Session 2 How Children Learn Part 1

1.At birth, a baby’s brain has: A.One million brain neurons B. Ten thousand brain neurons C.One hundred billion neurons 2. How fast does a child’s brain grow in the early years ? By age three, a child’s brain A. Has tripled in weight B. Has doubled in weight C. Is the same weight as at birth The Amazing Brain

3. Which of the following statements is accurate ? A. After birth, the brain does not change B. The experiences which we have in our lives help to shape the brain C. The brain is already fully developed at birth 4. Which of the following statements is accurate ? A.You can continue to learn new things/new skills at any age B.The brain is like a sponge C.Your genes are your destiny

Experiences shape the brain We have a great deal of control over the way our brains grow. Our experiences can literally shape the way the brain develops. Learning involves feelings Experiences which involve strong feelings, whether positive or negative are more likely to be remembered. This can act as a motivator or barrier to future learning.

Remembering is multi sensory If children use many different senses and many different ways of learning something, the more likely they are to remember it later. It gives them many different ways of recalling. Making sense is essential for learning Children are more likely to learn from experiences which make sense to them and they find relevant and interesting. This enables the brain to create strong networks.

Children’s characteristics Children have no reason for learning English

Quotes from Nikolov, M Language Teaching Research Vol 3/1, 33-56

Children give priority to meaning rather than form

The 10 year old pupil is looking at a picture of a man sleeping under a tree 1P : the man is sleeping T: and then ? P: the mango is fell down T: then ? 5P: two men is taking his drum T: two P: two men is taking his drum T: you say two men ( teacher stresses the words two men ) P: two meen men ( pupil tries changing the pronunciation). 10T: no (the pupil still does not provide the answer the teacher wants ) P: is taking his drum T: again do you say is P: two men are taking his drum (teacher finally gets the answer she wants) ( from Moon, J Children Leaning English. Macmillan Page 5)

Children’s ability to learn from active and direct experience

Picking up language in chunks ‘Finished’ ‘How are you ?’ ‘Me too’ ‘ ‘Gimme ‘

Using language creatively T: Where did you draw the leaves ? Child : on the flower’s stick

Conclusions Children bring to the classroom many instincts, abilities and characteristics. These make them different in some distinct ways from adults. Many of these instincts and abilities are very helpful for second language learning. Teachers need to develop an approach to teaching which takes account of children’s characteristics and makes use of their abilities and special instincts.