Kaori Nonoguchi
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Transcript of Kaori Nonoguchi
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Brain compatible teaching & learningHow can we encourage Japanese students to speak in English language class?
Kaori Nonoguchi
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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)
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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
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Characteristics of “brain compatible”
teaching and learning
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• Facilitate pleasure• Facilitate learning
• Facilitate improved health
Facilitate learning
Facilitate improved health
Facilitate pleasure
Characteristics
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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)
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• Multiple Intelligences• Learning styles• Whole brain teaching• Knowledge about how we learn• Thinking curriculum
LEARNING
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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 relate to the self 7. Interpersonal 8. Intrapersonal
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Learning styles
Visual learners
Auditory learners
Kinesthetic learners
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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.
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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
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Knowledge about how we learn 2Information processing
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Thinking curriculum
• In-depth Learning• Learning tasks stimulate
complex thinking• Students are engaged in
whole tasks• Connects content and
process to learners’ background
Successful
intelligence
Habits of Mind
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Successful intelligence by Robert Sternberg
Analytical Intelligence
Creative Intelligence Practical Intelligence
The ability to solve problems and make choices and judge critically.
The ability to think “outside the box”
The ability to read and adapt to the contexts of everyday life
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Habits of Mind by Costa & Kallick
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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
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IMPROVED HEALTH
• Movement (physical activities)- Oxygenate the brain function
• Water – maximized brain • Music – Inspiring, motivating, or calming
• Challenge• Choice• Humor• Feedback• Novelty• Color
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General guidelines for my own teaching
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Get along with students
Sensitivity to students’ emotional intelligence
Use music
Use many visual aids
Develop and nurture the intelligence of every learner
Every brain is unique
“When music is playing,
students may be more apt to speak in their small groups”
(Allen,2002)
“Students trust their eyes more than the mouth or
ears” (Shimizu)Develop students’ thinking skills
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How to stimulate brain-compatible learning through
questioning and graphic aids
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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
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Questioning Technique
• Scaffolding • Graphic organizers • Wait time – “The brain can access information stored in
the unconscious long-term memory.” (Gregory, 2005)
Quality thinking
Next
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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
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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)
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Why do we use graphic organizers?
Back
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How to stimulate brain-compatible learning emphasizing
essential questions & inquiry process
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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
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Essential questions
Students’ centered classroom
Students must
TALK
Empower students
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How to stimulate brain-compatible learning incorporating
Web Quests and the Internet
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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
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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
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Web quest & internet meet Japanese students’ needs
Web quest
& Internet
Visual
Humor
Creative thinking
Cooperative Learning
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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/sc
4think.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.