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Kaori Nonoguchi

Brain compatible teaching & learning How can we encourage Japanese students to speak in English language class?. Kaori Nonoguchi. Japanese students tend to. Not speak in class Have a lower listening skill (Shimizu)

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Kaori Nonoguchi

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  1. Brain compatible teaching & learningHow can we encourage Japanese students to speak in English language class? Kaori Nonoguchi

  2. Japanese students tend to • Not speak in class • Have a lower listening skill (Shimizu) • “Be better writers than fluent speakers because they trust the eyes more than the mouth or ears” (Shimizu) • Like group works (Leestma & Walberg) • Control their emotions very well (Nonoguchi) • Like humor (Nonoguchi) • Display a lack of creativity (Leestma & Walberg)

  3. Contents • Characteristics of “brain-compatible” teaching and learning. • General guidelines for my own teaching • How to stimulate brain-compatible learning  through questioning and graphic aids  emphasizing essential questions and inquiry process  incorporating Web Quests and the Internet

  4. Characteristics of “brain compatible” teaching and learning

  5. Characteristics • Facilitate pleasure • Facilitate learning • Facilitate improved health Facilitate pleasure Facilitate learning Facilitate improved health

  6. PLEASURE • Emotions are the gate keeper to learning Memory • Emotional intelligence by Daniel Goleman Self awareness, managing emotions, motivation, empathy, and social art • Enriched environment Safe and secure environment challenging experiences Lighting and temperature “Creating a respectful, caring and intentionally inviting learning environment is the surest way to encourage student achievement.” (Puckey & Aspy)

  7. LEARNING • Multiple Intelligences • Learning styles • Whole brain teaching • Knowledge about how we learn • Thinking curriculum

  8. Multiple Intelligence by Howard GardnerIn everyday life, people can display intelligent originality in any of eight intelligences • Communication intelligences 1. Verbal/Linguistic 2. Musical/rhythmic • Intelligences relate to objects in our world 3. Visual/spatial 4. Bodily/kinesthetic 5. Logical/mathematical 6. Naturalist • Intelligences relateto the self 7. Interpersonal 8. Intrapersonal

  9. Learning styles Visual learners Auditory learners Kinesthetic learners

  10. Whole brain teaching • Each person has a thinking preference • Ways of thinking often change as a result of significant emotional experiences, life transitions and other important insights.

  11. Knowledge about how we learn 1In the world of the future, the new illiterate will be the person who has not learned how to learn - Alvin Toffler

  12. Knowledge about how we learn 2Information processing

  13. Thinking curriculum • In-depth Learning • Learning tasks stimulate complex thinking • Students are engaged in whole tasks • Connects content and process to learners’ background

  14. Successful intelligence by Robert Sternberg The ability to solve problems and make choices and judge critically. Analytical Intelligence Creative Intelligence Practical Intelligence The ability to read and adapt to the contexts of everyday life The ability to think “outside the box”

  15. Habits of Mind by Costa & Kallick

  16. Traditional Vs. Thinking curriculum • Students acquire content as they plan, evaluate, solve problems, make decisions, critique arguments and compose essays • Student masters knowledge • Students use knowledge after graduation

  17. IMPROVED HEALTH • Movement (physical activities)- Oxygenate the brain function • Water – maximized brain • Music – Inspiring, motivating, or calming • Challenge • Choice • Humor • Feedback • Novelty • Color

  18. General guidelines for my own teaching

  19. Every brain is unique “When music is playing, students may be more apt to speak in their small groups” (Allen,2002) Develop and nurture the intelligence of every learner Get along with students Sensitivity to students’ emotional intelligence Use music Use many visual aids “Students trust their eyes more than the mouth or ears” (Shimizu) Develop students’ thinking skills

  20. How to stimulate brain-compatible learning through questioning and graphic aids

  21. Why questioning? • Diagnose students’ level of understanding • Involve students • Test students’ knowledge • Review key points • Stimulate creativity • Modify students’ perception of the subject • Develop higher order thinking skills

  22. Questioning Technique • Scaffolding • Graphic organizers • Wait time – “The brain can access information stored in the unconscious long-term memory.” (Gregory, 2005)  Quality thinking Next

  23. Scaffolding for Japanese students • Provide visual aids • Write key words on the white board • Provide a hint or a cue for answering • Body language Back

  24. Graphic organizers • Graphic organizer (included in nonlinguistic representations) increase students achievement with the possibility of 37 percentile gains. (Marzano, Pickering, and Pollock, 2001) • Help students thinking visible (support or develop visual learners). • Integrating visual and verbal activities enhances understanding of concepts. (Sousa, 2006)

  25. Why do we use graphic organizers? Back

  26. How to stimulate brain-compatible learning emphasizing essential questions & inquiry process

  27. Essential questions • Heart of the curriculum Essence of what students should examine and know • Help students structure a unit or lesson • Provocative and arguable • May not have a right answer • Initiators of creative and critical thinking Bloom’s Taxonomy Encourage a good doubt Curiosity, Wonder and Wander • Spark meaningful connection with prior knowledge • Allow transferring to other subjects

  28. Empower students

  29. How to stimulate brain-compatible learning incorporating Web Quests and the Internet

  30. Web quests • Short term  designed to be completed in one to three class periods  knowledge acquisition and integration  deal with a great amount of new information and make sense of it • Longer term  designed to take between one week and one month extending and refining knowledge  analyze a body of knowledge, transform it, and demonstrate understanding

  31. Web Quests & Internet • Motivate students • Require authentic materials • Develop thinking skills • Broaden students’ imagination • Scaffolding • Cooperative learning • Use time well • Use information rather than looking for

  32. Web quest & internet meet Japanese students’ needs Cooperative Learning

  33. References • http://knono.tripod.com/~ozpk/higher • http://www.utoronto.ca/tatp/questioning_edited.pdf • http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc4think.htm • Gregory, G. (2005) Differentiating instruction with style. • Leestma, R. & Walberg, H. (1992) Japanese educational productivity. • Nonoguchi, K. (2008). “A survey of Japanese students who study English language at Kumamoto University.” • Shimizu, J. (n.d) Why are Japanese students reluctant to express their opinions in the classroom? • Sousa, D. (2006) How the brain learns. • Sprenger, M. (2008) Differentiation through learning styles and memory.

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