Brain gym
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Brain Gym is a series of physical exercises that can enhance learning abilities and skills in students. It includes movements that develop both hemispheres of the brain and sensory-motor coordination, improving communication and learning processing. Some key exercises improve concentration, memory, reading, writing, listening and speaking abilities. Brain Gym is important for the learning process as it allows students to learn faster and easier, be more focused and organized, and overcome learning challenges.
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Brain gym
The document summarizes a presentation about Brain Gym, a program using physical movements to enhance learning. It describes four basic Brain Gym movements called PACE (Drinking Water, Brain Buttons, Cross Crawl, Hook Ups) that are designed to relax the body and improve focus. Participants reported feeling more relaxed and focused after doing PACE. Research found the PACE group had a 69.5% reduction in anxiety compared to control groups. Additional Brain Gym movements like Thinking Caps, The Owl, and Lazy Eights are said to benefit skills like short-term memory, listening comprehension, and reading.
Brain gym kellin cepeda moreno
This document discusses the importance of brain gym for children's learning. It explains that brain gym is a set of simple movements developed in the 1970s to stimulate the whole brain and enhance learning. The 26 physical activities are designed to integrate body and mind and develop skills like concentration, memory, reading, writing and listening. Some example exercises provided are touching points above the eyes to close eyes and breathe slowly. The conclusion states it is important for teachers to give children fun, complete learning opportunities using their imagination and body to relax and learn.
Oral Motor Assessment And Treatment 3810
The document discusses oral motor assessment and treatment in occupational therapy. It provides guidance on factors to consider in oral motor function including medical conditions, medications, cognitive level, positioning, and sensory issues. It describes normal and abnormal patterns for the lips, tongue, jaw, cheeks and swallowing. It also discusses facilitating sucking, spoon feeding, and transitioning to different food textures and consistencies.
Brain gym starters
The document describes various "brain gym" exercises that can help exercise the brain and enhance learning. Some key exercises mentioned include tracing circles with the hands to improve concentration, reading colors aloud to work the left and right brain, writing words in the air with different body parts like the nose or ear, and cross-crawling which involves touching the opposite knee with the hand to coordinate both halves of the brain. The exercises are presented as easy ways to warm up the brain and improve functions like concentration, memory, and coordination.
orthotic use in neurological disorders.pptx
Orthotics used in Neurological dysfunction
-Dr. Quazi Ibtesaam Huma (MPT)
Dr. Suvarna Ganvir (PhD, Prof & HOD)
Dept. of Neurophysiotherapy
DVVPF’s College of Physiotherapy
Orthotics used in Neurological dysfunction
objectives
At the end of this seminar the students would have understood
Principle of orthosis and its function
Types of orthosis
Different types of orthosis used in neurological disorder.
Recent advances.
Principle of orthosis
Three point pressure principle:
1) forms the mechanical basis for orthosis correction
2) single force is applied at the area of deformity or angulation
3) two additional counter forces act in the opposing direction.
Functions of orthosis
Prevent deformity
Assist function of a weak limb
Maintain proper alignment of the joints
Inhibit tone
Protect against injury of a weak joint
Allow for maximal functional independence
Facilitates motion
Lower limb orthosis
ANKLE FOOT ORTHOSIS (AFO)
It consist of shoe attachment, ankle control, uprights and a proximal leg band.
Ankle Control
Ankle control – 1) by assisting motion
2) by limiting motion
Weak dorsiflexor dorsiflexion assistance Posterior leaf spring
Ankle control
Limited motion ankle control
Anterior Stop (dorsiflexion stop): determines the limits of ankle dorsiflexion.
Posterior Stop (plantarflexion stop): determines the limits of ankle plantarflexion.
Robinson et al (2008) carried out a randomised controlled trial (RCT) to compare the effectiveness of a temporary night splint with prolonged standing on a tilt table to prevent loss of ankle movement early after stroke in 30 people. Results suggest that a night splint in this cohort of people was as effective as the tilt table in maintaining range of movement. Compliance was 87% in the people who used the tilt table and 73% in the people who wore splints. It is suggested that an ankle splint can be used for preventing the loss of range of movement at the ankle joint (in people with stroke) when positioned at plantar grade.
Knee-Ankle-Foot Orthoses
Individuals with more extensive paralysis or limb deformity may benefit from KAFOs, which consist of a shoe attachment, foundation, ankle control, knee control, and superstructure.
