Voc.

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TEACHING VOCABULARY WITH TEACHING VOCABULARY WITH THE BRAIN IN MIND THE BRAIN IN MIND By Belgin Öğrek By Belgin Öğrek March 13, 2004 March 13, 2004 Partnership For Prosperous Performance V Partnership For Prosperous Performance V

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Transcript of Voc.

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TEACHING VOCABULARY TEACHING VOCABULARY WITH THE BRAIN IN MINDWITH THE BRAIN IN MIND

By Belgin ÖğrekBy Belgin ÖğrekMarch 13, 2004March 13, 2004

Partnership For Prosperous Performance VPartnership For Prosperous Performance V

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•The smell of a flower,The smell of a flower,

•The memory of a walk in the The memory of a walk in the park,park,

•The pain of stepping on a nail.The pain of stepping on a nail.

• “ “These experiences are These experiences are made possible by the 3 pounds made possible by the 3 pounds of tissue in our heads.”of tissue in our heads.”

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•Regardless of what particular Regardless of what particular model educators use, the key model educators use, the key to effective learning is the to effective learning is the adequate engagement of the adequate engagement of the ENTIRE brain. ENTIRE brain.

• Caine& Caine ( 1991)Caine& Caine ( 1991)

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In ORAL COMMUNICATION;In ORAL COMMUNICATION;

• Words % Words % 7 7• Voice ( tone,volume, pitch) % Voice ( tone,volume, pitch) % 3838• Body Language % Body Language % 5555

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MEMORYMEMORY

• Brain has;Brain has;• 1.1.A Short Term MemoryA Short Term Memory 2.2.A variety of Long Term Memory A variety of Long Term Memory

SystemsSystems• STM can hold 5 to 9 items of data , on STM can hold 5 to 9 items of data , on

avarage 7 items.avarage 7 items.• STM is the working memory. On STM is the working memory. On

completion of a task the short term completion of a task the short term memory is emptied. Important memory is emptied. Important information may be passed in to long information may be passed in to long term memory for future use.term memory for future use.

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• LTM LTM operate in various parts of the operate in various parts of the brain which combine to memorise brain which combine to memorise and recall a particular fact, object, and recall a particular fact, object, feeling, skill or experience.feeling, skill or experience.

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LTM systems include;LTM systems include;• Episodic memoryEpisodic memory; Ability to recall ; Ability to recall

events, and sequences.events, and sequences.• Semantic memorySemantic memory; Allows the brain to ; Allows the brain to

attaching meaning to words.attaching meaning to words.• Motor memoryMotor memory: The information : The information

requiredddd to do things like riding a bike, requiredddd to do things like riding a bike, swimming,etc.swimming,etc.

• Contexual memoryContexual memory:Being able to recall :Being able to recall where you were when a particular event where you were when a particular event occurred. Information is more memorable occurred. Information is more memorable if it is acquired in a particularly relevant or if it is acquired in a particularly relevant or unusual setting.unusual setting.

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• Visual memoryVisual memory: Remembering and : Remembering and recognising images is dealt with by visual recognising images is dealt with by visual memory.It is usually characterised by eye memory.It is usually characterised by eye movement upward and to the left. It may be a movement upward and to the left. It may be a strong memory system for visual learners.strong memory system for visual learners.

• Auditory Memory: Auditory Memory: Remembering and Remembering and recognising sounds is dealt with by auditory recognising sounds is dealt with by auditory memory. It is usually characterised by eye memory. It is usually characterised by eye movements sideways and to the left. It may movements sideways and to the left. It may be a strong memory system for auditory be a strong memory system for auditory learners.learners.

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• Kinesthetic Memory: Kinesthetic Memory: Remembering and recognising Remembering and recognising feelings and sensations is dealt with feelings and sensations is dealt with by kinesthetic memory. It is usually by kinesthetic memory. It is usually characterised by eye movements characterised by eye movements downward and to the right. It may be downward and to the right. It may be a strong memory system for a strong memory system for kinesthetic learners.kinesthetic learners.

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For Effective Teaching;For Effective Teaching;

Teach them Memory Teach them Memory Strategies;Strategies;

Strategies for retaining and recalling can Strategies for retaining and recalling can be learned.be learned.

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How much can you How much can you remember in the correct remember in the correct order?order?

6. hair6. hair 2. garage2. garage 10. farm10. farm 4. 4. horsehorse

7. forbid7. forbid

8. fish8. fish 5. scuba5. scuba 1.summe1.summerr

3. bark3. bark 9.accide9.accidentnt

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1.1. 2.2. 3.3. 4.4. 5.5.

6.6. 7.7. 8.8. 9.9. 10.10.

