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APPROACH: It refers to the theories about the nature of language and language learning that serves as the sources of practices and prunciples in language teaching.An approach is AXIOMATIC.

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APPROACH: It refers to the theories about the nature of language and language learning that serves as the sources of practices and prunciples in language teaching.An approach is AXIOMATIC.

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METHOD is the level at which theory is put into practice.  A method is PROCEDURAL

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It refers to classroom techniques, practices and behaviours observed when the method is used

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TECHNIQUES: T hese are the specific activities, exercises used in the language classroom. A technique is IMPLEMENTIONAL

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TECHNIQUES: T hese are the specific activities, exercises used in the language classroom. A technique is IMPLEMENTIONAL

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4 Tips for Kindergarten Teachers | Classroom Management

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Ptoyect Based Approach

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Project Based Learning: Why, How, and Examples

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William Heard Kilpatrick ( 1918)

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Audio Lingual Method and Situational - Sructural method: Comparison

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Audio Lingual Method and Situational - Sructural method: Comparison

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1950 - 1960 aprox.

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Silent way (1970 - 1980) - An approach where pupils learn actively by teacher´s guidance.

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Silent way (1970 - 1980) - An approach where pupils learn actively by teacher´s guidance.

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Teachers just listen to them and guide in whole process.

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1) Give instructions.
2) They do the actions.
3) Students give instructions and interact among themselves and with the teacher

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Community Language Learning (1970 -    )

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Community Language Learning (1970 -    )

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Learing is a shared experience

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CLT: 1970
It is an approach.it is based on the theoretical position about the nature of language and of language learning and teaching

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Communicative Language Teaching (1980 - )

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Communicative Language Teaching (1980 - )

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OBJECTIVE: It includes funcional skills as well as linguistic objectives
LEARNER ROLE: learner as interactor, giving as well as taking
TEACHER ROLE: Facilitator of the communication process,(referee or monitor).
ACTIVITIES: Engage learners in communication, involve processes such as information sharing, negotiation of meaning and interaction

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Kenneth Goodman ( 1980-1990)

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Tracy Terrel and Stephen Krashen 1983

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Howard Gardner ( 1983)

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Activities proposed:

1. Logical Mathematical: math, logic problems,puzzles,language rules.

2. Linguistic: communication activities, speakinh, listening, reading, writing tasks, language analysis.

3. Musical: work with songs, rhymes, and poems

4. Bodily-kinesthetic:miming, acyinh, dancin, action games.

5. Spatial: craft activties, puppets, art works, labelling activities.

6. Interpersonal: role -plays, dialogues, surveys, presentations, pair and small group work

7. intrapersonal:writing journals, setting goals, self-evaluation

8. Naturalistic: talking about nature, observing the enviroment, bringing plants or animals to class

9. Existance: For example:reading about contmporary philosophers.

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Brinton, Snow and Wesche ( 1989)
https://www.teachingenglish.org.uk/article/content-based-instruction

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PPP: This approach was created around the early 90's

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PPP: This approach was created around the early 90's

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PPP was developed as a "soft" approach to CLT, combining CLT and traditional approaches

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TEACHER ROLE( IN THE PRESENTATION) The teacher speaks up to 75% of the time. he/she  asks concepts , check questions to see if the sts have understood
in the practice: the teacher uses activities to practice the new language orally
in the production stage: the teacher monitors but does not correcxt until the end
LEARNER ROLE: ACTIVE . The st uses the language in a natural and everyday context

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How to teach vocabulary (PPP) TESOL / CELTA

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ALTERNATIVE TO THE PPP METHOD: TEACH-TEST-TEACH 

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ALTERNATIVE TO THE PPP METHOD: TEACH-TEST-TEACH 

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An opportunity to use meaning-focused language
Activities: preparing adebate, designing a poster, drawing a floor plan for a bedroom

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PREPARING A DEBATE

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CONTENt BASED LANGUAGE  is an approach to language teaching that focuses on what is being taught trhough the language

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CONTENt BASED LANGUAGE  is an approach to language teaching that focuses on what is being taught trhough the language

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CBLT: This approach emerged in the United States in the 1970s

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CBLT: This approach emerged in the United States in the 1970s

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Teach language in relation with society, how they use it
develops funtional communication skills in the learner, known of specific real-world task

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Competency Based Language Teaching Yenifer Benavides

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It was popularized by Bergman and Sams

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role

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Flipped Classroom Model: Why, How, and Overview

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It is a new teechnique use to create a gaming thought in every student

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GAMMING: Using this technique can help tacher to monitor their progress.

