SlideShare a Scribd company logo
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.
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.
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?
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
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.
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.
What do you think?
• Number 3 is false.
• The remaining questions are true!

                                      • mac@linguistics.utah.edu

More Related Content

What's hot

Neurons and neuroanatomy v1.11
Neurons and neuroanatomy v1.11Neurons and neuroanatomy v1.11
Neurons and neuroanatomy v1.11
edpahj
 
Localization of function psychology IB
Localization of function psychology IBLocalization of function psychology IB
Localization of function psychology IBMette Morell
 
03.16.09(b): Cerebral Cortex
03.16.09(b): Cerebral Cortex03.16.09(b): Cerebral Cortex
03.16.09(b): Cerebral Cortex
Open.Michigan
 
Psysci4 Sample
Psysci4 SamplePsysci4 Sample
Psysci4 Sample
Kilean Kennedy
 
Neurobiology of memory
Neurobiology of memoryNeurobiology of memory
Neurobiology of memoryRavi Soni
 
Learning and memory
Learning and memoryLearning and memory
Learning and memory
Domina Petric
 
Cerebral Cortex, Intellectual Functions of the Brain, Learning, and Memory.
Cerebral Cortex, Intellectual Functions of the Brain, Learning, and Memory.Cerebral Cortex, Intellectual Functions of the Brain, Learning, and Memory.
Cerebral Cortex, Intellectual Functions of the Brain, Learning, and Memory.
Dipti Magan
 
Nerve physiology in brain
Nerve physiology in brainNerve physiology in brain
Nerve physiology in brain
MUHAMMAD AQUIB
 
総研大講義 「#4 注意と運動」レジメ
総研大講義 「#4 注意と運動」レジメ総研大講義 「#4 注意と運動」レジメ
総研大講義 「#4 注意と運動」レジメ
Masatoshi Yoshida
 

What's hot (11)

Neurons and neuroanatomy v1.11
Neurons and neuroanatomy v1.11Neurons and neuroanatomy v1.11
Neurons and neuroanatomy v1.11
 
Localization of function psychology IB
Localization of function psychology IBLocalization of function psychology IB
Localization of function psychology IB
 
03.16.09(b): Cerebral Cortex
03.16.09(b): Cerebral Cortex03.16.09(b): Cerebral Cortex
03.16.09(b): Cerebral Cortex
 
Psysci4 Sample
Psysci4 SamplePsysci4 Sample
Psysci4 Sample
 
Chp7
Chp7Chp7
Chp7
 
Neurobiology of memory
Neurobiology of memoryNeurobiology of memory
Neurobiology of memory
 
Learning and memory
Learning and memoryLearning and memory
Learning and memory
 
Cerebral cortex
Cerebral cortexCerebral cortex
Cerebral cortex
 
Cerebral Cortex, Intellectual Functions of the Brain, Learning, and Memory.
Cerebral Cortex, Intellectual Functions of the Brain, Learning, and Memory.Cerebral Cortex, Intellectual Functions of the Brain, Learning, and Memory.
Cerebral Cortex, Intellectual Functions of the Brain, Learning, and Memory.
 
Nerve physiology in brain
Nerve physiology in brainNerve physiology in brain
Nerve physiology in brain
 
総研大講義 「#4 注意と運動」レジメ
総研大講義 「#4 注意と運動」レジメ総研大講義 「#4 注意と運動」レジメ
総研大講義 「#4 注意と運動」レジメ
 

Similar to Brain-Based Strategies for ELT by MaryAnn Christison

foundations of psycology
 foundations of psycology foundations of psycology
foundations of psycology
ANCYBS
 
Unit 2 Biopsychology PowerPoint
Unit 2 Biopsychology PowerPointUnit 2 Biopsychology PowerPoint
Unit 2 Biopsychology PowerPointMrTimBradley
 
Unit2biopsychologypowerpoint 140221190939-phpapp02
Unit2biopsychologypowerpoint 140221190939-phpapp02Unit2biopsychologypowerpoint 140221190939-phpapp02
Unit2biopsychologypowerpoint 140221190939-phpapp02
Cleophas Rwemera
 
an introduction to neuropsychology
an introduction to neuropsychologyan introduction to neuropsychology
an introduction to neuropsychology
wisha asma
 
Brain
BrainBrain
higher brain functions., (physiology)
higher brain functions., (physiology)higher brain functions., (physiology)
higher brain functions., (physiology)Ramadan2 Physiology
 
Week 2 presentation
Week 2 presentationWeek 2 presentation
Week 2 presentation
vwagner1
 
