Mary Ann Christison is a professor in the Department of Linguistics and the Urban Institute for Teacher Education at the University of Utah in Salt Lake City. She has taught in elementary, secondary, and adult education contexts. At university level she teaches courses in both undergraduate and graduate programs for pre- and inservice teachers. She is the author of over 80 published and refereed articles on language teaching and second language research and 17 professional books including What English Language Teachers Need to Know I (Volumes 1 & II) and Leadership in English Language Education (co-authored with D. Murray), Multiple Intelligences and Second Language Learning, A Handbook for Language Program Administrators (co-edited with F. Stoller), Seeking the Heart of Teaching (co-authored with A. Palmer), Learning to Teach Language, and numerous activity and resource books for teachers, such as Look Who’s Talking, Community Spirit, Purple Cows and Potato Chips, and Drawing Out. Christison was TESOL president 1997-98 and currently serves as a trustee for TIRF (The International Research Foundation for English Language Education) She has been a classroom teacher for over 30 years and a teacher educator for 25 years, working with teachers in over 20 different countries.
Slides that go with the first in a series of four talks by Mahasraddha on Buddhism, science, philosphy, and consciousness. Given at the Manchester Buddhist Centre on 26th March 2007.
Slides that go with the first in a series of four talks by Mahasraddha on Buddhism, science, philosphy, and consciousness. Given at the Manchester Buddhist Centre on 26th March 2007.
Psychology club hult prof. boshkoff presentation - march 23, 2012Kyle Daugherty
Slides from Professor Katherine Boshkoff's for the Hult Management Psychology Club's March 23, 2012 event Management Rewired: What brain science teaches us about engaging and influencing others.
Psychology club hult prof. boshkoff presentation - march 23, 2012Kyle Daugherty
Slides from Professor Katherine Boshkoff's for the Hult Management Psychology Club's March 23, 2012 event Management Rewired: What brain science teaches us about engaging and influencing others.
Biological bases of human behaviour (complete) 2PoornimaSingh35
Introduction to Psychology/Biological basis of behavior. ... The most important physical structure for psychologists is the nervous system. The nervous system carries orders from the brain and spinal cord to various glands and muscles, it also carries signals from stimuli receptors to the spinal cord and brain.
Lecture 2 from a college level neuropharmacology course taught in the spring 2012 semester by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University. Includes major areas of the central nervous system, anatomical terminology, brain imaging techniques
Overview of the general anatomy & physiology
( Skeletal, Muscular, Endocrine, GIT, Urinary, CVS, & Reproductive Systems, Special senses, Physiology of the immune system)
2. Neuro anatomy (structure of the CNS, Brain, Spinal Cord, Application of Neuro anatomy)
3. Structure of the ANS, Parasympathetic & Sympathetic NS
4. Neurophysiology-Endocrine system, CNS, ANS, RAS, Limbic system, application of Neurophysiology
“Improving Speaking Fluency: Foundations, Strategies, Activities”
Type of Presentation: 90 minutes: Workshops
E-mail: lety.banks@gmail.com
Level: University, Teacher Training
Presenters: Lety Banks & & Hannah Grant-Boyajian – English Language Fellows
Lety Banks: M.A. TESOL, currently an English Language Fellow at Alberto Hurtado University. Professional interests include teacher training, intensive academic English, and intercultural communications. Hannah Grant-Boyajian: M.A. TESOL, currently an English Language Fellow at Universidad de Tarapacá Professional interests include ESP, academic reading & writing, and vocabulary acquisition.
Summary of the presentation: Your students won´t speak in class? Or maybe they will but not for long? They will be making lots of mistakes? They will say you correct them too much? Topics are too difficult? If all this sounds familiar, join us to learn some speaking strategies and activities to keep focus on fluency. Come and speak your head off!
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING TESOL Chile
Teaching students how to think critically is not easy. That's no secret. Here you will find the information that will help us to do this - teach students to think critically and creatively. We can do this...
Here are the highlights of the 2010 annual TESOL Convention which was held in Boston, Massachusetts. The 2011 convention will be held in New Orleans, Louisiana.
TESOL International Awards Program - Read the PPt, find out what award you qualify for, then apply for it. If you need a nomination, get a colleague to nominate you, and then, good luck...
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Brain-Based Strategies for ELT by MaryAnn Christison
1. What do you think?
1. The brain weighs only about 1 to 1.5 kilograms
and takes up only 2-3% of the total body mass.
Brain-based Strategies for ELT 2. The brain can use up to 25% of the body’s energy.
3. Autopsy studies are still the most important way for
neuroscientists to learn about the human brain.
MaryAnn Christison, Ph.D. 4. Proficiency level and early bilingualism are factors
which influence how language is structured in the
Professor brain.
Department of Linguistics and the 5. Humans have about 100 billion brain cells
Urban Institute for Teacher Education (neurons) at birth and about 1,000 trillion synaptic
University of Utah, USA connections.
6. fMRI is a new technology used for learning about
the living brain.
Organization of this Positron Emission
Presentation Tomography (PET)
• Brief introduction to a neuroimaging • The patient receives a small amount of
technologies-- PET and fMRI scanning radioactive glucose water (non-invasive).
• A little brain biology 101 for EFL teachers • The brain needs oxygen and glucose which it
gets from the blood.
