MASARYK UNIVERSITY BRNO

FACULTY OF EDUCATION

Department of English language and Literature

Brain-based Learning Principles and Strategies

in Lower Secondary EFL Classes

Diploma Thesis

Brno 2017

Supervisor: Written by:

doc. Mgr. Světlana Hanušová, Ph.D. Bc. Veronika Škrhová

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Declaration

I hereby declare that I have worked on this thesis independently, using only the sources listed

in the Bibliography.

I agree that this diploma thesis will be deposited in the library of The Faculty of Education at

The Masaryk University Brno and it will be accessible for studying purposes.

Prohlášení

Prohlašuji, že jsem diplomovou práci zpracovala samostatně a použila jen prameny uvedené v

seznamu literatury.

Souhlasím, aby tato práce byla uložena na Masarykově univerzitě v Brně v knihovně

Pedagogické fakulty a zpřístupněna ke studijním účelům.

Brno, March 28, 2017 .............................................

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Acknowledgements:

I would like to express my sincere thanks to doc. Mgr. Světlana Hanušová, Ph.D. for her

patient guidance, valuable advice and for being a source of encouragement.

I would like to thank Mgr. Věra Livingstonová and pupils at ZŠ Vejrostova for being always

open to me.

Last but not least, I would like to express my gratitude to all my dear ones who always remind

me of the precious truth that I do not have to but I can.

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Contents

Introduction ....................................................................................................................... 6

1. Definition of brain-based learning .................................................................... 9

1.1. Origin of brain-based learning ........................................................................ 10

1.2. Brain-based learning and neuroscience ........................................................... 11

1.3. Brain-based learning principles ...................................................................... 13

2. Influential factors in learning process ............................................................. 15

2.1. Memory ........................................................................................................... 16

2.1.2. Categorization of memory ..................................................................................... 16

2.1.2. Strategies to use various memory pathways .......................................................... 20

2.2. Brain Lateralization ......................................................................................... 22

3. Methods for memory enhancement ................................................................. 28

3.1. Mnemonics ...................................................................................................... 28

3.2. Mind Maps ...................................................................................................... 30

4. Emotions as a gate to effective learning ......................................................... 33

4.1. Brain science of emotion................................................................................. 35

4.2. Brain-based principles engaging positive emotions........................................ 37

5. Brain-based learning and the theory of multiple intelligences ....................... 41

6. Brain-based learning and learning styles ........................................................ 44

II. PRACTICAL PART ....................................................................................... 48

7.1. Research Aim .................................................................................................. 49

7.2. Research Context ............................................................................................ 49

7.3. Research Problem ........................................................................................... 50

7.4. Research Method............................................................................................. 51

7.5. Research Questions ......................................................................................... 51

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8. Individual activities ......................................................................................... 52

8.1. Introducing grammar through handwriting ..................................................... 52

8.2. Discover your learning style ........................................................................... 55

8.3. Boost your memory ......................................................................................... 58

8.4. Bluffing ........................................................................................................... 61

8.5. Mind maps and vocabulary ............................................................................. 63

8.6. Providing mistake-rich environment ............................................................... 66

8.7. How do you feel? ............................................................................................ 69

8.8. Paraphrase ....................................................................................................... 73

9. Answers to Research Questions ...................................................................... 75

Conclusion ....................................................................................................................... 77

Resumé.............................................................................................................................79

Shrnutí..............................................................................................................................79

Bibliography .................................................................................................................... 80

Electronic sources ............................................................................................................ 81

APPENDICES ................................................................................................................. 83

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Introduction

The very first idea that gave birth to this thesis was my personal desire to learn how to

learn. During all my studies, I was not satisfied with my learning strategies. I was able to

learn a large amount of information; nevertheless, its duration in my mind was very limited. I

learned most of the things mechanically without engaging my personality. This dissatisfaction

led to my interest in how learning process works and what the psychological aspects are that

influence it. I firstly came across the brain-based learning in the book Individuálne osobitosti

pri učení sa cudzích jazykov I: niektoré psychologické aspekty učenia sa a vyučovania cudzích

jazykov (2005) by Gabriela Lojová. The idea of brain-based learning drew my attention and I

wanted to find about it more. I believed that this concept of learning would help me to answer

the question how to learn so that it is effective and in accordance with how the brain naturally

works. More importantly, I was motivated to implement the findings of brain-based learning

to the classroom and provide the pupils with the learning environment in which it would be

the most natural for them to learn. I did not want them to feel the same as I felt when I

learned.

Brain-based learning examines many aspects that influence effective learning. This

thesis tried to discuss only a limited number of ideas that this approach in education considers

relevant to the process of learning. In the Theoretical part, I provide the definition of brain-

based learning and a brief overview of its main principles. From the aspects that influence

learning process, I decided to develop more deeply the memory and the brain lateralization.

From both the memory and the brain lateralization, I attempted to relate the information to the

practical implication to the classroom. As for the memory, this practical application is

presented by mind maps and mnemonics. I also examined brain-based learning reference to

the theory of multiple intelligences and to the learning styles as they are closely interrelated.

Special focus was devoted to the role of emotions in learning process. The thesis presents how

to provide pupils with positive emotional release in the classroom.

In the Practical part, I provide eight lesson plans to the English classes that were

designed in accordance with the principles and strategies of brain-based learning. I piloted

them in the English lessons at lower secondary school. The feedback to each activity is

provided. As for the Research problem and the Research questions, I made an effort to

formulate it so that it reflects the circumstances of the research. Since I am not an employed

teacher at school, I could make the research under limited conditions. Therefore, I focused the

attention of the research on the pupil’s reactions to brain-based learning methods rather than

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to their efficiency since it is the aspect I could not objectively evaluate. The overall aim of the

thesis is to examine some of the brain-based learning principles and strategies, apply them

practically in EFL classes and find out through activities designed according to these

principles how far the pupils at lower secondary school are able to identify with them.

This thesis does not present the brain-based learning principles as the only way to the

effective learning; however, I wish it to provide information that would be considered useful

and inspiring for everybody who wants to make their teaching stimulating and harmonizing

with brains of their learners.

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I. THEORETICAL PART

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1. Definition of brain-based learning

A fundamental question needed to be answered before any further development of this

thesis lies in the explanation of what brain-based learning is about. Since it is a term Czech

education is not so familiar with, it is of high importance to clearly define it.

Eric Jensen, a person who is mostly associated with brain-based learning, limited this

concept in terms of what it can be considered to represent and what it cannot. He refuses any

consideration of brain-based learning to be an individual discipline, a prescribed format or a

dogma (Jensen, 2008, p.4). Thus, it does not offer any set of rules or a recipe which always

works and may be followed under every circumstance. If brain-based learning cannot be taken

as a discipline in education on its own, what else can it be?

The simplest word that can determine it is an approach. An approach in education built

on the question that is trying to answer what is good for the brain (Jensen, 2008, p.4). Another

simple definition is: brain-based learning is learning aligned with how brains naturally learn,

it is learning with the brain in mind (Jensen, 2008, p.4).

Finally, Jensen (2008) probably offers the most complex definition:

Brain-based learning is a way of thinking about the learning process. It is not a panacea, nor is

it the solution to all our problems. It is not a program, dogma, or a recipe for teachers. And it is not a

trend or gimmick. It is, however, a set of principles and a base for knowledge and skills upon which

we can make better decisions about the learning process. (Preface xiii)

If brain-based learning is considered from the position of a teacher and the word

“learning” is replaced by the word “teaching”, it is, according to Jensen, defined by the

following table:

Table 1

Note: From Brain-based learning: The new paradigm of teaching p. 4, by Thousand Oaks,

CA(2008): Corwin Press.

Brain-based teaching is ... E.S.P.

E – the active ENGAGEMENT

S – of purposeful STRATEGIES

P- based on PRINCIPLES derived from neuroscience

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In order to complete the definition of brain-based learning, it is also necessary to

mention that the term brain-based learning is not a single denomination that one may be

exposed to when examining this approach in education. It is interesting that the terms used to

name this concept are unified neither in literature, nor among the specialists. Apart from

brain-based learning, it is possible to meet the term brain-compatible education (Jensen,

2008, preface xii) or Kagan names his book devoted to the teaching in accordance with how

the brain naturally learns Brain-friendly Teaching (Kagan, 2014, Brain friendly teaching:

Tools, tips & structures). There also exists a Society for Effective and Affective Learning

(SEAL) which has very similar approach as brain-based or brain-friendly learning.

Nevertheless, despite of the fact that there are several denominations related to the learning

and teaching with the brain in mind, all of them are more or less identical in the approach,

principles and strategies they are based on. All of them aim to adjust the education as much as

possible to the newest outcomes from the brain research revealing how the brain works and

learns most naturally and effectively. This thesis is going to use in most of the cases the term

brain-based learning so that the possible confusion is avoided, however, it will imply the

knowledge and findings from all the sources related to brain-based education but not

necessarily referring to themselves as brain-based but using one of the terms mentioned.

It is also interesting to point out the fact that brain-based education is possible to be

studied at Harvard University which offers Master’s degree as well as doctoral degrees in a

program called Mind, Brain and Education (Jensen, 2008, preface xiv). Brain-based education

is popular all over the world; mostly in English speaking countries.

As for the situation in the Czech Republic, brain-based learning is rather an unknown

concept even though it definitely cannot be claimed that its principles and strategies would be

completely new for Czech education. They simply are not unified under the approach which

would be known as brain-based education. In Slovakia, brain-based education seems to gain

more interest. For instance, Gabriela Lojová in her book Individuálne osobitosti pri učení sa

cudzích jazykov (2005) makes reference to brain-based learning and describes its fundamental

principles.

1.1. Origin of brain-based learning .

As the non-unification of the brain-based education as a single concept (and which

would appear in all references under the same name) indicates, it is difficult to establish the

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concrete country and a year when brain-based learning was born. However, a fertile ground

for the progressive development of this concept started to exist in 1970’s when first books

about the brain and its functioning were published. One of the most influential was the book

by Tony Buzan: Use Both Sides of Your Brain (1974). In 1980’s Leslie Hart published the

book Human Brain and Human Learning (1983) which “established connections between

brain function and traditional educational practice” (Jensen, 2008, p.3). There were other

influential people who lead to the creation of brain-based learning. One of them certainly is

Howard Gardner who with his theory of multiples intelligences changed the traditional

concept of how the human thinking was viewed. It is also important to mention Geoffrey and

Renate Caine whose works such as Making Connections: Teaching and The Human Brain

(1991) deeply marked brain-based education.

As it has been already said, there is no single author of brain-based learning. It

emerged as a paradigm based on the previous and gradually more popular researches from the

field of neuroscience in the 1980’s. On the other hand, if the nationality of people contributing

most significantly to the birth of this new educational approach is taken into consideration, the

country which may be considered as a “country of origin” is the USA. All the people

mentioned so far in the connection with brain-based learning are Americans. Even Eric Jensen

whose work Brain-based learning: The new paradigm of teaching (2008) has been cited

several times is American. Thus, brain-based education has several fathers and forefathers

whose origin is predominantly American and it may be considered as mostly American

approach to education.

Brain-based learning is an approach which crosses several disciplines. It is based on

findings from psychology, biology, chemistry, sociology and many more (Jensen, 2008, p.3).

Yet, if the Table 1 is taken into account, the principles on which the brain-based strategies are

based on are derived from neuroscience. Thus, neuroscience is the discipline which serves as

a dominant source of findings for brain-based education. The next chapter is going to briefly

explain what neuroscience is and which branches of this scientific study are integrated in

brain-based approach to learning.

1.2. Brain-based learning and neuroscience

Simply stated, neuroscience is the study of the nervous system. Bear, Connors and

Paradiso (2007) explain what the subject of neuroscience is in a more approachable way for

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laymen: “ It is human nature to be curious about how we see and hear; why some things feel

hurt and others hurt; how we move; how we reason, learn, remember and forget, the nature

of anger and madness. These mysteries are starting to be unraveled by basic neuroscience

research”(p.4). According to this statement, neuroscience is interdisciplinary as well. To

understand the nervous system, the findings from medicine, biology, psychology, chemistry,

physics and mathematics must be examined (Bear et al., 2007, p. 4). Neuroscience as an

individual scientific study is relatively young. The Society for Neuroscience, which is the

largest association of professional scientists in experimental biology, was founded in 1970

(Bear et al., 2007, p. 4).

There are, however, neuroscience sub disciplines, which have closer impact on brain-

based learning. Judging by the citation from Bear et al. (2007), neuroscience has a broad field

of interest from which the research focused on the way of reasoning, learning, remembering

and forgetting is of the greater importance for brain-based learning. The neuroscience sub

discipline which embraces all these factors of human brain is called cognitive neuroscience.

Cognition is “the mental action or process of acquiring knowledge and understanding

through thought, experience, and the senses” (Oxford dictionary, 2016) and cognitive

neuroscience studies it from the standpoint of biological processes.

Another neuroscience branch discipline which is incorporated to education through

brain-based learning is social neuroscience. In this case, neuroscience examines how the

biological processes affect social behaviour.

According to Siegel who has written a foreword for the book The social neuroscience

of education: Optimizing attachment and learning in the classroom (2013) by Louis

Cozolino, “the most recent trend of “brain-based learning” applies findings from cognitive

neuroscience” (foreword xx), yet, from his point of view, the social neuroscience has not been

taken into account by brain-based education.

Siegel’s (2013) argues:

What has been missed thus far in essentially all books on brain-based education is the

recognition that the human brain is a social organ of adaptation.

By an organ of adaptation, I mean that the brain has evolved to interact with and learn

how to navigate its environment for the sake of survival. And by social organ, I mean that

humans have evolved to be linked to and learn from other brains in the context of emotionally

significant relationships (foreword xx).

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Siegel might have missed the fact, that brain-based learning strategies highlight

socialization and cooperative learning. Two examples support this claim. One of them is

Kagan’s principle for brain-friendly teaching which is called “Social” and which “promotes

social cognition” (2014, 3.3) in the class. The second example might, from the first sight,

support Siegel’s idea. It is true that Jensen does not devote any chapter uniquely to how

socialization has an impact on human brain and learning. However, he concerns the role of a

teacher. One whole chapter is dedicated to “Teacher Communication” (Jensen, 2088, p.96). If

Siegel’s statement that “our ability to learn is regulated by how we are treated by our

teachers”(foreword xxi) and his highlight to “emotional atonnement between teachers and

learners”(foreword xxvi) is considered, Jensen’s contribution to brain-based learning does not

forget to imply social neuroscience too. Also, Jensen (2008) admits that all brain-based

education has one basic principle: “the brain is designed for survival” (p.6) which correlates

to some extent with Siegel’s citation that “the brain has evolved...to learn how to navigate its

environment for the sake of survival”.

To summarise the content, the definition of brain-based learning has been discussed as

well as its origin and the disciplines serving as principal sources for its principles. Brain-based

learning is learning with a brain in mind which incorporates the strategies based on principles

from neuroscience in order to make better decisions about the learning process. It has become

to emerge in the 1980’s and the country in which this educational approach has the strongest

foundation is the United States.

Neuroscience, especially its sub disciplines represented by cognitive neuroscience and

social neuroscience (Kagan’s and Jensen’s approach proves that social neuroscience also

plays an influential role in brain-based learning) bring knowledge and findings for brain-

based learning so it may be claimed that this educational concept is scientifically based.

1.3. Brain-based learning principles

Brain-based learning has come with implication of many findings from neuroscience

into education.

Out of these findings, there were formulated principles which provide a general

framework for the choice of teaching methods and activities as well as the general rules to be

respected so as to ensure brain-compatible learning environment. These principles are not

unified and each author highlights different aspects of learning in accordance with how the

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brain naturally works. Still, they contain some shared ideas which are repeated in the sources

related to the presentation of main brain-based principles to be observed.

1. Each brain is uniquely organised (Caine & Caine 1994, Lojová 2011)

Since each brain is unique, the way of processing information differs as for each

human individual. Applied practically, it means that the individual differences of learners

should be respected and they should be provided with teaching methods that suit to their

learning profile. It is due to this principle that brain-based learning is related to those terms

such as brain lateralization, learning styles and strategies and multiple intelligences.

2. The search for meaning is innate and occurs through pattering (Caine & Caine

1994, Jensen 2008, Buzan 1991)

Pattering refers to the meaningful organization and categorization of new information.

Through stimuli, brain makes such patterns which are recognised by perceiving similarities

and differences with them (Lojová, 2011, p.78). Related to this principle, brain-based learning

educators recommend mind mapping as an effective method of organising knowledge which

respects this principle.

3. Emotions are critical to pattering (Caine & Caine 1994)

Emotions are involved in every thought and serve as a powerful mean to enhance

learning. The role of emotions cannot be separated from learning process. Contrarily, their

effect on learning must be remembered and incorporated in each lesson. This is the aspect that

connects all brain-based approaches. Emotions are central to them.

4. Learning content should be personalised (Kagan 2014, Lojová 2011)

This principle is important for the enhancement of memory. Once the learning is

personalised and tries to simulate real world circumstances, it is more effective.

That is why brain-based learning promotes such learning methods as simulations, role-

plays, projects or problem-solving in classes.