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GAMMING: Using this technique can help tacher to monitor their progress.

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A good example is the use of different Apps

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Using ClassDojo to Monitor Student Progress

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Technology and Education.Digital Literacy: What methodology? Making choices.J

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Technology and Education.Digital Literacy: What methodology? Making choices.J

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Jones and Halfner (2012)

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Main components of digital literacy.Ehy is it useful.Role of the teachers and role of the students..

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Basic Technology in the classroom tools.
Main objectives of digital Literacy

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2000 until today

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The Context & History Of Blended Learning

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The Context & History Of Blended Learning

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2000 until today

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Advantages of studying neuroligical research

1. Validating strategies

2. Better understaning of students with learning disabilities.

3. Learn how to use technology.

4. Use research to improve teaching and learning.

5. Being able to translate redearch into language practice.

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Contributions to Neuroscience to teaching

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Contributions to Neuroscience to teaching

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2000 until today

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Can neuroscience add anything to our understanding of the classroom? And what should teachers make of it? Efrat Furst looks into how this lens might prove useful in the future.

What I'm most curious about is human learning. How does it take place in the brain and how does it take place in the classroom? From my point of view, shaped by my background in both cognitive neuroscience and teaching, they are equally interesting and greatly interrelated. These questions guide my everyday work in communicating (neuro)science and education. Educators and researchers often have similar questions about learning, but different ways to approach them, with different goals, ranging from pure theory to pure practice. I find it fascinating and valuable to look at these goals through both lenses, striving to understand both the 'Why' and the 'How', shaping both teaching practices and research.
From neuroscience
My background is in cognitive neuroscientific research on human long-term memory. I did my research in the Dudai Lab at the Weizmann Institute of Science in Israel. The lab studies memory using two approaches: neurobiological research, and human behavioural research combined with functional neuroimaging. This combination allowed me to study memory from both the biological and the cognitive points of view. While working on my research I was also active in science teaching, teaching topics in science and neuroscience in various programmes for students (grades 4-12). This experience triggered my interest in making connections between research and practice.

Looking back, it was my multidirectional view on the retrieval process, the process by which we access our memories, which turned this plan into a reality. The neurobiological branch of the lab was working for years on the dynamics of memory processes: establishing that consolidation, the post-learning biological modifications of neurons and synapses, is necessary for long-term memory and future retrieval.

Intriguingly, in the early 2000s the lab was among a group of labs that demonstrated that the consolidation processes is not a one-time event: when well-consolidated memories are reactivated during retrieval, they become malleable and subject to reconsolidation. These findings have led to an updated view of memory consolidation: ¹ it is not just the initial learning experience that registers the information, but also every subsequent activation by retrieval of the memory bears an opportunity to modify the memory trace. The idea that when we try to retrieve memories we update and strengthen their trace emphasises the importance of retrieval - it's not just the end result of learning and remembering, but actually a vital phase in the process of modifying and strengthening memories in the brain.

With this background, in 2008 I came across a fascinating article in Science journal by cognitive psychologists Jeffrey Karpicke and Henry Roediger. ² They studied the contribution of retrieval practice, as a method of learning, to long-term performance. They demonstrated that by trying to recall the meaning of words in a foreign language, participants dramatically improved their recall ability after a week (when compared to learning by rote memorisation). These important findings made a lot of sense: the neurobiological basis of retrieval seemed like a plausible explanation for the cognitive-behavioural findings. On top of that, I realised the immense practical potential of these findings. This was a turning point in my career, when neuroscience, cognitive science and education came together.
To the classroom
Upon graduation I decided to pursue the field of education. I studied for a teacher certificate in biology, and also started teaching in schools (curricular science and non-curricular neuroscience). This was obviously an intensive and challenging experience: learning pedagogy in theory and by practice, learning from my students and from experienced teachers. This new knowledge was built upon my established expertise and views on human learning and memory, igniting my motivation to connect them.