• Seven strategies for EFL/ELT that can help
• The radio active tags adhere to the
us develop brain compatible classrooms (i.e.,
molecules of glucose.
classrooms that take advantage of how the
• When a patient is put into the scanner, the
brain naturally learns) scanner reads the amount of glucose
utilization in the part of the brain being
utilized most prominently in the activity.
2. Lobes of the Brain
• What are these different parts or colors of the
brain called?
• Lobes
• There are four lobes
– Occipital = vision
– Frontal = purposeful acts of judgment, problem
solving, and creativity
– Temporal = (sides) hearing, memory, and
meaning,
– Parietal = (top and back) higher sensory and
certain language functions
Magnetic Resonance Imaging Magnetic Resonance Imaging
• A large part of the body is made up of water. • A beam of radio waves fired from the
• The water is made up of magnetically fMRI scanner makes the molecules of
polarized molecules. water in the body resonate and give off
• Hydrogen atoms in the body’s water can be radio signals.
made to act like tiny magnets if they are • The waves are detected by sensors in
placed in a strong magnetic field like the the scanner.
fMRI scanner. • This information is assembled into an
• The oxygen in the blood changes the magnetic field image by a computer.
so the radio wave emitted becomes more intense.
3. Magnetic Resonance Imaging Magnetic Resonance Imaging
• The fMRI scanner produces a rapid
• The primary goal of fMRI is to show series of images which result in a
how many brain cells or neurons are “movie” of brain activity.
involved in a given activity. • Four images every second.
• As subjects engage in an activity, the
parts of the brain responsible for the
activity cause certain neurons to fire.
Parts of the Brain: The
Neocortex
• Why does the neocortex look the way it
does?
• Neurons multiply at an astounding rate
during fetal development.
• 20 weeks into fetal life there are 200 billion
neurons. That’s about 250,000 neurons
every minute.
• About 1/2 of the neurons die off before birth.
You are born with 100 billion.
• Why do these neurons die off?
4. What do we know from this
Brain-based Strategies
research?
• Factors that influence the neural basis • Translating
for the bilingual language system. Research for
Classroom Practice
– Age of L2 acquisition (early or late
bilingualism)
– The degree of proficiency of the learner
– Production and comprehension
– Practice
– Exposure
Strategy 1: Create Positive
Action Steps for Strategy #1
Affective Climate
• Use small group work
• Language learners can become stressed and
sometimes feel threatened by activity in the • Give students planning time
classroom.
• Use familiar routines
• Blood, glucose, and nutrients, downshift to the limbic
area of the brain (to the emotional centers known as • Give students wait time in answering
the amygdala)
questions
• The amygdala momentarily hijack the brain, diverting
the blood flow away from the neocortical areas and • What else?
pre-frontal lobe
• Emotional Intelligence can be taught and learned
• Marshmallow study
5. Strategy 2: Vary Classroom Activity and
Strategy 3: Make Connections
Focus on the Different Ways Students
Learn and Create Patterns in Learning
• The human brain is capable of doing many • Patterning is the meaningful categorization
different activities and tasks at one time. and organization of information
• There is no one method, strategy, or • The brain attempts to discern and
approach to language teaching that can understand events and stimuli in its
encompass all learners and variations of the environment.
human brain. • The patterns we seek may be different from
• Teachers who select from a broad repertoire our neighbors
of techniques and strategies are more • Teachers must present material is such a
successful in engaging their learners. way as to allow the brain to create
meaningful and relevant connections to
extract the patterns
Strategy 4: Focus on Meaning and
Action Steps for Strategy #3 Information That Is Meaningful
• Before beginning a topic, give global overviews • The job of the brain is to learn and it will do
using overheads, videos/disks, and posters so naturally if new information is meaningful.
• Before starting a topic, pre-expose learners with oral
previews, games, mind maps, etc.
• Create activities and materials that are full of
• Help learners to form patterns during a particular
meaning, not just rote memorization of facts
lesson by allowing them to discuss the material in • If students are to use the information, it must
small groups, solve problems, construct their own carry meaning
rules, etc.
• Meaning is often loosely defined
• When you finish a lesson, discuss the relevance of
what they’ve learned, find examples in everyday • Think about this
language. – Our students are frequently drowning in
information and starved for meaning.
6. Strategy #5: Provide Strategy #6: Use Movement
Appropriate Feedback to Assist Learning
• The brain needs feedback on its own activity • Aerobic exercise can improve thinking and
for optimal development and growth. learning
• The brain loves feedback because it needs it • Aerobic exercisers show improvement in
to survive. short-term memory and have faster reaction
• Feedback rules: the more the better, the times
more immediate the better, the more specific • Aerobic exercisers score significantly higher
the better, the more appropriate to the on working memory tests.
situation, the better • Increased blood flow to the brain does help
• Give students feedback that will assist them you to think better and be smarter
in recalling information in a variety of ways.
Action plan for Strategy #6 Strategy #7 Keep Learning
• How can you give learners exercise and • The brain is enriched by continued learning
movement in your lessons? • Give students an enriched environment
– Plan activities with a built in component of • Learning new things grows better brains in
movement.
humans because there are more connections
– Plan a project that requires them to move about to
get in groups, collect materials, interview each between neurons and total dendritic length is
other increased
– Do all types and levels of TPR with beginning and • Positive engagement with others, high
intermediate students challenges, travel, cultural events
– Take a short “exercise” break in the middle of the • There is no difference between the brains of
lesson
a 25 year-old-person and a 75 year-old
person.
7. What do you think?
• Number 3 is false.
• The remaining questions are true!
• mac@linguistics.utah.edu