Recent advances
An active knee orthosis for the physical therapy of neurological disorders
-Elena Garcia, Daniel Sanz-Merodio et al
This paper presents the design of a new robotic orthotic solution aimed at improving the rehabilitation of a number of neurological disorders (Multiple Sclerosis, Post-Polio Stroke and Spinal cord injury)
A KAFO with electronic knee control enables some patients with stroke
and other neuropathies to walk.
Hip knee ankle foot orthosis
Specialized thkafo
Contains a trunk band added to a HKAFO
Reciprocating gait orthosis:
The hips are connected by steel cables
which allow for reciprocal gait pattern.
When the patient leans on the supporting
Motor learning
Motor learning involves learning new muscular coordination through practice. There are two main types of learning - verbal learning which involves words and concepts, and motor learning which involves muscles. Motor learning, also called skill learning, is learning coordinated responses that can be performed proficiently, such as playing the piano, driving a car, or swimming. Motor learning occurs through practice and involves gradual improvement from initial stages that require conscious effort to later stages where skills can be performed without conscious thought. Examples of motor skills include both discrete skills involving a single movement and continuous skills involving repetitive movements.
Fatigue assessment
This document discusses fatigue assessment, including local and systemic assessments. Local assessment examines muscular fatigue at the site of contraction through techniques like electrophysiological testing, decremental studies, EMG, MMT, and endurance testing. Systemic assessment considers fatigue at the whole-body level through measures of anaerobic capacity, blood lactate levels, aerobic capacity, and energy expenditure. Specific tests discussed include the Katch test, Wingate cycle ergometer test, and VO2 max as determined by the Fick equation. Multidimensional scales are also used to assess fatigue from different perspectives.
Neuroplasticity
“The ability of neurons to change their function, chemical profile or structure is referred to as neuroplasticity.”
Neuroplasticity includes :
- Habituation
- Learning & memory
- Cellular recovery after injury
Recommended
Brain gym
The document summarizes a presentation about Brain Gym, a program using physical movements to enhance learning. It describes four basic Brain Gym movements called PACE (Drinking Water, Brain Buttons, Cross Crawl, Hook Ups) that are designed to relax the body and improve focus. Participants reported feeling more relaxed and focused after doing PACE. Research found the PACE group had a 69.5% reduction in anxiety compared to control groups. Additional Brain Gym movements like Thinking Caps, The Owl, and Lazy Eights are said to benefit skills like short-term memory, listening comprehension, and reading.
Brain gym kellin cepeda moreno
This document discusses the importance of brain gym for children's learning. It explains that brain gym is a set of simple movements developed in the 1970s to stimulate the whole brain and enhance learning. The 26 physical activities are designed to integrate body and mind and develop skills like concentration, memory, reading, writing and listening. Some example exercises provided are touching points above the eyes to close eyes and breathe slowly. The conclusion states it is important for teachers to give children fun, complete learning opportunities using their imagination and body to relax and learn.
Oral Motor Assessment And Treatment 3810
The document discusses oral motor assessment and treatment in occupational therapy. It provides guidance on factors to consider in oral motor function including medical conditions, medications, cognitive level, positioning, and sensory issues. It describes normal and abnormal patterns for the lips, tongue, jaw, cheeks and swallowing. It also discusses facilitating sucking, spoon feeding, and transitioning to different food textures and consistencies.
Brain gym starters
The document describes various "brain gym" exercises that can help exercise the brain and enhance learning. Some key exercises mentioned include tracing circles with the hands to improve concentration, reading colors aloud to work the left and right brain, writing words in the air with different body parts like the nose or ear, and cross-crawling which involves touching the opposite knee with the hand to coordinate both halves of the brain. The exercises are presented as easy ways to warm up the brain and improve functions like concentration, memory, and coordination.
orthotic use in neurological disorders.pptx
Orthotics used in Neurological dysfunction
-Dr. Quazi Ibtesaam Huma (MPT)
Dr. Suvarna Ganvir (PhD, Prof & HOD)
Dept. of Neurophysiotherapy
DVVPF’s College of Physiotherapy
Orthotics used in Neurological dysfunction
objectives
At the end of this seminar the students would have understood
Principle of orthosis and its function
Types of orthosis
Different types of orthosis used in neurological disorder.
Recent advances.
