View
1.046
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Brain-compatible Learning in Teaching Chinese as a Foreign Language (R1) Speakers: Marjorie Hall Haley, Robin Harvey, Frank Tang
Citation preview
Marjorie Hall Haley, PhD - GMU 1
Brain-Compatible Learning in Teaching
Chinese as a Foreign/World Language
Marjorie Hall Haley, PhDProfessor of Education
George Mason [email protected]
April 24, 2010
Marjorie Hall Haley, PhD - GMU 2
Marjorie Hall Haley, PhD - GMU
“Teachers open the door. You enter by yourself.”
Chinese proverb
Marjorie Hall Haley, PhD - GMU 3
Marjorie Hall Haley, PhD - GMU 4
Verbal/Linguistic
Skill in Using Language
Refers to Both Written and Oral Language
Characteristics: extensive vocabulary, speak often
Examples: writers, teachers, lawyers, comedians, radio hosts,
etc.manipulate language to express oneself and allows for the use of language as a means to remember information.
Marjorie Hall Haley, PhD - GMU 5
Bodily/Kinesthetic
Expresses Ideas, Thoughts, and Feelings Through Movement
Skilled in Handling Objects and Creating Things
Characteristics: building models, moving, touching, sewing
Examples: athletes, mechanics, actors, magicians, carpenters, etc.
Marjorie Hall Haley, PhD - GMU 6
Marjorie Hall Haley, PhD - GMU
Marjorie Hall Haley, PhD - GMU 7
MusicalRecognizes Various
Patterns Within Musical Compositions
Able to Connect with the Emotional or Abstract Components of a Musical Selection
Characteristics: singing, writing/re-writing songs, dancing, finger tapping
Examples: musicians, music critics, speech pathologists, composers, etc.
he ability to recognize, compose, and remember tonal changes, rhythms, and musical pitch.
Marjorie Hall Haley, PhD - GMU 8
Marjorie Hall Haley, PhD - GMU
Marjorie Hall Haley, PhD - GMU 9
Naturalist
Can Identify and Classify Items in Nature
Relates Well to their Surroundings
Characteristics: identifying plants and animals, recognizing weather patterns
Examples: conservationist, zoologist, astronomer, florist, etc.
Marjorie Hall Haley, PhD - GMU 10
Logical/Mathematical
Working with Numbers and Patterns
Involves Various Types of Thinking and Reasoning
Characteristics: completing word puzzles, doing mental math, and creating and using gadgets
Examples: scientists, accountants, mathematicians, computer analysts,
etc.detect patterns, calculate, think logically, and carry out mathematical operations.
Marjorie Hall Haley, PhD - GMU 11
Intrapersonal
Possess a Strong Sense of Self-Awareness
Are Insightful, Independent, and Self-Disciplined
Characteristics: work well alone or in groups, may keep diaries, are curious about ancestors
Examples: anthropologists, philosophers, researchers, archeologists, etc.
Marjorie Hall Haley, PhD - GMU 12
Interpersonal
Communicate Well with Others
Able to Understand Others’ Feelings, Perspectives and Needs
Characteristics: possess a large number and variety of friendships, good observers
Examples: therapists, lobbyists, salespeople, clergy, advocates,
etc.he ability to recognize and understand others’ feelings and interact appropriately with other people.
Marjorie Hall Haley, PhD - GMU 13
Visual/Spatial
Possess Strong Observational Abilities
See or Think in Pictures
Characteristics: building things, creating projects, designing and creating pictures or posters, and arranging objects
Examples: artists, architects, designers, photographers, etc.
Marjorie Hall Haley, PhD - GMU 14
Marjorie Hall Haley, PhD - GMU
Marjorie Hall Haley, PhD - GMU 15
Hall Haley Articles Teaching Through Multiple Intelligences
The Theory of Multiple Intelligences, first introduced by Howard Gardner (1983), introduces the concept that there is no general intelligence, but rather that each person has at least eight distinct intelligences which
can be developed throughout his/her lifetime, (Haley, p. 1).
