Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.

1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
A STUDY ON NEUROEDUCATIONAL METHODS FOR TEACHERS TO
IMPROVE READING SKILLS ON 8TH GRADERS AT NEW
GENERATION HIGH SCHOOL, 2016”
DALLANA BENAVIDES ROJAS
FATIMA CHAVES CHINCHILLA
SEPTEMBER, 2016

2. INTRODUCTION

3. ■ Students have been changing through the
time, but language professors keep using the
same methodologies.
■ There are scientists working to create new
methodologies to improve, and provide new
ones to teach a language according to the
brain necessity at the moment of learning.
■ The concepts developed by Neuroeducation
mix neuroscience, education, and psychology,
which provide relevant information regarding
learning and teaching.

4. ■ Neuroeducation by itself is about taking
advance of the knowledge obtained so far
about how the brain works to teach and learn
better.
■ Neuroeducation can provide an effective result
in English classes, also it may be used in other
subjects just to provide high quality education
and results in an interdisciplinary way,
providing the students of tools and techniques
to succeed in their learning process.

5. PROBLEM STATEMENT
What is the relationship between
Neuroeducation and the reading
comprehension skills of the 8th graders in
the English class at New Generation High
School?

6. GENERAL OBJECTIVE
To analyze the relationship between Neuroeducation
and the reading comprehension skill of 8th graders in the
English class at New Generation High School improving
their performance.

7. SPECIFIC OBJECTIVE
■ To describe Neuroeducation principles and
characteristics.
■ To mention Neuroeducation characteristics.
■ To contrast traditional English reading class
methodology with a new one.
■ To analyze class based on Neuroeducation.
■ To determine 8th graders characteristics as
English students
■ To propose strategies based on Neuroeducation
improving reading skill in 8th graders.

8. INSTITUTIONAL FRAMEWORK

9. New Generation Educative Center began with a
day care center, as the population grew, they
decided to buy a piece of land in San Rafael de
Heredia. The institution began only with High
School area, but around five years later they
opened the primary area and two years later
the part of preschool. Now a days, New
Generation High School offers education from
Preschool to High School.

10. METHODOLOGYCAL FRAMEWORK
TYPE OF RESEARCH
Mixed investigation: due to it is based on different
observations, interviews, questionnaire and real life
experiences.

11. SUBJECT OF INFORMATION
■ Eighth graders
■ English Department
■ Academic advisor

12. SOURCE OF INFORMATION
Primary sources
– Students, professors and educational authorities
– An Interview with academic advisor.
– Study program.
– Emails.
– A survey applied to the English professors related
to the subject matter for the data analysis.
– A passive observation.
Secondary sources
– Books
– Articles and documents
– Laws

13. POPULATION AND SAMPLE
■ The population of this research are the
professors of English. They are 4.
■ The sample is group eight –two. Made up by 18
students.

14. INSTRUMENTS TO COLLECT DATA
1. Observation
2. Interview
3. Questionnaire
Eight graders
Academic advisor
Students of group 8-2

15. ANALYSIS AND INTERPRETATION
OF THE RESULTS

16. PROFESSORS DEDICATE TIME TO
PLAY BEFORE STARTING READING
CLASS.
Never
0%
Almost Never
6%
Sometimes
47%
Usually
23%
Always
24%

17. THE PROFESSORS REPEAT CONCEPTS
OR ASPECTS THAT HE/SHE TEACHES.
Never
0%
Almost Never
0%
Sometimes
24%
Usually
47%
Always
29%

18. THE READING CLASS REFLECTS DYNAMISM
Never
12%
Almost Never
0%
Sometimes
29%
Usually
18%
Always
41%

19. MOTIVATION IN CLASS
Never
0%
Almost
Never
0%
Sometimes
18%
Usually
29%
Always
53%

20. THE PROFESSORS SHOW A POSITIVE
APTITUDE
Never
0%
Almost Never
0%
Sometimes
12%
Usually
12%
Always
76%

21. THE PROFESSORS WORK IN PERIODS OF 30
MIN IN PERIODS OF 3-4 MIN FOR STUDENTS
TO REST.
Never
12%
Almost Never
41%
Sometimes
35%
Usually
12%
Always
0%