In a process of several years I was designing research-based, classroom-oriented curriculum for students and teachers. I was teaching students in secondary and post-secondary education, teachers and lecturers, getting feedback and adjusting accordingly. Thankfully, teachers and students have found these topics to be interesting, counterintuitive and applicable for their practice. I was frequently asked, 'How come we have never learned this before?' With growing certainty about my professional path, and motivated by the increasing demand, I kept working on filling this welcoming void.

I teach education professionals - across levels and fields - a unique programme that integrates three layers: the basic neuroscience of learning as basis, then cognitive research-based effective learning and practice strategies as core, and classroom application as goal. In a related avenue, I guide research projects performed by students and teachers to experiment with ideas from cognitive science to promote self-reflection and motivation to adapt practice.

After several exciting years of intensive work in Israel, our family adventures took us to Boston. This was an opportunity to evaluate my work so far, and to discover what is done in this field in the world. About one year ago I discovered the inspiring edu-Twitter and research ED communities. It was thrilling to discover a range of professionals with shared goals, and multiple avenues of insightful thought and impactful applications. Being part of the lively community of research ED called me to better define my professional identity as a communicator between (neuro)science and education, and to share some personal takeaways from this work so far.
Neuroscience in education
There is a current debate whether neuroscience can practically contribute to the field of education. A common claim is that neuroscience cannot contribute anything beyond cognitive and behavioural findings. While I agree that most of the current research is not immediately applicable to the classroom, I have found that some aspects have clear added value when combined with findings from cognitive sciences.

Core direction is to teach the essence of how a learning experience is potentially turned into memory - how new information is constructed in the brain on the basis of prior knowledge, and how effective practice should lead to creating well-established schema structures in the learner's mind. Importantly, the use of visualisations supports clearer and more concrete understanding. A principal example of such a visualisation depicts a simplified model, on the basis of current theories, of how learned information is stored in long-term memory. In the model neurons (nodes) and synapses (connectors) create neuronal representations of learned information; they are formed after learning, stored, and potentially reactivated upon retrieval.

This model has several valuable properties: it creates a concrete way to explain the learning process and its outcomes. It also emphasises how the basic principles of learning and memory are common among all learners. Additionally, it allows us to separately discuss the initial learning phases ('presentation' and 'explanation' in the figure) and the 'practice' phase. Specifically, in the initial learning the focus is on forming long-term representations by creating meaningful associations, explaining a newly learned concept in already familiar terms or with familiar examples. Examples of relevant applications are using deliberate elaboration, concrete examples and preventing overloading the limited working memory resources. Then, in the practice phase, the focus shifts to establishing the representations and making sure they are usable and accessible by building and maintaining retrieval pathways. This is when effective practice approaches (like distributed retrieval practice) are discussed.

I use a similar framework to further explain the consolidation and reconsolidation processes and their possible contribution to the benefits of retrieval practice and distributed practice. Presumably, when trying to retrieve, we are activating and reconstructing interconnected networks and pathways in attempt to find the relevant piece of information, in comparison to mere rehearsal of already-presented information. The mechanistic point of view of the brain asserts that whatever was active and connected meaningfully during the practice session has chances to undergo reconsolidation.
Between research and classroom practice
Many teachers find these ideas relevant, important and applicable. Some immediately see the relations to practices that they regularly use, and the research-based point of view helps them identify the critical points, refine and develop them further. For others, this perspective is an effective trigger for update and transformation.

And yet the process of shifting form understanding to implementation raises challenges. I learned that dealing directly with these challenges and the ways to overcome them is essential and equally important to communicating the science. Teachers face their students' challenges as well as their own.

