R1 Brain-compatible Learning in Teaching Chinese as a Foreign Language (Haley)

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 Universitymhaley@gmu.edu

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.

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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)

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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