Psychology club hult prof. boshkoff presentation - march 23, 2012
Psychology club hult   prof. boshkoff presentation - march 23, 2012Psychology club hult   prof. boshkoff presentation - march 23, 2012
Psychology club hult prof. boshkoff presentation - march 23, 2012
Kyle Daugherty
 
Psychology club hult prof. boshkoff presentation - march 23, 2012
Psychology club hult   prof. boshkoff presentation - march 23, 2012Psychology club hult   prof. boshkoff presentation - march 23, 2012
Psychology club hult prof. boshkoff presentation - march 23, 2012
kdaugherty2012
 
Lecture chapter 38 - nervous system
Lecture   chapter 38 - nervous systemLecture   chapter 38 - nervous system
Lecture chapter 38 - nervous system
ArpitSharma699748
 
Biological bases of human behaviour (complete) 2
Biological  bases  of human  behaviour (complete) 2Biological  bases  of human  behaviour (complete) 2
Biological bases of human behaviour (complete) 2
PoornimaSingh35
 
Neuropharmacology: Neuroanatomy
Neuropharmacology: NeuroanatomyNeuropharmacology: Neuroanatomy
Neuropharmacology: Neuroanatomy
Brian Piper
 
Neuroanatomy & Neurophysiology DCP 1105.ppt
Neuroanatomy & Neurophysiology DCP 1105.pptNeuroanatomy & Neurophysiology DCP 1105.ppt
Neuroanatomy & Neurophysiology DCP 1105.ppt
Thomas Owondo
 
Brain anatomy and it relationship with behavior
Brain anatomy and it relationship with behaviorBrain anatomy and it relationship with behavior
Brain anatomy and it relationship with behavior
Muhammad Musawar Ali
 
Biopsychology revision - AQA A Level Psychology
Biopsychology revision - AQA A Level PsychologyBiopsychology revision - AQA A Level Psychology
Biopsychology revision - AQA A Level Psychology
Ella Warwick
 
Biological Basis of Behavior
Biological Basis of BehaviorBiological Basis of Behavior
Biological Basis of Behavior
MJezza Ledesma
 
Limbic system
Limbic systemLimbic system
Limbic system
Dr Kiran Kumar
 

Similar to Brain-Based Strategies for ELT by MaryAnn Christison (20)

Brain explanation
Brain explanationBrain explanation
Brain explanation
 
foundations of psycology
 foundations of psycology foundations of psycology
foundations of psycology
 
Unit 2 Biopsychology PowerPoint
Unit 2 Biopsychology PowerPointUnit 2 Biopsychology PowerPoint
Unit 2 Biopsychology PowerPoint
 
Unit2biopsychologypowerpoint 140221190939-phpapp02
Unit2biopsychologypowerpoint 140221190939-phpapp02Unit2biopsychologypowerpoint 140221190939-phpapp02
Unit2biopsychologypowerpoint 140221190939-phpapp02
 
Ch02
Ch02Ch02
Ch02
 
an introduction to neuropsychology
an introduction to neuropsychologyan introduction to neuropsychology
an introduction to neuropsychology
 
Brain
BrainBrain
Brain
 
higher brain functions., (physiology)
higher brain functions., (physiology)higher brain functions., (physiology)
higher brain functions., (physiology)
 
Week 2 presentation
Week 2 presentationWeek 2 presentation
Week 2 presentation
 
Psychology club hult prof. boshkoff presentation - march 23, 2012
Psychology club hult   prof. boshkoff presentation - march 23, 2012Psychology club hult   prof. boshkoff presentation - march 23, 2012
Psychology club hult prof. boshkoff presentation - march 23, 2012
 
Psychology club hult prof. boshkoff presentation - march 23, 2012
Psychology club hult   prof. boshkoff presentation - march 23, 2012Psychology club hult   prof. boshkoff presentation - march 23, 2012
Psychology club hult prof. boshkoff presentation - march 23, 2012
 
Lecture chapter 38 - nervous system
Lecture   chapter 38 - nervous systemLecture   chapter 38 - nervous system
Lecture chapter 38 - nervous system
 
Biological bases of human behaviour (complete) 2
Biological  bases  of human  behaviour (complete) 2Biological  bases  of human  behaviour (complete) 2
Biological bases of human behaviour (complete) 2
 
Brain
BrainBrain
Brain
 
Neuropharmacology: Neuroanatomy
Neuropharmacology: NeuroanatomyNeuropharmacology: Neuroanatomy
Neuropharmacology: Neuroanatomy
 
Neuroanatomy & Neurophysiology DCP 1105.ppt
Neuroanatomy & Neurophysiology DCP 1105.pptNeuroanatomy & Neurophysiology DCP 1105.ppt
Neuroanatomy & Neurophysiology DCP 1105.ppt
 