5. Learning involves conscious and unconscious processes (Caine&Caine 1994,

Lojová 2011)

Learning takes place involving conscious focus of our attention as well as unconscious

perception of stimuli. Hence, explicit and implicit gaining of information is a constant

process.

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6. Physical education, recess and movement are critical to learning (Jensen 2008,

Kagan 2014)

Brain-based learning puts a strong emphasis on physical exercise and movement in the

classroom. This is due to the fact that they can grow new neurons and therefore are correlated

with memory, learning and mood as well. It has therefore the high capacity of boosting

academic performance as well as the positive frame of mind.

7. Human brain has a wide variety of memory systems (Caine & Caine 2014,

Sprenger 2008)

The functions of memory are another central aspect of brain-based learning. Apart

from the neuroscience research revealing that all these memory systems are interconnected

and interactive (Caine & Caine, 2014, p.17), they contain various memory pathways that have

to be used in balance and respected when information retrieve is required (Sprenger, 2008).

8. The brain is social (Caine 1994, Cozolino 2013, Kagan 2014)

Learning has a social nature grounded in mirror neurons representing the reason why

the simplest learning lies in imitation. The social neuroscience has a considerable impact on

brain-based learning and it is of its main interest to include such activities which profit from

the social nature of learning by using targeted and diverse social groupings as well as by

ensuring rich social conditions (Brain-based strategies, 2017).

2. Influential factors in learning process

Human brain is the most complicated working system in the world. Some scientists

even claim that the brain is more complex than the whole space. It is therefore impossible to

overly understand how this organ works even though the research concerning brain

functioning has marked the considerable progress and development. This research, mainly the

one from the neuroscience interests brain-based educators and they strive to implement the

latest findings into education. Most authors that deal with brain-based learning devote parts of

their books to quite detailed description of how the brain works and where the centres of some

abilities are situated (Erlauer 2003, Jensen 2008, Zull 2011). This thesis is not going to

examine this description as it is primarily focused on those brain characteristics that are

involved in the process of learning. Two aspects of the human brain are going to be dealt

with: memory and brain lateralization. Both of them participate and influence considerably

the learning and information processing, therefore they deserve deeper insight. The outcomes

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from this examination will be applied practically in the classroom with the aim to ensure

brain-compatible teaching and environment.

2.1. Memory

Memory is the faculty of our brain the learning would be impossible without. At

school institutions, memory is under constant pressure to absorb as much information as

possible. Since this brain storage plays such an important role in the learning process and also

in the evaluation of school success, it deserves to be deeply examined and the information

about how it works applied into classrooms. According to neuroscientists, it is through the

memory that the research can be linked to the classroom (Sprenger, 2008, p. 50). Brain-based

learning is convinced that knowledge about effective use of our memory may contribute to

facilitation of learning process in accordance with brain’s natural capacities and functioning.

In the following paragraphs, the special focus will be attached to categorization of memory,

different types of pathways to the memory and to the practical application of tacquired

knowledge about memory to the classroom.

2.1.2. Categorization of memory

The basic distinction most of the people are familiar with is the division into short-

term and long-term memory. Students are aware that once they have learned something, it

does not necessarily mean that they will know it forever. The problem that occurs is the

unsuccessful passage of the information from the short-term memory to the long-term

memory. For a better understanding of how memory works, however, it is beneficial to

broaden this basic memory categorization.

Sprenger (2008) divides memory into following parts:

• Sensory memory

• Short-term memory consisting of:

- Immediate memory

- Active-working memory

• Long-term memory

It is not the purpose of this thesis to describe each memory in details. Rather, it will

present the information related to the memory that may be relevant to the facilitation of

retention in the classroom.

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Sensory memory

It is the shortest element of memory which represents an essential step for storing the

information in the short-term memory (The Human Memory 2010). It is through senses the

information enters the brain and according to the sense which was involved in perception, the

visual, auditory, kinaesthetic, olfactory (information processed through smells) and gustatory

information are identified (Sprenger, 2008, p.52). If all the information come to the mind

through senses, it is vital for the teaching in the classroom to be rich and diverse in the sense

stimuli. This fact is taken into consideration by brain-based educators who highlight both

enough stimuli (Kagan 2013) and the variety of tasks according to sensory preferences.

Active Working Memory

This type of memory forms a bridge between immediate memory and long-term

memory. The problem occurs when this imaginary bridge is not firmly built. This may be

caused by the fact that students do not personalise new information and as a result of that,

they do not create, as it is called by Jensen (2008) as well as Sprenger (2008) any hooks for

new information in their mind to hang on the previous knowledge. Therefore, the important

question arouses: How to provide students with the hooks?

An essential step is to link any new information with previous knowledge. In EFL

classes, the presentation of new vocabulary as well as grammar should be connected to what

the students already know and, if possible, be personalised with student’s own life’s

experiences. In practice, it might be useful to encourage students to write to each new

vocabulary item how it concerns their personal life. As for the grammar, the same principle is

possible by presenting it in a context which the students are familiar with. Jensen (2008) also

suggests that these “memory hooks” might be ensured by contextual learning which “provides

more spatial and locational hooks and allows students more time to make personal

connections”(p.165).

The second problem that often arises in the classroom is insufficient amount of time

dedicated to the review of already acquired knowledge. Once review does not form an

automatic lesson component, usual failure, which is represented by the unsuccessful passage

of the information from active working memory to long-term memory, tends to occur. As it

has been mentioned earlier, information does not automatically pass from short-term memory

to long-term memory unless it is given sufficient review and meaning so the information

becomes relevant and intense. Hence, the second question related to the practical application

in the class is how to ensure students with as frequent passage of knowledge to long-term

memory as possible.

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It is obvious that the answer lies in the efficient review. Apart from the regular review

done in the class and conducted by a teacher, it might be very helpful to repeatedly emphasize

the importance of review and teach students how to do it.

Buzan (1991) describes the review technique which should ensure retention into long-

term memory:

The first review should take place about 10 minutes after a one-hour learning period

and should itself take 10 minutes. This will keep the recall high for approximately one

day, when the next review should take place, this time for the period of 2 to 4 minutes.

After this recall will probably be retained for approximately one week when another 2

minutes review can be completed followed by a further review after about one month.

After this time the knowledge will be lodged in the Long Term Memory. (p.64)

The following table reconstitutes the review technique proposed by Buzan (1991):

Table 2

How long?

When?

1st review 10 minutes after app. 60 minutes of learning and10 minutes of rest

2nd review 2-4 minutes after 24 hours from initial learning

3rd review 2 minutes after one week from the 2nd review

4th review Undefined after one month from the 3rd review

Table 2 can be presented to students so that they realise how much the review is

important for information recall. If they make a habit of regular review, their success in

education may be significantly enhanced. The table also indicates how much the role of a

teacher is important in the information transfer to long-term memory. It is highly unrealistic to

expect that a teacher will anxiously keep the number of review as well as the time devoted to

it. Review is just one of the many aspects of a lesson that a teacher should bear in mind so he

cannot adjust everything else that happens in the regular class to this review technique.

Nevertheless, what he or she can do is to review the knowledge not only within one day or

week but also within one month. Teacher might also use the simplified version of review

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technique proposed by Jensen (2008) who advises to “review or repeat new learning within

10 minutes, then after 48 hours and then after a week”(p.167).

The purpose of this review technique proposed above is to strongly emphasize how

important the review is for the success in learning process. The reason for that is the fact that

most of the learning done has no meaning and is equal to a waste of time if the regular review

does not occur. It is proved by the situation many university students regularly experience.

They learn for their exams, they pass them but once they finish them, they seldom open their

text books again. The result is that the exams are successfully finished, yet, it is the only result

of their hard work. The knowledge did not pass to the long-term memory so the effort put to

learning was almost useless. On the other hand, if students keep in mind the importance of

review, they can put themselves into study advantage.

Buzan (1991) describes the beneficial effect that reviewing has:

The more you maintain the current body of knowledge, the more you will be able to absorb

and handle. When you study, the expanding amount of knowledge at your command will

enable you to digest new knowledge far more easily...the process is much more like that of

traditional snowball rolling, where the snowball gets rapidly bigger the more it rolls and

eventually continues rolling under its own momentum. (p.66)

Long-Term Memory

Finally, long-term memory is intended for storage of information which, once stored

here, is of semipermanent to permanent character (The Human Memory 2010). It is divided

into implicit (unconscious) and explicit (conscious) memory (Sprenger, 2008, p. 54). Further

division of these two parts of long-term memory into so called memory pathways is inspired

by the system that is used by Sprenger (2008).

Implicit memory: Explicit memory:

- Procedural - Semantic

- Emotional - Episodic

- Conditioned Response

(p.55)

For better understanding of why it is so important to use multiple pathways to memory

and how to do so, it is necessary to describe how these pathways work and what is their

processing. Jensen (2008) makes an overview of what each pathway is responsible for:

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➢ Semantic: words, symbols, abstractions, school facts

➢ Episodic: locations, events, circumstances

➢ Procedural: physical skills, body learning, manipulatives (p.163)

This system is enhanced by following pathways that are proposed by Sprenger (2008):

➢ Emotional: emotions and feelings

➢ Conditioned response: songs, rhymes

To make the memory pathway description even more understandable, Sprenger (2008)

uses questions which clarify the essence of each access to previous knowledge. She

summarises it by following questions:

Semantic: What do you know about...?

Episodic: Where did you find out about...?

Procedural: How do you use...?

Emotional: How do you feel about...?

(p.62,63)

It is obvious that semantic pathway is predominantly used at schools. Teachers tend to

use the question: What do you know about...? in most of their teaching. It is not necessarily

bad that semantic pathways usually dominate others; nevertheless, it is not the most effective

neither the most lasting memory pathway. Moreover, as Sprenger (2008) argues, “just as

students have sensory preferences, they also have preferences for certain memory

systems”(p.64). Therefore, it is recommended to use various memory pathways so that each

student has a chance to be learned in accordance with his or her memory preference. The

following part offers some strategies to use various memory pathways in the classroom.

2.1.2. Strategies to use various memory pathways

1. Reduce the use of semantic memory

Jensen recommends avoiding “excessive use of semantic memory strategies” (p.165).

The reason is that, unlike episodic memory, semantic memory is not natural for human brain,

it is isolated from context and is dependent on extrinsic motivation (Jensen, 2008, p.164).

2. Use procedural memory through movement

Movement supports memory function as it gets the liver to produce glucose.

Furthermore, it seems that students could remember information better with their bodies as

the movement becomes automatic and the information does not have to be explicitly retrieved

(Sprenger, 2008, p. 64)

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3. Take advantage of the most lasting memory pathway

By most lasting memory pathway is meant emotional memory. Sprenger (2008)

comments on using emotions in the classroom: Emotions affect attention, perception, decision

making, and memory. Since this is such a dominant factor in memory, educators must make

most of emotion in the classroom. Balance is the key here. Too many emotional stimuli will

interfere with memory formation; too few, and the experience is quickly forgotten. (p.62)

For this moment, it suffices to mention just the fact that emotional memory should be

given great consideration in the classroom. Since the whole separate chapter will be devoted

to the importance of emotions in the classroom, no further practical application of this

strategy will be developed for now.

4. Take into consideration the context of learning process

Each information that is stored in memory is accompanied by the location and

circumstances that accompanied the moment when this particular piece of information was

being perceived and remembered. Teachers should take advantage of this contextual

surrounding. Jensen (2008) gives the same importance to where and how we learn as to what

is learned (p. 159).

Applied practically in the classroom, the contextual memory should be taken into

consideration before testing and examination. For instance, if a particular piece of grammar

was introduced and practiced through music, it might be helpful for students to hear a part of

this song or a melody before the exam. This is relevant because students might associate the

melody with the grammar more easily then. Using this procedure, epistemic pathway is

activated. Additionally, if the presentation of new vocabulary was somehow visualised, using

this visualization to remind students the targeted knowledge might be of considerable help as

well.

5. Harmonize the information transfer with the assessment

Bunzan (1991) points out that “memory is primarily an associative and linking

process” (p. 74). In order to consider this associative and linking basis of memory in

assessment, the way of presentation and practice of targeted knowledge needs to conform to

the methods used in assessment. If this aspect is neglected by a teacher, students might score

very poorly in their tests even though the knowledge had been successfully stored. The

problem lies in disharmony of the memory pathway that led to this storage and the memory

pathway that is required to be used in the test. Practically, if the teacher practices the

knowledge using epistemic memory pathway but in the test, he requires semantic memory to

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be used by the students, the failure easily occurs. Thus, in order to avoid this mistake, if, for

instance, an imaginative trip to ZOO was organised to introduce the vocabulary on animals,

this trip should be referred to on assessment. Having done so, students might considerably

increase their score in the assessment scale.

2.2. Brain Lateralization

Another characteristic of the human brain that is highlighted by brain-based learning

authors .is the lateralization of human brain into two hemispheres. Since this brain attribute as

well as the memory are taken into consideration by brain-based education, the separate

chapter will be devoted to the deeper examination and to the outcomes that may have an

effect on teaching in the classroom.

Division or lateralization of the brain into two hemispheres known as a left and a right

brain and the functional differences between them is an area of neuroscience which has a

fundamental impact not only for the sciences such as biology or psychology but for the

education too. It has been already more than fifty years since an American neuropsychologist

and biologist Roger Sperry, winner of the Nobel Prize for his work with split-brain research,

has deeply influenced the approach that had been taken by scientists towards the dominance

of one hemisphere over the other. Before Sperry’s research, left hemisphere has been

considered as the one that dominates thinking and is the seat of language and analysis whereas

right hemisphere was viewed less evolved and even so mentally retarded that it could not

prove itself to be conscious (Roger Sperry: The Brains Inside The Brain, 2001). However,

Sperry proved that even disconnected hemispheres were able to continue in their functions

and what is more, both hemispheres are perfectly conscious and the right hemisphere is also

capable of recognising spoken phrases.

Even though Sperry’s research has had a considerable impact on the brain research,

brain-based learning considers the outcomes that the brain lateralization has on human

division into left-brain oriented and right-brain oriented people to some extent irrelevant,

stereotyped and even pejorative (Jensen, 2008, p.19). For instance, Jensen (2008) is convinced

that lateralization of the brain is only relative and he supports this conviction with what the

latest research brought:

The prevailing research in neuroscience avoids the definitive left-versus-right labels. Scientists

now use the term relative lateralization: the brain is designed to process spatially from left to

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right hemisphere but it processes time (past to future) from back to front. In short, on any

given day, you’ll use most of your brain most of the time (2008, p.19).

Thus, Jensen emphasizes the complexity of the brain and its processes occurring

simultaneously using left and right hemisphere at the same time. Based on this research about

relative lateralization, he is also persuaded that the emphasis should be given to the whole-

brain learning, which ensure activities that include strengths of both hemispheres and thus

“avoid the right-brain emphasis...which resulted in hyperawareness of the brain’s lateral

processing tendencies”(2008, p.22). Moreover, he draws attention to the paradoxes that the

thinking of individual hemispheres can bring (2011, p.21). For instance, the musical thinking

which is supposed to be processed in the right brain is by the scientists proved to be left-brain

experience in the brains of great musicians. Contrarily, non musicians analyze music more in

the right hemisphere. This example proves the complexity of brain functions and its relative

lateralization.

Despite of some tendencies in brain-based learning which consider brain’s lateral

inclinations to particular processes as being too popularized and despite of the above

mentioned hemispherical paradoxes, it is useful to devote some part of this thesis to the

traditional description of processes that individual hemispheres ensure. It is worth due to the

fact that such information may lead to the more balanced choice of activities in EFL

classrooms. Similarly to the attitude taken by Lojová (2011), who admits that the cooperation

of both hemispheres is an inseparable process which is impossible to divide into the

individual function of left hemisphere and right hemisphere, it is still useful to describe the

functions of each hemisphere for the educational purposes and for the better understanding of

lateral cooperation.

The description of the functions which each hemisphere is responsible for has been

developed by many authors. Some of these descriptions are even contradictory and the

scientists often do not agree on the same functions. Still, for the purpose of this thesis, it

suffices to make a general and rather short overview of the characteristics that is attributed to

each hemisphere. Short and apt description is proposed by Lojová (2011) who summarizes the

way of the informational processing of left and right brain in the following table:

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Table 3

Right hemisphere

holistic and synthetic

intuitive

simultaneous

concrete

nonverbal

relies on imagination

(p. 54)

This table provides the general characteristics of each hemisphere but it does not apply

it concretely on how it concerns learning of a foreign language. When it comes to this area,

Lojová and Vlčková (2011) give a detailed description of how this different informational

processing of each hemisphere influences the way people with different dominant hemisphere

learn a language. Some of the information provided by them might be very useful for the

pedagogical understanding of student’s individual differences that are reflected in the brain

dominance.

