1.
? ? ?

2.
What a brain has got to do with
teaching and learning ?
Neuroeducation
Strong minds discuss ideas
Average discuss events
Weak discuss people
Socrates

3.
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

4.
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 ?

5.
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.

6.
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

7.
Neuron Firing

8.
Neuron : basic unit of a nervous system

9.
Female & Male

10.
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 ?

11.
What is a ``see & click`` thought ?

12.
Imagine ....

13.
PART TWO : Your head is like a theatre …
understand your brain better …

14.
PREFRONTAL CORTEX
thinking + decisions
Scene
Actors
Audience
Director / limbic system/
PERFORMANCE = THINKING PROCESS
Understanding
Making decisions
Recollecting
Remembering
Blocking
LIGHT

15.
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.

16.
Eisenhower matrix exercise

17.
HOW come students stop concentrating ?
Natural
Electrical explosions
Impulses
Analyse
Tell
Sense of humour
Emotions
Limit stress /images

18.
Stroop Effect

19.
RAINBOW
Brain :
Reads faster than
recognises colours :
automatic reading
Colour reading requires
more attention / more
maps to read colours /

20.
LANGUAGE
Kontejner za odjecu i obucu.
Kontener na odziez i
obuwie.
Container for clothes & shoes.

21.
http://www.edutopia.org/blog/neurosc
ience-higher-ed-judy-willis

22.
PART THREE

23.
Intrinsic vs Extrinsic
Pull vs Push
Maslov

24.
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

25.
Coaching style
Questions
Pictures
Facilitator
Empathy

26.
Moment A A A A ...

27.
Coaching simple situations

28.
A question is most powerful
when neither the asker nor
the responder knows the
answer.

29.
Model of Human Motivation

30.
COMPETITIVE ADVANTAGE
Goal
 Positive solutions & Language
Dialogue
 Interpersonal
skills

31.
PRACTISE
REPEAT
ONGOING
GOALS
REMEMBER
EMOTIONS
SUCCESS
START AGAIN

32.
`.

33.
PART FOUR : Chinese

34.
One sign = cluster of symbols

35.
Tones

36.
Writing

37.
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 ?

38.
http://www.homeschoolcreations.net/2012/10/printables-from-a-to-z-from-
homeschool-creations/

39.
Thinking styles

40.
http://www.slideshare.net/adelientan/physical-learning-style

41.
Thank you for attention
Dorota Galata – Młyniec
galatamlyniec@gmail.com
+ 48 501 422 523