TEACHING VOCABULARY WITH THE BRAIN IN MIND <ul><li>By Belgin Öğrek </li></ul><ul><li>March 13, 2004 </li></ul><ul><li>Part...
 
<ul><li>The smell of a flower, </li></ul><ul><li>The memory of a walk in the park, </li></ul><ul><li>The pain of stepping ...
<ul><li>Regardless of what particular model educators use, the key to effective learning is the adequate engagement of the...
<ul><ul><ul><ul><ul><li>In ORAL COMMUNICATION; </li></ul></ul></ul></ul></ul><ul><li>Words  %  7 </li></ul><ul><li>Voice (...
MEMORY <ul><li>Brain has; </li></ul><ul><li>1. A Short Term Memory </li></ul><ul><li>2. A variety of Long Term Memory Syst...
<ul><li>LTM  operate in various parts of the brain which combine to memorise and recall a particular fact, object, feeling...
LTM systems include; <ul><li>Episodic memory ; Ability to recall events, and sequences. </li></ul><ul><li>Semantic memory ...
<ul><li>Visual memory : Remembering and recognising images is dealt with by visual memory.It is usually characterised by e...
<ul><li>Kinesthetic Memory:  Remembering and recognising feelings and sensations is dealt with by kinesthetic memory. It i...
For Effective Teaching; <ul><li>Teach them Memory Strategies; </li></ul><ul><li>Strategies for retaining and recalling can...
How much can you remember in the correct order? 9.accident 3. bark 1.summer 5. scuba 8. fish 7. forbid 4. horse 10. farm 2...
10. 9. 8. 7. 6. 5. 4. 3. 2. 1.
Chi-chi shishi Seven Rocko rocko Six go go Five İtchy Knee Sun she ichi ni San Shi One Two Three Four Action Sound Japanes...
Count in Japanese Double sneeze Chi-chi shishi Seven Rock&roll Rocko rocko Six walk go go Five Scratch your Knee Point to ...
aubergine peach grapes apple melon tomatoes onion potatoes ENGLISH
vinete aubergine piersika peach sıtrugur grapes mır apple pepen melon roşi tomatoes çapı onion kartofi potatoes ROMANIAN E...
Memory strategy vinete aubergine piersika peach sıtrugur grapes mır apple pepen melon roşi tomatoes çapı onion kartofi pot...
For Effective Retention and Recall <ul><li>Provide multi-sensory input. Engage as many senses as possible. </li></ul><ul><...
 
<ul><li>Learning Involves Both Focused Attention And Peripheral Perception.  ( 1992, Caine) </li></ul><ul><li>The brain ab...
Kinesthetic Auditory Visual yell gossip boast
<ul><li>Activate both hemispheres. </li></ul>
Use rhytm and rhyme . <ul><li>Writing tongue twisters using alliteration.  </li></ul><ul><li>ALLITERATION ; repetition of ...
<ul><li>Emotions are critical to patterning.They facilitate the storage and recall of information. The emotional climate i...
<ul><li>If a runner runs, does a sweater sweat? </li></ul><ul><li>If a writer writes, does a drawer draw? </li></ul><ul><l...
<ul><li>The search for meaning occurs through patterning. Patterning refers to the meaningful organization and   categoriz...
<ul><li>MIND MAPS ( Tony Buzan 1993) ARE GREAT TOOLS for grouping and association ! </li></ul>
 
<ul><li>Use anchors </li></ul><ul><li>Anchoring; involves establishing an association between an external cue or stimulus ...
<ul><li>Use “parts of the body” for categorizing and organizing . </li></ul>
Vocabulary in your Hands! <ul><li>Mime the actions that you do with your hand/s. </li></ul><ul><li>Mime the actions that y...
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Voc.