When learning a language, people prone to use left hemisphere tend to prefer activities

focused on grammar and lexical manipulations. They usually like exercises of multiple choice

type, true false questions or matching. When using a language practically, they rely on the

rules which they apply consciously. Their dominant left brain processes the information from

the parts to the whole (Jensen, 2008, p.20). As far as teaching materials are concerned, they

prefer those with logical structure, clear rules and aims. During communication, they tend to

focus on the accuracy, their speech is logically structured and without major mistakes but it is

often so to the detriment of their fluency in speech. They memorize vocabulary, use

mnemonic devices and mind maps. If they are to translate a text, they have a tendency to do it

word for word. They might prefer individual work or cooperation with a partner of the same

language level (Lojová & Vlčková, 2011, p. 81, 82).

On the other hand, people prone to use right hemisphere prefer activities where they

can profit from their rich imagination and creativity. They like exercises which are

accompanied with visualization, music and rhythm. When using a language, they rely on their

Left hemisphere

linear and analytic

logic

sequential

symbolic

verbal

relies on reality

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intuition and spontaneity. Their dominant right hemisphere processes information from the

whole to the parts (Jensen, 2008, p.20). They prefer teaching materials such as posters, cards

or other materials based on visualization which help them to make associations and activities

such as role-plays, drama or songs. During communication, they have a tendency to focus on

feelings, overall impression and non verbal displays. Their speech is often fluent but as they

are focused rather on the content than on the grammatical rules, they tend to make mistakes

and their spoken production is not cohesive. They learn vocabulary with visual or kinaesthetic

aids and also use mind maps. They do not translate word for word and unlike left oriented

people, they prefer working in pairs and group work (Lojová &Vlčková, 2011, p.83, 84).

If these two groups are compared, it seems likely that learners with dominant left

hemisphere tend to be stronger in grammar, exercises focused on accuracy and details; they

might have better results in writing expression. Learners with dominant right hemisphere

might be stronger in fluency-oriented exercises and exercises focused on overall meaning

rather than details; they may have better developed natural language intuition which helps

them to intuitively guess the correct answer. Also, their text translations might seem more

natural.

The following summary may provide easier orientation in attributes that have been

described in the paragraphs above:

Left-oriented language learners Right-oriented language learners

- Grammar and lexical - Imagination and creativity

manipulations

- Deductive approach - Inductive approach

- Details - Overall summary

- Logic - Intuition

- Accuracy-oriented exercises - Fluency-oriented exercises

- Individual work - Pair and group work

The teacher should expect that learners with both dominances will appear in his class.

When analyzing learner’s individual needs, he should take into the consideration this aspect

of learner’s individual differences too. Apart from the regular observation of his students and

the way of work they seem to prefer or have better results in, he or she might also design

activities that are primarily aimed to recognise which hemisphere is dominant for each

student. According to the mentioned description, such activity may be, for instance, the

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translation of a given text. That might be particularly useful with older pupils whose language

skills are already on higher level. Without giving any advice and instructions, the teacher can

set a task to translate a text and encourage students to rely on their own abilities and do their

best. Students who tend to translate the text into their mother tongue verbatim without using

their own formulations or adding extra words to the more natural flowing of the text are likely

to be left-oriented. On the other hand, students who are more creative in their translation and

their text is rather free and spontaneous are likely to be right-oriented.

This recognition of lateral dominance among learners in the class is important for the

better organization of tasks and to the more balanced choice of activities. If the teacher knows

how individual hemispheres work and what the activities are that left-oriented and right-

oriented learners tend to prefer, then he is more able to combine the tasks so that they are

designed to activate and stimulate both hemispheres. Consequently, once the tasks in the

lesson that are designed to suit left-oriented as well as right-oriented learners are combined in

a balanced manner, no group is advantaged and each student may “consciously or

unconsciously choose those stimuli which best suit to their way of hemispheric functioning”

(Lojová &Vlčková, 2011, p.85). This is essential also for the fact that, as is argued by Lojová

(2011), there is still a dominant tendency to overestimate the cognitive aspects of left

hemisphere which is reflected in overemphasizing logical and analytic procedures, too much

theoretical knowledge, ineffective memorization of lexis, which subsequently leads to the

excessive load of left hemisphere and minimal use of the potential of right hemisphere

(Lojová, 2011, p.73).

Thus, the crucial knowledge lies in the answer how to design the class so that both

hemispheres are integrated and neither of them is advantaged. As it is also recommended by

brain-based learning principles, the optimal learning occurs when both hemispheres are

activated, they cooperate and the whole-brain learning is established (Jensen, 2008, p. 22).

The optimal learning circumstances ma by ensured by what Jensen (2008) advises:

Provide learners with global overviews as well as step-by-step instructions. Represent the

learning plan depicting the big picture, followed by details representing the subtopics.

Alternate between the big picture and the details. (p.22)

However, Jensen does not offer any list of concrete activities that lead to the whole-

brain learning; neither does he explain how to provide students with a learning plan which

alternates between the big picture and the details. This gap in knowledge is overcome by

Lojová (2011) who proposes these types of activities to activate both hemispheres: projects,

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simulations, role-plays, trips, students made games, recordings, texts and songs; activities

with magazines, posters and maps; comics, riddles and crosswords (p.74,75). Yet, the list of

activities proposed by Lojová seems to be more designed to satisfy the learning needs of the

students with right brain dominance. The possible reason might be an attempt to emphasize

the importance of the activities that do not activate the analytic and logical processes of left

hemisphere so much as the usual and common tasks that are assigned in lessons such as

grammatical exercises. The balanced solution might therefore be represented by a

combination of both activities suggested by Lojová that are more suitable for right hemisphere

and by the healthy adherence to so called old-fashioned methods of teaching a language that

are rather optimal for analytic and logical left-oriented students. Only in that case it is

possible for the teacher to avoid undesirable situation in which one of the hemispheres is

overloaded and the second one inactivated or activated minimally.

Both hemispheres might be activated by the special exercises that are designed to set

the whole-brain learning which is desirable from the point of view of brain-based learning.

The education field that uses movement to reveal pupil’s abilities is called educational

kinesiology. Pioneering person in this field is considered to be Dr.Paul Dennison. He used the

brain exercise to help the children who had problems with learning and reached very good

results (Dennison & Dennison, 1993, p.41). In his book Edu-K for Kids (translated into

Slovak under the name Zapni si mozog!, 1993), Dennison presents the exercises which are

supposed to help so called unilateral children (those who use only one hemisphere) to

coordinate and activate in learning both hemispheres and to use those parts of their brain they

have not been able to profit from so far. Dennison claims that these unilateral children are

prone to have negative attitude towards themselves; they often have the feeling of loneliness

among other children; they want to be better than others which leads them to try too much in

order to gain the best results; when they are supposed to read aloud, they often confuse words

(Dennison & Dennison, 1993, p.44). On the other hand, harmonised children using both

hemispheres are creative, joyful because of their progress in which they demonstrate

confidence; they do what is in the limits of their possibilities and they hardly ever give up.

When they read, they know what comes next in the text (Dennison & Dennison, 1993, p.45).

Thus, the exercises should lead not only to the whole-brain learning but they should have the

positive psychological effect on children as well.

This chapter provided basic information about brain lateralization. It is an area of

research that concerns brain and its outcomes considerably influence the understanding of

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how our brain works and consequently how to design teaching so that it is maximally in

accordance with brain natural processing. Deeper examination of lateral tendencies helped to

discover what the preferences were of left-oriented and right-oriented students and on the

basis of these preferences it provided the general recommendations leading to the activation

of both hemispheres and thus to the whole-brain learning.

The examination of brain lateralization has closed the whole chapter devoted to the

deeper understanding of how the brain works, more exactly of two aspects that influence

learning process represented by memory and brain lateralization. Related to the memory,

there are methods believed to enhance its efficiency and to be in harmony with how brain

naturally works.

3. Methods for memory enhancement

3.1. Mnemonics

Brain-based learning particularly emphasises two methods that are in recent time used

in the teaching of a foreign language to increase memory recall. These methods are

mnemonics and mind maps which are to be considered in the following paragraphs.

Mnemonics determines any device serving to retain the information better in memory.

Generally, it is based on making a system in information which seems to have no obvious

linkage and sense. The key concept here is to make an association with something more

meaningful. Mnemonics are effective as they conform to one basic rule of how our memory

works: it retains merely the facts which give a meaning. Moreover, mnemonic devices help to

make a context, which is especially important for the memory as “the brains sorts and stores

information based on whether it is heavily embedded in context or content” (Jensen, 2008, p.

163).

Since mnemonic devices seek to make associations and therefore they create meaning

and context, two aspects that are decisive for retention in long-term memory, they might be of

great value in English classes. Teachers should provide their students with effective

mnemonics as often as possible but also encourage them to make their own mnemonics as

“ownership helps memory” (Sprenger, 2008, p. 60). Many mnemonic devices are aimed to

help to remember a list of items such as chaining a story including the items from the list

which act as key elements in the story or inventing sentences in which each initial letter of a

word is a cue to idea which is supposed to be remembered. Usually, there is no need to

remember a list of specific items in English, thus these techniques are not so useful for

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learning a language. However, there are methods that may be particularly useful such as

rhyming or music when information are put into the melody and sang (Sprenger, 2008, p. 58).

As far as grammar is concerned, mnemonics might help to visualize grammar rules which on

their own might not give any logical meaning (see Practical part p. 58).

Tony Buzan (1991) makes an overview of the characteristics which is supposed to

enhance mnemonics efficiency. The following list presents some of them.

1. Imagination

The more imagination is applied to memory, the better memory will be.

2. Movement

In any mnemonic image, movements add another range of possibilities for the

brain to connect and thus remember.

3. Association

Any memorisation should be linked to something stable in each unique mental

environment.

4. Humour

The more ridiculous and absurd the image is, the more memorable it will be.

5. Positivity

Positive images are in most instances better for memory for they make the brain

want to return to the images.

6. Exaggeration

Memory retains better the images which are exaggerated in size, shape and sound.

(reformulated from Buzan, 1991, p. 71,72)

Geoffrey Caine (2014) started the chapter of his book The Key to Powerful Learning:

Slow Down to Speed Up devoted the art of committing things to the memory with an

interesting statement by Richard P.Feynman, an American physicist. The statement is

following: “Study hard what interests you the most in the most undisciplined, irreverent and

original manner possible.” These words aptly summarize how to learn so that the whole

learning process as well as its results lead to the effective retention to the memory. An

overview of the mnemonics characteristics proposed by Buzan above conforms to Feynman’s

statement as he suggests the methods which are playful and creative. Caine (2014), however,

apart from stating Feynman’s words, makes his own list of strategies that are aimed to

improve the efficiency of our memory. Some of them are in accordance with Buzan’s

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strategies such as using the power of imagination (or visualization) and exaggeration of ideas

in the sense of over-emphasizing things to get an essence (p. 73, 75).

3.2. Mind Maps

Another way of remembering information strongly recommended and popularized by

brain-based educators is a mind map. It is generally believed to be a modern method which

facilitates the organization of information and helps making structure and meaning in the

knowledge which otherwise could be stored in the mind in an unorganised and therefore

easily forgettable manner. It is based on visual pictures of the learning which provide a way to

show a great deal of information in a small space (Walker, 1998, p. 46). Even though mind

mapping is not an unfamiliar method even among non specialists, it is good to provide an

explanation of what exactly it is:

It is a colourful visual form of notetaking that can be worked on by one person or a team of

people. At its heart is a central image or idea. This is then explored by means of branches

representing more ideas, which all connect to this central idea.

(Mitra, 2013, p.4).

Mind mapping is recommended by brain-based learning since there are similarities

between brain-based learning basic principles and those of mind maps. One of the key

principles of brain-based education that correlates with system of mind maps is “the brain’s

capacity to elicit patterns of meaning” (Jensen, 2008, p.168). In other words, the search for

meaning comes through pattering and that is exactly what the brain does when it extracts the

meaningful patterns from confusion while learning. Mind maps are useful aids in making

patters since they are on their own one big visual pattern of information processing in our

mind.

The second brain-based principle that mind maps conform to is that “the clues best

assembled by the brain are those presented by the Gestalt format, rather than a sequential,

linear format” (Jensen, 2008, p. 168). This principle is based on the findings that were

brought by the Gestalt psychology research proving that the human brain has a strong

tendency to complete things. Therefore, the Gestalt psychology basic rule that the mind

proceeds information in a global whole method rather than in a linear way is applied to the

mind maps.

The third brain-based principle which acts in harmony with what mind mapping

method uses is represented by the research finding that people “never really cognitively

understand something until [they] can create a model or metaphor that is derived from [their]

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unique personal world (Jensen, 2008, p. 168). In order to clarify this principle, mind maps are

to some extent models that represent the learning process on the paper with all possible

connections between the key concept, which is in the centre of the mind maps, and all inferior

ideas. They are always representations of the author’s unique personal world as never are two

mind maps by different authors the same. Thus, mind maps correspond to the research finding

which highlights the creation of unique model or metaphor so as to reach cognitive

understanding.

Thus, it is visible that mind maps theories are in harmony with brain based learning

main principles, which is a reason why this learning method is so often used and

recommended by brain-based learning propagators.

The person who is considered to be one of the main “fathers” of mind maps is Tony

Buzan, the same person who provided strategies for memory enhancement and enriched the

mnemonics methods. His argumentation that leads to the preference of mind maps over any

other learning method lies in two facts concerning how the brain naturally works. His first

argument is based on the non-linear character of the brain (Buzan, 1991, p.93). Therefore, in

practice, he refuses the overreliance of the society on linear information that is often

represented by the classic note taking in linear form. The second argument concerns the

nature of the person’s recalling based on the key concepts. Key Concepts or Key Recall

Words are one “which funnels into itself a wide range of special images, and which, when it is

triggered, funnels back the same images. It will tend to be a strong noun or verb, on occasion

being surrounded by additional Key adjectives or adverbs”(Buzan, 1991, p.82). Mind maps

combine both; they have a non-linear character since they contain many ideas which are

connected with others and to the main concept in a rather, at the first sight, random order plus

they are on their own basis the model of key words and phrases that seem to their author

relevant.

Furthermore, Buzan (1991) compares the advantages of note taking realised through

mind maps with standard notes. The main advantage that notes through a mind map bring is

the amount of saved time in comparison with the time spent while standard notes are taken.

He mentions concrete aspects that waste time in standard sentence note-taking:

Time is wasted recording words which have no bearing on memory (estimated waste – 90%).

Time is wasted re-reading the same unnecessary words (estimated waste – 90%). Time is

wasted searching for the words which are Key Recall Words, or they are usually not

distinguished by any marks and thus blend in with other non-recall words. The connections

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between Key Recall Words are interrupted by words that separate them. We know that

memory works by association and any interference by non-recall words will make the

connections less strong. (1991, p.85)

The principal reason why this comparison of standard notes with mind mapping was

developed is the impact which it may have on the classroom happening. It is true that standard

notes are still given an unchangeable position in the way of teaching and presenting a new

topic. Students are supposed to either follow the notes given by their teacher or to create their

own notes which are in most of the cases in linear form. Nevertheless, if the disadvantages

that are carried by such notes are taken into account, it would be worth at least thinking of the

change in the organisation of information in student’s exercise books. Moreover, people

usually, when taking notes, have a tendency to give a greater value to certain words or phrases

in their notes and they indicate it most often by the change of the fond or by the change of the

colour. It therefore proves that human brain naturally tends to seek the key words and

information in the notes. Mind maps make it immediately and without unnecessary words that

disrupt the attention from the content which is aimed to be remembered. Certainly, it is not

realistic to expect that teachers would create mind maps to each topic that they are going to

present. To some extent, it is time-consuming and the habit of linear notes is so strongly

rooted in education that it is not possible to make a complete note taking revolution. Yet, the

change that could be realised is to familiarize students with another method of organising

information and give them instructions how to make mind maps.

The fact that the concept of mind mapping is not unfamiliar in Czech environment

and that Buzan’s books concerning mind maps are amply represented and even translated into

Czech ( for instance Buzan, T., & Wood, J. G.: Myšlenkové mapy pro děti: efektivní učení

(2014), translated by Zdeněk Mužík) demonstrate that mind maps have been noticed and

promoted.

Applied on EFL classes, note taking through mind maps might not have such a value

compared to the classes of subjects where taking notes to the exercise book represents an

essential part of the lesson. However, the method of mind maps could be used when students

are supposed to perform their understanding of the topic being studied. They may be

encouraged to make their own mind maps of new vocabulary which will help them to enhance

the range of new words that are not randomly presented in a list but interconnected to the key

concept that unifies them under the same topic. Moreover, this technique of unifying lexical

items under one key concept corresponds to what is generally recommended when new lexis

is presented. For example, Scrivener (2011) recommends grouping lexical items together and

33

teaching them in small sets because “it is usually most useful when the lexical items presented

are connected in some way (p.189). Stand-alone words with no connection to its practical

usage or with other words somehow connected from the lexical or grammatical point of view

are not much use on their own (Scrivener, 2011, p. 190). This principal law which should be

obeyed when presenting new vocabulary is reflected in mind mapping technique since no item

in a mind map is put there randomly. Among the alternative ways of recording lexis,

Scrivener (2011) includes mind maps too. He calls them “word or topic webs” (p.201) and

admits that “this way of recording lexical items may reflect more accurately the way that we

store lexical items networks in our brains – and may therefore be more useful for students

than the traditional lists” (p.202) (see Practical part p. 63). Also, the mind mapping can be

used for the presentation of new grammar by the teacher or the students may create their own

mind maps representing how they understand newly acquired grammar. This method is rather

advanced since the students create on their own the systems and connections in the presented

grammar and therefore prove that they have acquired the knowledge related to the topic.

