Exercising the brain of needy students
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This is a very hands-on, ready-tu-use workshop I presented at a regional Teacher's meeting in 2007 in São Paulo, Brazil
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O documento discute o desenvolvimento e a aprendizagem da linguagem em diferentes idades e estágios, cobrindo tópicos como experiência prévia, estimulação, memória, potencial e limitações, e como a linguagem, leitura e escrita se desenvolvem.
Neuroscience and learning (furb may, 2018)
This document outlines objectives for a presentation on applying principles from neuroscience and learning to educational practices. It discusses key definitions and principles of mind, brain, and education (MBE) as a transdisciplinary field. Six evidence-based classroom practices are described that align with six MBE principles related to brain plasticity, memory, attention, and individual differences. Another six practices are presented for refuting common neuromyths. The document reviews the information and asks educators to evaluate what they learned. The overall summary provides an overview of the presentation's focus on applying neuroscience research to establish effective, student-centered educational practices.
Mbe sig launch
This document provides an overview of Mind, Brain, and Education (MBE) science. It begins with the origins and unique developments of human language abilities. It then discusses objectives of MBE science in understanding language learning and how it benefits individuals and society. Common myths about learning and the brain are presented alongside scientific truths. Six key principles of MBE are outlined, including that each brain is unique, context and experience influence learning, and attention plus memory equals learning. The document concludes by discussing future directions in applying MBE concepts.
Emoção e cognição
Este documento discute as relações entre emoção e cognição. Ele aborda como as emoções afetam a aprendizagem, tomada de decisão e processamento cognitivo. O documento também explora os mecanismos neurais por trás das emoções e como elas são processadas no cérebro.
Aprendizagem visível emef maria luiza pompeu
Este documento apresenta três pontos principais sobre aprendizagem visível: 1) tornar os objetivos e o progresso dos alunos claros para os professores e alunos; 2) existem práticas comprovadamente eficazes que os professores devem adotar; 3) os professores devem avaliar continuamente a aprendizagem dos alunos para garantir seu impacto.
Do you know ...(braz tesol)
This document discusses the science of Mind, Brain, and Education (MBE). It lays out several well-established principles of MBE, including that each brain is unique, the brain is plastic and changes with experience, and learning depends on memory and attention. It also addresses common neuromyths. The document encourages teachers to take a transdisciplinary approach and differentiate instruction based on learner variability rather than one-size-fits-all methods.
Mbe & practices (online)
The document provides an overview of topics related to Mind, Brain, and Education (MBE) science including principles of MBE, learning and the brain, environment, networks, emotion, motivation, sensory and multisensory learning, experience, experts vs novices, determinants of learning, plasticity, novelty, attention, expectations, culture and learning, tutoring, and executive functions. It discusses concepts such as the uniqueness of individual brains, the influence of context and ability on learning, learning as the product of neural networks, emotions enhancing survival skills, motivation influencing how students learn, the importance of environment and context, and executive functions being critical for school success.
How language shapes thought (abridged version)
This is an abridged version of the workshop presented at the 14th Braz Tesol International Conference.
Investigating your learning
This document outlines an agenda for a workshop on English as a foreign language (EFALL). The workshop leader is Mirela C. C. Ramacciotti and will take place on May 10th, 2012. The agenda includes icebreakers like hangman and odd man out games. It also involves exercises to practice vocabulary, sentences, and dialogues related to the seasons. Participants will label pictures, organize sentences into conversations, and do activities like sliding cards and ostrich dances. They will discover, experiment, apply, share, compare and report on their learning. Assessment includes tracking attendance, interest, participation and self/peer evaluations. The document aims to actively engage participants and help them improve their English skills.
Gmat – verbal section
This document provides a summary of key concepts in sentence correction for the GMAT verbal section. It defines what constitutes a sentence and discusses different types of clauses. It also covers common error types tested such as faulty parallelism, tense shifts, sentence fragments, run-on sentences, noun-pronoun agreement issues, subject-verb agreement, illogical comparisons, and idiomatic usage. Examples are provided for each error type to illustrate them. Key rules are highlighted such as verbs agreeing with subjects and only comparable things being compared. The purpose of the sentence correction questions is also stated as testing correctness and effectiveness of expression.
