Teaching EFL with the Brain in mind

Teaching EFL with the Brain in Mind Bertha Leiva USB

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As teachers what do we know about the brain?

What do we know about brain lobes?

Neuroscience Magnetic Resonance Imaging MRI Electroencephalogram EEG-MEG Lab animals Pet scans

STOP In the next 2 minutes STAND UP MOVE TO A DIFFERENT PLACE OF THE ROOM MEET COLLEAGUES

Neuroscience findings The brain has a triad structure The brain is not a computer The brain changes with use, throughout our lifetime survival emotions thinking

Meaning Patterns Connections Humans’ search for meaning is innate The search for meaning comes through patterning Emotions are critical to patterning, and drive our attention, meaning and memory Meaning is more important than just information Meaning is generated from within, not externally

More key brain research findings EMOTION Is the gatekeeper to learning

INTELLIGENCE is a function of EXPERIENCE

[object Object],[object Object],[object Object],The brain stores most effectively

[object Object],[object Object],The brain is social

[object Object],Complex learning and inhibited by stress

Limitations of the Brain ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Brain-Based learning ,[object Object],[object Object],[object Object],[object Object]

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STOP AGAIN In the next 2 minutes STAND UP Walk around the room Share your expectations about this session with a new colleague

Learning and memory: two sides of a coin to neuroscientists Learning occurs when a cell requires less input from another cell the next time it is activated The cell has learned to respond differently A cell is stimulated repeatedly so it excites a nearby cell. The more stimulation, the more likely long-term memory is created. Learning is achieved through the alteration of synaptic efficacy

Learning and Memory ,[object Object],Information is stored in multiple areas of the brain and is retrieved through multiple memory and neural pathways so:

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Now, what do we do with all this info.?

SHARE YOUR IDEAS WITH THE PERSON SITTING / STANDING NEXT TO YOU

Teaching strategies ,[object Object],[object Object]

Class strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],?

Ideally in the classroom there should be … ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Implement diverse and alternative assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]

It thrives on water, proteins, challenge and a threat-free environment ,[object Object],[object Object],[object Object],[object Object],[object Object],Use it or lose it

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Questions & comments [email_address]

STOP In the next 2 minutes STAND UP, shake your body, move your neck around AND LEAVE THE ROOM THANKS FOR COMING!!!

Teaching EFL with the Brain in mind

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Teaching EFL with the Brain in mind