Principle of orthosis
Three point pressure principle:
1) forms the mechanical basis for orthosis correction
2) single force is applied at the area of deformity or angulation
3) two additional counter forces act in the opposing direction.
Functions of orthosis
Prevent deformity
Assist function of a weak limb
Maintain proper alignment of the joints
Inhibit tone
Protect against injury of a weak joint
Allow for maximal functional independence
Facilitates motion
Lower limb orthosis
ANKLE FOOT ORTHOSIS (AFO)
It consist of shoe attachment, ankle control, uprights and a proximal leg band.
Ankle Control
Ankle control – 1) by assisting motion
2) by limiting motion
Weak dorsiflexor dorsiflexion assistance Posterior leaf spring
Ankle control
Limited motion ankle control
Anterior Stop (dorsiflexion stop): determines the limits of ankle dorsiflexion.
Posterior Stop (plantarflexion stop): determines the limits of ankle plantarflexion.
Robinson et al (2008) carried out a randomised controlled trial (RCT) to compare the effectiveness of a temporary night splint with prolonged standing on a tilt table to prevent loss of ankle movement early after stroke in 30 people. Results suggest that a night splint in this cohort of people was as effective as the tilt table in maintaining range of movement. Compliance was 87% in the people who used the tilt table and 73% in the people who wore splints. It is suggested that an ankle splint can be used for preventing the loss of range of movement at the ankle joint (in people with stroke) when positioned at plantar grade.
Knee-Ankle-Foot Orthoses
Individuals with more extensive paralysis or limb deformity may benefit from KAFOs, which consist of a shoe attachment, foundation, ankle control, knee control, and superstructure.
Recent advances
An active knee orthosis for the physical therapy of neurological disorders
-Elena Garcia, Daniel Sanz-Merodio et al
This paper presents the design of a new robotic orthotic solution aimed at improving the rehabilitation of a number of neurological disorders (Multiple Sclerosis, Post-Polio Stroke and Spinal cord injury)
A KAFO with electronic knee control enables some patients with stroke
and other neuropathies to walk.
Hip knee ankle foot orthosis
Specialized thkafo
Contains a trunk band added to a HKAFO
Reciprocating gait orthosis:
The hips are connected by steel cables
which allow for reciprocal gait pattern.
When the patient leans on the supporting
Motor learning
Motor learning involves learning new muscular coordination through practice. There are two main types of learning - verbal learning which involves words and concepts, and motor learning which involves muscles. Motor learning, also called skill learning, is learning coordinated responses that can be performed proficiently, such as playing the piano, driving a car, or swimming. Motor learning occurs through practice and involves gradual improvement from initial stages that require conscious effort to later stages where skills can be performed without conscious thought. Examples of motor skills include both discrete skills involving a single movement and continuous skills involving repetitive movements.
Fatigue assessment
This document discusses fatigue assessment, including local and systemic assessments. Local assessment examines muscular fatigue at the site of contraction through techniques like electrophysiological testing, decremental studies, EMG, MMT, and endurance testing. Systemic assessment considers fatigue at the whole-body level through measures of anaerobic capacity, blood lactate levels, aerobic capacity, and energy expenditure. Specific tests discussed include the Katch test, Wingate cycle ergometer test, and VO2 max as determined by the Fick equation. Multidimensional scales are also used to assess fatigue from different perspectives.
Neuroplasticity
“The ability of neurons to change their function, chemical profile or structure is referred to as neuroplasticity.”
Neuroplasticity includes :
- Habituation
- Learning & memory
- Cellular recovery after injury
Facilitatory and inhibitory techniques new
The document describes various techniques used in physical therapy for neuromuscular re-education and facilitation including proprioceptive neuromuscular facilitation, neurodevelopmental technique, sensory integration, Brunnstrom movement therapy, and Rood's technique. It provides details on how each technique is applied and the receptors and responses targeted through different stimuli like stretching, traction, touch, and movement.
Sensory Integration Techniques
This document discusses sensory integration techniques. It defines sensory integration as the process by which the brain organizes sensory input to produce useful responses. It describes the seven senses and the three main sensory systems - tactile, proprioceptive, and vestibular. For each system, it provides examples of how it works and suggestions for activities to improve sensory integration. Implementing these techniques may help children improve attention, processing, flexibility, balance, motor skills and handwriting.
08 sensory development
- Babies are born with basic sensory abilities that develop rapidly in the first months of life, including vision, hearing, taste, smell, and touch.