Responsive teaching (braz tesol convention - july 2010)
Here are 4 key references mentioned in the workshop that may be useful for further reading on responsive teaching:
1. Ladson-Billings (1994) discusses the importance of culturally responsive teaching.
2. Expectations for Students details how teacher expectations impact student learning.
3. Critical Behaviors and Strategies for Teaching outlines effective teaching behaviors.
4. The workshop discusses Vygotsky's sociocultural theory and the teacher's role as a facilitator of social learning interactions.
More from Mirela Ramacciotti (11)
Responsive teaching (braz tesol convention - july 2010)
Responsive teaching (braz tesol convention - july 2010)
Exercising the brain of needy students
- 1. Exercising the brain of needy students with recycled and well-known ideas By Mirela C. C. Ramacciotti Braz Tesol SIGs Get Together October, 20, 2007
- 2. Who are the needy students? Living in the Outskirts of São Paulo Have 1-hour Class every week Attending Regular NGOs Children and Adolescents
- 3. PERSONALIZE Make it your own Recycling ideas
- 4. Make use of PHYSICAL ACTIVITY RUN FOR YOUR ANSWER
- 5. The brain is a pattern-seeker CATEGORIES GAME
- 6. We store information by similarity but retrieve it by difference MAGIC WORDS • Portuguese X English • With Gaps
- 7. Help the brain learn best by CHANGING LOCATIONS FOUR CORNERS
- 8. Make it challenging QUESTION PYRAMID
- 9. Get the brain’s attention • SPELLING BEE • Using time • Using colors
- 10. Color green color red color grey color blue white color yellow color orange B F A Q I O R C L H U Y D M J W E N K G S P X T V Z
- 11. Help the brain learn by using visual aids JUMBLE • Words • Chunks A:__ __ __ __ __? B:__,_ __ __ __ __. A: __ __? B:__ __ __ __ __. • Dialogue (example) Are/you/ready/to/order? Yes/I’d/like/a steak/and/ a coke. Anything/else? An apple/ pie/ for/ dessert/ please.
- 12. Use learner-imposed deadlines and peer pressure RELAY RACE With Questions
- 13. Example of Relay Race Can I ....... You? What’s your .....number? What’s.......address? Where are you........?
- 14. The brain is a pattern-seeker COMBINE YOUR QUESTION What give me your passport number? Is your last name? Are fill in this registration card? You my room number? Could your date of birth? American? Your Address?
- 15. Make it meaningful, relate or create SPIDERGRAM
- 16. Relate the familiar to the unfamiliar INWARDS HOMEWORK BOOKS SCHOOL BOARD STUDENTS ?
- 18. Make it emotional, energetic and make GOOD use of peer pressure • TIC TAC TOE
- 19. Provide examples of things you find at Snack Area Drugstore Movie Theater Super- Market Restaurant Post Office Info desk Gift shop Department Store
- 20. Give the nationality ending in -ian -sh -an -ch -ese -ian -ese -ian -sh
- 21. Make sentences using these most frequent words (from the Cambridge International Corpus) I you a And Uh That The To it
- 22. Answer questions appropriately What’s your name? Where do you live? Do you like ice cream? What’s your Date of birth? Where are you from? Are you a student? What do you want to be? Where’s the toilet? Is there a drugstore near here?
- 23. SUPER TIC TAC TOE Receipt Potatoes Three Thanks Their Bought Cat Teacher Red Dog Color Beach Country Service Burger
- 24. Attention for Learning is influenced by Choice & Relevance BINGO
- 25. To practice occupations N T E B S C D V A
- 26. To practice auxiliary verbs She He It We I They He It You
- 27. Appeal to visual as well as auditory and kinesthetic activities RAP IT Example: How’s the weather & The Alphabet Song
- 28. A Kiss • Keep • It • Simple • Sweetheart!
- 29. If You Want To Know More About Efall • www.efall.org.br • For comments, suggestions or otherwise: mirelaprof@uol.com.br