Beyond Learning Styles: Brain-Based Research and English Language Learners

Lombardi, Judy

doi:10.3200/tchs.81.5.219-222

Cited by 22 publications

(19 citation statements)

References 7 publications

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“…Memorizing strategy would lead to negative consequences in fluency and social skills which learners need during the process of learning English for development (Harris and Grenfell, 2004).This problem would be intensified without providing teaching strategies for language learning programs Lightbown & Spada, 2006;Lombardi, 2008;Lujan, 2008).…”

mentioning

confidence: 99%

The Effect of Instruction Based on Multiple Intelligences Theory on the Attitude and Learning of General English

Soleimani¹,

Moinnzadeh²,

Kassaian³

et al. 2012

ELT

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The purpose of the present study is investigating the effect of instruction based on Multiple intelligence (MI) theory on attitude and learning of General English course among students of Islamic Azad University, Kermanshah Branch in the second semester of educational year of 2010-2011. 61 male and female students in two different classes participated in the present study that were assigned to experimental (32 students) and control (29students) groups based on random cluster sampling. A quasi experimental method of research with a pre-and post test was used. The experimental group was taught according to the theory of MI and the control group was instructed based on the traditional method of teaching General English in eight weeks time. In order to determine the effect of MI-based instruction compared with traditional method, a researcher constructed test including 30 items were utilized. In order to assess the attitude of the learners toward English, a 15 items scale of attitude toward English Language was also employed. For analyzing data we used ANCOVA and independent sample t-test. The results of the study indicated that there was a significant difference between improving in General English course between experimental and control groups. In other words, students taught based on MI theory exceeded the traditionally instructed students both in general and in each sub-skill of learning English (vocabulary, reading comprehension, and structure). The results also indicated that attitude of students towards learning English in experimental group improved significantly.Keywords: multiple intelligence-based instruction, attitude towards English, improvement in learning English

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mentioning

confidence: 99%

The Effect of Instruction Based on Multiple Intelligences Theory on the Attitude and Learning of General English

Soleimani¹,

Moinnzadeh²,

Kassaian³

et al. 2012

ELT

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“…Since its publication, Caine and Caine's concepts of brain-based learning have been utilized across a wide variety of educational settings (Beauchamp & Beauchamp, 2013;Bellah et al, 2008;Gözüyesil & Dikici, 2014;Lombardi, 2008;Roberts, 2002).What particularly distinguishes Caine and Caine's approach to learning is its application to simulationbased learning in the classroom. They introduced three essential core elements of the BBL approach that seem tailor made for simulation and debriefing:…”

Section: A Practical Frameworkmentioning

confidence: 99%

The Biological Basis of Learning

Rodgers

2015

Simulation & Gaming

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Background: Brain-based learning (BBL), also referred to as educational neuroscience, examines learning as a biological process. Teaching to support BBL requires blending of understanding of neuroscience with the practice of education. With BBL, the learning environment is designed to enhance the brain's natural ability to learn.Aim: This manuscript describes the fundamentals of brain-based learning, translates the basic tenets of BBL to the simulation learning environment, and presents practical application strategies for simulation-based learning.Method: Focusing on the work of Renate and Geoffrey Caine, this article examines their approach to BBL, including the three core elements of brain-based learning experience: orchestrated immersion in complex environments, relaxed alertness, and active processing. The three elements of the Caine and Caine model are well-embedded in the larger BBL literature and have particular utility with simulation-based education. Results:The three core elements of BBL have direct application to simulation as a teaching and learning practice. This paper presents several specific strategies designed to enhance both the simulation event experience and the debriefing. Conclusion:The simulation learning environment can be adapted to capitalize on the tenets of BBL. Several instructional strategies are available to enhance the biological process of learning while utilizing simulation-based learning practices.

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“…Generally, there are three types, including audio, visual, and kinesthetic (Lombardi, 2008) Liquid Crystal Display (LCD) Projector-enables video, images, or computer data to be projected onto a flat surface for mass viewing (Lockard & Abrams, 2001) Multimedia-the combination of two or more digitized media types simultaneously used in a synchronized manner. Media types include speech, images, text/graphics, audio, video, and computer animations (Puri & Chen, 2000) Software-the symbolic language that controls the functioning of a computer and directs its operation (Lockard & Abrams, 2001) Webquest-an individual or small group lesson on the World Wide Web (WWW) designed by a teacher for a specific purpose which incorporates problem solving, research, and application of basic skills through pre-selected Internet links (Kelly, 2000) …”

Section: Definition Oftermsmentioning

confidence: 99%

Student Perceptions of ELMO Technology in a Physical Science Classroom

Kirby¹

2009

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This qualitative study provides student perceptions of digital visual display camera (ELMO being the specific one) use in a secondary physical science classroom. The use of the ELMO was alternated with the overhead projector, using ABAB and BABA designs in two classrooms. The study was based on semi-structured interviews of fifty-six individuals, representing a sample of suburban, high school students. Interview questions focused on three constructs: benefits, limitations, and suggestions for improvement.Analyzing the results ascertained that students found the ELMO to be interesting because it was engaging and new technology. Students also reported the ELMO to improve instruction through enhanced visuals and notes. Limitations and areas for improvement also were noted. These results can be used to inform educators on possible applications of the ELMO's use. 0 0 0 lll

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Beyond Learning Styles: Brain-Based Research and English Language Learners

Cited by 22 publications

References 7 publications

The Effect of Instruction Based on Multiple Intelligences Theory on the Attitude and Learning of General English

The Effect of Instruction Based on Multiple Intelligences Theory on the Attitude and Learning of General English

The Biological Basis of Learning

Student Perceptions of ELMO Technology in a Physical Science Classroom

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