Unhelpful Thinking Styles Poster (1)

Neuroscience-based strategies in the ESL elementary classroom from theory to practice Jennifer García Greensboro College

Abstract For years, ESL teachers have been dedicated to planning, organizing, and trying to motivate students to develop their language skills in the target language, but without knowing what occurs in students’ brains. Neuroeducation is a new vision of teaching that is based on providing educational strategies focused on brain functioning. This new discipline merges knowledge of neuroscience, psychology, and pedagogy with the aim of optimizing the teaching and learning processes. The present project seeks to develop a better understanding of how to integrate the brain function to the acquisition of a second language and how to manage emotions while learning. In view of above, this project serves as a digital platform to empower educators to apply three neuroscience principles under Guillen (2017) integrated approach (1) neuroscience, understanding how students learn (2) pedagogy, learning how to self-reflect by becoming more metacognitive and (3) psychology, linking emotions to learning. This digital platform contains a set of anchor charts, posters and materials to guide educators in the understanding how to incorporate these three pillars in their instruction. By using the material provided in the digital platform on a daily basis, teachers are building a positive classroom environment, reflecting on their future teaching practices, and ensuring ELLs become life-long learners. Consequently, it can be said that by applying the basic principles of neuroscience, teachers not only understand how the brain functions and learns but also, they provide students with tools to lead their own learning. Neuroeducation “Trying to teach content without knowing how the brain works is like designing a glove without seeing a hand before” Francisco Mora (2018) Integrated Approach by Jesus Guillen (2017)

Neuroscience Theory of Memory: Mora (2013) defined neuroscience as •The Multi-store model of studying the human nervous system, memory by Richard Atkinson and which focuses on the brain and how Richard Shirin (1968). it influences cognitive functions and •Storing and retrieving behavior (p. 12). Neuroscience information provides information about the form WM and LTM by human organ in charge of Dirksen (2015) and Willingham processing data, which is relevant in (2009). education. As the neuroscientist Manfred Spitzer (2006) has indicated, Brain neuroscience will be to education Functioning: what biology has been to medicine. Guillen (2017) proposed an •Brain definition by Herculano- integrated approach to improve Houzel (2012) and Mora (2013). teaching and learning outcomes • Primary function by Geake using basic scientific knowledge (2008) and Siegel & Brysol (2011). about brain functioning (p. 11). Although the brain gets plenty of exercise every day, certain activities may help boost brain function and connectivity. Check these resources to support your students.

Psychology Emotions and learning John Dewey (1897), an educational • Emotional excitement directs theorist from the 1800s, stated, attention, memory, feelings, \"Education must begin with a solutions, and responses by psychological insight into the child's Damasio (2006). capacities, interests, and habits” (p. • Emotions and cognition are 211). From a psychological intimately connected by perspective, learning occurs as a (Sylwester, 2001). consequence of an experience that results in a change in thought or Integrating the upstairs behavior, meaning that if a change and downstairs brain in thought or behavior occurs, it can be said that learning has occurred. • Self- regulation strategies Therefore, it is essential to emphasize the relevance of integrating the acquisition of a second language within the emotional field. Hence Guillen (2017) stated that it is necessary to learn how to integrate the cognitive and emotional parts of the brain to facilitate learning. Emotional climate in the ESL classroom • Emotional excitement directs attention, memory, feelings, solutions, and responses by Damasio (2006). • Emotions and cognition are intimately connected by (Sylwester, 2001). • Emotional intelligence by Goleman (2012). • Anxiety in the ESL

Pedagogy Metacognition It is essential to clarify that this • “Thinking about thinking” by broad and relevant concept is part of John Flavell (1979). this research from a metacognitive • Teaching for and with perspective. According to Brown Metacognition by Wilson and (1997) stated that using Conyers (2016). metacognitive strategies in the • ELLs active role in a classroom supports students and metacognitive classroom by helps them to be aware of their Winne and Azevedo (2014). learning skills by encouraging them to identify their strengths and weaknesses, allowing students to learn more effectively and purposefully. References Brown, A. L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologists, 52 (3), 399-413. https://doi:10.1037/0003-066X.52.4.399 Dehaene S. (2020). How we learn: the new science of education and the brain. London, Allen Lane. Dirksen, J. (2015). Design for how people learn. New York, NY: Routledge. Goleman, D. (2012). Emotional Intelligence: Why it can matter more than IQ. Chicago, IL: University of Chicago Press. Guillen, J. (2017). Neuroeducacion en el aula. De la teoría la práctica. Madrid: Alianza Editorial. Herculano-Houzel, S. (2012). The remarkable, yet not extraordinary, human brain as a scaled-up primate brain and its associated cost. PNAS, 109 (1), 1044-1054. doi:10.1073/pnas.1201895109 Mora, F. (2013). Neuroeduacion: Solo se puede aprender aquello que se ama. Madrid: Alianza Editorial. Spitzer, M. (2006). Brain research and learning over the life cycle. Personalized learning? New insight into fostering learning capacity, 47-62. Contact information Jennifer Paola Garcia Barreto [email protected] [email protected] 919 798 7893 https://jennifergarcia773.wixsite.com/the-power-of-science