Getting Otni Your Ightr Mind

The Protanceim of Holwe Brain Elaring to ELT

Kate Hyde Senior English Language Fellow

Bogota Colombia
 Getting Into Your Right Mind
The Importance of Whole Brain Learning to
ELT

Kate Hyde Senior English Language Fellow

Bogota Colombia
Today’s
Agenda

 Gestalt
 Jigsaw Reading
 Predicting
 Self – Analysis
 Ordering Activity
 Metaphor
 Discussion
 Activities
Find The Hidden Tiger
1. Learning institutions shouldn’t pay
attention to individualization of
instruction because we all learn in the
same way.

2. Left brain preference relies on using

words in remembering language.

3. Learning a foreign language is

enhanced by a defensive language
approach.
4- Intelligence is strongly linked to
successful language learning

5- Children when learning second

languages first focus on grammatical
correctness.

6- Adults/adolescents when learning

second languages focus first on
establishing social relationships.
7- Adults/adolescents when learning second
languages focus first on establishing social
relationships.

8- Our current definition of thinking

emphasizes imagery and intuitive process.

9- Most creative discoveries have come from

using only the left brain.
10- One form of processing (right or left brain)
is superior to the other.

11- Making full use of the two-sided mind

requires giving up books and lectures.

12- Finding ways to include tactile, visual and

auditory modalities s/not be a part of lesson
planning.
Scoring your test results

ADD UP THE NUMBERS YOU

CIRCLED

 28-32 -High right brain

 23-27 -Moderate right
brain
Your score should be  18-22 -Neutral
between 8 and 32  13-17 -Moderate left brain
 12-8 - High left brain
 Right or Left Brain ?
 Analytical reader
 Intellectual/Logical
 Controls feelings
 Multiple choice tests
 Names
 Talking and writing
 Verbal instructions/and
explanations words, text
in language thinking
 Planned and structured
 Prefers established,
defined information
(Facts)
 Objective
 Rarely uses metaphor
 Not good at
interpreting body
language
 Right or left brain?

Synthesizing  Prefers less –defined

information (Inference)
reader  Subjective
Intuitive/Feeling  Good at interpreting
Essay tests body language
 Symbolic
Faces
/demonstrated
Drawing and instructions
manipulating  Images in language

Metaphor thinking
 Warmers/
What could it be? Review

Scrambled
Sentences /words

Walking warmers

Miming
Adverbs

Picture
Drawing
Toggling Between the 2
Vocabulary
Journals
S’s draw
and
paraphase

Pictionary

Number
dictation

Invisible
Elephant

Odd 1 Out
Missing Person Poster

Who ?
What ?
When ?
Where?
How old?
How tall?
Last seen
wearing?
Tombstones

Word Count

Drawing

Fantasy

Character
Description

Summary/
Synthesize
I feel……I like/don’t like…..

Student feedback
Likes /Dislikes
I feel…..
I would like more/less in the
class
Metaphor
Mind Mapping
Teachers can….so students can…

Teachers
 Show more
 Tell less
Students
 Draw,
 Act out, imagine, fantasize
 Sing, dance, move
 Express feelings
 What else?
Tips 4 Positive Change

KISS- Make Simple Changes

Start with 1 new technique and make it a part of every
lesson
Look at Learning as 3 Processes
 Information is taken in
 Information is processed
 Students express understanding of info in some
way
 Include right and left processes in your lesson
planning to include these 3 processes
Which side of the brain do these
activities activate?
 Map drawing  Scrambled
 Role playing words/sentences
 Objects to be  Charts
manipulated  Reflection experience
 Singing  TPR
 Choosing a new  Authentic Materials
identity  Realia
 Cartooning  Visuals
 Grammar games  Using color
 What are they?

T V A

Always include these 3 modes in your

lesson planning
 Thanks 4 coming! k8ddid@yahoo.com
5 Minute Activities

Literature in the
Language Classroom
Penny Ur

Fun with Grammar

Betty Azar

Teaching 4 the 2-Sided

Mind
Linda Verlee Williams Breaking the Language Barrier
H . Douglas Brown