For once, the effective learning strategies cannot be 'taught'; they must be practised. When we are telling students how they should learn, we are probably only helping the minority of students who already use the strategies or are inclined to. However, most students, even when informed, would not voluntarily choose effective strategies. Because while these strategies are rationally better, emotionally they are neither intuitive nor compelling. Retrieval practice, for one example, requires significant effort, it does not provide immediate reward and the benefit is evident only in the long term. The opposite is true for restudying or cramming, which is easy, rewarding and effective in the short term. Since it is in our nature to act upon immediate rewards, it is unrealistic to expect that students would choose the seemingly unrewarding options. Therefore, it is not enough to tell students how to study, even if we explain why. As teachers, we should build routines in the classroom that closely support the students in applying effective strategies.

However, helping students to overcome their challenges is by itself challenging - and for similar reasons. Pedagogical transformation for the sake of long-term goals requires significant effort without immediate rewards. Moreover, teachers must face students, parents and the system they work in - all of which may demand immediate results. Many teachers, myself included, testify that even though they understand why they should change their practice, it is still not trivial: our reward system is working against us, and at times so are the 'systems' we work in. Like with students, these practices come naturally to some, but not to most, and a systematic acknowledgement and support in the process are crucial.

Working in the realm between research and education teaches me that there is much more to it than translating research findings into classroom practice. It has several phases, and each requires deliberate efforts as well as resources.

The ways the information is selected, planned and taught immensely influence the way it is accepted and the motivation it triggers. The attitude and personal relationships are crucial too - just like any other teaching practice! As mentioned above, the implementation takes great effort and requires systematic and continuous support to allow multi-level implementation processes that include discussions, experimentation, allowing time and resources for evaluation of the process, and publishing conclusions in a scientific (but mostly idiosyncratic) manner (e.g. blogs and opinions). On this basis, practice-originated and -oriented research questions could be raised to further feed the communication cycle.

Discovering research ED was a dramatic revelation: the realm I was visioning and working toward actually existed! I am excited to learn about the various realisations of these ideas through the work of organisations, schools, and - importantly - individual teachers and scientists. This experience has caused me to learn, reflect on and better define my work, and has motivated to me to aim even higher. My goal is to continue to actively develop and invest in all phases of the communication process, through learning, teaching, implementation, field research, and engaging in bi-directional communication. It is inspiring and empowering to do so as part of an international community that is devoted to learning and teaching.

References

1. Nader, K. and Hardt, O. (2009) 'A single standard for memory: the case for reconsolidation',
Nature Reviews Neuroscience 10 (3) pp. 224-234.

2. Karpicke, J. D. and Roediger, H. L. (2008) 'The critical importance of retrieval for learning',
Science 319 (5865) pp. 966-968.

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Can neuroscience add anything to our understanding of the classroom? And what should teachers make of it? Efrat Furst looks into how this lens might prove useful in the future. What I'm most curious about is human learning. How does it take place in the brain and how does it take place in the classroom?

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The human brain wasn't designed for industrial education.

It was shaped over millions of years of sequential adaptation in response to ever-changing environmental demands. Over time, brains grew in size and complexity; old structures were conserved and new structures emerged. As we evolved into social beings, our brains became incredibly sensitive to our social worlds.

This mixture of conservation, adaptation, and innovation has resulted in an amazingly complex brain, capable of everything from monitoring respiration to creating culture. This added complexity came with a cost. Not only do all of these systems have to develop and interconnect, but they also have to stay balanced and properly integrated for optimal performance.

This evolutionary history poses a challenge for educators. While findings from social neuroscience can provide some welcome guideposts for teachers, they cannot substitute for the flexibility needed in the classroom to accommodate a range of students. Students and teachers are not uniform raw materials or assembly-line workers, but a diverse collection of living, breathing human beings with complex evolutionary histories, cultural backgrounds, and life stories.

If we are going to move forward, we will have to admit that a one-size-fits-all model of education is doomed to fail the majority of students and teachers.

And through understanding how students' brains actually work and using that knowledge to benefit classroom learning, we may be able to positively influence classroom education and prepare students to better face unknowable futures. Here are nine scientific insights that educators might want to keep in mind.

1. The brain is a social organ.

Our brains require stimulation and connection to survive and thrive. A brain without connection to other brains and without sufficient challenge will shrink and eventually die-moreover, the modern human brain's primary environment is our matrix of social relationships. As a result, close supportive relationships stimulate positive emotions, neuroplasticity, and learning.