The advantages of mind mapping technique may also be viewed from one more angle.

Mind maps suit learners with both hemispheric dominance, left-oriented as well as right

oriented. Both of them prefer mind maps for a different reason. Mind maps provide learners

with left brain dominance with a systematic and logical organisation of information whereas

for learners with opposite lateral dominance, they ensure the visualization and creative way of

organising their thoughts. Thus, mind maps do not advantage any group of learners and

provide them with a learning technique that might satisfy their learning needs thanks to its

versatile nature.

In this chapter, the second method to enhance the efficiency of the memory in the form

of mind maps has been discussed. Both mind maps as well as earlier discussed mnemonic

devices belong to the techniques that are often promoted and popularized by brain-based

educators. Their advantages as well as practical usage in the classroom have been pointed out.

4. Emotions as a gate to effective learning

It has been already argued that emotions play an indispensable role in learning,

especially in connection to memory. They open the way to the most lasting memory pathway

as the memories accompanied with emotions are the strongest ones. As Erlauer (2003) says,

“our most powerful memories are laden with emotions” (p.12).

34

Brain-based learning assigns emotions with a considerable interest and it puts a special

emphasis on how emotions are a strong tool to reinforce the whole learning process of

students as well as their well-being in the class. Therefore, in the following pages, the role of

emotions from the point of brain-based learning will be discussed in details.

Kagan (2014) points out about the power of emotions:

A large body of research converges on one conclusion: eliciting positive emotion is one of our

easiest, most-powerful, research-based tools to create brain-friendly classroom. Nearly 300

hundred research studies demonstrate that eliciting positive emotions improves thinking,

problem solving, health, learning, energy, creativity, friendships and even test-taking. (p. 4.19)

It is therefore clear that knowing how the emotions contribute to the learning and how

they may impact on the whole student’s personality makes an advantage for each teacher.

Erlauer (2003) aptly summarizes the effect aroused in the brain by either positive or negative

emotions as well as the responsibility teachers have when appealing to them:

The close tie between emotions and memory can be a double-edged sword for educators. As

we’ve learned, permanent learning almost always has an emotional component. Teachers can

use this knowledge productively by fostering positive emotions in their students while

learning, thus strengthening the opportunity for remembering the academic concepts.

Conversely, teachers who cause or allow stressful, threatening, or fearful occurrences in the

classroom are building memories of those negative issues rather than important academic

concepts. Because these students are under stress, their brains are operating in the limbic

system rather than the higher-level neocortex, making learning much more difficult. (p.13)

Thus, this double-edged sword represented by the close relation between emotions,

memory and consequently academic success is double-edged in the sense that it can either

facilitate or inhibit learning (Kagan, 2014, p .4.5).

In the above citation from Erlauer (2003), the parts of human brain involved in the

emotion processing were shortly referred to. The whole system of emotional processing in the

human brain is in the focus of interest of brain-based learning.

As the name of this educational approach reveals, in order for it to be called brain-

based, it must examine the emotions from the biological point of view as well. The value of

findings which this biological focus on emotions brings to the education lies in the scientific

proof for the close and strong connection between emotions and effective learning. Some

facts related to the biology of emotions are going to be discussed now.

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4.1. Brain science of emotion

The key field in science offering principal knowledge for brain-based learning is

neuroscience. According to Cozolino (2013), neuroscience has revealed that “human reason is

not derived from abstract logic but emerges from somatic and emotional experiences within

our social and physical environments” (p.146). This is a fundamental fact for all the

educational approaches that strongly emphasize the importance of emotional engagement of

students. Stimulation of all aspects of student’s minds as well as bodies leads to the highest

activation of reason.

The whole biology of emotions is very complex. The central part of the brain that

participates in biological processes of emotions is thalamus which is split into two pathways:

amygdala and cortex. Amygdala is considered to be “lower pathway”(Zull, 2011, p .59) as it

is activated by “the specific negative stimuli, but also by the environment in which those

stimuli have been experienced”(Zull, 2011, p. 60). Those stimuli provoke the feelings of fear,

anger, embarrassment and other negative emotions. The second pathway to cortex, called

“higher pathway”, is less direct and engages both short-term and long-term memory systems

(Zull, 2011, p.59). It is therefore responsible for the involvement of cognition into emotional

experience. In conclusion, the desirable situation occurs when the higher pathway represented

by the cortex is more engaged since this one leads to the more accurate understanding of

experience. The important finding, which is also worth highlighting, is what in general

activates amygdala, the lower pathway. According to Jensen (2008), it is uncertainty (p. 86).

He further explains that amygdala “is activated not only by fear but also by an overall sense

that something isn’t right at the moment” (p.86).

Apart from amygdala and cortex, there are chemical regulators without which the

biological processing of emotions would be incomplete. These chemical regulators are

represented by hormones. There are four of them, from which two are more known:

endorphin, the hormone of joy, and dopamine which is released when the physical exercise is

carried out and which “stimulates the motivation and attention centers“ (Kagan, 2014, p.

4.16). The second two are the hormones that directly influence the function of amygdala:

vasopressin and oxytocin. The latter one “decreases anxiety and stress while facilitating

social encounters and inhibiting avoidance behaviours” (Zull, 2011, p.67) whereas

vasopressin triggers stress and anxiety.

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Zull (2011) compares vasopressin to a devil and oxytocin to an angel when people

cannot decide whether they should obey “the angel voice” or “the devil voice” if they are to

resolve a conflict. The good message is that, according to what neuroscience has revealed,

“the angel voice” has the potential to win over “the devil voice”. Zull (2011) summarises the

whole biological system of emotions with following words:

Neuroscience has given the world important information by delineating the difference

between the upper and lower route through the amygdala, and the ability of oxytocin to

override the more primitive aggression and fear behaviours. Our belief that there is a value in

retaining awareness of our emotions is reinforced by defining the neurosystem responsible

for that conclusion. (p.73)

The information about the two-route system of emotions including amygdala and

cortex as well as the ability of oxytocin to produce positive feelings and overcome the

vasopressin activity has a considerable impact on education. The practical knowledge of how

to reduce the activation of amygdala and to increase the cortex involvement by triggering

positive emotions might considerably enhance the efficiency of learning as well as the

psychical wellness of students.

Of course, there is no reason to claim that emotional involvement in the class is a new

and revolutionary idea. It would not be daring to say that almost each teacher acknowledges

the importance of positive emotions to be aroused in the classroom happening. The

educational recommendations are already far away from the rigid methods implementing

either emotionally empty lessons or those filled with negative emotions. Therefore, one might

oppose that brain based learning has brought nothing innovative with the emphasis on the

importance of positive emotional arousal among students. To some extent, this argument is

true. Nevertheless, the complexity and researchbased approach that brain based education

brings deserves appreciation, at least for the practical principles and strategies it offers. Jensen

(2008) is convinced that brain-based learning addresses emotions “more often and more

comprehensively” (p. 82). Each author dealing with brain-compatible learning and teaching

highlights different principles but basically, all of them base them on the same findings.

Those findings as well as the comparison of the principles proposed by several brain-based

educators will be presented. Finally, the critical evaluation will be made.

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4.2. Brain-based principles engaging positive emotions

Each principle which is going to be presented in the following paragraphs emerges

from the same basis formulated by Zull (2011): “Learning takes place through action but it is

driven by emotions” (p.54). This core idea may be depicted by the following illustration:

Illustration 1

Emotion Action Learning

Not only are the emotions at the very beginning of each action that leads to the process

of learning, but they are the most effective cementing method for the new knowledge to be

successfully stored in human mind. This is due to the principle that is called retrograde

memory enhancement. Kagan (2014) explains that it “simply means that any event followed by

emotion is more likely to be cemented into memory (p. 4.3). Thus, emotions could serve as a

powerful tool to more memorable learning.

As it has been already addressed to, brain-based principles enhance involvement of

positive emotions in learning. Although Jensen might be considered as a person who is mostly

associated with brain-based learning, his principles for creating emotionally rich learning

environment are rather vague. Jensen (2008) presents these strategies: role model that

emphasizes the importance of teacher’s enthusiasm for teaching; celebrations (organise

parties and provide acknowledgements); involvement of controversy into activities (debates,

game shows, discussions); setting up physical rituals (age appropriate cheers, clapping

patterns, songs, movements); and finally incorporation of introspection into assignments (p.

91, 92). As for the general principles, he highlights among others the possibility to experience

success for everyone, using productive rituals and assigning large-group oriented and

personally meaningful projects (2008, p. 89).

Cozolino (2013) approaches education from the point of view of social neuroscience,

therefore he focuses primarily on emotional attunement between the teacher and the students.

One of the principal tools that he suggests for emotional attunement is “the interpersonal

power of expectations” (2013, p.149).

This power is also proved by the research as Cozolino (2013) points out hereby:

Research has shown that teachers can positively influence the learning, health, and well-being

of their students by having positive and optimistic views of their abilities and potential. Every

educator can learn to harness the power of positive expectancies in the service of maximizing

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their students’ ability to learn...with compassionate actions, positive attitudes and kind words.

(p.149)

The positive impact of high expectations on students has been scientifically proved by

the experiment in which twenty percent of students have been randomly selected as the ones

with high potential to show good study results. The list of those students was distributed to

teachers. The results after 8 months have revealed that the chosen students on the list showed

better gains in total IQ. Moreover, they have been rated as “more intellectually curious, better

adjusted, happier and less needy of approval than the students in the control group”

(Cozolino, 2013, p. 152). The results of this experiment reinforce the importance of positive

expectations from the teachers and show how powerful they are in affecting student’s

academic success as well as overall well-being. Another trait that Cozolino draws attention to

is the contagious effect that the teacher’s mood has on his students. Biologically, it is due to

the mirror neurons that are crucial for the basic way of learning – imitation. These mirror

neurons “bridge the gap between sender and receiver, enhancing emotional attunement and

sympathetic understanding”(Cozolino,2013, p. 147). Applied practically, due to these mirror

neurons, students are perceptive of teacher’s state of mind, whether positive or negative, and

are subconsciously infected with his or her mood. This again enhances the teacher’s central

role in controlling emotional environment in the class. Along with high expectations on behalf

of students, Cozolino (2013) makes reference to the importance of autonomous classrooms as

a tool for positive self-concept (p.155).

Zull (2011) finds joy in the class through freedom (p.74). He is convinced that “this

freedom can be expressed in many ways, and those expressions are part of the freedom. The

key is choice – not an infinite range of choices, but choices within an existing knowledge

framework” (p.74). Besides freedom achieved through the possibility of choice for students,

Zull is also convinced that the environment where negative is minimized is ensured by

“mistake-rich environment” (2011, p.77). This kind of environment is preferable because it

reduces fear.

Zull (2011) explains:

Mistake-rich environment produces a better education and leads to more insight and truth.

Mistakes are expected and become information. It is a cause for worry if a student does not

make any mistakes. When the value of every outcome is determined by whether it is right or

wrong, pressure and high stakes become an integral part of the school experience. It turns

focus from learning and understanding to fear, tension, and crisis. (p.72)

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However, Zull does not provide any practical advice or examples which would

demonstrate how to ensure such a mistake-friendly learning environment (An attempt how to

provide mistake-rich environment is suggested in Practical part p. 66).

Similarly to Cozolino (2013), Zull (2011) highlights expectations that are achieved

through challenge experienced by students since they are an integral part of gaining

knowledge (p.73). There is also a similarity with Jensen’s general principles for positive

emotional environment, concretely in the point of finding some area of success for everyone

(p.75).

Kagan’s strategies leading to the emotional boost in the class seem to be the most

practical and concrete from all cited in this thesis. Besides highlighting personal relevance of

any schoolwork, he provides seven tools to release the power of emotions. Those tools are:

1. Teach with passion

2. Elicit passion

3. Link emotion to content

4. Provide praise

5. Celebrate success

6. Elicit positive emotion

7. Promote play (Kagan, 2014, p.4.49)

There are some visible similarities between Kagan’s strategies (2014) with those of

Jensen (2008) and Cozolino (2013). Primarily, both Kagan and Cozolino emphasize the

importance for a teacher to demonstrate passion for teaching and their subject. It is essential

on account of the earlier mentioned contagious effect that this may have on students because

of mirror neurons.

In the tool called “Elicit positive emotions”, Kagan (2014) provides 37 ways to

achieve this goal (p. 4.29). However, it is necessary to point out that some of them might not

be considered as relevant or appropriate for Czech classrooms.

Even though brain-based learning provides principles applied to every classroom in

the world regardless of the culture, it is good to bear in mind that it is primarily American

concept and American mentality is embedded in the strategies it proposes. Therefore, Kagan’s

methods of eliciting positive emotions such as massages or having pets in the classroom

(2014, p.4.29) might not be regarded from the standpoint of Czech teachers as suitable. For

instance, American way of thinking is reflected in a method called “Count blessings” which is

a task supposed to remind students of what they are grateful for (Kagan, 2014, p. 4.34). In

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spite of a general positive effect that a feeling of gratitude has on human’s minds, this way of

positive emotion arouse might seem to Czech students at least distant. Another method that is

also proposed by Jensen (2008) is cheers and rituals. By such rituals it is meant “arrival

handshakes, music fanfare, positive greetings, hugs, and high-fives” (Jensen, 2008, p. 88).

Kagan (2014) even encourages letting the students invent and share new cheers and gives

examples of such creative cheers (p. 4.18). This is also a way of eliciting positive emotions

which is not so natural for Czech mentality, thus, its use might be reconsidered as well.

Yet, Kagan (2014) also proposes tasks which might be useful and culturally

appropriate. For instance, the tasks such as “happy recall” in which students are supposed to

think of any memory that made them happy or a task called “success stories” which lies in

eliciting feeling of pride by having them write about their accomplishment might be

especially helpful if set before an exam or a test (Kagan, 2014, p.4.33). Since positive feelings

enhance performance, teachers might consider implementing similar tasks right into their

tests. Another concrete method leading to release of positive emotions among students is

“a joke jar and a fun jar” containing either jokes or funny short activities that might be

introduced from time to time in the lesson (Kagan, 2014, p.4.31).

It is also generally accepted that praise releases positive emotions and should be heart

in classroom. Concerning praise, Kagan (2014) recommends providing praise before

performance, not after as it is traditionally done as it also leads to better performance (p.4.29).

It is unarguable that brain based learning considers emotions as the most powerful tool

to enhance power of memory and learning. One might argue, however, that the novelty of

information concerning emotions in learning is not remarkable. This is true unless the

complexity of information as well as a depth of scientific proofs for the importance of

emotions in classrooms is not taken into account. Although the principles that brain based

learning proposes might not be so revolutionary and many of them are easily recognisable if a

teacher owns a natural sense of what is beneficial for his or her students without having

previously studied any brain-based publications or scientific research, one must admit that

brain based education treats emotions with a considerable seriousness and emphasis.

Regardless of rather broad or narrow approach that a particular author has had on the

topic of emotions, the following list summarises the strategies that have been discussed:

1. High expectations on students including challenge

2. Teacher’s ability to present his/her subject with enthusiasm

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3. Freedom in the classroom reflected in the possibility of choice among tasks

4. Personal relevance of any schoolwork

5. Giving opportunity to each student to experience success

6. Provide mistake-rich environment

7. Provide praise before performance

The above principles bearing in mind, learning might be from one standpoint regarded

as successful once it, according to Cozolino (2013) “lead[s] to catharsis – a self-purification

through emotion – that forges character through moral insight and personal growth”(p. 139).

This is what brain based learning strives to accomplish by giving to emotions principal

importance in the classroom happening.

5. Brain-based learning and the theory of multiple intelligences

One of the core brain-based principles is “to make differences the rule, not the

exception at school. Validate differences” (Brain-based learning strategies, 2017). This is

primarily achieved through the respect of individual differences of learners. It is the priority

of brain-compatible education to regard the uniqueness of each brain and provide learners

with a chance to be taught in accordance with the way their brain naturally acquires

information. It is also a must to provide them with a variety of sense stimuli and variability of

tasks and activities (Lojová, 2011, p.84). For this reason, authors related to brain-based

learning often take into consideration learning styles and the theory of multiple intelligences.

The theory of multiple intelligences has had a considerable impact on brain-based

learning. It strives to incorporate the information that the theory of multiple intelligences has

brought to the classroom. The following paragraphs will briefly present this theory and how it

is approached by brain-based learning.

Before Howard Gardner came with his controversial definition of intelligence and its

division into seven areas, it had been generally estimated and accepted that intelligence has

two or three components consisting of logical-mathematical, linguistic and spatial intelligence

(Puchta & Rinvolucri, 2007, p.7). This understanding of human potential has been shaken by

Gardner’s new approach that he called Multiple Intelligence Model and described it in his

book Frames of Mind: The theory of multiple intelligences (Gardner 1983). This new concept

of intelligence is still discussed by many specialists and it is not taken as an incontestable

theory. However, there exist many relations between what Gardner has commented on and

criticized and what brain-based learning highlights in their main principles.

