Dong-Bin Jeong, Ph.D.(Chung-Ang University)

U-WBA & Association: Childhood English

Teaching and Learningfor the 21st Century

Dong-Bin Jeong, Ph.D.(Chung-Ang Univ.)

http://EnglishT.com E-mail: dbjeong@cau.ac.kr

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

ContentsContents

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-WBAVII. Conclusion Reference

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)

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)

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

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)

4. Law of Successive Diminution of Talented Abilities (SDTA) 재능체감

(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%)

III. Ubiquitous Computing

1.Ubiquitous computing, also called pervasive computing or context-aware computi

ng, is the technology to create a vision of people

and environments augmented with computational devices that provide information and services when and where desired.

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.

• 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.

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-d

own, the bedroom door and curtains are closed, the system guesses that Sharon is sleeping and stores all the incoming calls in the voice mailbox.

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.

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.

6. Education everywhere 1) Education is everywhere.

Discover and use me. 2) Teachers are everywhere. Students are everywhere.

Texts and contents are everywhere.

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.

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

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)

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 17,18,1

9

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.

정동빈이론 (2004): 조기영어교육의 WBA ( 전뇌학습이론 )& Association 론

• 좌뇌 ( 적용방안 )• 언어적 ( 모국 ,

외국어 ) • 논리적 • 기초적 • 분석적 • 이성적

• 수리적 ( 수학 , 셈 )

• 우뇌 ( 활용방안 )• 음악적 ( 챈트 , 노래 )

• 비언어적 • 창의적 ( 놀이 , 게임 )

• 시공간적 • 직관적

• 감성적 ( 사랑 , 칭찬 )

3. Association & Ubiquitous1) A mental connection between things (b

etween peoples)2) A memory that is suggested by tasks (or studies)3) An idea or information

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 doga cooked sausage eaten in a long soft roll, often with frie

d onions

4. What is U-WBA?

U-WBA

Whole Brain Association

Humanistic Teaching

Ubiquitous Interactio

n

Creative Teaching

Childhood Motivation

Ubiquitous

Learning

1) [U-WBA & Association Theory 1]:

Humanistic Teaching

2) [ U-WAB & Association Theory 2]:

Creative Teaching & Learning (Change your way of thinking!)

3. U-WBA Model

•

Approach Method P rocedure Technique

WBA Model

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: 은물 , 작업 , 노래 / 게임 , 자연 , 언어 , 수

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

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

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-)

(2) Cognitive acquisition device (CAD)

(3) Identities & Conservation (4) Assimilation &

Accommodation (5) Adaptation & Organization

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

6. Chomsky, N. (1928-) (1) Rationalism, nativism (2) Language acquisition device (LAD) * Power of sound discrimination, * Grammatical knowledge, * Absorption, * Simplification

(3) Evidence of LAD * Meaningful (Deep) structure * Insufficient input * Non-intelligence * Non-practice

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:

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

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)

2) U-Experience & U-Exposure (1) Spiral experience through “ Learning by doing” and U-learning (2) U-Input : U-Listening

3) HIMS Techniques of U-WBA (1) Hearing (Input) (2) Interactive Plays and

Games (3) Motivation: Compliment (4) Song & Chant &

Storytelling

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)

(3) A U-PAPAPA Model by U-WBA Step 1: Presentation & Association

=> Step 2: Practice & Association => Step 3: Production & Association => (Thinking Process & Review)

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<Reading & Writing:

Ubiquitous

6) Phonics vs Communicative Approach vs Ubiquitous WBA

1 Audio-lingual A (L=>S=>R=>W)2 Sound & Word

oriented3 Memorization4 Children-passive5 Sound card A

1 Whole Language A

( learning) => WBA2 Sentence oriented

3 Meaning oriented 4 Children-Active5 Thematic

integrated => Literacy based

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

8) ASIA Activities of U-WBA (1) Authentic ubiquitous

activities (2) Show and tell &

Storytelling (3) Interaction (5) Association

3. Summary of U-WBA

• What is the principal ro

le of

U-WBA & Association and how can it be use

d?

Theory Technique Activity

To provide unlimited drill, input, interaction,

association, and feedback.U -Behavioristic/

Communicative/ Integrative

Approaches

HIMS Techniques Hearing (Input)Interactive Plays and GamesMotivation: ComplimentSong & Chant

ASIA Activities

Authentic

u-activities

Show and tell &

Storytelling

Interaction

Association

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)

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