- By 2 months, babies can see in color and focus at varying distances, their peripheral vision has more than doubled from birth, and they can discern differences in sounds as subtle as "bah" vs. "pah" through habituation experiments.
- Babies show preferences for visual stimuli like faces and complex patterns from an early age, and can recognize and orient towards their mother's unique scent within their first weeks.
GRIP STRENGTH MEASUREMENT_2017.pptx
1. The document discusses grip strength measurement using a JAMAR dynamometer and pinch strength measurement using a mechanical pinch gauge.
2. It provides instructions on positioning and procedures for using the dynamometer to measure grip strength, including repeating tests 3 times and using the average.
3. Instructions are also given for using the pinch gauge to measure three types of pinch strength: tip, key, and palmer pinch.
sensory integration
Sensory integration therapy is used to help children to learn to use all their senses together. That is touch,smell,taste,sight and hearing can improve difficulties/problems in children with special need.
Perceptual and motor development
The document discusses perceptual and motor development in infants and toddlers. It covers how sensory development and motor skills progress from birth to age 3 as children gain increasing control over their large and small muscles. Fine motor skills like grasping and coarse motor abilities like crawling and walking emerge according to general developmental milestones. Caregivers are encouraged to provide opportunities for active physical play and exploration to support all areas of development.
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Sensory Processing Disorder is under-recognized among medical professionals but known well among Speech language and occupational therapists. Also known as Sensory Integration Dysfunction, it overlaps with Autism Spectrum, Aspergers, ADD, and ADHD or may be its own disorder. Person with this are often highly reactive to their environment (but can be under reactive). Knowing how to structure their environment, provide family and client support, and calm secondary symptoms with Homeobotanicals is key for managing it.
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Role of sensory systems-vision,proprioceptors,vestibular
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Role of nervous system
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Constrained induced movement therapy
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Neurophysiological approaches
This document summarizes the evolution of various neurophysiological approaches in physiotherapy. It describes approaches that were popular prior to the 1940s, which focused on orthopedic interventions and compensation. It then outlines several approaches developed from the 1940s onward that recognized the potential for functional recovery of affected body parts, including Bobath, Peto, Kabbat and Knott, Voss, and Rood approaches. The document proceeds to define neurophysiological approaches and their role in central nervous system plasticity. It provides examples of historical and contemporary approaches, such as muscle re-education, neurodevelopmental approaches, sensory integration, and task-oriented approaches.
Mental imagery
Mental imagery technique recently used as motor imagery. Theories of mental imagery developed by psychologists till date and use of this technique in the improvement of function has lot of evidences.
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Motor skills naturally decline with age as the body slows down and becomes less coordinated over time. Older adults also take longer to learn and remember new motor skills due to typical age-related declines in cognitive processing speed and working memory. However, regular physical activity and exercise can help offset some of these effects of aging on motor performance and learning by maintaining muscle strength, flexibility, balance, and cognitive abilities into older adulthood.
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The document summarizes key points from a meeting on hand rehabilitation using the Bobath concept. It discusses assessment of hand function, including psychological, sensory and motor components. Rehabilitation considers individual characteristics, tasks and environment. The goal is to improve functional movement through motor learning principles, cognitive participation, and applying skills to daily life. Collaboration across therapies is emphasized.
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Introduction, principles of sensory re-education hypersensitivity and hyposensitivity, stages of training after nerve repair, uses and benefits, sensory reeducation in stroke - its principle. Actve and passive Sensory reeducation in stroke, orofacial sensory retraining
Brunnstrom's hand recovery stages
Approach that promoting voluntary movement of particular part with combination of associated reaction and reflexes.
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این ارائه در روز اول کارگاه فلج مغزی دکتر خیاط زاده ارائه شده است.
این پاورپوینت به بررسی رویکردهای باتم آپ در کودکان مبتلا به فلج مغزی می پردازد.
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This document discusses the importance of teaching activities of daily living (ADL) skills to individuals with autism at an early age. It describes several key ADL skills including toilet training, eating habits, bathing, and dressing/undressing. For each skill, it provides strategies for breaking down tasks, addressing sensory issues, using visual supports and reinforcement, and gradually fading prompts. The goal is to promote independence by properly organizing instruction of essential life skills.
Learning styles diapositivas
The document discusses different learning styles - visual, auditory, and kinesthetic. Visual learners get information through visual materials. Auditory learners learn best through lectures and debates. Kinesthetic learners learn through hands-on experience and being actively involved. It is important for teachers to understand these different styles so they can use appropriate methods to help students learn effectively.
