Dong-Bin Jeong, Ph.D. (Chung-Ang University). U-WBA & Association: Childhood English Teaching and Learning for the 21st Century Dong-Bin Jeong, Ph.D.

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Dong-Bin Jeong, Ph.D. (Chung-Ang University) Slide 2 U-WBA & Association: Childhood English Teaching and Learning for the 21st Century Dong-Bin Jeong, Ph.D. (Chung-Ang Univ.) http://EnglishT.com E-mail: dbjeong@cau.ac.kr Slide 3 U-WBA & Association: Childhood English Teaching and Learning for the 21st Century The Model of the Ubiquitous Whole Brain Approach (U-WBA) to Childhood English Teaching and Learning Slide 4 Contents I. Introduction II. The Importance of U-WBA III. A New Direction of U-WBA & Association IV. Ideological Foundations V. Principles of Language Development VI. A New Model of U-WBA VII. Conclusion Reference Slide 5 I. Introduction 1. To exploit the Ubiquitous learning and teaching Model (U-WBA Model) 2. To develop a new approach to childhood English teaching and learning (Whole Brain Approach=WBA) Slide 6 II. The Importance of U-WBA & CETL 1. Characteristics of Childhood IQ & Language 1) Critical period (Lenneberg, 1967) 2) Acquisition vs Learning (Krashen, 1972) 3) Fundamental learning (Bloom, 1999) 4) Learning steps (Brown, 1973) Nonreversibility (Piaget, 1952) Slide 7 2. Potential Abilities to Develop Montessori, M. (1976) Children-50 times than adults 1) Potential Gifted, Talented, Creative (GTC) children 2) Curiosity: Basic Needs of Infants Slide 8 3. Experimental Studies of Brain Vester, F. (1995): Control group Normal mice Experimental group Visual disorders of mice (Result: No developmental processes of brain and its function) Slide 9 4. Law of Successive Diminution of Talented Abilities (SDTA) (Develop children s abilities before 6 yrs) * 0-6Months: Develop (20%) vs SDTA (80%) * 0-18Months: Develop (40%) vs SDTA (60%) * 0- 5Years old: Develop (80%) vs SDTA (20%) Slide 10 III. Ubiquitous Computing 1.Ubiquitous computing, also called pervasive computing or context-aware computing, is the technology to create a vision of people and environments augmented with computational devices that provide information and services when and where desired. Slide 11 2. Everywhere, all the time as opposed to anywhere, anytime. 3.Trends of computing: 1) personal computing, 2) network/distributed computing, 3) mobile computing, and 4) ubiquitous computing. Slide 12 Mark Weiser (chief technology officer for Xerox s Palo Alto Research Center, 1991): The most profound technologies are those that disappear. They weave themselves into the fabric of everyday life until they are indistinguishable from it. This outlook placed computing in the background and shifted from the technology to the users. Slide 13 4. Context Awareness 1) Thanks to the surrounding sensors, a context aware system can use the low-level context information from sensors to deduce high-level context information. For example, knowing that Sharon is in the master-bedroom, her posture is lied-down, the bedroom door and curtains are closed, the system guesses that Sharon is sleeping and stores all the incoming calls in the voice mailbox. Slide 14 2) To a human user, context aware software behaves like a human assistant. By exploiting the context knowledge, the human assistant can anticipate the user intent and makes decisions in a proactive fashion. 