Brain-Compatible Learning in Teaching Chinese as a Foreign/World Language Marjorie Hall Haley, PhD Professor of Education ...
Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU “ Teachers open the door. You enter by yourself.”   Chinese ...
Marjorie Hall Haley, PhD - GMU Defining Multiple Intelligences
Marjorie Hall Haley, PhD - GMU Verbal/Linguistic <ul><li>Skill in Using Language </li></ul><ul><li>Refers to Both Written ...
Marjorie Hall Haley, PhD - GMU Bodily/Kinesthetic <ul><li>Expresses Ideas, Thoughts, and Feelings Through Movement </li></...
Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU
Marjorie Hall Haley, PhD - GMU Musical <ul><li>Recognizes Various Patterns Within Musical Compositions </li></ul><ul><li>A...
Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU
Marjorie Hall Haley, PhD - GMU Naturalist <ul><li>Can Identify and Classify Items in Nature </li></ul><ul><li>Relates Well...
Marjorie Hall Haley, PhD - GMU Logical/Mathematical <ul><li>Working with Numbers and Patterns </li></ul><ul><li>Involves V...
Marjorie Hall Haley, PhD - GMU Intrapersonal <ul><li>Possess a Strong Sense of Self-Awareness </li></ul><ul><li>Are Insigh...
Marjorie Hall Haley, PhD - GMU Interpersonal <ul><li>Communicate Well with Others </li></ul><ul><li>Able to Understand Oth...
Marjorie Hall Haley, PhD - GMU Visual/Spatial <ul><li>Possess Strong Observational Abilities </li></ul><ul><li>See or Thin...
Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU
Marjorie Hall Haley, PhD - GMU Hall Haley Articles  Teaching Through Multiple Intelligences The Theory of Multiple Intelli...
Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU Pedagogical Implications Because every learner is unique in ...
Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU “ If you are planning for a year, sow rice; if you are plann...
Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU Cultural Influences <ul><li>All societies value different ty...
Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU Things to Keep in Mind <ul><li>Intelligence can be learned, ...
Marjorie Hall Haley, PhD - GMU Implications for Learning Chinese <ul><li>Chinese reading is strongly related to writing. (...
Marjorie Hall Haley, PhD - GMU Chinese reading is strongly related to writing skills, because logographic characters in Ch...
Marjorie Hall Haley, PhD - GMU <ul><li>Chinese learning is typically whole-brain learning. (Scott, 2003) </li></ul><ul><li...
Marjorie Hall Haley, PhD - GMU Chinese learning is whole-brain learning. When speaking English, the left lobe is active, a...
Marjorie Hall Haley, PhD - GMU By Luo Bingwang
Marjorie Hall Haley, PhD - GMU “ If you are planning for a year, sow rice; if you are planning for a decade, plant trees; ...
