This document discusses neuroeducation and how understanding the brain can improve teaching and learning. It is divided into four parts. Part one discusses neurolinguistics and the stages of learning. It explains how the brain works and the fields that make up neuroeducation. Part two likens the brain to a theater and explains thinking processes and how the brain saves energy. Part three covers motivation, coaching styles, and asking questions to gain a competitive advantage. Part four discusses learning Chinese tones, characters, and styles. Throughout, it provides information on language processing, learning, memory, and strategies for effective teaching.

1. ? ? ?

3. What a brain has got to do with
teaching and learning ?
Neuroeducation
Strong minds discuss ideas
Average discuss events
Weak discuss people
Socrates

4. Part ONE : Neurolinguistics & Coaching
Stages of Learning
How a brain works
Part TWO : Your head is like a theatre
Thinking proces
Brain Energy saving
Part THREE : Motivation
Coaching style
Asking questions
Competitive Advantage
Books
Part FOUR : Chinese
Tones
Lesson in basics / 3 skills
Learning styles

5. PART ONE : Coaching @ Neurolinguistics
- Kocsi = carriage : 1830 Oxford Univeristy /slang for
``tutor`` /
- Target + Development + Changes
- Psychology + Ethics
- Potential
-
- 19th C Paul Broce : aphasias = brain damage & lg
processing
- Neural mechanisms in a brain
- Interdisciplinary science : neuroscience + linguistics +
cognitive science + neurobiology + neuropsychology
Mentoring ? Teaching ? Training ?

6. Neuroeducation
- offers educators the best strategies for
teaching and learning
- - helps to collaborate with other
professionals
- encourages teachers to find out how how
your students think and learn.

8. LEARNING
I do not know that I cannot
UNCONSCIOUS INCOMPETENCE
I know that I cannot
CONSCIOUS INCOMPETENCE
I know but I still make mistakes
CONSCIOUS COMPETENCE
I know and I can
UNCONSCIOUS COMPETENCE

10. Neuron Firing

11. Neuron : basic unit of a nervous system

16. Female & Male

18. Where do you get info from
about how your students learn ?
What are your assumptions about
your learners based on ?
Is it possible to stop creating
our own image about a person ?

19. What is a ``see & click`` thought ?

21. Imagine ....

22. PART TWO : Your head is like a theatre …
understand your brain better …

23. PREFRONTAL CORTEX
thinking + decisions
Scene
Actors
Audience
Director / limbic system/
PERFORMANCE = THINKING PROCESS
Understanding
Making decisions
Recollecting
Remembering
Blocking
LIGHT

24. How to keep the Energy ?
1. Task prioritisation / matrix exercise/
2. Visualise + metaphors
3. Write down
4. Divide into blocks/multitasking
5. Delegate
6. KISS
7.Relax.The scene is small
We focus on ONE element only.

26. Eisenhower matrix exercise

27. HOW come students stop concentrating ?
Natural
Electrical explosions
Impulses
Analyse
Tell
Sense of humour
Emotions
Limit stress /images

29. Stroop Effect

30. RAINBOW
Brain :
Reads faster than
recognises colours :
automatic reading
Colour reading requires
more attention / more
maps to read colours /

31. LANGUAGE
Kontejner za odjecu i obucu.
Kontener na odziez i
obuwie.
Container for clothes & shoes.

32. http://www.edutopia.org/blog/neurosc
ience-higher-ed-judy-willis

34. PART THREE

35. Intrinsic vs Extrinsic
Pull vs Push
Maslov

36. How ?
 Give sense of control and responsibility
 Define attainable objectives + be enthusiastic
 Create threat – free environment
 Change scenery + use their interests
 Offer vared experiences
 Use positive language + competition
 Offer rewards and praise
 Make things fun
 Let them socialise + manage anxiety
 Give feedback + encourage self – reflection
 Provide opportunities for success

37. Coaching style
Questions
Pictures
Facilitator
Empathy

38. Moment A A A A ...

39. Coaching simple situations

40. A question is most powerful
when neither the asker nor
the responder knows the
answer.

41. Model of Human Motivation

42. COMPETITIVE ADVANTAGE
Goal
 Positive solutions & Language
Dialogue
 Interpersonal
skills

45. PRACTISE
REPEAT
ONGOING
GOALS
REMEMBER
EMOTIONS
SUCCESS
START AGAIN

47. `.

50. PART FOUR : Chinese

51. One sign = cluster of symbols

52. Tones

55. Writing

56. 1. Have you learnt anything ?
Yes ? No ? Provide the reasons.
2. Which skill was the most difficult to
learn ?
3. If you were to learn Chinese, how
would need to learn successfuly ?

57. http://www.homeschoolcreations.net/2012/10/printables-from-a-to-z-from-
homeschool-creations/

60. Thinking styles

61. http://www.slideshare.net/adelientan/physical-learning-style

63. Thank you for attention
Dorota Galata – Młyniec
galatamlyniec@gmail.com
+ 48 501 422 523