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  1. 2. CPD Continuous Prof. Development From George Pickering's Workshops Amazing Minds 09 Cambridge, UK
  2. 3. Highlights <ul><li>4-MAT System </li></ul><ul><li>This model explains learning in terms of the ways people perceive and process information. </li></ul>
  3. 4. Language, Learning and the Brain: Creating New Pathways From Plenary Session in the 43th TESOL Convention 2009, Denver, Colorado
  4. 5. Highlights <ul><li>“ The brain is plastic; it can change as a result of experience.” </li></ul><ul><li>Bilingualism makes your brain better; it requires more cognitive load initially. Remember your students are working harder than you are. (Pettito 2003). </li></ul><ul><li>There has been a recent paradigm shift: old theory: second language learning was stored in a different part of the brain, now researchers have ascertained that L-2 is stored in the traditional areas of the brain for language. (including the Brocas area). </li></ul><ul><li>Dr. Zadina’s concluding message was: “Teachers, remember when you teach, you are changing the actual structure of your students’ brains.” [email_address] </li></ul>
  5. 6. The Experiment <ul><li>Watch this short video . </li></ul><ul><li>You are only allowed to watch it once. </li></ul><ul><li>In the video you will see a group of basketball players, some in white and some in black passing two balls around. </li></ul><ul><li>Your goal is to count how many times the ball is passed by those wearing white shirts. </li></ul><ul><li>Remember, count just the passes of the ball by those wearing white. Once the movie is over, write down the number of passes you have counted. </li></ul><ul><li>Let's check our answers . For further reference Sustained Inattentional Blindness </li></ul>
  6. 7. How to Get the Most out of Observing Teachers From Jeremy Harmer ’s Workshop Amazing Minds 09 Cambridge, UK
  7. 8. The trouble with observation <ul><li>Teachers don't know the reason why </li></ul><ul><li>No teacher involvement before the lesson </li></ul><ul><li>Unfocused, 'Good, but...' feedback </li></ul><ul><li>Too 'unusual', too 'important' </li></ul>
  8. 9. It doesn't have to be like that! <ul><li>WHEN? </li></ul><ul><ul><li>As often as possible </li></ul></ul><ul><ul><li>Normal </li></ul></ul><ul><ul><li>Negotiated </li></ul></ul><ul><ul><li>Spot-check? (hopping in at any moment)‏ </li></ul></ul><ul><li>WHO? </li></ul><ul><ul><li>High-ranker </li></ul></ul><ul><ul><li>Me (teachers themselves)‏ </li></ul></ul><ul><ul><li>Me with others </li></ul></ul><ul><ul><li>My peers </li></ul></ul><ul><li>WHAT? </li></ul><ul><ul><li>Target Observation </li></ul></ul>
  9. 10. “ Don't carry anybody's monkeys. You've got enough with your own.” <ul><li>THANK YOU </li></ul>And… don’t forget to check: “ Video Recording as a Stimulus for Reflection in Pre-Service EFL Teacher Training” in Forum Vol. 47, Number 2, 2009 (George Pickering, Amazing Minds 09)

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