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Primarily, Gardner criticized overvaluation of logical-mathematical and linguistic

intelligence leading to the creation of traditional educational programmes which are focused

on the development of these two intelligences to the detriment of its other aspects.

Consequently, students with other dominant intelligences than those primarily focused by

education may be discriminated and not given a chance to develop their potential (Lojová,

2011, p.173). Therefore, by enhancing the concept of intelligences, Gardner has offered the

opportunity to learn successfully to those students who rely more on affective components of

intelligence rather than on its traditional academic parts. This feature of Gardner’s theory is in

correlation with brain-based learning as it also tries to approach as many students as possible

and take into consideration their individual differences (Brain-based learning strategies 2017).

Moreover, as it has been already demonstrated, the balance between the activation of left

hemisphere and right hemisphere is another key factor that influences the efficiency of

learning according to the rules of brain-compatible classroom. Since the individual

intelligences are situated in both hemispheres, for instance spatial and musical intelligence in

the right hemisphere whereas bodily-kinaesthetic and linguistic intelligence in the left one (Al

Ghraibeh, 2012, p.104), the focus on the whole variety of intelligences leads as a secondary

effect to the desirable activation of right hemisphere and to the avoidance of overreliance on

the capacities of the left brain.

Another Gardner’s idea shared by brain-friendly learning propagators and by

neuroscientists lies in the conviction that learning is a natural activity for the brain that helps

it keep active. Thus, once they are under convenient circumstances, people are able to develop

any of the intelligences to relatively high level at any time of their life (Lojová, 2011, p.173).

The following list will present the short description of each intelligence proposed by

Gardner (1983) as well as the activities that are suitable for its development in EFL classes.

The special focus will be given on how brain-based learning approaches each of them with the

activities in the classroom it puts emphasis on.

1. Linguistic intelligence

People with well developed linguistic intelligence are characteristic for their good

ability to analyze information and produce work that involves oral and written language

(Multiple Intelligences: What Does the Research Say? 2013). This intelligence is mostly

targeted in subjects dealing with learning a language as this intelligence is necessary for all

language competencies. The activities with which brain-based learning approaches this group

of learners is storytelling (Cozolino 2013) and discussion (Jensen 2008). Students with this

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dominant intelligence may also like riddles, jokes and all kinds of verbal games (Lojová,

2011.p. 178).

2. Logical-mathematical intelligence

This intelligence is associated with “scientific” thinking such as dealing with all kind

of abstract materials, analysing, classification and categorization (Rinvolucri & Puchta, 2008,

p.8). By putting emphasis on problem-solving and considering it as an effective way of

teaching (Jensen 2008, Kagan 2014), brain-based learning addresses students with this

intelligence.

3. Spatial intelligence

This intelligence is important in thinking that involves processing images and

symbols. Students with this dominant intelligence prefer all kinds of visual aids such as

tables, posters or diagrams (Lojová, 2008, p. 178). As they are good at making associations,

mind mapping as a central method for organising information recommended by brain-based

learning is suitable for them.

4. Musical intelligence

Musical intelligence makes memory associations through sound stimuli. It is important

for people with strong musical intelligence to be exposed with intensive foreign language

input as they learn through listening (Lojová, 2008, p.180). Incorporating music to the

classroom is another principle of brain-based education (Jensen 2008) which favours

preferred learning of students with musical intelligence too.

5. Kinaesthetic bodily intelligence

As the name of this intelligence refers to, stimuli associated with body movement are

the strongest for students with this dominant intelligence. Therefore, movement in the class

involving manipulations with objects, drama, exercise and role-plays are essential for

kinaesthetic learners. Brain-based learning makes strong reference to movement of all forms

especially by emphasising importance of transfer in the classroom and physical exercise

(Kagan 2014, Jensen 2008).

6. Interpersonal intelligence

According to Puchta & Rinvolucri (2007), “central to this intelligence is the ability to

listen to what the other person seems to be saying (rather than to your distortion of it), to be

able to gain good rapport with another person, and to be adept at negotiation and

persuasion” (p.8). Judging by this explanation, it is clear learners who have well developed

social abilities need social learning and communicative approach in teaching. Again, by

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giving importance to cooperative learning and the principle to be social in learning process

(Cozolino 2013, Kagan 2014), brain-based learning remembers this intelligence too.

7. Intrapersonal intelligence

This intelligence involves meta-cognitive skills such as “self-knowledge, self-

regulation and self-control” (Puchta & Rinvolucri, 2007, p.7). Accordingly, students with

strong meta-cognitive skills are able to effectively regulate their learning. It might be useful

for them to be familiarised with learning styles and strategies as they might easily find their

own learner’s profile. Besides other principles, brain-based learning stems from recognising

learning styles of learners (Sprenger, 2008). Also, it recommends self-evaluation of students

along with own feedback on their work (Jensen 2008).

Later, Gardner has extended his theory by adding two more intelligences (Gardner

1999): natural and existential intelligence. Students with the latter one might prefer

discussions about all kinds of philosophical problems concerning mankind (Lojová, 2011,

p.180). Therefore, these themes may be from time to time introduced in class discussions.

Natural intelligence is dominant in the case of those students who prefer learning in real

environment. It may be preferable for them to organise trips and excursions as well as

introduce activities such as role-plays, simulations or projects. All of these activities are

repeatedly proposed by brain-based educators so this intelligence is not omitted either.

If all nine intelligences are approached to in classes and if they are in balance, no

intelligence is favoured, which is in high interest of all students as well as the teacher.

Students will feel motivated and appreciated. It is true that learning a language is inevitably

dependant on linguistic intelligence. Consequently, students who are not strong at verbal

operations might feel that they are not gifted for languages. By putting an effort to activate

students with others than linguistic intelligence in the class may lead to the student’s more

positive attitude towards himself as a language learner (Puchta & Rinvolucri, 2007, p.16).

It is obvious that the theory of multiple intelligences is closely related to brain-based

learning. It has a considerable impact on its principles and strategies. It has been demonstrated

that brain-friendly learning does not omit to address any of the intelligences by the activities

and approaches in the classroom it proposes. This aspect makes Gardner’s theory of multiple

intelligences applicable in the classroom.

6. Brain-based learning and learning styles

Firstly, it is important to mention that learning styles as the area of profound

examination do not belong to primary concerns of brain-based learning. The authors who are

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related to various aspects of brain-based learning do not devote a large part of their work to

the issues of learning styles in teaching except of Marilee Sprenger (2008) who examines

deeply the learning styles according to sensory pathways in her book Differentiation through

learning styles and memory. However, similarly to the case of multiple intelligences, what

brain-based learning recommends, creates an opportunity for each learner to be taught in

harmony with their learning preferences. It does so by dealing in details with the teaching

principles and methods that might suit various learning styles according to sensory

preferences without omitting any of them.

Learning styles being the key variable in affecting the process of learning a language

are defined as “the overall patterns that give general direction to learning behavior” (Cornett,

1983, p. 9). The following statement explains learning styles very comprehensively:

“Learning style is the biologically and developmentally imposed set of characteristics that

make the same teaching method wonderful for some and terrible for others” (Dunn & Griggs,

1988, p. 3). There are more aspects defining them; primarily sensory preferences, personality

types, desired degree of generality, and biological differences (Oxford, 2003, p.2). Brain-

based learning discusses learning styles from the point of view of sensory preferences.

Oxford (2003) provides the typology of learning styles divided according to sensory

preferences as well as its characteristics:

Sensory preferences can be broken down into four main areas: visual, auditory, kinesthetic

(movement-oriented), and tactile (touch-oriented). Sensory preferences refer to the physical,

perceptual learning channels with which the student is the most comfortable. Visual students like to

read and obtain a great deal from visual stimulation. For them, lectures, conversations, and oral

directions without any visual backup can be very confusing. In contrast, auditory students are

comfortable without visual input and therefore enjoy and profit from unembellished lectures,

conversations, and oral directions. They are excited by classroom interactions in role-plays and similar

activities. They sometimes, however, have difficulty with written work. Kinesthetic and tactile

students like lots of movement and enjoy working with tangible objects, collages, and flashcards.

Sitting at a desk for very long is not for them; they prefer to have frequent breaks and move around the

room. (p.3,4)

Sprenger (2008) provides the clues how to distinguish which learning style is preferred

by students in the class through observation and by giving them a practical questionnaire (see

Practical part, p. 55). She also gives a very detailed description on differentiating content,

process and product to visual, auditory and kinaesthetic learners. However, it does not

represent the main enrichment that brain-based learning has brought to the issue of learning

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styles. It is the brain research from neuroscience which brain-based learning refers to and puts

it in connection with aspects of teaching methods suitable for visual, auditory and kinaesthetic

learners. Some authors promoting brain-based learning highlight why visualization, music and

movement are essential for learning, and by doing so, they cover the needs of all sensory

learning styles.

1. Visualization

It follows from the research related to the photo recognition study in which 200 pictures

have been presented to people and 87% have been detected as to be previously seen that the

human brain has almost the unlimited capacity for visual content (Kagan, 2014, p.6.54). Also,

Jensen (2008) put emphasis on colours used in visual materials as “our visual system is

designed to pay close attention (to colours) as they each have the potential to signal danger”

(p. 55). It is therefore better for the visual aids to be rich in colours because they are better

recalled (Jensen, 2008, p.56).

2. Music

The role of music as an effective tool to approach not only auditory learners is

generally acknowledged. Brain-based learning puts strong emphasis on music because the

brain research has revealed that music has positive impact on many areas of our physical and

psychical state. It reduces stress which inhibits learning, stimulates creativity, thinking,

imagination speaking and subconscious information transmission. Also, it can reduce

discipline problems (Jensen, 2008, p. 78).

3. Movement

Physical performance while learning is generally recommended to be incorporated in

learning a foreign language. Brain-friendly learning emphasizes physical exercise. Not only

does it boost learning and academic performance (Kagan, 2014, p.1.6), but it has a unique

capacity to use 100% of the brain (Jensen, 2008, p.39), which cannot be attributed to any

other cognitive activity.

Regular physical exercise stimulates growth of new brain cells “correlated with

improved mood, memory and learning” (Jensen, 2008, p. 39). According to Erlauer (2003)

and her advice for brain-compatible classroom, exercise is not the only movement that has an

effect on learning (p. 46). It is also movement in terms of changing locations that may also

cause a marked improvement in memory. If a teacher introduces a new topic outside or

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teaches an important skill sitting on the floor, an internal memory trigger will be developed

(Erlauer, 2003, p. 46). Hence, short physical exercises as well as changing location in the

classroom are two key factors recommended by brain-based learning in order to ensure

favourable learning environment not only for kinaesthetic learners.

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II. PRACTICAL PART

¨

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7.1. Research Aim

This thesis aims to examine how effective the principles of brain-based learning are if

they are applied in the lessons of English in lower secondary classes; and to what extent

Czech pupils are able to identify with the activities that are based on these principles.

7.2. Research Context

All the activities included in this thesis were piloted at ZŠ Vejrostova in Brno-Bystrc.

Children start learning English there in the first grade of primary school. I went through two

teaching practices at this school. In both cases, passing my teaching practice there was

enriching and pleasant experience mainly due to the close relationship with my tutor teacher

and to the friendly environment that is established there. This calm and agreeable atmosphere

has an impact on pupils as well. Generally, the cooperation with them worked very well. On

account of these favourable factors, I have decided to pilot the activities related to the

research in this school.

Apart from one case, all of the activities were piloted in the 6th and 8th grade. In the 6th

grade, children work with the course book Project 2 (2009); in the 8th grade with Project 4

(2009) by Tom Hutchinson. Both classes are very different. I will start describing the group of

6th graders.

6.A/B (pupils are combined from two classes) has a reputation of best group to work

with at the whole school. Many teachers told me that it is a pleasure to teach there. I must

agree with them; children are very nice in this class and they are very eager and enthusiastic

about any task that is given to them. Each pupil is a very strong individual. The class consists

of 10 girls and 7 boys. The children seem to have good interpersonal relationships.

However, there are very strong pupils who tend to overshadow weaker pupils not

having motivation to realize their potential. Also, due to the high degree of energy in the

class, it is not easy to keep pupil’s attention on accomplishing one task. I could be sure that

whatever activity I would bring into the lesson, pupils would be willing to do with interest and

passion.

8.A/B is very different from the group of learners described above. This class consists

of 16 pupils, from which girls are nine and boys are eight. One boy has an Asperger

syndrome. I had a difficulty to teach there from the first lesson on. Although there are no

problems with discipline in this class, pupils show lack of interest and personal involvement

in any action they do. This is partly caused by a problematic period of their growth in which

50

they currently are; yet, their level of passivity seemed to me a bit excessive. Pupils are well-

behaved there, they do not rebel against anything. On the other hand, when I wanted to evoke

a bit of enthusiasm in them, it seemed to be an unrealizable goal.

7.3. Research Problem

The content of most of the English lessons in lower secondary school stems from the

activities designed by the course books. This was my experience from all the lessons observed

at my teaching practice. Teachers are under pressure due to many factors and, realistically,

they do not have much time to prepare many extra activities that would be focused on

different aspects of learning. Even though the quality of English textbooks is generally very

good and their authors successfully implement variety of activities that are designed in an

engaging and attractive manner for pupils, it does not substitute the role of a teacher to plan

the lesson in a way that suits particularly his/her group of learners. Moreover, teaching in

lower secondary level often misses to provide pupils with metacognitive skills which would

encourage them to think about their own learning process. As a result, learning content is not

personally targeted and it often does not respect individual differences of each pupil. Learning

may therefore happen in conditions which does not support natural brain processes and

circumstances under which it is the most natural for it to learn.

Brain-based learning claims to be an educational approach which overcomes these

obstacles for its principles and strategies claim to be designed in accordance with brain

processing. It applies practically the findings from science research into classroom. Their

focus of interest is very large from which I covered only limited number of issues in the

Theoretical part. The issues I was focused on in the Theoretical part is applied practically in

the activities that are designed in accordance with some of the outcomes mentioned in the

Theoretical part.

The activities are based on these brain-based learning principles:

1. Provide pupils with cooperative work

2. Establish positive learning environment

3. Make use of the most effective memory pathway represented by emotions

4. Help students to discover techniques which enhance the efficiency of their

memory system

5. Activate and coordinate the activity of hemispheres

6. Avoid overreliance of classroom happening on left hemisphere

7. Provide mistake-rich environment

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8. Make teaching content personally relevant

9. Respect individual differences of learners by proposing activities that involve

various targeted learning styles and intelligences

10. Respect the fact that learning is conscious as well as unconscious process

The aim of this research is to implement those principles in the EFL lower secondary

classes through activities that are based on them. The efficiency and improvement of the

learning process caused by the following of these principles was possible to be observed only

partially since I am not a teacher but a student who had only limited time and number of

attempts to test on pupils. Therefore, I focused rather on pupil’s reactions.

7.4. Research Method

Research method of this thesis is based on design of activities that refer to brain-based

learning principles and strategies; and on their piloting in EFL classes at lower secondary

school. Pupil’s reactions are observed and feedback to each activity is provided.

7.5. Research Questions

Main research question:

➢ Are Czech pupils ready to identify with principles and strategies of brain-based

learning?

Secondary questions:

➢ How far are pupils able to coordinate their work in groups?

➢ How far are pupils able to engage their emotions in learning process?

➢ How will they react if they are asked to do tasks that are based on their

creativity?

➢ What pupils find the work like if various learning styles are targeted in

individual activities?

➢ What will be pupil’s reaction to activities that are aimed to activate their right

hemisphere?

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8. Individual activities

8.1. Introducing grammar through handwriting

Linguistic aims: introduce new grammar structures, focus on time prepositions

Non-linguistic aims: find out more information about pupil’s personal lives and their values

Level: Pre-Intermediate

Time: 45 minutes

Materials/Equipment: the story introducing the prepositions of time, the questionnaire to

handwriting, Data Projector

Brain-based principles: cooperative work, auditory and visual learning style respected,

humour, multiple intelligences – linguistic, spatial and kinaesthetic

intelligence focused; personal relevance

Procedure:

Stage 1:

➢ Read the story with prepositions aloud. Pupil’s eyes are closed and they listen

to the story.

➢ Pass the story on the Data Projector and let them rewrite it on a piece of paper.

Stage 2:

➢ Divide pupils to four groups of three or four according to their number in the

class. Try to group the pupils that usually do not work together.

➢ The pupils in groups will exchange their handwritings, stay in their group and

sit together in the class (to make the exchange easier, let one group of pupils change

their handwritings with another one so that e.g. three pupils in one group will

exchange their handwritings with another group of three students). In the end, each

pupil in the group will have different handwriting.

Stage 3:

➢ Distribute questionnaires related to handwriting to each group. Read the

questions one by one with pupils and explain them if needed. Ask the pupils to

answer the questions in the questionnaire about each of the handwritten text.

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➢ Ask the pupils to guess the owner of each handwriting and choose the one they

find the most appealing. They should vote for the best handwriting in each group. The

best handwriting in each group is showed to the whole class and its owner is praised.