Brain anatomy and it relationship with behavior
Brain anatomy and it relationship with behaviorBrain anatomy and it relationship with behavior
Brain anatomy and it relationship with behavior
 
Biopsychology revision - AQA A Level Psychology
Biopsychology revision - AQA A Level PsychologyBiopsychology revision - AQA A Level Psychology
Biopsychology revision - AQA A Level Psychology
 
Biological Basis of Behavior
Biological Basis of BehaviorBiological Basis of Behavior
Biological Basis of Behavior
 
Limbic system
Limbic systemLimbic system
Limbic system
 

More from TESOL Chile

2015 TESOL Chile Conference Program
2015 TESOL Chile Conference Program2015 TESOL Chile Conference Program
2015 TESOL Chile Conference Program
TESOL Chile
 
INICIA symposium August 2014
INICIA symposium August 2014INICIA symposium August 2014
INICIA symposium August 2014
TESOL Chile
 
Learning and sharing successful class assess
Learning and sharing successful class assessLearning and sharing successful class assess
Learning and sharing successful class assess
TESOL Chile
 
Speaking fluency
Speaking fluencySpeaking fluency
Speaking fluency
TESOL Chile
 
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING
TESOL Chile
 
FITZROY KENNEDY, MA - TESTING & ASSESSMENT IN ELT
FITZROY KENNEDY, MA -  TESTING & ASSESSMENT IN ELTFITZROY KENNEDY, MA -  TESTING & ASSESSMENT IN ELT
FITZROY KENNEDY, MA - TESTING & ASSESSMENT IN ELT
TESOL Chile
 
TESOL RESOURCE CENTER
TESOL RESOURCE CENTERTESOL RESOURCE CENTER
TESOL RESOURCE CENTER
TESOL Chile
 
C:\fakepath\tesol resource center
C:\fakepath\tesol resource centerC:\fakepath\tesol resource center
C:\fakepath\tesol resource center
TESOL Chile
 
2010 HIGHLIGHTS OF TESOL CONVENTION
2010 HIGHLIGHTS OF TESOL CONVENTION2010 HIGHLIGHTS OF TESOL CONVENTION
2010 HIGHLIGHTS OF TESOL CONVENTION
TESOL Chile
 
MEMBERSHIP IN TESOL Inc. - What Is In It For You?
MEMBERSHIP IN TESOL Inc. - What Is In It For You?MEMBERSHIP IN TESOL Inc. - What Is In It For You?
MEMBERSHIP IN TESOL Inc. - What Is In It For You?TESOL Chile
 
TESOL AWARDS PROGRAM
TESOL AWARDS PROGRAMTESOL AWARDS PROGRAM
TESOL AWARDS PROGRAM
TESOL Chile
 

More from TESOL Chile (11)

2015 TESOL Chile Conference Program
2015 TESOL Chile Conference Program2015 TESOL Chile Conference Program
2015 TESOL Chile Conference Program
 
INICIA symposium August 2014
INICIA symposium August 2014INICIA symposium August 2014
INICIA symposium August 2014
 
Learning and sharing successful class assess
Learning and sharing successful class assessLearning and sharing successful class assess
Learning and sharing successful class assess
 
Speaking fluency
Speaking fluencySpeaking fluency
Speaking fluency
 
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING
 
FITZROY KENNEDY, MA - TESTING & ASSESSMENT IN ELT
FITZROY KENNEDY, MA -  TESTING & ASSESSMENT IN ELTFITZROY KENNEDY, MA -  TESTING & ASSESSMENT IN ELT
FITZROY KENNEDY, MA - TESTING & ASSESSMENT IN ELT
 
TESOL RESOURCE CENTER
TESOL RESOURCE CENTERTESOL RESOURCE CENTER
TESOL RESOURCE CENTER
 
C:\fakepath\tesol resource center
C:\fakepath\tesol resource centerC:\fakepath\tesol resource center
C:\fakepath\tesol resource center
 
2010 HIGHLIGHTS OF TESOL CONVENTION
2010 HIGHLIGHTS OF TESOL CONVENTION2010 HIGHLIGHTS OF TESOL CONVENTION
2010 HIGHLIGHTS OF TESOL CONVENTION
 
MEMBERSHIP IN TESOL Inc. - What Is In It For You?
MEMBERSHIP IN TESOL Inc. - What Is In It For You?MEMBERSHIP IN TESOL Inc. - What Is In It For You?
MEMBERSHIP IN TESOL Inc. - What Is In It For You?
 