Marjorie Hall Haley, PhD - GMU
Marjorie Hall Haley, PhD - GMU
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R1 Brain-compatible Learning in Teaching Chinese as a Foreign Language (Haley)

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Brain-compatible Learning in Teaching Chinese as a Foreign Language (R1)
Speakers: Marjorie Hall Haley, Robin Harvey, Frank Tang

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R1 Brain-compatible Learning in Teaching Chinese as a Foreign Language (Haley)

  1. 1. Brain-Compatible Learning in Teaching Chinese as a Foreign/World Language Marjorie Hall Haley, PhD Professor of Education George Mason University [email_address] April 24, 2010 Marjorie Hall Haley, PhD - GMU
  2. 2. Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU “ Teachers open the door. You enter by yourself.” Chinese proverb
  3. 3. Marjorie Hall Haley, PhD - GMU Defining Multiple Intelligences
  4. 4. Marjorie Hall Haley, PhD - GMU Verbal/Linguistic <ul><li>Skill in Using Language </li></ul><ul><li>Refers to Both Written and Oral Language </li></ul><ul><li>Characteristics: extensive vocabulary, speak often </li></ul><ul><li>Examples: writers, teachers, lawyers, comedians, radio hosts, etc. manipulate language to express oneself and allows for the use of language as a means to remember information. </li></ul>
  5. 5. Marjorie Hall Haley, PhD - GMU Bodily/Kinesthetic <ul><li>Expresses Ideas, Thoughts, and Feelings Through Movement </li></ul><ul><li>Skilled in Handling Objects and Creating Things </li></ul><ul><li>Characteristics: building models, moving, touching, sewing </li></ul><ul><li>Examples: athletes, mechanics, actors, magicians, carpenters, etc. </li></ul>
  6. 6. Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU
  7. 7. Marjorie Hall Haley, PhD - GMU Musical <ul><li>Recognizes Various Patterns Within Musical Compositions </li></ul><ul><li>Able to Connect with the Emotional or Abstract Components of a Musical Selection </li></ul><ul><li>Characteristics: singing, writing/re-writing songs, dancing, finger tapping </li></ul><ul><li>Examples: musicians, music critics, speech pathologists, composers, etc. </li></ul><ul><li>he ability to recognize, compose, and remember tonal changes, rhythms, and musical pitch. </li></ul>
  8. 8. Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU
  9. 9. Marjorie Hall Haley, PhD - GMU Naturalist <ul><li>Can Identify and Classify Items in Nature </li></ul><ul><li>Relates Well to their Surroundings </li></ul><ul><li>Characteristics: identifying plants and animals, recognizing weather patterns </li></ul><ul><li>Examples: conservationist, zoologist, astronomer, florist, etc. </li></ul>
  10. 10. Marjorie Hall Haley, PhD - GMU Logical/Mathematical <ul><li>Working with Numbers and Patterns </li></ul><ul><li>Involves Various Types of Thinking and Reasoning </li></ul><ul><li>Characteristics: completing word puzzles, doing mental math, and creating and using gadgets </li></ul><ul><li>Examples: scientists, accountants, mathematicians, computer analysts, etc. detect patterns, calculate, think logically, and carry out mathematical operations. </li></ul>
  11. 11. Marjorie Hall Haley, PhD - GMU Intrapersonal <ul><li>Possess a Strong Sense of Self-Awareness </li></ul><ul><li>Are Insightful, Independent, and Self-Disciplined </li></ul><ul><li>Characteristics: work well alone or in groups, may keep diaries, are curious about ancestors </li></ul><ul><li>Examples: anthropologists, philosophers, researchers, archeologists, etc. </li></ul>
  12. 12. Marjorie Hall Haley, PhD - GMU Interpersonal <ul><li>Communicate Well with Others </li></ul><ul><li>Able to Understand Others’ Feelings, Perspectives and Needs </li></ul><ul><li>Characteristics: possess a large number and variety of friendships, good observers </li></ul><ul><li>Examples: therapists, lobbyists, salespeople, clergy, advocates, etc. he ability to recognize and understand others’ feelings and interact appropriately with other people. </li></ul>
  13. 13. Marjorie Hall Haley, PhD - GMU Visual/Spatial <ul><li>Possess Strong Observational Abilities </li></ul><ul><li>See or Think in Pictures </li></ul><ul><li>Characteristics: building things, creating projects, designing and creating pictures or posters, and arranging objects </li></ul><ul><li>Examples: artists, architects, designers, photographers, etc. </li></ul>
  14. 14. Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU
  15. 15. Marjorie Hall Haley, PhD - GMU Hall Haley Articles Teaching Through Multiple Intelligences The Theory of Multiple Intelligences, first introduced by Howard Gardner (1983), introduces the concept that there is no general intelligence, but rather that each person has at least eight distinct intelligences which can be developed throughout his/her lifetime, (Haley, p. 1). One of the most important purposes of schools is to develop multiple intelligences, helping people reach vocational goals that are appropriate to their specific spectrum of intelligences. This theory is a pluralistic view that recognizes different cognitive strengths and contrasting cognitive styles. (Haley, p. 2).