Stage 4:

➢ Dissolve the group work. Pupils will give back to each other their original

handwritings.

➢ Let the pupils read the text once more. One of them might read it aloud once.

Then, ask them to hide the text and write as much as they remembered from the text.

Stage 5:

➢ Distribute the Exercise 1 with prepositions to practice the acquired grammar. It

is preferable to let the pupils do the Exercise 1 individually. Exercise 2 may be done

together as a revision. By the number of correct answers you can assume how much

they have remembered.

Follow-up activity:

You can discuss with students the following questions:

1. Do you remember the day which changed your life?

If possible, tell your partner the year, season, month, day and time when it

happened.

2. Which event in your life can be called “the event to remember”?

3. Why do you think the dog’s name in the story is Atonin? How is the name

related to the practised grammar? Look at the exercise 2. You can find there a

clue.

Note: This activity is suitable to introduce any grammar structures. However, it is

especially effective when introducing the grammar with little logical reasoning and its

acquisition is dependent on learner’s memorizing.

It is highly expectable that most of the pupils, by the time they have finished the whole

procedure of activities, will know the text virtually by heart and that will help them to

adopt unconsciously required grammatical structures. Moreover, the graphological and

voice nature of tasks support internalization of language structures.

Note: This task is inspired by the activity called “From hand to voice” proposed in the

book Multiple Intelligences in EFL (2007, p. 65) by Puchta & Rinvolucri.

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Piloted: December 6, 2016 – 6th graders; March 10, 2017 – 6th graders

Feedback: I have tried out the activity twice. The first attempt was not very successful

since the text for rewriting was too long and questions in the questionnaire were confusing for

children. Therefore, I have shortened the text and changed the questions that appear in the

book Multiple Intelligences in EFL by Rinvolucri & Puchta (2007). The text as well as the

adjusted questions caused no problems for the second time I tried it. The most complicated

stage was Stage 2, 3 involving group work. The task to examine the style of handwriting was

so unusual for children that they were confused and the work did not go well. In most cases,

they were not able to agree on the best handwriting so I was forced to finish the activity

without praising the pupils with best handwritings. In stage 4, pupils usually did not

remember the phrases, only individual words. In stage 5, they have done the Exercise 1 very

quickly and most of the exercises I checked had only one or two mistakes. The most striking

moment of the lesson was possibly the discovery of why the dog was called Atonin

(combination of all prepositions in one name). The children seemed very surprised and

amused. As for the language of instruction, I spoke English. I commented on pupil’s reaction

in Czech as they reacted to me mostly in Czech.

I consider this way of teaching grammar very unusual but effective. When I asked the

pupils if they remembered the correct prepositions thanks to the text, they replied that they

remembered some of the items in the exercise from the written text. It is true they might have

encountered this grammar before as time prepositions appear in texts often. Nevertheless, I

was assured the pupils had not been taught this grammar before so their success in exercises

might be considered objective.

After the second piloting, I asked the pupils if they enjoyed the lesson. Apart from two

exceptions, they answered “yes”. One boy said that he learned something without being aware

of it, which was my main aim.

In conclusion, after some adjustments of tasks, this activity fulfilled my expectations.

In spite of the unusualness of this activity, it is worth trying it in order to show the children

different way of learning which respects also their unconscious processes while processing

information. In fact, this aspect is one of the main brain-based learning principles to be

achieved by this activity.

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8.2. Discover your learning style

Linguistic aims: get to know the vocabulary related to learning styles

Non-linguistic aims: sensitize pupils with learning styles, show teacher’s interest in his/her

learners, make pupils think about their learning preferences

Level: Intermediate, Upper-Intermediate

Time: 25 minutes

Material/Equipment: worksheets “Discover your learning style”, one per each pupil

Brain-based learning principles: help learners to think about their learning preferences and

to facilitate their learning process in the future

Procedure:

Stage 1:

➢ Introduce the topic of learning styles. You may use the definition in the head of the

worksheet. Explain why you want pupils to find out their own learning style and how

it may be beneficial for them in the future.

➢ Tell pupils that they will write the dictation aiming to find out their sensory

preferences. Follow the instructions and the provided example to clarify the procedure

of the task. Highlight to pupils that they should not think much about the column to

which they will write a word. They should detect the very first association.

Read slowly following words:

tomato, coffee, cat, mushroom, telephone, leather, morning, mother, autumn,

sunshine, love

➢ Let the pupils count the number of items in each column and let them compare their

results with their peers.

Stage 2:

➢ Introduce the questionnaire about learning styles. The questionnaire as well as the

description of individual learning styles is in Czech for pupils to be easier to orient in.

Let the pupils do the questionnaire.

➢ After finishing the questionnaire, pupils should count the number of A, B and C

responses and decide accordingly for their learning style.

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➢ You may alternatively set up discussion about pupil’s preferences and habits when

they learn and whether they have a feeling that tasks and activities in English are in

balance to meet the needs of all three learning styles.

Note: The dictation was introduced in the Didactics seminar by doc. Mgr. Světlana

Hanušová, Ph.D. The questionnaire on learning styles is taken from the book

Differentiation Through Learning Styles and Memory by Marilee Sprenger (2008, p.

43). Definitions of individual learning styles are taken and reformulated from the book

Styly a strategie ve výuce cizích jazyků by Gabriela Lojová & Kateřina Vlčková (2011,

p. 48-55).

Piloted: March 21, 2017 – 8th graders

Feedback: As this group of learners seemed to me advanced enough to follow the topic of

learning styles in English, I decided to introduce it in English with occasional translations to

Czech. Discussions took place in Czech, however. At the beginning, I found out that pupils

have never heard about learning styles. They even did not know how to translate it in Czech.

When I explained them why it may be beneficial for them to think about how they learn, they

did not manifest any display of curiosity or interest. Partly, it may have been caused by the

morning hours during which we had a lesson. I expected that it would cause a problem for

pupils to grasp their association in the dictation. Surprisingly, they understood very quickly

what they were supposed to do and whole activity worked very well. I was particularly

interested in some of their associations. For instance, most of the boys put the word “love”

into “feel” column whereas girls usually visualised love. Also, one boy has a dominant

gustatory sense. Interestingly, all boys in the class (5) appeared to be kinaesthetic. Girls were

either visual or auditory. After answering the questions in the questionnaire, all boys again

had mostly C answers which indicated their dominant kinaesthetic learning style. Three girls

were of auditory type and two were visual.

The rest seemed to prefer kinaesthetic style. Thus, this class appeared to be

dominantly kinaesthetic. This information could be useful for a choice of activities in the

lesson. I realised that I did not pay so much attention to the description of individual learning

styles. I just let the pupils read about their learning styles and I did not comment on it any

further, which I do not consider as a good step. Next time, I would definitely spend more time

on developing the explanations on the worksheets. Most of the pupils agreed with what their

read about their learning style.

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Generally, pupils did not show any hints of interest except of dictation. When I asked

them if they considered getting to know the learning styles beneficial, they did not answer.

One boy said no, because, as he told me, he never learns. I do not take the lack of interest and

enthusiasm very seriously as this class is generally not very emotive. The aspect that

influences their emotional engagement in particular activities is the fact that they are in their

teens. It is also true that the topic of learning styles introduced through dictation and

questionnaire concerned first sensitization with learning styles and I did not have an

opportunity to develop it more. In spite of these factors, I am still persuaded that it is in the

interest of children as well as a teacher to introduce the topic of learning styles in the class

since it shows teacher’s interest in their pupils and it might help him/her to get to know them

better.

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8.3. Boost your memory

Linguistic aims: correct spelling

Non-linguistic aims: familiarize pupils with strategies to enhance their memory

Level: Intermediate, Upper-Intermediate

Time: 35 minutes

Material/Equipment: worksheets “Boost your memory!”, one per each pupil, board

Brain-based learning principles: focus on memory, importance of review, visualization

Procedure:

Stage 1:

➢ Set up discussion about what strategies pupils choose if they have a difficulty to

remember something in English, e.g. a word, correct spelling or grammatical rule

➢ Introduce the topic of mnemonics. Explain what it is if needed.

➢ Highlight the importance to use powerful strategies in order to remember difficult

items.

Stage 2:

➢ Present three various types of mnemonics in Example 1,2,3. Familiarize pupils that

they should make their mnemonics on the basis of something they already know

having meaningful context since these connections provide them with hooks to long-

term memory.

➢ Discuss other types of mnemonics concerning words with difficult spelling. Encourage

pupils to draw pictures to individual examples since it facilitates retention.

Stage 3:

➢ Ask pupils which words or grammatical rules cause them problems in English.

Encourage them to come up with their own mnemonics and write them into bubbles

on the sheet. They do not have to fill in each bubble. They can use various types of

mnemonics being presented on the worksheet.

➢ After sharing some of the mnemonics in pairs and then as a whole-class, you can

write some of them on the board.

➢ Turn pupil’s attention to general tips to boost memory system. Ask pupils what they

think about mnemonic devices and if they find them useful.

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Stage 4:

➢ You may alternatively familiarize pupils with the review technique proposed by Tony

Buzan in his book Use both sides of your brain. New mind-mapping techniques to help

you raise all levels of your intelligence and creativity - based on the latest discoveries

about the human brain (1991). Emphasize the importance of review after longer

period of time. Use the following table as a suggestion for their regular review.

How long?

When?

1st review 10 minutes after app. 60 minutes of learning and10 minutes of rest

2nd review 2-4 minutes after 24 hours from initial learning

3rd review 2 minutes after one week from the 2nd review

4th review Undefined after one month from the 3rd review

Note: Examples A, B, C on the worksheet are taken from the website

https://www.oxford-royale.co.uk/articles/mnemonics-memory-aids-english-language-

rules.html

Piloted: March 22, 2017 – 8th graders

Feedback: Mnemonics were something children had never tried out before. Concerning their

learning strategies, they told me that when they could not remember something, they did not

do anything. They did not think about any methods which would help them to boost their

memory. I explained them what mnemonics were and motivated them by telling them that we

would overcome this “doing nothing” and change it into activity. During the presentation of

individual mnemonic examples, pupils seemed really interested and focused on what I was

saying. Especially, the mnemonics with electronic brands to distinguish different spelling of

letters J and G was appealing to them. Most of the mnemonics I accompanied with pictures on

the board.

The problem occurred when I asked children to come up with their own mnemonics. I

had to strongly encourage them to come up with at least one. In order to motivate them, I

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started to make my own mnemonic devices on the board; however they started commenting

on them and guessing what they might represent. They even took their books with vocabulary

and try to find a word to which they could link some mnemonics. Finally, five pupils wrote

and draw their mnemonics on the board. One boy came up with his own sentence to

remember the spelling of the word “coffee”. One girl made a nice mnemonics related to

“burglary”. She divided the word into “burg” and “la” – “burg” representing a hamburger and

“la” representing “tune”. Some children were able to make very nice mnemonics; however,

they altogether could not overcome their creative block.

Although I have positive impressions from this lesson and I am convinced that it was

beneficial for children to introduce them this topic, it is disappointing for me how uncreative

children generally were. When there was a task in which they should make something of their

own, it represented almost insurmountable problem. Naturally, each child is creative but they

probably are not used to developing it. If I taught them longer and children knew me better, I

am sure they would be able to get used to more creative tasks and revive their creativity.

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8.4. Bluffing

Linguistic aims: introduce new vocabulary; language creativity

Non-linguistic aims: trigger positive emotions through humour; provide learners with team

work

Level: Intermediate and higher

Time: 25 minutes

Materials/Equipment: Game cards, sheets of paper for pupils

Brain-based learning principles: cooperative work, auditory style respected, humour

Procedure:

➢ Divide pupils into groups of at least four members. Let each group choose their

leader. Distribute to each leader one card. Point them out not to turn the card to the side with

explanations. Explain the rules of the game.

Rules of the game “Bluffing”:

1. Leader of each group reads and then spells the word on the card. Pupils in his

group try to write down what they think the word means. (The words are deliberately chosen

so that there is a low chance for the pupils to know the correct meaning of the word.)

2. Leader collects the papers from the pupils; make sure that he/she can read them

clearly. By the time the pupils will have come up with a meaning of a word, the leader reads

silently the explanation of a word on the opposite side of a card.

3. Leader reads all the guessed meanings and tries to include the real answer

inconspicuously. Pupils guess which meaning is correct. The pupil, who guesses the correct

answer, gets a point.

4. The same procedure might be done with the second word (an acronym) on the

card. The groups can swap their cards and play another round.

➢ This activity is needed to be clearly introduced and explained because the

pupils tend to be easily confused by the rules.

It must be clear to them that they are not supposed to know the meaning of the word but to

think of an imaginary meaning a word or an acronym on a card may have. If there is a

62

problem with understanding of the rules, the teacher may present the first round with one

group having the role of a leader.

Note: This activity is inspired by the board game Balderdash and by the UK game

show Call My Bluff.

Piloted: December 13, 2016 – 9th graders; March, 21, 2017 – 8th graders; March, 22,

2017 – 8th graders

Feedback: The main difficulty in this activity is represented by instructions and game

rules. In both cases I tried it out, I initially gave instructions in English but due to the pupil’s

misunderstanding, I was forced to repeat it in Czech. I asked all leaders to move in front of

the class, distributed the cards and asked them not to turn the card to the other side. After slow

explanation of the rules, leaders joined their groups; nevertheless, they again asked what they

were supposed to do. I decided to do the first round in the role of the leader. In both classes,

pupils were not able to overcome the fact they are not supposed to know the meaning of the

word and only few of them wrote their own definition of the word, sometimes in Czech.

It seems that children are so used to being asked correct answers that they were

blocked by an opposite type of a task. I had to strongly encourage them to come up with

whatever short definition. Due to these factors, this activity did not worked well. Although I

explained the rules many times and demonstrated it on concrete examples, children were

confused. In my opinion, this block is caused by the lack of creativity in children and by the

task unusualness. Nevertheless, I am sure that if I had a chance to try it more times, pupils

would get used to it and they would like it. Since the games as well as the TV show, which

served as an inspiration, are very popular, I reckon that this activity could be after more trying

enjoyable for pupils. Therefore, I am determined to try it again.

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8.5. Mind maps and vocabulary

Linguistic aims: acquisition of new vocabulary

Non-linguistic aims: familiarize pupils with another way of organising vocabulary; provide

pupils with an opportunity to enhance the vocabulary in their own

field of interest, overcome overreliance of learning on left hemisphere

Level: Pre-Intermediate and higher

Time: 45 minutes

Materials/Equipment: “Mind map” template, one per each pupil, board

Brain-based learning principles: activation of both hemispheres in learning process,

learning through patterns (mind maps), personalised

learning content, involvement of conscious and

unconscious processes in learning, involvement of

emotions to learning

Procedure:

Stage 1

➢ Start with discussion about how the pupils learn vocabulary. Ask them about their

strategies to learn new lexis effectively. Find out if they are happy with the

organisation of new vocabulary in their books. Introduce mind maps as another

method of learning vocabulary in an organised way. Highlight the advantages that this

method brings to learning (see Theoretical part, p. 32, 33).

Stage 2:

➢ Distribute the “mind map” templates for vocabulary organisation. Ask them why they

think the sheet is divided into two parts. If they are not familiar with brain

lateralization and with the abilities each hemisphere is responsible for, explain it

briefly (you can use Table 3, p. 24).

➢ Familiarize pupils with the fact that human brain learns best if both hemispheres are

coordinated and involved in learning process. That is the reason why they are

supposed to involve their feelings and associations to vocabulary learning.

64

Stage 3:

➢ Ask pupils to choose any topic in which they want to enhance their vocabulary range.

It should be connected with their interests.

➢ After choosing the topic, which is going to be the central word of their mind map, start

with the explanation of the items that belong to right hemisphere section. State clearly

that all associated things should be related to the central word. In the heart with

“anything you like” written in, pupils are supposed to write anything that they like and

that is related to the central topic.

➢ Explain the items from right hemisphere section. Pupils might have problems with

understanding of what collocations and idioms are so it might be necessary to

demonstrate it on the concrete example (Note: in general, it is better for all the items

on the template to be demonstrated on concrete examples). Pupils may start working

on creating their own vocabulary mind map in the lesson and finish it at home. The

same template might be used for any vocabulary unified under one key theme.

Piloted: December 5, 2016 – 8th graders

Feedback: During the opening discussion about how the pupils learn new lexis, they

seemed to be pleased that someone took interest in their learning. They generally complained

about how the vocabulary is listed in their books. According to them, the way they learn

vocabulary is ineffective since they learn individual words without any mutual linkage and

without putting them into phrases. Surprisingly to me, they were familiar with the method of

mind maps as well as the general characteristics of left and right hemisphere. Thus, it was not

necessary to devote so much time to explanation of mind maps and brain lateralization.

Except of the opening discussion, I chose Czech as a mean of communication for this lesson.

Most of the pupils chose their hobbies as a central topic of their vocabulary mind map.