Game´s importance
Games are important for childhood development and learning. They provide a free and spontaneous activity where children can think, feel, and interact with others in a social context. There are different types of games that allow children to use their imagination, be physically active, and explore their world. Playing games is a fun way for children to learn and develop while acquiring new skills and experiences through meaningful play.
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The document describes various techniques used in physical therapy for neuromuscular re-education and facilitation including proprioceptive neuromuscular facilitation, neurodevelopmental technique, sensory integration, Brunnstrom movement therapy, and Rood's technique. It provides details on how each technique is applied and the receptors and responses targeted through different stimuli like stretching, traction, touch, and movement.
Sensory Integration Techniques
This document discusses sensory integration techniques. It defines sensory integration as the process by which the brain organizes sensory input to produce useful responses. It describes the seven senses and the three main sensory systems - tactile, proprioceptive, and vestibular. For each system, it provides examples of how it works and suggestions for activities to improve sensory integration. Implementing these techniques may help children improve attention, processing, flexibility, balance, motor skills and handwriting.
08 sensory development
- Babies are born with basic sensory abilities that develop rapidly in the first months of life, including vision, hearing, taste, smell, and touch.
- By 2 months, babies can see in color and focus at varying distances, their peripheral vision has more than doubled from birth, and they can discern differences in sounds as subtle as "bah" vs. "pah" through habituation experiments.
- Babies show preferences for visual stimuli like faces and complex patterns from an early age, and can recognize and orient towards their mother's unique scent within their first weeks.
GRIP STRENGTH MEASUREMENT_2017.pptx
1. The document discusses grip strength measurement using a JAMAR dynamometer and pinch strength measurement using a mechanical pinch gauge.
2. It provides instructions on positioning and procedures for using the dynamometer to measure grip strength, including repeating tests 3 times and using the average.
3. Instructions are also given for using the pinch gauge to measure three types of pinch strength: tip, key, and palmer pinch.
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Sensory integration therapy is used to help children to learn to use all their senses together. That is touch,smell,taste,sight and hearing can improve difficulties/problems in children with special need.
Perceptual and motor development
The document discusses perceptual and motor development in infants and toddlers. It covers how sensory development and motor skills progress from birth to age 3 as children gain increasing control over their large and small muscles. Fine motor skills like grasping and coarse motor abilities like crawling and walking emerge according to general developmental milestones. Caregivers are encouraged to provide opportunities for active physical play and exploration to support all areas of development.
Sensory Processing Disorder
Sensory Processing Disorder is under-recognized among medical professionals but known well among Speech language and occupational therapists. Also known as Sensory Integration Dysfunction, it overlaps with Autism Spectrum, Aspergers, ADD, and ADHD or may be its own disorder. Person with this are often highly reactive to their environment (but can be under reactive). Knowing how to structure their environment, provide family and client support, and calm secondary symptoms with Homeobotanicals is key for managing it.
The Process of Endurance Training
The Process of Endurance Training.
Learn how to develop endurance and the models you can use to conceptualize the training behind it.
http://www.ScienceofRunning.com
Sensory Integration Therapy
Sensory integration is a neurological process that allows individuals to make sense of sensations from their body and environment. Sensory integration disorder occurs when this process is not functioning properly, making it difficult for individuals to respond appropriately. Sensory integration therapy aims to stimulate the senses through activities involving movement, touch, sound, and vision to help brains better process sensory information. Research suggests this therapy can help brains of children with sensory integration disorder change and develop through rich sensory experiences.
Neurophysiology of balance
Role of various systems to maintain balance.
Role of sensory systems-vision,proprioceptors,vestibular
Role of Musculoskeletal system
Biomechanics in balance
Contextual factors in balance
Role of nervous system
Strategies-ankle, hip,stepping
Constrained induced movement therapy
CIMT involves constraining the unaffected limb, along with intense therapy, in order to force the use of the affected limb with intent to improve motor function.
Neurophysiological approaches
This document summarizes the evolution of various neurophysiological approaches in physiotherapy. It describes approaches that were popular prior to the 1940s, which focused on orthopedic interventions and compensation. It then outlines several approaches developed from the 1940s onward that recognized the potential for functional recovery of affected body parts, including Bobath, Peto, Kabbat and Knott, Voss, and Rood approaches. The document proceeds to define neurophysiological approaches and their role in central nervous system plasticity. It provides examples of historical and contemporary approaches, such as muscle re-education, neurodevelopmental approaches, sensory integration, and task-oriented approaches.