TESOL AWARDS PROGRAM
TESOL AWARDS PROGRAMTESOL AWARDS PROGRAM
TESOL AWARDS PROGRAM
 

Recently uploaded

678020731-Sumas-y-Restas-Para-Colorear.pdf
678020731-Sumas-y-Restas-Para-Colorear.pdf678020731-Sumas-y-Restas-Para-Colorear.pdf
678020731-Sumas-y-Restas-Para-Colorear.pdf
CarlosHernanMontoyab2
 
Biological Screening of Herbal Drugs in detailed.
Biological Screening of Herbal Drugs in detailed.Biological Screening of Herbal Drugs in detailed.
Biological Screening of Herbal Drugs in detailed.
Ashokrao Mane college of Pharmacy Peth-Vadgaon
 
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.pptThesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
EverAndrsGuerraGuerr
 
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp NetworkIntroduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
TechSoup
 
The basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptxThe basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptx
heathfieldcps1
 
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe..."Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
SACHIN R KONDAGURI
 
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdfHome assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
Tamralipta Mahavidyalaya
 
Guidance_and_Counselling.pdf B.Ed. 4th Semester
Guidance_and_Counselling.pdf B.Ed. 4th SemesterGuidance_and_Counselling.pdf B.Ed. 4th Semester
Guidance_and_Counselling.pdf B.Ed. 4th Semester
Atul Kumar Singh
 
The approach at University of Liverpool.pptx
The approach at University of Liverpool.pptxThe approach at University of Liverpool.pptx
The approach at University of Liverpool.pptx
Jisc
 
Embracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic ImperativeEmbracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic Imperative
Peter Windle
 
special B.ed 2nd year old paper_20240531.pdf
special B.ed 2nd year old paper_20240531.pdfspecial B.ed 2nd year old paper_20240531.pdf
special B.ed 2nd year old paper_20240531.pdf
Special education needs
 
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptxFrancesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptx
EduSkills OECD
 
Honest Reviews of Tim Han LMA Course Program.pptx
Honest Reviews of Tim Han LMA Course Program.pptxHonest Reviews of Tim Han LMA Course Program.pptx
Honest Reviews of Tim Han LMA Course Program.pptx
timhan337
 
Language Across the Curriculm LAC B.Ed.
Language Across the  Curriculm LAC B.Ed.Language Across the  Curriculm LAC B.Ed.
Language Across the Curriculm LAC B.Ed.
Atul Kumar Singh
 
The Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptxThe Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptx
DhatriParmar
 
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free downloadThe French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Vivekanand Anglo Vedic Academy
 
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
Jisc
 
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdfUnit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Thiyagu K
 
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
JosvitaDsouza2
 
The Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdfThe Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdf
kaushalkr1407
 

Recently uploaded (20)

678020731-Sumas-y-Restas-Para-Colorear.pdf
678020731-Sumas-y-Restas-Para-Colorear.pdf678020731-Sumas-y-Restas-Para-Colorear.pdf
678020731-Sumas-y-Restas-Para-Colorear.pdf
 
Biological Screening of Herbal Drugs in detailed.
Biological Screening of Herbal Drugs in detailed.Biological Screening of Herbal Drugs in detailed.
Biological Screening of Herbal Drugs in detailed.
 
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.pptThesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
 
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp NetworkIntroduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
 
The basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptxThe basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptx
 
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe..."Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
 
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdfHome assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
 
Guidance_and_Counselling.pdf B.Ed. 4th Semester
Guidance_and_Counselling.pdf B.Ed. 4th SemesterGuidance_and_Counselling.pdf B.Ed. 4th Semester
Guidance_and_Counselling.pdf B.Ed. 4th Semester
 
The approach at University of Liverpool.pptx
The approach at University of Liverpool.pptxThe approach at University of Liverpool.pptx
The approach at University of Liverpool.pptx
 
Embracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic ImperativeEmbracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic Imperative
 
special B.ed 2nd year old paper_20240531.pdf
special B.ed 2nd year old paper_20240531.pdfspecial B.ed 2nd year old paper_20240531.pdf
special B.ed 2nd year old paper_20240531.pdf
 
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptxFrancesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptx
 
Honest Reviews of Tim Han LMA Course Program.pptx
Honest Reviews of Tim Han LMA Course Program.pptxHonest Reviews of Tim Han LMA Course Program.pptx
Honest Reviews of Tim Han LMA Course Program.pptx
 
Language Across the Curriculm LAC B.Ed.
Language Across the  Curriculm LAC B.Ed.Language Across the  Curriculm LAC B.Ed.
Language Across the Curriculm LAC B.Ed.
 
The Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptxThe Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptx
 
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free downloadThe French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
 
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
 
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdfUnit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
 
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
 
The Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdfThe Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdf
 

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