  1. 1. TEACHING VOCABULARY WITH THE BRAIN IN MIND <ul><li>By Belgin Öğrek </li></ul><ul><li>March 13, 2004 </li></ul><ul><li>Partnership For Prosperous Performance V </li></ul>
  2. 3. <ul><li>The smell of a flower, </li></ul><ul><li>The memory of a walk in the park, </li></ul><ul><li>The pain of stepping on a nail. </li></ul><ul><li>“ These experiences are made possible by the 3 pounds of tissue in our heads.” </li></ul>
  3. 4. <ul><li>Regardless of what particular model educators use, the key to effective learning is the adequate engagement of the ENTIRE brain. </li></ul><ul><li>Caine& Caine ( 1991) </li></ul>
  4. 5. <ul><ul><ul><ul><ul><li>In ORAL COMMUNICATION; </li></ul></ul></ul></ul></ul><ul><li>Words % 7 </li></ul><ul><li>Voice ( tone,volume, pitch) % 38 </li></ul><ul><li>Body Language % 55 </li></ul>
  5. 6. MEMORY <ul><li>Brain has; </li></ul><ul><li>1. A Short Term Memory </li></ul><ul><li>2. A variety of Long Term Memory Systems </li></ul><ul><li>STM can hold 5 to 9 items of data , on avarage 7 items. </li></ul><ul><li>STM is the working memory. On completion of a task the short term memory is emptied. Important information may be passed in to long term memory for future use. </li></ul>
  6. 7. <ul><li>LTM operate in various parts of the brain which combine to memorise and recall a particular fact, object, feeling, skill or experience. </li></ul>
  7. 8. LTM systems include; <ul><li>Episodic memory ; Ability to recall events, and sequences. </li></ul><ul><li>Semantic memory ; Allows the brain to attaching meaning to words. </li></ul><ul><li>Motor memory : The information requiredddd to do things like riding a bike, swimming,etc. </li></ul><ul><li>Contexual memory :Being able to recall where you were when a particular event occurred. Information is more memorable if it is acquired in a particularly relevant or unusual setting. </li></ul>
  8. 9. <ul><li>Visual memory : Remembering and recognising images is dealt with by visual memory.It is usually characterised by eye movement upward and to the left. It may be a strong memory system for visual learners. </li></ul><ul><li>Auditory Memory: Remembering and recognising sounds is dealt with by auditory memory. It is usually characterised by eye movements sideways and to the left. It may be a strong memory system for auditory learners. </li></ul>
  9. 10. <ul><li>Kinesthetic Memory: Remembering and recognising feelings and sensations is dealt with by kinesthetic memory. It is usually characterised by eye movements downward and to the right. It may be a strong memory system for kinesthetic learners. </li></ul>
  10. 11. For Effective Teaching; <ul><li>Teach them Memory Strategies; </li></ul><ul><li>Strategies for retaining and recalling can be learned. </li></ul>
  11. 12. How much can you remember in the correct order? 9.accident 3. bark 1.summer 5. scuba 8. fish 7. forbid 4. horse 10. farm 2. garage 6. hair
  12. 13. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1.
  13. 14. Chi-chi shishi Seven Rocko rocko Six go go Five İtchy Knee Sun she ichi ni San Shi One Two Three Four Action Sound Japanese English
  14. 15. Count in Japanese Double sneeze Chi-chi shishi Seven Rock&roll Rocko rocko Six walk go go Five Scratch your Knee Point to sky Point to a female İtchy Knee Sun she ichi ni San Shi One Two Three Four Action Sound Japanese English
  15. 16. aubergine peach grapes apple melon tomatoes onion potatoes ENGLISH
  16. 17. vinete aubergine piersika peach sıtrugur grapes mır apple pepen melon roşi tomatoes çapı onion kartofi potatoes ROMANIAN ENGLISH
  17. 18. Memory strategy vinete aubergine piersika peach sıtrugur grapes mır apple pepen melon roşi tomatoes çapı onion kartofi potatoes ROMANIAN ENGLISH
  18. 19. For Effective Retention and Recall <ul><li>Provide multi-sensory input. Engage as many senses as possible. </li></ul><ul><li>VAK activities. </li></ul>
  19. 21. <ul><li>Learning Involves Both Focused Attention And Peripheral Perception. ( 1992, Caine) </li></ul><ul><li>The brain absorbs information with which it is directly involved, but also pays attention to information outside of the direct involvement field. This means that the brain responds to the entire sensory context in which teaching or communication occurs. </li></ul>
  20. 22. Kinesthetic Auditory Visual yell gossip boast
  21. 23. <ul><li>Activate both hemispheres. </li></ul>
  22. 24. Use rhytm and rhyme . <ul><li>Writing tongue twisters using alliteration. </li></ul><ul><li>ALLITERATION ; repetition of the first sound -exercise . </li></ul><ul><li>Andy Anderson ate eight apples. </li></ul><ul><li>The Brown brothers brought broccoli . </li></ul>
  23. 25. <ul><li>Emotions are critical to patterning.They facilitate the storage and recall of information. The emotional climate in the classroom needs to be supportive and marked by mutual respect. ( Caine & Caine 1993) </li></ul><ul><li>Engage Humour ! </li></ul>
  24. 26. <ul><li>If a runner runs, does a sweater sweat? </li></ul><ul><li>If a writer writes, does a drawer draw? </li></ul><ul><li>thriller, toaster, hanger, mower, duster, </li></ul><ul><li>starter, poster, etc. </li></ul>
  25. 27. <ul><li>The search for meaning occurs through patterning. Patterning refers to the meaningful organization and categorization of information. “Meaningless patterns are isolated pieces of information.The information should be organized in a way that allows brains to extract meaning.( Caine & Caine 1994) </li></ul>
  26. 28. <ul><li>MIND MAPS ( Tony Buzan 1993) ARE GREAT TOOLS for grouping and association ! </li></ul>
  27. 30. <ul><li>Use anchors </li></ul><ul><li>Anchoring; involves establishing an association between an external cue or stimulus and an internal experience or state. </li></ul><ul><li>Use your hands as anchors. </li></ul>
  28. 31. <ul><li>Use “parts of the body” for categorizing and organizing . </li></ul>
  29. 32. Vocabulary in your Hands! <ul><li>Mime the actions that you do with your hand/s. </li></ul><ul><li>Mime the actions that you do with sth.in your hand/s. </li></ul><ul><li>With your leg/s </li></ul><ul><li>With your foot/feet </li></ul><ul><li>With your feet and arms together </li></ul>

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