The brainwaves of students who are enjoying their class and their companions will begin to sync during the class time. This EEG evidence shows us how important human contact is to us, even when we are not aware of it. This led me to 

Some thoughts on E-learning  ......

Wenn man Studierende aus dem Lehrsaal nimmt, entfernt man gleichzeitig auch viele Vorteile und Annehmlichkeiten. Diese Vorteile Stärken normalerweise die Motivation, Einstellung und Zielstrebigkeit unbewusst.

Deshalb muss man beim E-Learning eine Atmosphäre schaffen um den Studierenden ein ähnlich gutes Umfeld wie im Lehrsaal zu gewährleisten.

Deshalb nehmen die Servicemitarbeiter auf der Kommunikationsebene eine signifikante Rolle ein.

Für diese Umsetzung ist es von großer Vorteil, wenn die Studierenden und vor allem deren Probleme oder Angelegenheiten mit Freundlichkeit, Verständnis aufrichtig aufgefasst und bearbeitet werden.

Bei dem Prüfungssystem (was dahinter stecht) sollte das Hauptaugenmerk auf Rucksichtsnahme und dem Willen den Studierenden zu unterstützten, gerichtet sein.

Zusätzlich sollte die Benotung transparent und nachvollziehbar sein.

Verlängerung von Abgaben von bspw. Blogs, Videos und Essays sollten leicht ersichtlich und erreichbar sein. Rubrics machen ein gutes Beispiel davon.

Sue Sullivan 2018

List of blogs 2016

List of nine  blogs 2016  

(Mindlab Applied Practice PG)                                                                                                                                   

1. Should we use brainwave headsets to inform our assessment of students?

2. Global trends: preparing for the future

3. Using social online networks in teaching

4. Changes in my practice :Evaluate the impact of issues on your practice and plan for the future.

5. my interdisciplinary map

6. Indigenous knowledge, cultural responsiveness

7. Ethical contexts

8. Current Issues in my Professional Context

9. Community of Practice

By Date

Saturday, 13 August 2016

Should we use brainwave headsets to inform our assessment of students?

Sunday, 3 July 2016

Global trends: preparing for the future

July

Using social online networks in teaching

July

Changes in my practice :Evaluate the impact of issues on your practice and plan for the future.

July

my interdisciplinary map

Saturday, 2 July 2016

Indigenous knowledge, cultural responsiveness

Sunday, 26 June 2016

Ethical contexts

june

Current Issues in my Professional Context

Monday, 13 June 2016

Community of Practice

How I teach speechstream

How I teach speechstream

Speechstream is an exercise to try and trick the brain into using its childhood learning systems - for adults. Many of my adult ESOL students cannot hear  fluent English.  By taking little chunks of incomprehensible speech and repeating them, I try to make the brain reopen those processes it used for the mother tongue.

The outcome of speechstream is better listening. It does not intend to give better speaking although this can be one of the results. It does not, during the first part of the exercise, aim at comprehension.

Speechstream is challenging work. Students become enthusiastic supporters of the exercise once they begin to hear the progress they are making. They say things like, I can hear television speakers much better now! I can watch movies and I'm picking up much more than before.

Speechstream work is divided into two parts: Language uptake and Resolving

1. LANGUAGE UPTAKE

The main part of the work is the first part.Its like mouth gym.

Its purpose is language uptake.

One condition is absolutely essential for speechstream to succeed -

• COMPLETE LACK OF UNDERSTANDING 

and

• students have to agree to try to NOT think about the possible words, not try to"solve" the problem.

Speechstream is about focusing on the sounds, repeating them accurately and intensely, using plenty of muscle movement and trusting the process. The procedural language network works on the material of speech which is below our conscious awareness.  It can create a database of sound for the new language.

2. RESOLVING THE GLEEP

After students have mastered the articulation of this group of sounds, which might mean ten or fifteen minutes work, we can move on to trying to work out what the words are. This is a group process and discovery of the words is always interesting for the adult learner. Once the students are consciously thinking about words, talking about words, the brain is no longer absorbing the characteristics and details of the speech stream.

Instead in this second stage the conscious normal learning brain is at work and students are able to talk about and later remember their discussions. This is the declarative language network.

Speechstream is based on the latest understandings of neuroscience about the two language networks that activate for languages . The two networks are called 

• procedural memory (a subconscious automatic network)

and

• declarative memory (the conscious thinking brain)

Children can learn many other languages automatically because their procedural system is active and will develop a reliable fast accurate database for each of their other languages.

adapted from https://commons.wikimedia.org/w/index.php?curid=5320086

The purpose of speechstream is to try and reactivate that subconscious network by intense focused repetition without understanding. If there is understanding, the executive control of conscious knowledge will take over, closing down the basal ganglia-cerebellum procedural loop and referring the language material to the mother tongue database instead. Then no new linguistic uptake occurs.

That is why it is essential for students in the first part of speechstream exercises, the language uptake part, that not even one word is understood and not even thinking about a word is happening.

If a gleep is understood by a student (you can usually tell from their eyes) then the student should sit that practice out. If a student speaks what they think is the answer, then that gleep is finished. It cannot be used to activate language uptake if it is already understood. The teacher has to choose another gleep.

The first part of the speechstream exercise is the not understood part. This is the language uptake time which I believe allows the brain to build up a new sound system for the new language instead of trying to use the old automatic sound system acquired for the mother tongue. It is for this reason that speechstream work must not have understanding as any part of the first stage: because we do not want to activate the mother tongue database and we want to provide material for a new database build around the speech signal of the new language.

HELPING STUDENTS

TO BE CONTINUED.  Copyright © 2017 smesullivan All  Rights Reserved

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