Mental imagery
Mental imagery technique recently used as motor imagery. Theories of mental imagery developed by psychologists till date and use of this technique in the improvement of function has lot of evidences.
Motor Development and Motor Control
Motor skills naturally decline with age as the body slows down and becomes less coordinated over time. Older adults also take longer to learn and remember new motor skills due to typical age-related declines in cognitive processing speed and working memory. However, regular physical activity and exercise can help offset some of these effects of aging on motor performance and learning by maintaining muscle strength, flexibility, balance, and cognitive abilities into older adulthood.
Concepto bobath hand by hand
The document summarizes key points from a meeting on hand rehabilitation using the Bobath concept. It discusses assessment of hand function, including psychological, sensory and motor components. Rehabilitation considers individual characteristics, tasks and environment. The goal is to improve functional movement through motor learning principles, cognitive participation, and applying skills to daily life. Collaboration across therapies is emphasized.
Sensory Re-education
Introduction, principles of sensory re-education hypersensitivity and hyposensitivity, stages of training after nerve repair, uses and benefits, sensory reeducation in stroke - its principle. Actve and passive Sensory reeducation in stroke, orofacial sensory retraining
Brunnstrom's hand recovery stages
Approach that promoting voluntary movement of particular part with combination of associated reaction and reflexes.
Pediatric Rehabilitation Medicine
Pediatric Rehabilitation: definition, description, conditions treated, tests/procedures, hospital & programs with ped rehab services, advances in technology
Bottom Up Approaches in children with Cerebral Palsy
این ارائه در روز اول کارگاه فلج مغزی دکتر خیاط زاده ارائه شده است.
این پاورپوینت به بررسی رویکردهای باتم آپ در کودکان مبتلا به فلج مغزی می پردازد.
ADLS
This document discusses the importance of teaching activities of daily living (ADL) skills to individuals with autism at an early age. It describes several key ADL skills including toilet training, eating habits, bathing, and dressing/undressing. For each skill, it provides strategies for breaking down tasks, addressing sensory issues, using visual supports and reinforcement, and gradually fading prompts. The goal is to promote independence by properly organizing instruction of essential life skills.
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The document discusses different learning styles - visual, auditory, and kinesthetic. Visual learners get information through visual materials. Auditory learners learn best through lectures and debates. Kinesthetic learners learn through hands-on experience and being actively involved. It is important for teachers to understand these different styles so they can use appropriate methods to help students learn effectively.
Game´s importance
Games are important for childhood development and learning. They provide a free and spontaneous activity where children can think, feel, and interact with others in a social context. There are different types of games that allow children to use their imagination, be physically active, and explore their world. Playing games is a fun way for children to learn and develop while acquiring new skills and experiences through meaningful play.
Brain and exercise_presentation
Our Brains and Physical Exercise document outlines 5 main points about how exercise benefits both physical and brain health: 1) Exercise boosts activity in the brain's frontal lobes and hippocampus. 2) Staying hydrated is important as even mild dehydration can slow brain function. 3) Exercise increases neurons in the hippocampus and helps create new brain cells, improving memory. 4) Exercise can decrease risks of illness like heart disease, diabetes, and cancer. 5) Watching calorie intake along with exercise can aid in weight loss. Brain Gym exercises are also described that can help focus, reduce stress, and improve academic skills.
Whole brain teaching ho.edited
For those college students taking up Collaborative Learning. This may help you in the near future. I hope so :)
BRAIN GYM ALICANTE
"APRENDE A MOVERTE Y MUÉVETE PARA APRENDER"
Dr. Paul E. Dennison
Brain Gym es un conjunto de actividades diseñadas para estimular diferentes áreas cerebrales y conseguir así, potenciar nuestras capacidades frente al aprendizaje.
Paul Dennison es su fundador, y junto con otros colegas fue desarrollando estas actividades con un único requisito, que estas fueran dinámicas, divertidas y motivadoras.
Estos requisitos se basan en los descubrimientos científicos actuales que nos dicen que el movimiento activa la mente y le ayuda a funcionar. Por otro lado, están las positivas influencias de las emociones sobre el aprendizaje. Si algo no nos emociona, no se aprende.