In general, they did not see any obvious reason why they should think of all associations

included in the right section of mind map template even though I explained to them that it was

due to the activation of right hemisphere. I demonstrated all the items in the template on

concrete examples (related to the topic “Forest”) but they still had troubles with

understanding. As for the left section of the template, the items were clearer to them except

from collocations and idioms which had to be explained. There was no time for children to

start working on their mind map in the lesson so they got it as homework.

65

Some of the mind maps I received from pupils were very nice. Yet, some pupils did

not understand that the sheet with vocabulary mind maps was just a template, so they made

their mind maps right into it. When I asked pupils for the feedback, they told me that this way

of learning new vocabulary was too time-consuming for them and that they could not imagine

doing it often.

On the whole, I am not very happy about pupil’s reaction to this activity. It seems

likely that the method of mind mapping is too unfamiliar to them and they simply are not used

to learning vocabulary in such a way. Unfortunately, I did not have an opportunity to check if

they remembered the new words from their mind maps so I cannot judge how effective this

method was. I agree with children that making mind maps is time-consuming and it is not

possible to be used for learning very often but it is definitely more effective and natural to

memory than memorising a list of vocabulary without any common characteristics.

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8.6. Providing mistake-rich environment

Linguistic aims: practice of reading and writing, language creativity

Non-linguistic aims: familiarize pupils with positive approach to mistakes through various

exercises, provide mistake-rich environment, and reduce their fear of

mistakes

Level: Pre-Intermediate

Time: 50 minutes

Material/Equipment: worksheets “Mistakes? No Problem!” one per each pupil, board

Brain-based principles: triggering positive emotions through humour and providing

mistake- rich environment, cooperative learning

Procedure:

Stage 1:

➢ Write a word “MISTAKE” on the board. Ask pupils what this word represents for

them. You can write their responses on the board. Introduce discussion about how they

feel after making a mistake in English or any other subject. Pass to the first question

on the worksheet. Let pupils read their answers.

Stage 2:

➢ Explain to pupils why mistakes are important in learning and why they can view them

positively.

➢ Introduce Exercise 1. Tell pupils that this exercise aims to teach them that mistakes

can be fun. Let them choose the expression they find the most amusing. Possibly, you

can let them vote for the best expression as a whole class.

➢ Present the second point about perceiving mistakes as stepping stones in learning. You

can explain how this rule may be applied practically in a concrete situation in the

class.

Stage 3:

➢ Introduce Exercise 2 and explain that the following reading will present how people

who seem not to make any mistakes may be irritating for others. Point out there may

be some words they might find difficult so they can freely ask for the meaning. Let

pupils work individually or in pairs according to their choice and then check the

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exercise together (Order of missing words in the text: party, door, cake, delicious,

newspaper, fault). Ask them what they think about Mr.Perfect.

Stage 4:

➢ Introduce Exercise 3. Encourage pupils to make as many mistakes in their story as

possible and to enjoy it. Assure them that the story does not have to be long.

Note: The expressions in Exercise 1 are taken from the website

https://oropher.signaly.cz/1104/co-se-do-ucebnic-anglictiny. The text used in reading

in the Exercise 2 is taken and reformulated from the book Mr.Perfect by Roger

Hargreaves (1994). All pictures are from www.google.com.

Piloted: March 21, 2017 – 6th graders

Feedback: Pupil’s responses varied a lot when they answered how they felt when they heard

a word “mistake”. Some pupils said they felt sad, others even happy. One boy commented

wisely that we are generally very happy if others make mistakes. The first idea coming to

pupil’s mind when they heard a word “mistake” was either a bad note or a problem. It is

therefore obvious that they associate mistakes with negative emotions and with school

environment. That is the association I wanted to change with the aid of activities on the

worksheet.

Exercise 1 was enjoyable and funny for pupils. They matched all the phrases correctly

and we tried to come up with correct English translations. “Sausage of lovers” was definitely

a winner among all funny translations. Originally, I wanted to encourage pupils to create their

own funny translations, which I finally forgot to do since I was quite absent-minded in the

lesson because of children’s disturbance. In Exercise 2, I made a mistake that I did not

introduce what the reading was about and what it was supposed to teach them. Pupils

immediately started reading. From the box, they did not know the meaning of the word

„delicious”. We translated the text together. Even though children were already familiarized

with past forms of verbs, they complained about the difficulty of the text and about the

incomprehensibility. The text contained too many unknown words for them. Therefore, for

the next time, I would simplify the reading even more and I would not translate whole text as

a class. I would only ask somebody to summarize what the story was about. In this case, the

procedure I chose was not suitable so I had to explain the plot of the story and how it was

related to mistakes.

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In Stage 4, children were very eager to make as many mistakes as possible and it was

fun for them. They enjoyed that mistakes were permitted, even desirable. However, they were

not able to come up with their own story and they generally rewrote some sentences from the

original story about Mr. Perfect. Unfortunately, there was no time left to read the stories or

write them on the board.

On the whole, my aim to find out what the children’s attitude towards mistakes was

accomplished as well as the goal to provide mistake-rich environment in the class. On the

other hand, some of the activities are needed to be modified and sometimes my procedure was

not suitable. Also, general working atmosphere in the class was low and there was a high

degree of disturbance.

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8.7. How do you feel?

Linguistic aims: provide pupils with vocabulary and idioms related to emotions, practice

speaking through role-play

Non-linguistic aims: incorporate activities that suit all learning styles according to sensory

preferences; provide positive and emotionally rich learning

environment; activate right hemisphere

Level: Intermediate

Time: 70 minutes

Materials/Equipment: Data Projector, PC, worksheets with parts A, B + instructions for a

role-play, one per each pupil

Brain-based learning principles: activities chosen to suit all learning styles (VAK),

activation of both hemispheres, positive emotional

involvement

Procedure:

Stage 1:

➢ Ask pupils how they feel today. Write on the board the topic “Emotions and feelings”.

Brainstorm all the expressions of feelings and emotions the pupils already know.

Divide them on the board into positive and negative ones.

Stage 2:

➢ Introduce the activity A. Play any four music recordings that you choose. They should

differentiate in the mood they evoke. Encourage pupils to write down all the emotions

and draw pictures that the individual music recordings evoke in them.

➢ Discuss with pupils the individual feelings and the reasons why the music caused them

to feel in a particular way.

Stage 3:

➢ Introduce the activity B. Encourage pupils to ask for the unknown words. Let them

match all three columns.

➢ To help them remember the idioms expressing feelings, ask individual pupils to mime

the idioms. The rest of the class guesses the idiom which is mimed.

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Stage 4:

➢ Introduce activity C. Pupils write on the board the idioms under the correct picture.

Stage 5:

➢ Introduce activity D. Start with the description of the picture. Ask pupils what they

can see in the picture and how people probably feel. Tell them they should

empathize with people in the picture as they are going to play the role-play.

➢ Divide pupils into the groups of three people. Divide roles (person A, person B,

shop assistant)

➢ Go through the instructions with pupils and let them prepare their role-plays

Optional task: Pupils express how they feel after the activities. They choose one feeling that

stayed in their mind, write it down with a special writing, which should reflect

the particular feeling.

Key to activity B:

1. Feel like a fish out of water – feel uncomfortable

2. Have ants in one’s pants – feel excited

3. Be on pins and needles – feel nervous

4. Feel head over heels – be very much in love

5. Feel blue – feel depressed

Note: All the pictures on the worksheets are taken from www.google.com

Piloted: December 12, 2016 and December 13, 2016 – 8th graders

Feedback: When the pupils were supposed to brainstorm all the expressions of feelings and

emotions they know, they were inactive. To my surprise, they came up with only basic

vocabulary. When I suggested my prepared words and wrote them down on the board, they

were able to recognise them and translate most of them to Czech. Thus, I could assume that

those words belonged merely to their passive vocabulary.

In Stage 2, I played music from these interprets:

Recording 1: Yann Tiersen – La Noyée

Recording 2: Tuomas Holopainen – Dreamtime

Recording 3: Mahna Mahna – rock version by SKIN

Recording 4: Tarja Turunen – Witch Hunt

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My aim was to select music that differentiated in mood. Pupils usually associated

music with places rather than with mood. It was not easy to find out which particular mood

the music made them feel. Nevertheless, it turned out to be nice discussion about which

recording they mostly preferred.

In Stage 3, I had to explain what the idiom was before starting the activity. Their

matching was correct but some vocabulary needed to be clarified. This was the last activity

we finished in the 1st lesson. In the 2nd lesson the following day, we started with the repetition

of idioms. I asked pupils to stand up and move to the middle of the class (the class was

formed in the U shape). I planned to revise the idioms through miming but there were no

volunteers. Unfortunately, I did not manage to persuade anybody to mime the idioms so I did

it myself. It was fun and children laughed a lot but I was disappointed that pupils did not want

to engage. They had no problems with matching idioms to pictures. However, they often did

not remember correct spelling.

Activities in Stage 4 were the most successful in spite of my doubts that role-play

would work in this class. I tried to make groups of pupils that usually do not work together.

After some complaints about the group compositions, pupils divided their roles. I expected

that the instructions for role play would be confusing for them but they were not. I was afraid

that they would be unable to make their own phrases and, after the experience with miming,

they would not be willing to present their role-plays in front of the class. To my relief, both

these assumptions were not fulfilled. Children made their role-plays in about 8 minutes and all

of them presented them in front of their peers. I was pleased how emotive they were while

performing and how good their phrases were. It seemed to me as if they have totally changed.

Children as well as I enjoyed their performances.

In summary, this set of activities developed differently than I expected. The activities

that I thought would be successful were finally tentative such as miming or brainstorming. On

the other hand, role-plays that I thought would not be welcomed were the most positive

moment of the whole activity sequence. The group of children in this class is generally quite

shy and passive. Great effort is needed to make them feel enthusiastic. I possibly managed to

do so in the final part. When I asked pupils what were their impressions from these two

lessons, one girl answered: “You do strange things with us but we do not mind. We like it”.

Personally, I also did not have a feeling that they would be fed up with the activities even

though their lacked motivation.

72

It is true that I did with pupils the tasks they were not used to and they were probably

too unusual for them. Yet, it was my aim - let pupils experience learning in which they will

engage all their personality.

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8.8. Paraphrase

Linguistic aims: spoken production, fluency-oriented grammar practice

Non-linguistic aims: teach pupils the ability of attentive listening to what others say

Level: Pre-intermediate, Intermediate

Time: 10 minutes

Materials/Equipment: Any short text chosen by a teacher (min. 6 phrases), preferably

including the grammar which is supposed to be learned and practiced

Brain-based learning principles: cooperative learning, auditory and kinaesthetic style

respected

Procedure:

➢ Choose four or five pupils from the class. Let them stand in the line.

➢ Read slowly to the first pupil in the line any chosen text (it is preferable to

choose a text which the pupils are a bit familiar with and when the other students have

their ears clogged up so that they can’t hear the text before it is told to them).

➢ Let the first pupil paraphrase the whole text with his/her own words to the

second pupil in the line. The second pupil paraphrases what was said to him by the

first pupil to the third pupil and they continue in this way to the last pupil in the line

who paraphrases again and write the final version on the board.

Note: This activity is inspired by the structure called “Paraphrase Passport” suggested in the

book Brain friendly teaching: Tools, tips & structures by Spencer Kagan (2014, p. S.

32)

Piloted: December 13, 2016 – 6th graders

Feedback: For the paraphrasing, I chose the first five sentences from the reading we worked

with in the lesson and which contained grammar we practised (present continuous and present

simple tense). I decided to introduce this activity in a final part of the lesson.

There were five volunteers for this activity. I read the text twice. Children seemed to

concentrate a lot; they strived to remember each word. The rest of the pupils except of the

first one promised me to have their ears clogged up with their hands but I cannot guarantee

they did not listen to the text. Pupils really enjoyed this activity and they remembered quite a

lot from the original text. The only disadvantage was that the rest of the class was not

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engaged; they just listened to the performance of their five peers. I also observed their

reactions and was pleased that they did not take it as an opportunity to do nothing.

They also listened carefully. I think that this activity provides one of the precious

opportunities to give a longer talk in English. Moreover, it provides pupils with a rewarding

feeling that they are carefully listened to by others, which may evoke in them the positive

emotion of being important. On the whole, the activity was successful and funny for all.

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9. Answers to Research Questions

Since children in both sample classes did not know me well, it was more difficult to

work on positive emotional release. They might have been more restricted as they were not

used to cooperating with me. Based on my observations from lessons, pupils are not often

ready to speak about experiences related to their emotions or be emotively engaged in lessons.

There are several factors for it; one of them is that pupils in the piloted classes were in their

teens. The primary goal of emotional engagement in the class is its great capacity to cement

information into long-term memory. I cannot objectively judge if this aspect was successful

due to the limited time I spent with children. On the other hand, when I asked the children in

March about the activities we did in December, they remembered them well and it might be

partly caused by the strong emotive basis of those activities.

In both sample groups, children seemed to be creatively blocked. Whatever task

encouraging them to come up with something on their own was very hard to deal with for

them. Especially, in the 8th grade, pupils felt annoyed if they were supposed to e.g. come up

with their own mnemonics or create an imaginary definition of a word. Still, they finally

overcame it so they might get used to this type of tasks once they are exposed to them on the

regular basis. Also, activities aiming to activate right hemisphere have mostly creative and

imaginative elements. It incorporates pupil’s associations, and enough emotional stimuli.

Demonstrated on the example of the activity called “Mind maps and vocabulary” and

activities related to feelings and emotions (“How do you feel?”), children were surprised by

the tasks encouraging them to think about their associations. Nevertheless, they were able to

accomplish them without difficulties. Generally speaking, most of the tasks pupils are

supposed to do in lessons are left-oriented; therefore it was something unusual for them to be

asked to evoke their feelings, imagination and associations. Again, as with emotions, the

primary goal of right hemisphere activation is to facilitate the process of learning, which was

the factor, I could not have any results in for the limited time of my activity in classes.

As for the cooperative learning through group work, it does not belong uniquely to

brain-based learning strategies. Although brain-based learning considers it to be an effective

way of learning, it is highlighted by many other education approaches. It has become regular

to implement group work to English lessons. In the lessons group work was introduced; it did

not prove to be easy way of learning. Group work often caused misbehaviour, disturbance and

problems with agreement on one conclusion within a group. It would definitely take more

time to coordinate cooperative learning in the classes so that it could go relatively smoothly.

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However, applied in activity called “Paraphrase”, cooperation worked very well but it might

have been caused by direct supervision of me as teacher.

Activities that implemented visual, auditory and kinaesthetic factors were successful.

They provided pupils with acquisition of information in a way it best suits them. Even though

children were not directly conscious that the content of the lesson was presented with respect

to learning styles, such a sequence of activities worked well since it was various and not

monotonous.

Based on the experiences from the activities that I piloted in chosen classes, the

strategies of brain-based learning may not be easy for Czech pupils to identify with. These

strategies are too different from what pupils are already used to doing. The previous

paragraphs discussed how this general pupil’s reaction concerned individual strategies; yet, in

the summary, it may be expected that Czech pupils may be confused with methods of brain-

based learning which may be difficult for them to adopt. This is the conclusion that was made

on the very limited sample of pupils with limited impact of me as a “teacher visitor”. Hence,

this observed pupil’s reaction might have developed in another way if my research had been

undergone under different circumstances.

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Conclusion

One of the aims of each human work is to prove to be effective. Every “know-how” is

valued and people are able to sell and buy it for countless prices. Does it apply to the ability

of effective learning as well? To some extent, it is also a work to which many people claim to

possess this cherished “know-how”. Many teaching techniques have already proclaimed to be

the most effective. The history of the development of teaching methods in the didactics of

foreign languages serves as one of many examples. Each method from Grammar-Translation

Method to Communicative Approach was considered to be the best way of learning languages

in the time when it was mostly used or it still is.

As far as the human brain is concerned, the brain-based learning also affirms to

possess the “know-how” to the formation of circumstances and conditions under which the

brain naturally works the most effectively. The advocates of brain-based learning are

convinced that this approach in education offers the set of strategies and principles which,

once they are followed, are able to create the learning environment in which the brain

naturally learns. Therefore, it is regarded as the way of learning with the brain in mind. Brain-

based learning authors base their outcomes on the findings from neuroscience and that makes

it different from all other approaches in education.

I have to admit that I was a bit disappointed at the very beginning of my research. I

had an impression that brain-based education had not brought anything new. I expected

revolutionary ideas. Instead, before examining brain-based learning deeper, I thought of it to

be an American concept which promotes its principles in an exaggerated way. However, when

I got deeper in the sources, I started being less critical.

It is true that brain-based learning does not bring ideas that would completely shake

the world of education and that would bring new approaches. Many ideas brain-based

learning promotes are shared with other approaches to teaching such as suggestopedia,

experiential learning, TPR or cooperative learning. The methods it promotes are already

amply represented in didactics of foreign languages. On the other hand, what is specific and

exceptional about brain-based learning principles is the complexity of information offered to

issues the brain-based learning authors discuss. By this complexity I mean deep research and

reference to science. The main brain-based learning contribution is represented by the

scientific evidence to approaches in education which have been already practised but not

based on scientific facts. Another contribution is the unification and combination of those

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concepts in education that proved to be effective. In other words, brain-based learning took

the best from what the research in education has revealed and embraces it in one approach.