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EnglishEnglish JapaneseJapanese SoundSound ActionAction

OneOne

TwoTwo

ThreeThree

FourFour

ichiichi

nini

SanSan

ShiShi

İtchyİtchy

KneeKnee

SunSun

sheshe

FiveFive gogo gogo

SixSix rockorocko RockoRocko

SevenSeven shishishishi Chi-chiChi-chi

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Count in JapaneseCount in JapaneseEnglishEnglish JapaneseJapanese SoundSound ActionAction

OneOne

TwoTwo

ThreeThree

FourFour

ichiichi

nini

SanSan

ShiShi

İtchyİtchy

KneeKnee

SunSun

sheshe

Scratch Scratch youryour

KneeKnee

Point to Point to skyskyPoint to a Point to a femalefemale

FiveFive gogo gogo walkwalk

SixSix rockorocko RockoRocko Rock&rollRock&roll

SevenSeven shishishishi Chi-chiChi-chi Double Double sneezesneeze

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ENGLISHENGLISH

potatoespotatoes

oniononion

tomatoestomatoes

melonmelon

appleapple

grapesgrapes

peachpeach

aubergineaubergine

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ENGLISHENGLISH ROMANIANROMANIAN

potatoespotatoes kartofikartofioniononion çapıçapıtomatoestomatoes roşiroşimelonmelon pepenpepenappleapple mırmırgrapesgrapes sıtrugursıtrugurpeachpeach piersikapiersikaaubergineaubergine vinetevinete

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ENGLISHENGLISH ROMANIANROMANIAN Memory Memory strategystrategy

potatoespotatoes kartofikartofi

oniononion çapıçapı

tomatoestomatoes roşiroşi

melonmelon pepenpepen

appleapple mırmır

grapesgrapes sıtrugursıtrugur

peachpeach piersikapiersika

aubergineaubergine vinetevinete

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For Effective Retention and For Effective Retention and RecallRecall

• Provide multi-sensory Provide multi-sensory input. Engage as many input. Engage as many senses as possible.senses as possible.

• VAK activities.VAK activities.

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•Learning Involves Both Focused Learning Involves Both Focused Attention And Peripheral Attention And Peripheral Perception.Perception. ( 1992, Caine) ( 1992, Caine)

•The brain absorbs information with The brain absorbs information with which it is directly involved, but also which it is directly involved, but also pays attention to information outside pays attention to information outside of the direct involvement field. This of the direct involvement field. This means that the brain responds to the means that the brain responds to the entire sensory context in which entire sensory context in which teaching or communication occurs. teaching or communication occurs.

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boastboast gossipgossip yellyell

VisualVisual

AuditoryAuditory

KinesthetKinestheticic

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•Activate both Activate both hemispheres.hemispheres.

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Use rhytm and Use rhytm and rhyme .rhyme .•Writing tongue twisters using Writing tongue twisters using

alliteration. alliteration. • ALLITERATION ; repetition of the first ALLITERATION ; repetition of the first

sound -exercise .sound -exercise .

•Andy Anderson ate eight apples.Andy Anderson ate eight apples.• The Brown brothers brought The Brown brothers brought

broccoli .broccoli .

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• Emotions are critical to Emotions are critical to patterning.They facilitate the storage patterning.They facilitate the storage and recall of information. The and recall of information. The emotional climate in the classroom emotional climate in the classroom needs to be supportive and marked needs to be supportive and marked by mutual respect. by mutual respect. ( Caine & Caine 1993) ( Caine & Caine 1993)

• Engage Humour !Engage Humour !

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• If a runner runs, does a sweater If a runner runs, does a sweater sweat?sweat?

• If a writer writes, does a drawer If a writer writes, does a drawer draw?draw?

• thriller, toaster, hanger, mower, thriller, toaster, hanger, mower, duster,duster,

• starter, poster, etc.starter, poster, etc.

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• The search for meaning occurs The search for meaning occurs through patterning. Patterning refers through patterning. Patterning refers to the meaningful organization andto the meaningful organization and categorization of information. categorization of information. “Meaningless patterns are isolated “Meaningless patterns are isolated pieces of information.The information pieces of information.The information should be organized in a way that should be organized in a way that allows brains to extract meaning.allows brains to extract meaning.( Caine & Caine 1994)( Caine & Caine 1994)

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MIND MAPS ( Tony Buzan 1993) ARE MIND MAPS ( Tony Buzan 1993) ARE GREAT TOOLS for grouping and GREAT TOOLS for grouping and association !association !

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• Use anchorsUse anchors

• Anchoring; involves establishing an Anchoring; involves establishing an association between an external cue association between an external cue or stimulus and an internal or stimulus and an internal experience or state.experience or state.

• Use your hands as anchors.Use your hands as anchors.

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•Use “parts of the body” for Use “parts of the body” for categorizing and categorizing and organizing .organizing .

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Vocabulary in your Hands!Vocabulary in your Hands!

• Mime the actions that you do with Mime the actions that you do with your hand/s.your hand/s.

• Mime the actions that you do with Mime the actions that you do with sth.in your hand/s.sth.in your hand/s.

• With your leg/sWith your leg/s

• With your foot/feetWith your foot/feet

• With your feet and arms togetherWith your feet and arms together