That's why it pays for teachers to create positive social experiences in the classroom. From a neurobiological perspective, the position of the teacher is very similar to that of the parent in building the child's brain. Optimism, encouragement, and giving someone the benefit of the doubt have been shown to positively impact performance-and so does a caring and positive regard for students. Promoting social-emotional learning programs that decrease student conflict and create positive social climates in the classroom are invaluable to learning.

2. We have two brains.

The cerebral hemispheres have differentiated from one another and developed specialized functions and skills. In general, the left hemisphere has taken the lead on language processing, linear thinking, and pro-social functioning while the right hemisphere specializes in visual-spatial processing, strong emotions, and private experience.

Most tasks, though, involve contributions from both hemispheres. So, it is important to understand how to engage both in the classroom context.

Good teachers intuitively grasp this in their students, and they will seek to balance the expression of emotion and cognition, encouraging overly rational students to be aware of and explore their feelings while helping anxious students develop the cognitive capabilities of their left hemispheres to regulate their emotions.

Storytelling can help here, as stories can serve as powerful organizing tools for neural network integration. A story that is well told, containing conflicts and resolutions and thoughts flavored with emotions, will shape brains and connect people.

3. Early learning is powerful.

Much of our most important emotional and interpersonal learning occurs during our first few years of life, when our more primitive neural networks are in control. Early experiences shape structures in ways that have a lifelong impact on three of our most vital areas of learning: attachment, emotional regulation, and self-esteem. These three spheres of learning establish our abilities to connect with others, cope with stress, and feel that we have value.

Every time children behave in a way they (or we) don't understand, a teacher has the opportunity to engage in an exploration of their inner world. When painful experiences can be consciously thought about, named, and placed into a coherent narrative, children gain the ability to reintegrate dissociated neural networks of affect, cognition, and bodily awareness.

Encouraging students to write about their experiences in diaries and journals can help, as it lets students become the masters of their experience and reducing anxiety and stress. Research has shown that writing about your experiences can increase well-being and help with emotional regulation, which may have been impaired through early traumatic experiences.

4. Conscious awareness and unconscious processing occur at different speeds, often simultaneously.

Conscious awareness and explicit memory are but a small fraction of the vast amount of neural processing that occurs each millisecond.

Think of how many things you do without having to think about them: breathing, walking, balancing, even constructing the syntax of a sentence, is handled automatically. The brain is able to process incoming information, analyze it based on a lifetime of experience, and present it to us in half a second. The brain then creates the illusion that what we are experiencing is happening right now and that we are making decisions based on our conscious thought processes.

Because of this, it is especially important to teach students to question their assumptions and the possible influences of past experiences and unconscious biases on their feelings and beliefs.

This is especially true when thinking about prejudice. Because fear conditioning does not require conscious awareness, the brain's knee-jerk reaction to individuals of other races is unrelated to our conscious attitudes. Open discussion and increased interracial exposure can work against prejudice being turned into conscious beliefs and negative behaviors.
5. The mind, brain, and body are interwoven.
Physical activity exerts a stimulating influence on the entire brain that keeps it functioning at an optimal level. Exercise has been shown to stimulate the birth of new neurons in the hippocampus and to pump more oxygen through the brain, stimulating capillary growth and frontal-lobe plasticity.

Proper nutrition and adequate sleep are also essential to learning. Although the brain is only a fraction of our body's weight, it consumes approximately 20 percent of our energy, which makes good nutrition a critical component of learning. Sleep boosts cognitive performance and augments learning while sleep deprivation limits our ability to sustain vigilance and attention. Sleep deprivation has also been shown to impair flexible thinking and decision-making.

An awareness of these biological realities can lead to changes in school start times, lunch programs, and recess schedules. Teachers can teach students about the importance of sleep and make suggestions for better sleep habits, such as how to create a good sleep environment and promote relaxation. Good nutrition and regular exercise can be incorporated into the school environment. Teaching about the interconnections among the brain, the body, and how we learn will provide students with important scientific knowledge, which could improve their academic performance and physical health.