In the Theoretical part, I intended to approach some of the principles of brain-based

learning and provide information how to apply them practically in EFL classes. I focused on

the principles related to memory, brain lateralization and emotions.

The aim of this thesis was to apply the outcomes from Theoretical part in the concrete

activities that were designed in accordance with some of the principles of brain-based

learning. The main conclusion I made from the research is that pupils might find uneasy to be

exposed to tasks that implement some of the brain-based learning principles. The methods the

brain-based learning authors recommend are often based on creativity, which in my sample of

pupils was found hard to deal with. Furthermore, the activities aiming to activate both

hemispheres were found by pupils a bit unusual but they followed them without major

difficulties. The tasks trying to release positive emotions were also a source of surprise and

pupils did them with a bit of self-denial.

I am convinced that the unfavourable factors accompanying task’s accomplishment

were caused by the age of pupils in which it is generally unacceptable for them to openly refer

to their own creative work or to their emotional states. Also, my work with pupils was not

long, so our relationship could not develop to the level in which pupils would present

themselves fully and freely. I am convinced that with enough time and patience, pupils would

be finally able to adapt to brain-based learning principles. Thus, I do not want to lose courage

to promote methods which might not be initially welcomed by pupils but which might finally

lead to the benefit of all involved in education.

I am fully aware that I did not manage to develop all the ideas that brain-based

learning refers to and those ideas I made reference to in the thesis are approached in an

incomplete manner. Also, I did not put into practice all the ideas that I write about in the

Theoretical part with the activities proposed in the Practical part. I know that the thesis has

many imperfections and the insight to brain-based learning is not complete. In spite of it all, I

hope some of the ideas that this thesis presented may be find beneficial and useful.

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Resumé

This Diploma Thesis deals with the principles and strategies of brain-based learning,

sometimes also referred to as brain-friendly learning, and its application in English lessons. It

is primarily focused on how brain-based learning approaches memory and brain lateralization,

representing two important factors in learning process. Furthermore, it examines the role of

emotions in learning as well as brain-based learning reference to learning styles and the

theory of multiple intelligences. In Practical part, the outcomes proposed in Theoretical part

are tested through activities piloted in lower secondary EFL classes.

Key Words: brain-based learning, brain-friendly teaching, memory, brain

lateralization, mnemonics, mind maps, learning styles, theory of

multiple intelligences, emotions

Shrnutí

Tato diplomová práce se zabývá principy a strategiemi brain-based learning, které se

také někdy označuje jako brain-friendly learning, a na jejich aplikaci do výuky angličtiny.

Především se zaměřuje na to, jak brain-based learning přistupuje k paměti a mozkové

lateralitě,jenž představují dva důležité faktory, které ovlivňují proces učení. Mimoto zkoumá

roli emocí v učení a napojení brain-based learning na učební styly a teorii vícenásobné

inteligence. V praktické části jsou vyzkoušeny návrhy z teoretické části na aktivitách

prověřených v hodinách angličtiny na druhém stupni základní školy.

Klíčová slova: učení založené na mozku, brain-friendly vyučování, paměť, mozková

lateralita, memotechnické pomůcky, myšlenkové mapy, učební

styly,teorie vícenásobné inteligence, emoce

80

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APPENDICES

Appendix 1: Introducing grammar through handwriting

Appendix 1a: Examples of pupil’s handwritings

Appendix 2: Discover your learning style!

Appendix 3: Boost your memory!

Appendix 4: Bluffing - cards

Appendix 5: Mind maps and vocabulary – a template

Appendix 5a: Examples of pupil’s mind maps

Appendix 6: Mistake? No Problem!

Appendix 7: How do you feel?

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Appendix 1: Introducing grammar through handwriting

Text:

In 20 ...., it will be five years since the time I saw the best friend of my life for the first

time. It was a rainy day in spring, in April, on the 25th of April. I met him at the

weekend, I am sure it was on Sunday at 11 o’clock pm when I had a walk at night. And

there he was in the street, lonely, poor and dirty. My beloved dog Atonin.

Questionnaire:

1. Does the text belong to a girl or a boy? What do you think?

2. Which letter is interesting for you?

3. Do you like the handwriting?

4. Do the letters fall to the left or right?

Exercise 1:

A: Do you want to go swimming at/on/in the weekend?

B: Sorry, I can’t. I have lots of work at/on /in Saturday and at/on/in Sunday I visit my

grandma.

A: At/on/in 2018, my sister will be ten years old.

B: Oh, really? Which day?

A: At/on/in the 16th of January. She was born at/on/in winter.

A: Mum, I can’t sleep at/on/in night.

B: Oh, no, my dear. What’s wrong with you?

A: I don’t know. Maybe I play games on the computer too long and then I can’t fall asleep.

B: Ok. You can play games only from 8 to 9 o’clock. Then, at/on/in 9.30 pm you have to go

sleeping.

Key to exercise 1:

A: Do you want to go swimming at the weekend?

B: Sorry, I can’t. I have lots of work on Saturday and on Sunday I visit my grandma.

A: In 2018, my sister will be ten years old.

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B: Oh, really? Which day?

A: On the 16th of January. She was born in winter.

A: Mum, I can’t sleep at night.

B: Oh, no, my dear. What’s wrong with you?

A: I don’t know. Maybe I play games on the computer too long and then I can’t fall asleep.

B: Ok. You can play games only from 8 to 9 o’clock. Then, in 9.30 pm you have to go sleeping.

Exercise 2:

Choose the correct answer to each sentence:

1. I married my wife in ...........

A) 1999

B) weekend

C) Saturday

2. The first day of holidays is on ...........

A) June

B) the 1st of June

C) summer

3. The school starts at ...........

A) September

B) on the 1st of September

C) 8 o’clock

4. The only time you can enter this door is in ...........

A) winter

B) night

C) the 1st day of each month

(Key: 1.A, 2.B, 3.C, 4.A)

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Discover your learning style!

Learning style is the set of characteristics that make the same teaching method wonderful for

you but terrible for others.

Dictation: You will hear 11 words. Try to decide without much thinking which sense you

mostly associate the word with and write it into right column.

Example: You hear the word “winter”. Do you firstly see, hear, taste, smell or feel the word?

SEE HEAR TASTE SMELL FEEL

The column with the most items indicates your dominant sense and learning style.

SEE→ VISUAL learning style

HEAR→AUDITORY learning style

FEEL→KINAESTHETIC learning style

TASTE→GUSTATORY learning style (mostly connected with KINAESTHETIC learning style)

SMELL→OLFACTORY learning style (mostly connected with KINAESTHETIC learning style)

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Questionnaire on learning styles

Z každé otázky vyber odpověď, která nejvíce odpovídá tvé situaci.

1. Když se dívám na nějaký film v televizi, nejvíce si z něj zapamatuji:

A) kostýmy, kulisy a herce/herečku.

B) to, co jednotlivé postavy říkají.

C) akci ve filmu nebo jak se během ní cítím.

2. Když jsem sám/a, nejraději

A) si čtu nebo se dívám na televizi.

B) s někým telefonuji.

C) hraju hry nebo jdu ven.

3. Když si kupuji oblečení, většinou si vyberu

A) oblečení v jasných barvách podle poslední módy.

B) světlé oblečení.

C) hlavně pohodlné oblečení.

4. Pokud si mám vzpomenout na nějakou dovolenou, co jsem zažil/a, nejvíce si z ní vybavuji:

A) to, jak vypadalo místo dovolené.

B) zvuky a rozhovory, které jsem tam zažil/a.

C) jak, jsem se tam cítil/a a co jsem tam dělal/a.

5. Nejvíce mi vyhovuje se učit

A) pomocí obrázků, které mi někdo ukazuje nebo které jsou v knize.

B) když mi někdo říká, jak mám co udělat.

C) když se učím sám/sama podle sebe.

6. Když se učím, mám rád/a

A) hodně světla a poslouchat při tom hudbu.

B) mít absolutní ticho a někdy si učivo přeříkávat nahlas.

C) udělat si pohodlí – ležet na posteli nebo na pohovce.

7. Mám rád/a hodiny, ve kterých učitel

A) používá projektor nebo tabuli a já si můžu opisovat poznámky do sešitu.

B) předkládá informace a já pouze poslouchám.

C) nechává nás si věci vyzkoušet.

8. Když si chci pro sebe ověřit, zda jsem správně napsal/a slovo,

A) představím si ho v hlavě.

B) vyhláskuji písmena

C) napíšu si ho.

9. Vyber tvrzení, které Tě nejvíce vystihuje:

A) Rád/a si volám s kamarády, ale raději bych si s nimi povykládal/a osobně.

B) Miluji telefonování.

C) Raději bych šel/šla něco dělat ven než si volat přes telefon.

10. Nejhorší by pro mě bylo, kdybych

A) se nemohl/a koukat na televizi nebo si číst.

B) nemohl/a mluvit.

C) nemohl/a se hýbat.

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Count out the number of A answers, B answers and C answers.

➢ If you have mostly A answers, you prefer visual learning style. What does it mean for you?

Při učení se opíráš o vizuální představy a máš fotografickou paměť. Informace

potřebuješ zrakově vnímat, proto máš tendenci upřednostňovat čtení před

sluchovým vnímáním. Pomáhá ti, když učitel využívá názorné pomůcky a

obrázky. Měl bys co nejvíce číst cizojazyčné texty, protože si snadno fixuješ

vizuální podobu slov. Nácvik výslovnosti ti může ulehčit zrcadlo. Při učení

slovíček využívej co nejvíce obrázky a jiné grafické barevné pomůcky.

➢ If you have mostly B answers, you prefer auditory learning style. What does it mean for

you?

Při učení se opíráš o sluchové představy a sluchovou paměť. Nejúčinněji se proto

učíš posloucháním. Vyhovuje ti, když učitel učivo vysvětluje, i když je srozumitelně

napsané v učebnici. Nemáš rád monotonní výklad. Potřebuješ se učit nahlas.

Pamatuješ si dobře, kdo co řekl a dobře rozlišuješ hlasy a zvuky. Měl by ses co

nejvíce vystavovat cizojazyčným mluveným podnětům, měl bys poslouchat

autenticky mluvené materiály jako např.nahrávky nebo filmy. Také ti při učení

můžou pomoci diktáty, poslech písní, říkanky a všechny aktivity zaměřené na čtení

nahlas.

➢ If you have mostly C answers, you prefer kinaesthetic learning style. What does it mean

for you?

Při učení se opíráš o pohybové představy a paměť. Reaguješ na učení pohybem a

potřebuješ je spojovat s nějakou pohybovou aktivitou, např.manipulací s předměty

nebo vykonávat doprovodnou motorickou činnost. Když se učíš, rád si “hraješ” s

nějakým předmětem, střídáš místa a polohy. Učení často spojuješ s vypisováním

poznámek nebo s kreslením obrázků či jen čmáráním. Nejefektivnější je pro tebe

učení doprovázené vlastní praktickou činností. Při učení jazyka využívej kartičky,

slovně-pohybové hry, čtení dialogů a současně hraní rolí, různé komunikační

aktivity. Hodně se při učení pohybuj a manipuluj s předměty.

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Boost your memory!

Everybody can have a good memory but you need to

know how to help it!

1st tip: Mnemonics

Mnemonics is any device that will help you to remember information better.

Example 1: Rhyming used to differentiate two words with similar meaning but

different pronunciation

LIFE vs. LIVE

How empty would be my life Who can say: I live ?

without having my wife Those whose habit is: I give.

Example 2: Commonly known electronic brands helping to remember the similar

spelling of letter J and G.

JVC vs. LG

Example 3: Situation visualizing the grammatical rule related to present simple tense

(adding –s to 3rd person singular)

Situation: Imagine you have a neighbour Sam who lives on his own (→singular

number). He lives on the 3rd floor (→3rd person singular). This week, he is going to marry. His

wife’s name is Samantha ( →final –s added to a verb). They form an inseparable couple and

they love each other so much that they put the initial letter of their names to each verb they

say.

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How to remember difficult spelling? Mnemonics may help you!

Examples:

A) desert vs. dessert

Only dessert is sickly sweet!

B) necessary

One cup with two sugars.

C) Because

Big elephants can always understand small elephants.

Come up with your own mnemonics to anything in English that is difficult to

remember for you.

General tips to boost you memory:

If you want to remember something, use images that are:

1. humorous and absurd

2. connected to movement

3. positive

4. exaggerated

D

Draw pictures to

your mnemonics!

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Appendix 4: Bluffing - cards

ROSARY /rəʊzərɪ /

WHO

a chain used for prayers

World Health Organisation

JUGGLER /dʒʌglə /

D.I.Y.

a person at the circus

Do It Yourself

TOM /tɒm /

A.S.A.P.

a male of a cat

as soon as possible

VIS-à-VIS /viːzɑːˈviː/

BR

face to face with something

British Railways

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Instructions:

Cut the cards and glue together two parts (cards next to each other).

a bird singing at night

frequently asked questions

NIGHTINGALE/naɪtɪŋˌgeɪl/

FAQ

96

CENTRAL

W

WORD

PEOPLE

WHAT DO

THEY SAY ?

OBJECTS

DRAW A

PICTURE TO

EACH

OBJECT

VERBS

OWN PHRASES WITH NEW

VOCABULARY

RIGHT

HEMISPHERE

LEFT

HEMISPHERE

POSSIBLE

COLLOCATIONS

AND IDIOMS ?

FIRST IDEA

IN MY MIND

ASSOCIATED

REAL PERSON

OR PLACE

ASSOCIATED

MELODY

ASSOCIATED

SMELL

ANYTHING

YOU LIKE

97

98

99

100

101

102

MISTAKE? NO PROBLEM!

What is the first idea coming to your mind when you hear the word “mistake” or

“fault”? Write it down.

...............................................

WHY MAKING MISTAKES DOES NOT MATTER:

✓ Making mistakes means having fun!

Exercise 1: Match Czech words and phrases with funny misleading English

translations.

Nebuď labuť. Damage to speak.

Škoda mluvit. Love on the first postcard.

Zeleninová obloha. He rolls his hams.

Odpočívej v pokoji. Your eyes September.

Párek milenců. Vegetable sky.

Tvé oči září. Sausage of lovers.

Válí si šunky. Relax in the living room.

Láska na první pohled. Don’t wake up the swan.

✓ Mistakes are stepping stones in learning.

Never

mind !

MISTAKE CORRECTION IMPROVEMENT

Hooray!

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✓ Mistakes belong to life. Nobody is “perfect” and nobody likes “perfect”

people !

Exercise 2: Read the text about Mr.Perfect and fill the gaps with the words from the box.

It was a perfect summer’s day. And on this perfect summer’s day, Mr.Perfect was

looking even more perfect than usual. It was Mr Perfect’s birthday, and he was

going to have a ................. There was a knock at the.................. “Perfect!”cried

Mr.Perfect. “How very kind of you”, he said, when he saw all his guests had

brought wonderful looking presents. Then he brought in a .................. It was huge.

It looked wonderful. It smelt terrific. And...Mr.Greedy thought it tasted ..................

He gobbled up the whole cake in three seconds! Do you think this upset

Mr.Perfect? Not in the least. Mr.Perfect opened his

presents. He opened the tiny parcel wrapped in

.................. “Oh, Mr Mean,” said Mr.Perfect.

You’ve given me a lump of coal. How kind of you!

THAT’S IT! I am fed up with you, Mr Perfect. And

do you know why? I’ll tell you. There is a most

enormous ................. with you. Don’t you understand?”cried Mr.Uppity. “Your

fault is that you have NO faults! “

SO, LET’S GO DOING MAKING MISTAKES!!!

Exercise 3: Write your own story about Mr.Perfect making as many mistakes as possible!

Try to make at least one wrong funny English translation as in Ex.1.

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

......................................................................................................................................................

door delicious newspaper fault party cake

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Appendix 7: How do you feel?

A. You will hear 4 music recordings. Write down the feelings that each recording arouses in you:

Recording 1:

Recording 2:

Recording 3:

Recording 4:

B. Match the idioms with their meaning and the sentence example:

1.Feel like a fish out of water

2.Have ants in one’s pants

3.Be on pins and needles

4.Feel head over heels

5

.Feel blue

Be very much in love

Feel nervous

Feel depressed

Feel uncomfortable

Feel excited

„He has ants in his pants because he

will see his girlfriend tonight.“

„He felt like a fish out of water

when he met his girlfriend’s

parents.“

„I feel blue today. I don’t know

what’s wrong with me.“

„I am on pins and needles . I

still have not received the exam

results.“

„I am head over heels for her.

She is the best girl in the

world.“

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A. Match the idioms with pictures:

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D. I am angry...

Imagine the situation in the picture. You are standing in a queue and the person behind you is going to

jump the queue (get in front of you). You start arguing with that person. The shop assistant wants to

calm you down.

Follow the instructions and role-play:

Person A: Stand in a queue Person B: Jump the queue and get in front of person A

Person A: React angrily to person B Person B: Defend yourself

PersonA: Complain to a shop assistant Shop assistant: Try to calm both

persons down Person A: Jump person B React angrily to person A

Shop assistant: Close your till and send both persons to another queue