade student, starts to draw every time I teach a new concept or explain an assignment. We've been in school for only two weeks why is he tuning me out already? Dorothy says that she feels ill every time I begin an art lesson , and asks to go see the nurse. Why doesn't she enjoy art as much as the other children do?
- 23. Example Introducing AUnit On ( Solar System ) Give some left-brain teaching techniques that will help left-brain students feel engaged during your lesson
- 28. Example Introducing AUnit On ( Solar System ) Give some Right-brain teaching techniques that will help Right-brain students feel engaged during your lesson
- 32. A Teaching Challenge Studentswith strong left- or right-brain tendencies much prefer to be taught to their neurological strengths. Although they can learn by different methods, they get most excited and involved when they can learn and do assignments in their area of strength .
- 33. The good newsis that we can all strengthen the weaker parts of our brains. Researchers tell us that our brains are always searching for new meanings and adding new neural circuits to make connections .
- 35. 35 Types Of Memory •Short Term (working memory) (Working memory can only hold a limited amount of information) • Long Term episodic, semantic, implicit, explicit
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- 37. 37 Forgetting We forget thingsbecause :
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- 40. Nothing is rememberedunless attention is given to it at the time Teachers need to ensure that While they are teaching does they get the brain's attention The brain pays particular attention to: things that surprise it things that are unusual things that evoke emotions things that it perceives to be important anything ‘novel’
- 41. Emotions are nowknown to be a critical catalyst in the learning process. Emotions drive attention, attention focuses learning. So Forgetting is not always a memory problem. It is often an attention problem and it is often an “initial attention” issue in the learning situation .
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- 44. 44 Making Things Memorable ‘Chunking’can increase the overall amount of information that can be retained in the working memory An understanding of context is vital – links must be made to previous knowledge or experience Cues are important for retrieval of information Repetition enhances recall of words and phrases
- 45. 45 Making Things Memorable Recalldepends upon the depth of processing New material needs quick testing Predictability aids to recall Previous ideas can influence memory Recall can be context dependent New memories weaken old ones The mind must be able to organise the information
- 46. 46 Memory Training • Memoryimproves with use • Ask students to recall past material • Use memory training exercises during normal teaching: 1. Matching Pairs 2. Story 3. Kim’s game 4. What’s missing? 5. Mind Mapping
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- 50. 50 • Mind-mapping keepsyou focused on the main idea and all the additional ideas too • It helps you use both sides of your brain • Your brain thinks in colours and pictures • Your brain remembers in pictures Mind-Mapping
- 52. 52 Digit Span • Recallinga series of numbers ,sounds or words that becomes longer as the test progresses • Our working (short term) memory is filled with information until it cannot hold anymore • Our ability to remember sequences of information (digit span) is known as our ‘verbal working memory capacity’ • This type of memory helps us to remember a telephone number long enough to dial it • It also seems to be important in remembering a new word that we have not heard before
- 53. A child musthave an auditory digit span close to six. Research has also demonstrated that dyslexic children typically do poorly on digit-span tests and other Measures of short-term memory. This indicates that short-term memory, especially for sequence, is a foundational skill of reading. Therefore, a logical first step to helping the struggling reader or dyslexic would be to increase his short-term memory.
- 54. Gender Differences Are betterat spatial reasoning Better at grammar and vocabulary Talk later Talk earlier Right hemisphere is larger than the left Left hemisphere larger than right Talk and play more with inanimate objects Read character and social cues better Solve mathematical problems non-verbally Talk whilst solving mathematical problems Are three times more likely to be dyslexic Less likely to be dyslexic MALES FEMALES
- 55. Gender Differences Shorter attentionspan Longer attention span Can do multi-task Less at ease with multi-tasking Favour right ear Listen with both ears Have better general mathematical ability Better general verbal ability Differentiated hemispheres Less marked difference between hemispheres MALES FEMALES
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- 57. Growing Pains • Whoam I? • What will I become? • How will I get along with others?
- 58. Lack of Sleep •Reduces ability to: Communicate by 30% Remember facts & figures by 30% Make valid judgements by 50% Maintain attention by 75%
- 59. Work in Progress •The teenage brain is still very much work in progress, a giant construction project. • It is also raw, vulnerable. • It is in a state of flux, maddening and muddled, which is exactly how it’s supposed to be…. • …Normal teen brain evolution includes moments of mayhem, as well as growing precision and passion.
- 60. Brain Gym • EducationalKinesiology (Edu-K) – laterality, focus, centering • Brain Gym movements claim to stimulate a flow of information along neural pathways, restoring the innate ability to learn and function with curiosity and joy • It is claimed that Brain Gym improves learning, vision, memory, expression and movement
- 61. * First drinkwater * Brain Buttons. * Cross Crawl. * Hook Ups.
- 62. A Brain-Based School •Stage 1 – Getting Started • Stage 2 – Established • Stage 3 - Embedded
Editor's Notes
- #17 Which side of your brain do you think you use the most? The answer is probably ‘left’. This is probably because: You use lined paper You make notes in lists The main item in the notes is words You use numbers to structure the order of words You will be logical in what you do Your classroom desks are often organised in lines You try to remember in numbers and words These are all left-brained skills – and this means you are only using half your brain’s potential when making standard notes.
- #50 If I said to you – your house – what would come into your head? Would it be a computer printout of the word ‘house’, written in a line across the page, or would you get a picture in your mind of your house – including doors, windows etc? The picture of the house, in colour, comes to your mind first, not the word. Your brain thinks and remembers in pictures – notice how pictures and photographs immediately bring back your memories – so if you want to remember something, the best way to do it is to draw a picture of it.
- #52 Research to establish whether there is any correlation between children’s cognitive ability (as measured by attainment in reading and Maths) and their memory skills. The aim of the research was to establish whether a memory test such as the digit span, predicted children's academic skills. Digit span was found to be a surprisingly strong correlate of ability. Language makes a difference – in some languages it takes longer to day the numbers out loud and the length of time it takes to say a number affects digit span performance. Other factors can affect it – stress, tiredness, whether you have been paying attention, how fast you speak. Also some people are better at remembering visual patterns than they are at remembering numbers. You can improve performance by saying the numbers more quickly and saying them aloud. Yet another way of improving memory for numbers is to ‘chunk’ them (see next slide0
- #57 In any culture, teens have a natural need to establish their own identity. Separating from parents and establishing one’s individuality is normal and indeed necessary. However separating is stressful because it involves leaving behind a relatively stable way of being and accepting a new self-image. For parents and other family members, this usually means some tension in the home as teenagers begin to ask themselves important questions.
- #58 Teenagers who don’t get adequate sleep do less well in school and score higher on tests measuring levels of sadness or hopelessness.
- #59 Millions of connections are being hooked up, millions more are swept away – the teenage brain is, in fact, briefly insane. But that’s how it’s supposed to be. Not stable until way past 20.