3) One of the goals of context aware computing is to place human beings out of the loop. Slide 15 5. Disappearance of Computers The goal is to build computer systems that do not distract the user. For hardware to disappear from our consciousness, we require transparency of use; if we notice it s there, it s distracting us from our real tasks. Personal computers will be replaced by task-specific devices which are user-friendly and support natural interfaces. By removing the output display, Intel introduces personal servers which are more appealing than Ipods from Apple. Advanced features from digital appliances, such as digital cameras, will reside in the network infrastructure. Slide 16 6. Education everywhere 1) Education is everywhere. Discover and use me. 2) Teachers are everywhere. Students are everywhere. Texts and contents are everywhere. Slide 17 7. Services everywhere 1) Services are everywhere. Discover me, cause I am cheap for my service. 2) There is a shift from traditional object- oriented computing to service-oriented computing. People buy services and not objects. Examples of services: information services (e.g., stock quotes, sports scores), photo service. Go to a hotspot to find out. Slide 18 5. Some Definitions of U-WBA Ubiquitous (U) U-learning U-teaching U-TL approach U-method U-procedure U-technique U-CETL Model Whole-Brain Ap WBA-learning WBA-teaching WBA-TL approach WBA-method WBA-procedure WBA-technique U-WBA Model Slide 19 IV. A Direction of U-WBA & Association 1. Wholistic Theory of Brain (Lenneberg,1969; Lashley, 1960) Left brain Language (English, ) Math Right brain-Music (Chant, Song) Creativity (Game, Play) Emotion (Role play) Slide 20 2. Localization Theory of Brain Hearing: Wericke s Broadmann 41,42 Speech: Broca s Broadmann 44 Reading: Angular G Broadmann 39 Writing: Exner s Broadmann 8 Grammar: Supramarginal G Broadmann 40 Memory: Hippocampus Broadmann 21 Vision: Broadmann 17,18,19 Slide 21 Lashely, K.S. 1960. Functional determinants of cerebral localization. In Beach, F.A. et al. (Eds.). The neuropsychology of Lashley. N.Y.: MeGraw-Hill Book Co. Lenneberg, E. 1969. Biological foundations of language. N.Y.: John Wiley and Sons. Slide 22 (2004): WBA ( )& Association ( ) (, ) ( ) (, ) Slide 23 3. Association & Ubiquitous 1)A mental connection between things (between peoples) 2) A memory that is suggested by tasks (or studies) 3) An idea or information Slide 24 4) Association Activity: Typical American food Hamburger a round flat shape made of beef, which is fried and eaten between two halves of a bread roll Pizza a large circle of flat bread baked with cheese, tomatoes, and sometimes meat and vegetables spread on top Hot dog a cooked sausage eaten in a long soft roll, often with fried onions Slide 25 4. What is U-WBA? U-WBA Whole Brain Association Humanistic Teaching Ubiquitous Interaction Creative Teaching Childhood Motivation Ubiquitous Learning Slide 26 1)[U-WBA & Association Theory 1]: Humanistic Teaching Slide 27 2) [ U-WAB & Association Theory 2]: Creative Teaching & Learning (Change your way of thinking!) Slide 28 3. U-WBA Model Slide 29 V. Ideological Foundations 1.Froebel, Friederich (1782-1852) (1) German The first founder of kindergarten (2) Teaching & learning through play (3) Integrated concept and learning (God, human being, nature) (4) Froebel Program:,, /,,, Slide 30 2. Dewey, John (1859-1952) (1) Pragmatism, Progressivism of USA (2) Principles of experience: Learning by doing (3) Play, Creativity, Imagination Problem-solving approach (4) Socialization & Self-initiated practice Slide 31 3. Montessori, Maria (1870-1952) An Italian medical doctor of children (1) Potential development of individual abilities (2) Individual activities through proficiency based language program (3) Automatic learning through experience (4) Sensitive concept & period Slide 32 4. Piaget, Jean (1896-1980) (1) Cognitive Developmental stages Sensori-motor period (0-2) Pre-operational period (2-7) Concrete operational period (7-11) Formal operational period (11-) Slide 33 (2) Cognitive acquisition device (CAD) (3) Identities & Conservation (4) Assimilation & Accommodation (5) Adaptation & Organization Slide 34 5. Vygotsky, L. (1896-1934) (1) Social constructivism (2) Mental instrument for competence, Social context, proximal approach, Co-operational learning (3) Task based learning through play Slide 35 6. Chomsky, N. (1928-) (1) Rationalism, nativism (2) Language acquisition device (LAD) * Power of sound discrimination, * Grammatical knowledge, * Absorption, * Simplification Slide 36 (3) Evidence of LAD * Meaningful (Deep) structure * Insufficient input * Non-intelligence * Non-practice Slide 37 VI. Principles of Language Development 1.Characteristics of LD (1) Rapid progress- Owens (1999) study: (2) Spiral activities- Imitation & repeating (3) Egotistic development - Content (4) Creativity - Chomsky (1968) study: (5) Productivity - Owens (1968) study: Slide 38 VII. A Model of U-WBA 1. Goals of U-WBA 1) Personal Interaction & Creative expressions through Ubiquitous 2) Lexical power & Syntactic competence 3) Literacy & Ubiquitous 4) Ubiquitous Situational intuition Slide 39 2. Jeong s U-WBA 1)Procedure of U-WBA through Ubiquitous (=CPPC) Step 1: Chant & Song (Right Brain) Step 2: Play & Game (Right Brain) Step 3: Pair Activity & Role Play (Left Brain) Step 4: Communication (Left Brain ) Slide 40 2) U-Experience & U-Exposure (1) Spiral experience through Learning by doing and U-learning (2) U-Input : U-Listening Slide 41 3) HIMS Techniques of U-WBA (1) Hearing (Input) (2) Interactive Plays and Games (3) Motivation: Compliment (4) Song & Chant & Storytelling Slide 42 4) Classroom Activity of U-WBA (1) Byrne (1986) PPP Model Step 1: Presentation => Step 2: Practice => Step 3: Production (2) A New U-PAPAPA Model by U-WBA (A=Association) Slide 43 (3) A U-PAPAPA Model by U-WBA Step 1: Presentation & Association => Step 2: Practice & Association => Step 3: Production & Association => (Thinking Process & Review) Slide 44 5) Literacy of U-WBA (1) Social power & Ubiquitous Interaction (2) e-learning => Ubiquitous learning U-Whole Language Approach Listening & speaking = R W L S 6) Phonics vs Communicative Approach vs Ubiquitous WBA 1 Audio-lingual A (L=>S=>R=>W) 2 Sound & Word oriented 3 Memorization 4 Children-passive 5 Sound card A 1 Whole Language A ( learning) => WBA 2 Sentence oriented 3 Meaning oriented 4 Children-Active 5 Thematic integrated => Literacy based Slide 46 7) A New Direction of U-WBA (1) Balanced / Integrated Approach (Phonics with songs: 50% vs Communication with games: 50%) (2) A New Method of U-WBA Teaching Sound Clusters & Literacy Motivation and Needs Review: Association Slide 47 8) ASIA Activities of U-WBA (1) Authentic ubiquitous activities (2) Show and tell & Storytelling (3) Interaction (5) Association Slide 48 3. Summary of U-WBA What is the principal role of U-WBA & Association and how can it be used? TheoryTechniqueActivity To provide unlimited drill, input, interaction, association, and feedback. U -Behavioristic/ Communicative/ Integrative Approaches HIMS Techniques Hearing (Input) Interactive Plays and Games Motivation: Compliment Song & Chant ASIA Activities Authentic u-activities Show and tell & Storytelling Interaction Association Slide 49 VIII. Conclusion 1. To develop a new approach to childhood English teaching and learning (WBA& Association by Jeong) 2. To exploit the Ubiquitous Model (U-WBA Model) Slide 50 Reference Asher, J. 1992. Children's first language as a model for second language and learning. Modern Language Journal. 56,133-138. Berko, J. 1958. The child's learning of English morphology. In Saporta S.(Ed.)Psycholinguistics. N.Y.: Holt Rinehart and Winston. Bloom, P. et al. (Eds.) 1999. Language and space. Mass.: MIT. Brown, R. 1973. A first language: the early stages. 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