In addition, learning can be enhanced by certain environmental conditions and hampered by others. Inadequate school facilities, poor acoustics, outside noise, and inadequate classroom lighting all correlate with poorer academic performance. Chairs with poor support hamper blood supply to the brain and impede cognition while temperatures above 74-77 degrees Fahrenheit have been shown to correlate with lower reading comprehension and math scores. A more hospitable climate for learning can help performance by providing for the physical needs of the body.
6. The brain has a short attention span and needs repetition and multiple-channel processing for deeper learning to occur.
Curiosity, the urge to explore and the impulse to seek novelty, plays an important role in survival. We are rewarded for curiosity by dopamine and opioids (feel-good chemicals in the brain), which are stimulated in the face of something new. Because our brains evolved to remain vigilant to a constantly changing environment, we learn better in brief intervals.

This is likely one reason why variation in materials, breaks, and even intermittent naps facilitate learning. It is probably important for teachers to reestablish attention in their students every five to 10 minutes and continue to shift the focus of attention to new topics.

Learning also involves the strengthening of connections between neurons. "What fires together wires together," say neuroscientists, which is why repetition supports learning while the absence of repetition and exposure results in its decay. Teachers would do well to make sure they repeat important points in their lessons to deepen learning.

Given that visual, semantic, sensory, motor, and emotional neural networks all contain their own memory systems, multichannel learning engaging each of these networks increases the likelihood of both storage and recall. We have an amazing capacity for visual memory, and written or spoken information paired with visual information results in better recall. There is a greater likelihood that learning will generalize outside the classroom if it is organized across sensory, physical, emotional and cognitive networks.

7. Fear and stress impair learning.

Evolution has shaped our brains to err on the side of caution and to trigger fear whenever it might be remotely useful. Fear makes us less intelligent because amygdala activation-which occurs as part of the fear response-interferes with prefrontal functioning. Fear also shuts down exploration, makes our thinking more rigid, and drives "neophobia," the fear of anything new.

Stressful situations trigger the release of the stress hormone cortisol, which interferes with neural growth. Prolonged stress impairs our ability to learn and maintain physical health.

Success in school depends upon a student's ability to somehow decrease their stress. The inclusion of stress-management techniques into the curriculum is an obvious application of neuroscience to education that can improve learning, emotional well-being, and physical health. Teachers can use their warmth, empathic caring, and positive regard to create a state of mind that decreases fear and increases neuroplasticity and learning.

8. We analyze others but not ourselves: the primacy of projection.

Our brains have evolved to pay attention to the behaviors and emotions of other people. Not only is this processing complex, but it is lightning fast, shaping our experience of others milliseconds before we even become consciously aware of their presence. We automatically generate a theory of what is on their mind-our ideas about what they know, what their motivations may be, and what they might do next. As a result, we are as quick to think we know others as we are slow to become aware of our own motives and faults.

Taking our thoughts about others and trying them on for size has the potential to teach us about ourselves and increase our empathic abilities. Simple exercises that guide students to examine what and how what they think and feel about others may be true for themselves can open a window of self-awareness, empathy, and insight. Teachers can ask students to examine the lives of historical figures and characters from books and movies to help them gain a third-eye perspective on their own strengths, motivations, and flaws.
9. Learning is enhanced by emphasizing the big picture-and then allowing students to discover the details for themselves.
When problems are represented at higher levels of abstraction, learning can be integrated into larger schemas that enhance memory, learning, and cognitive flexibility. Starting with major concepts and repeatedly returning to them during a lecture enhances understanding and memory, a phenomenon that increases when students create their own categories and strategies of organizing information. Chunking material into meaningful segments makes it easier to remember, and improves test performance while increasing prefrontal activity during encoding.

When it comes to discovering the details, bear in mind that our brains evolved to learn is through trial-and-error exploration. This is true of learning and adapting to both our social and physical environments. Therefore, using what we learn to attempt to solve real-world problems and adjusting our behaviors or ideas based on the results augments the retention of skills and information. We are born to explore, and teachers who make use of that will probably find more success in the classroom.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

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Nine Things Educators Need to Know About the Brain

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In an excerpt from his new book, psychologist Louis Cozolino applies the lessons of social neuroscience to the classroom.