EVO 2013, WEEK 1

Week 1 Tasks

These are the tasks for the Week one:

This EVO session is about the role of the brain during the learning process.

Here we have an abstract of this online workshop (just not to forget):

Abstract

Learning happens in our brains. It’s a physical and biological process. Brain-based teaching and learning focus on how the brain learns best and how language teachers can learn to understand and use this knowledge to help students learn English effectively. Much is already known about brain functioning during learning processes to orient the practice of teaching. The brain and learning are the bridge that teachers can and must cross with knowledge that effectively connects them to learners.

In this five-week online workshop offered through the Electronic Village Online, participants will explore how the brain works during the learning process and they will be introduced to helpful tips to enhance their teaching practice. By the end of the workshop, participants will have had an overview of how neuroscientific research findings can positively impact educators’ pedagogical approach to spice up their lesson plans to promote students’ creativity, engagement and learning. We promise it will be madly fun and informative!

And…

this is the way the brain works! Fascinating! (Task 6)

http://www.youtube.com/watch?v=o9p2ou1IyC0&feature=related

Something about the neuro-myths:

http://www.edutopia.org/neuroscience-brain-based-learning-myth-busting

More about the neuromyths:

http://hottopicselt.pbworks.com/w/file/fetch/61382559/Neuroscientific%20knowledge%20and%20education%20week%201%20task%205.pdf

Do we use only 10% of our brain capacity?

http://online.wsj.com/article/SB10001424127887324556304578119351875421218.html

The neurotransmission – simulation:

http://www.childrenshospital.org/research/_neuron/index.html

Neuromyths in education: Prevalence and predictors of
misconceptions among teachers

by:

Sanne Dekker, Nikki C. Lee, Paul Howard-Jones  and Jelle Jolles!

https://docs.google.com/file/d/1LkU7V57vRVSFd0xAJUVjTvZIXWsj1Wj9Hf4_U2pqR7G1eLNBpK1Dy4yMurFu/edit

And, I’d add my reflections upon the Neuromyths – Task 6d. 

The most of the statements were recognized as myths! By, I was realy surprised with several of them to be treated as myths:
1. During studying psychology, we were tought about the existence of critical periods throughout the development of certain skills!!
2. Mental capacity is hereditary! – Isn’t it? I accept this statement only partially! The mental capacity is the geneticly mximum – that is what we get with genes, but we usually never reach that predisposed maximum because of the influence of many environmental factors. Also, environment could increase our achievements, but never over that maximum!
3. Omega3 and Omega 6 have no influence on academic achievement? That is new to me!! Doctors adwice to take fish oil, rich with omega 3 to increase inteligence, attention, memory…
4. Environments that are rich in stimuli improve the brains of preschool children! This is the myth??
And here is my question: How could I become less vulnerable to the pseudoscientific influence?

 

One more animated resourse for the classroom

– the role of the brain and how it works and make connectiones with the rest of the body. I found it thanks to my coleagues Dejan Boskovic, biologist, and Irina Damnjanovic, also biologist, who posted about this animation:

http://www.e-learningforkids.org/Courses/Liquid_Animation/Body_Parts/Brain/index.html

 

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