22. THE PROFESSORS SET A FUNCTIONAL
PURPOSE TO LEARN SUBJECT
Yes
70%
No
12%
I am not sure
18%

23. THE PROFESSORS USE A POSITIVE
VOCABULARY BEFORE AND WHILE TEACHING
SUBJECT.
Never
0%
Almost Never
6%
Sometimes
24%
Usually
29%
Always
41%

24. THE PROFESSORS USE PHYSICAL CONTACT
LIKE A PAT ON THE BACK, A TOUCH ON THE
HEAD OR HUGS
Never
41%
Almost Never
12%
Sometimes
29%
Usually
18%
Always
0%

25. CONCLUSIONS

26. ■ Professors are not including their knowledge learnt
about Neuroeducation in the way they should.
■ The population studied felt motivated by the aptitude
of the professors and constant support.
■ Professors had been bringing up to date their
strategies and methodologies.
■ Students are aware about the way their professor
develops a class for them, and the best part is that
students value and appreciate the effort done by the
professor.

27. RECOMMENDATIONS

28. ■ Promotion of Neuroeducation as a tool to help
students to overcome their difficulties in reading
classes.
■ Time for students to rest every thirty minutes.
■ Look for the apps or digital material that students can
take home or work from their devices.
■ More research develop by professors , constant
participation in workshops, and creation of a system
to monitor students through the entire school year.
■ Topics should be contextualized to the level of
English of the students, interests, and previous
knowledge.

29. PROPOSAL OF STRATEGIES TO
APPLY IN READING SKILL IN 8th
GRADERS BASED ON
NEUROEDUCATION

30. GENERAL OBJECTIVE
To propose strategies based on Neuroeducation
improving reading skill in 8th graders.

31. SPECIFIC OBJECTIVE
■ To gather dynamic and interactive activities based on
Neuroeducation principles for teachers working with
8TH graders.
■ To suggest Neuroeducational training to professors
at the New Generation School.

32. PROPOSAL DEVELOPMENT

33. INTERACTIVE ACTIVITIES BASED ON
NEUROEDUCATION PRINCIPLES FOR 8TH
GRADERS
■ Reading with a ball
■ Picture walk
■ Students learn together
■ Checking reading comprehension in group

34. WORKSHOP PROPOSAL

35. ■ The workshop suggested is the one lead by Rocío
Espinoza Molina, who so far is the only person legally
certificated in Neuroeducation in our country.
■ This workshop will help the professors to identify
which are the difficulties of the students, but the most
important help the professors to identify which are the
most accurate strategies to help his/ her students
using Neuroeducation.
■ The workshop also facilitates the following material:
work material, flash drive with the digital information.

36. COST OF THE PROPOSAL
DESCRIPTION COST PER
UNIT
(COLONS)
QUANTITY TOTAL
COST
(COLONS)
TOTAL
COST
(DOLLARS)
Professional Hours 18. 789 5 93.445 168.38
Workshop for
professors
150.000 3 450.000 810
Set of copies 500 15 7.500 13.51
Total 550.945 991.89

37. ACADEMIC IMPACT INTITUTIONAL IMPACT
IMPACT OF THE
PROPOSAL
• Giving new tools to
professors to
improve their labor
as educators,
involving recent and
innovative strategies
or methods is the
main goal of this
proposal.
• More time for
teaching.
• Students are benefit.
• The main intention of
this proposal is to
simplify the labor of
professors.
• Motivation for
professors to go
beyond in the class
exposing students to
new trends.
• The institution will be
able to offer a new,
innovative and
different curriculum.

38. OTHER STUDIES DERIVED FROM THIS
RESEARCH
■ Application of Neuroeducation to improve
listening skills.
■ Application of Neuroeducation to improve writing
skills.
■ Application of Neuroeducation to correct oral
skills.
■ Use of Neuroeducation to recognize learning
difficulties of students.
■ Application of Neuroeducation to select the right
Neuroeducational strategies to stimulate brain of
students and overcome the difficulties.

39. THANK YOU