  16. 16. Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU Pedagogical Implications Because every learner is unique in their cultural, personal, and experiential background, we must acknowledge that no single teaching method will work for every student. One size does not fit all!
  17. 17. Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU “ If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.” ~~ Chinese proverb
  18. 18. Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU Cultural Influences <ul><li>All societies value different types of intelligences. </li></ul><ul><li>The cultural value placed upon the ability to perform certain tasks provides the motivation to become skilled in those areas. </li></ul><ul><li>What might be highly developed in one culture, might not be as developed in another . </li></ul>
  19. 19. Marjorie Hall Haley, PhD - GMU Marjorie Hall Haley, PhD - GMU Things to Keep in Mind <ul><li>Intelligence can be learned, taught and enhanced. </li></ul><ul><li>Intelligence is not fixed or static at birth. </li></ul><ul><li>Intelligence is a multidimensional phenomenon that is present at multiple levels of our brain/mind/body system. </li></ul><ul><li>Individual student and teacher differences need to be accepted and nurtured. </li></ul>
  20. 20. Marjorie Hall Haley, PhD - GMU Implications for Learning Chinese <ul><li>Chinese reading is strongly related to writing. (Tan & Spinks. 2005). </li></ul><ul><li>Chinese learning involves different brain areas from ones in alphabet languages. (Siok, Perfetti, Jin & Tan, 2005) </li></ul>
  21. 21. Marjorie Hall Haley, PhD - GMU Chinese reading is strongly related to writing skills, because logographic characters in Chinese are based on meaning rather than phonology (Tan & Spinks. 2005). Thus, in the long term, learners who do not develop Chinese writing easily can experience difficulty. Chinese learning involves different brain areas; it involves more activity in the movement-function brain areas instead of auditory brain areas for alphabetic languages. (Siok, Perfetti, Jin & Tan, 2005) English acquisition relies more on listening activities, while Chinese learning may need more movement and spatial activities.
  22. 22. Marjorie Hall Haley, PhD - GMU <ul><li>Chinese learning is typically whole-brain learning. (Scott, 2003) </li></ul><ul><li>-- this is sometimes a challenge for English speakers. </li></ul><ul><li>Balanced learning will drive the development of functional neuroanatomy. (Siok, Perfetti, Jin & Tan. 2005) </li></ul>
  23. 23. Marjorie Hall Haley, PhD - GMU Chinese learning is whole-brain learning. When speaking English, the left lobe is active, and only when English speakers hear music or use imaging techniques is the right lobe active. But when Chinese perceive Mandarin, besides using the left lobe, Chinese speakers interpret intonation and melody in the right lobe to give the correct meaning to the spoken words. (Scott, 2003). As a teacher, I must understand how non-heritage learners go through their information process linguistically and cognitively so that I can address their learning difficulties more effectively, especially in classrooms with diverse backgrounds, students have unique intellectual strengths, and they learn and remember differently. I should enhance whole-brain learning experiences to ensure that all students’ learning strength are accommodated. For example, I used music, songs with motions, pictures in my teaching, and I also stress intonation in Chinese learning; both of which help involve right lobes of non-heritage learners which is less active when they speak their native languages. Appropriate language form, cognitive process, and learning strategy drive the development of functional neuroanatomy of students. (Siok, Perfetti, Jin & Tan. 2005). In this way, learning Chinese through balanced development in Writing, Reading, Listening and Speaking will not only benefit learning itself, but also such multi-sensory input helps in the development of the multiple intelligences.
  24. 24. Marjorie Hall Haley, PhD - GMU By Luo Bingwang
  25. 25. Marjorie Hall Haley, PhD - GMU “ If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.” ~~ Chinese proverb
  26. 26. Marjorie Hall Haley, PhD - GMU
  27. 27. Marjorie Hall Haley, PhD - GMU
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