One of the most important purposes of schools is to develop multiple intelligences, helping people reach vocational goals that are appropriate to their specific spectrum of intelligences. This theory is a pluralistic view that recognizes different cognitive strengths and
contrasting cognitive styles. (Haley, p. 2).
Marjorie Hall Haley, PhD - GMU 16
Marjorie Hall Haley, PhD - GMU
Pedagogical Implications
Because every learner is unique in their cultural, personal, and experiential background, we must acknowledge that no single teaching method will work for every student. One size does not fit all!
Marjorie Hall Haley, PhD - GMU 17
Marjorie Hall Haley, PhD - GMU
“If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.” ~~ Chinese proverb
Marjorie Hall Haley, PhD - GMU 18
Marjorie Hall Haley, PhD - GMU
Cultural Influences All societies value different
types of intelligences. The cultural value placed
upon the ability to perform certain tasks provides the motivation to become skilled in those areas.
What might be highly developed in one culture, might not be as developed in another.
Marjorie Hall Haley, PhD - GMU 19
Marjorie Hall Haley, PhD - GMU
Things to Keep in Mind Intelligence can be learned, taught
and enhanced. Intelligence is not fixed or static at
birth. Intelligence is a multidimensional
phenomenon that is present at multiple levels of our brain/mind/body system.
Individual student and teacher differences need to be accepted and nurtured.
Marjorie Hall Haley, PhD - GMU 20
Implications for Learning Chinese
Chinese reading is strongly related to writing. (Tan & Spinks. 2005).
Chinese learning involves different brain areas from ones in alphabet languages. (Siok, Perfetti, Jin & Tan, 2005)
Marjorie Hall Haley, PhD - GMU 21
Chinese reading is strongly related to writing skills, because logographic characters in Chinese are based on meaning rather than phonology (Tan & Spinks. 2005). Thus, in the long term, learners who do not develop Chinese writing easily can experience difficulty.Chinese learning involves different brain areas; it involves more activity in the movement-function brain areas instead of auditory brain areas for alphabetic languages. (Siok, Perfetti, Jin & Tan, 2005) English acquisition relies more on listening activities, while Chinese learning may need more movement and spatial activities.
Marjorie Hall Haley, PhD - GMU 22
Chinese learning is typically whole-brain learning. (Scott, 2003)
-- this is sometimes a challenge for English speakers.
Balanced learning will drive the development of functional neuroanatomy. (Siok, Perfetti, Jin & Tan. 2005)
Marjorie Hall Haley, PhD - GMU 23
Chinese learning is whole-brain learning. When speaking English, the left lobe is active, and only when English speakers hear music or use imaging techniques is the right lobe active. But when Chinese perceive Mandarin, besides using the left lobe, Chinese speakers interpret intonation and melody in the right lobe to give the correct meaning to the spoken words. (Scott, 2003). As a teacher, I must understand how non-heritage learners go through their information process linguistically and cognitively so that I can address their learning difficulties more effectively, especially in classrooms with diverse backgrounds, students have unique intellectual strengths, and they learn and remember differently. I should enhance whole-brain learning experiences to ensure that all students’ learning strength are accommodated. For example, I used music, songs with motions, pictures in my teaching, and I also stress intonation in Chinese learning; both of which help involve right lobes of non-heritage learners which is less active when they speak their native languages.Appropriate language form, cognitive process, and learning strategy drive the development of functional neuroanatomy of students. (Siok, Perfetti, Jin & Tan. 2005). In this way, learning Chinese through balanced development in Writing, Reading, Listening and Speaking will not only benefit learning itself, but also such multi-sensory input helps in the development of the multiple intelligences.
Marjorie Hall Haley, PhD - GMU 24
By Luo Bingwang
Marjorie Hall Haley, PhD - GMU 25
“If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.” ~~ Chinese proverb
Marjorie Hall Haley, PhD - GMU 26
Marjorie Hall Haley, PhD - GMU 27