some understanding about Brain Based Research and Multiple Intelligences

Some understanding about Brain Based Research and Multiple Intelligences

 

 

With the development of our society, people do not only take care of business, money, health, study but also spend much time taking care of children. The majority of scientists and experts have worked on the business to analyze all aspects of children from their body structure to their psychological features. Two of their researches that helps educators and teachers understand their students are Brain Based Research (BBR) and Mutiple Intelligences (MI) evaluation.

Firstly, I would like to address of Brain Based Research. So, what is a Brain Based Research? Alright, it is truly a research or an investigation about children’s brain. All of their researches have focused on only brain and something relating to brain. BBR really responses the student-centered curriculum that educators are trying to make some changes in education career

As a result, the research said that teachers should focus on real lives of children and spend much time understanding children’s psychology and emotion. This is a very important criteria in teaching English language for primary school children. Why I say that is because of some professional reasons that many experts have given. Firstly, children look like a blank paper so either a good education or not good one also affects on children’s intellectual development in the future. If the educators have a good orientation to train their children, it may help them develop all-sidedly. Next, even people said that teaching English for children is a really tough responsibility. However, the fact is that it may be easy to train them rather than adult. Many children haven’t had a lot of knowledge and their experiences about life. This is a convenient thing that educators are easy to teach them following their educational orientation. Children at the age of kindergarten or primary grade haven’t been affected by any planned education yet. Therefore, they can be very creative in the designed activities provided by teachers in classroom  that they have aimed to develop their students’ abilities. Teachers can not expect what amazing things they can make by their only free style. To let them do anything  comes to their head is also a message from this research that I have already realized.

All above is an overview of BBR of which I think and understand. Whether it is true or not is my personal opinion after I attended the lecture. Now, it is time for me to talk further about how to teach English for primary school student with focusing on Brain Based Research. Firstly, it is necessary for teachers to understand what are the favourite aspects of English that most of our students like to learn. Teachers should mainly focus on what interesting. It is also a motivation to encourage students try their best. If they are interested in games, teachers should make chances for them to take part in those ones everytime and everywhere possible and the same to songs, pictures, real objects, role-play,… Secondly, because learning is developmental. The fact is that teachers ought to base on children’s interest in English to teach them at first. And then, we have oriented to develop student to the higher levels. We let them try on a new thing and new studying style. Some activities that develop the four skills in English should be designed after they have finished grade 2 or 3. We just mix them together but not wholly focus on the four skills. This causes children loose their interest in learning English. Lastly, I want to talk about how to teach the minority of children who don’t have the same interest in English with most of children in their class. Toward those people, it is indispensable for teachers to spend much time talking and understanding their emotion. And a necessary plan will be designed to consider these students’ interest. At the next step, teacher can ask them to try other thing. For example, if the students know just a few vocabulary items and the problem is that they can’t remember new words, teachers may ask them to use images and real objects to do this work. Students at the age of 6-8 are encouraged to try a new thing is a right choice in education.

After the lecture from Mr. Huy, I see some implications from the BBR. Firstly, learning environment is a crucial important condition to teach English language for children at primary school. Teachers should plan their lessons actively and comfortably more and more. Besides, when they teach their children with enthusiasism that helps children reveal their all abilities of creation in learning. Secondly, when the work is exhausted with children let try it later. They should not oblige their students to try again and again. This makes them feel bored and discouraged. An avoiding thing is not to threat children all the time when they don’t finish the work to be asked. They can get rid of cooperating with teachers whenever they behave quite outrageously. Lastly, what teachers will teach students should be planned carefully. Everything new had better have much time for children to be adapted.

The second point that I have just mentioned at the beginning of the writing is about Multiple Intellegences (MI). I have read about the theory of MI before, however, just some main details of its. Gardner, H (2003) states that multiple intelligences are dominated as single general abilities. It does not have the same meaning with these words “talent” or “specialities”. It is general. That’s all. He also recommends the most seven popular types of intelligences. They are musical-rythmic, visual-spatial, verbal-linguistic, logical-mathemastic, bodily-kinesthetic, interpersonal, intrapersonal and the two extra ones are naturalistic and existential. There are many experts and scientists spent lots of their time doing research about this issue. Many of them argued and rejected Garder’s ideas and his own conclusions. However, his theory has been protected. Indeed, according to research, schooling education should make more opportunities for children to develop their intelligences comprehensively and also “help people reach vocational and avocational goals”. Students must be encouraged to develop themselves, discover their own intelligences and incline the rest ones.

The research pointed that teachers should examine and evaluate which intelligences their student get and which do not. This work helps them design appropriate lessons and activities with students. On the other hands, teacher also plays a role of guider who helps students realize and evaluate their intelligences by themselves. This helps students to be confident about their abilities and makes a great motivation for them to learn English. Garder suggests that teachers should better their serving of a broader vision of education for students such as using different methodologies, exercises and activities to reach all students not just pay attetion to some people.

After all, the mixture of Brain Based Research and Multiple Intelligences Theory is so great in teaching English language for primary students. The new light ray in education will come from the even one.

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