1	Brain-Based Learning through Content-Based Language Teaching
2	Dr. Teresa J. Kennedy
3	Identify your Teaching Patterns
4	The importance of foreign language learning…..why study, why learn? Keeping students tuned in and engaged in language learning: Provide context for the material being discussed—making it relevant! Provide a need to learn the material—communicating with peers! Make it real—discussing issues related to the world around them! …Sounds easy….but is it?
5	The Decade of the Brain “The human brain, a 3-pound mass of interwoven nerve cells that controls our activity, is one of the most magnificent—and mysterious—wonders of creation. The seat of human intelligence, interpreter of senses, and controller of movement, this incredible organ continues to intrigue scientists and layman alike.” (Presidential Proclamation 6158, 1990).
6	Cognitive Science
7	The Human Brain 101
8	Neurons
9	Neuronal Development
10	Neuronal Development
11	Neuronal Development
12	Growth Patterns in the Brain
13	The Parts of the Brain
14	A Look inside the Brain
15	The Parts of the Brain
16	A Look inside the Brain
17	A Look inside the Brain
18	A Look inside the Brain
19	Modularities
20	The Brain and Language
21	The Corpus Callosum
22	Bilingual Corpus Callosum Variability
23	Bilingual Corpus Callosum Variability
24	Bilingual Corpus Callosum Variability
25	New research constantly occurring! Memorial Sloan-Kettering Cancer Center in New York 12 healthy bilingual volunteers * Revealed information suggesting that the location where the capacity to speak a second language is stored can be found in different areas of the brain depending on when in life a person becomes bilingual. Winslow, 1997
26	NEXT STEPS…
27	What does research say about academic performance? Children who have studied a foreign language in elementary school: Achieve expected gains in all content areas. Receive higher scores on standardized tests in reading, English language arts, science, mathematics, social studies and geography. Show greater cognitive development—mental flexibility, creativity at solving complex problems, divergent thinking, and higher-order thinking skills. Long Term Effects: Higher SAT scores. Higher scores on tests of verbal and nonverbal intelligence. Positive attitudes toward the target language and culture: Children's motivation to learn another language is stronger. Demonstrate increased confidence in their ability to use the target language. Develop more positive attitudes toward the target language and culture.
28	Limitations on Learning in the Secondary FL Classroom
29	The Variable of Time 720 hours of INTENSIVE study at the Foreign Service Institute for adults with high aptitude to become proficient. (Omaggio-Hadley, 2001)
30	The Corpus Callosum
31	Brain Research: Verbal Sites
32	Brain Research: Early learning
33	Brain Plasticity Theory
34	Language Mapping
35	Late Language Acquisition
36	Brain Research: Comparisons
37	What does it all mean?
38	Recommended Web site
39	Mirror Activity Work in small groups to complete the tasks as described on your activities sheets. Using the mirror, read the directions and complete each task before continuing to the next task. Lessons Learned Prior knowledge can cause negative feedback. Experimentation must occur in order to achieve mastery. Emotions can be detrimental to learning. The student does not feel good about the task until the breakthrough occurs and the problem can be solved. The 3 E’s: Emotional Security/Elaborate Rehearsal/Enriched Environment
40	The Senses and Brain Research
41	Enhancing Memory 5 of the 12 pairs of sensory nerves are associated with FL teaching and learning:
42	Memory: Retrieval of Information
43	Making a Memory
44	Memory: Storage of Information
45	Storage of Information: Relevance
46	Storage of Information: Contexts and Patterns
47	Storage of Information: Emotional Connections
48	Teaching Methods and Correlation to Memory
49	Average Retention Rate after 24 Hours
50	Information Processing Model
51	Structuring Time for Retention
52	Memory: Retrieval of Information
53	Creating a Brain-Sensitive Learning Environment
54	Teaching Methods and Correlation to Learning
55	Teaching Methods and Correlation to Learning
56	Gardner’s Intelligences and Bloom’s Taxonomy
57	Learning Styles: The 4MAT System
58	Monsters Activity
59	Assessment
60	What can FL Teachers do to facilitate student learning?? Create a brain-compatible learning environment where a combination of many different teaching methods are utilized.
61	Recommendations
62	Additional Recommendations
63	Creating a Brain-Sensitive Learning Environment
64	Brain Awareness Week Brain Awareness Week is an international effort organized by the Dana Alliance for Brain Initiatives to advance public awareness about the progress and benefits of brain research. http://www.dana.org
65	Conferences and Resources
66	More Resources…
67	Language Study and the Brain
68	Wait…there’s more… Interdisciplinary, Content-Based Ideas…. REMEMBER: The tendency for the brain to consider the entire experience and to search for meaningful patterns calls for thematic, content-based interdisciplinary instruction.
69	NASA and The GLOBE Program Integrate Content Areas into the K-12 Foreign Language Classroom
70	The International Space Station
71	The International Space Station
72	The International Space Station
73	Content-based Lesson Development Communication Cultures Connections Comparisons Communities
74	Space Events Around the World
75	NASA Materials Database
76	NASA Web sites in other languages
77	NASA Web sites in other languages
78	NASA Web sites in other languages
79	NASA Web sites in other languages
80	How could a language classroom use these NASA materials?
81	How can you obtain NASA materials for your classroom?
82	International Programs
83	The GLOBE Program
84	The Next Generation GLOBE
85	GLOBE Achievements
86	GLOBE Scientific Measurements
87	GLOBE Resource Materials
88	GLOBE teams with ACTFL
89	A School-Wide Interdisciplinary Program
90	A School-Wide Interdisciplinary Program
91	GLOBE Partner Countries
92	Literacy Skill Development
93	Reaching All Students
94	GLOBE and Foreign Language Classrooms
95	El Niño/La Niña Weather Patterns
96	Content Based Lesson El Niño TPR-Review weather terms to lead into a discussion about El Niño. Jigsaw Reading Activity- Use authentic text about the El Niño weather occurrence to deepen understanding and expand vocabulary. Group discussion. Culture/Technology- Use the Globe website to locate and communicate with students in other nations. GLOBE Enhancements- Use the GLOBE cloud protocol and weather observations to discuss cloud cover and temperature. Begin writing activities. Extended Listening Activities- Show students an authentic weather forecast and provide them with listening guides. Creation- In groups, students will create video taped weather forecasts. Present in class. Meaningful study of the language—students motivated for future use.
97	Why GLOBE?
98	Curriculum Design keeping the BRAIN in MIND for all learners with HIGH powered lessons.