Los ejercicios Brain Gym son utilizados sobretodo con niños, pero lo cierto es que pueden ser utilizados por cualquier persona de cualquier edad y profesión. Sólo debemos aprender, qué capacidad queremos potenciar (atención, memoria, lenguaje, audición, coordinación, no estar nerviosos...) y conocer qué ejercicios se debe hacer en cada caso.
En el siguiente enlace, podrás conocer los 4 ejercicios más importantes de Brain Gym, cómo llevarlos a cabo y qué beneficios obtendrás con ellos. Este grupo de ejercicios se denominan PACE, ya que cada letra de la palabra PACE representa cada uno de los ejercicios:
P: positivo
A: activo
C: claro
E: energético
Pincha aquí y descúbrelos:..................................
Esperamos que os guste, pero sobretodo, que os sean de utilidad.
Para más información podéis consultar en:
www.gruponubalia.com
info@gruponubalia.com
965 998 885/ 644 355 930
C/Deportista Kiko Sánchez12, 3B
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Techniques and principles in language teachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
The document discusses two language teaching methods: the Grammar-Translation Method and the Direct Method. The Grammar-Translation Method focuses on reading and writing skills and uses translation between the native and target languages. In contrast, the Direct Method emphasizes speaking and avoids translation, using real-world objects and gestures to teach vocabulary and grammar inductively. It also views language as primarily spoken and aims for students to communicate in the target language.Anatomy(structure) and phases of teaching
Teaching involves planning, instruction, assessment, and evaluation. It can be analyzed using three variables: the teacher, students, and content/presentation strategies. The teaching process involves three phases - pre-active, interactive, and post-active. In the pre-active phase, the teacher sets goals, plans content sequencing and strategies. In the interactive phase, the teacher stimulates students through explanations, questions, and guidance. In the post-active phase, the teacher assesses student learning through questions and evaluates strategy effectiveness based on evidence.
Oral skills & classroom speaking performance
The document discusses oral communication skills and classroom speaking performance. It describes micro skills which refer to skills at the sentence level used in conversational discourse, and macro skills which are skills at the discourse level. It then outlines various linguistic skills required for oral production, including grammar, vocabulary, fluency, pronunciation, pragmatics, and language interaction. Finally, it discusses different types of speaking tasks that can be used in the classroom from imitative tasks that practice language forms, to intensive, responsive, transactional, interpersonal, and extensive speaking tasks which provide opportunities for meaningful interaction and language use.
Audiolingual Method
The audiolingual method was widely used in the 1950s and 1960s to teach language. It was based on behaviorism and believed that language skills are learned through habit formation from oral presentation and positive reinforcement. The goals of this method were accurate pronunciation, grammar, quick responses in speech, and sufficient vocabulary. Teachers used dialogues, drills, and pattern practices with repetition and substitution to help students develop correct habits without mistakes.
Suggestopedia Method of Teaching
This document summarizes the suggestopedia language teaching method. Suggestopedia uses suggestive factors like music, relaxation, and positive reinforcement to stimulate learning. It aims to remove psychological barriers and allow students to reach communicative competence more quickly. The method involves choosing identities, indirect positive suggestion, and activities integrated with music, drama, and art. The roles of the teacher in leading confidently and the materials in creating a bright environment are described. Stages of listening, speaking, writing and reading are outlined, along with advantages like quicker learning and disadvantages like potential boredom.
Community Language Learning ( CLL )
The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
Community language learning [ CLL ]
Community Language Learning (CLL) is a method for teaching language that uses the students' native language. The teacher acts as a counselor who translates between the native language and the target language. This creates a supportive relationship where students can express themselves freely in their native language at first. Over time, students build independence speaking in the target language through activities like translation, tape recording, reflection, and group work. CLL aims to reduce students' anxiety and help lower-level learners improve their speaking skills.
The silent way Approach
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and minimal teacher talking. Key principles include the teacher remaining silent as much as possible to encourage student production, and students relying solely on instructional materials to learn. Materials include word charts, pronunciation charts, colored rods, and pointers. The teacher's role is to present new language once and then observe and facilitate learning, while students are expected to develop autonomy, responsibility, and cooperation through self-correction and problem-solving.
Communicative language teaching
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
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- 2. How can be used the Brain Gym? Brain Gym can be used for enhancing learning abilities and to upgrade skills for all students.
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