(1) Our understanding of the brain and the nature of learning has developed considerably in the last few decades. Advances in technology allow us to explore learning as it happens through brain-mapping and neuro-imaging Findings from neuroscience offer a different perspective on how brains learn successfully that are evidence based. It is important to note that we do not have to be experts in neuroscience ourselves to benefit from this research. There are an increasing body of neuroscientists that have turned their attention to the learning process and provided compelling literature on explaining the brain. In particular, researchers have also offered useful models for educators to draw upon. In this presentation Magee will introduce some common misconceptions about the brain before introducing RAD an acronym for framing activities used in the classroom based on three aspects of the learning brain: the reticular activation system, the amygdala, and dopamine. Using both theory to explain the concepts behind this acronym, and examples from his own teaching to show how these concepts can be operationalised in the classroom, Magee will draw on his extensive teaching experience at all levels of education in Japan. The presentation will combine lecture and experiential components for participants to consider for using this model to aid learners attention, lower stress, and to help them focus on lesson content.
(2) This presentation is based upon the first pilot study on learner motivation and understanding implementing Content and Language Integrated Learning (CLIL) in a Japanese tertiary EFL context from neuroscientific viewpoints (Uemura, 2015). CLIL has gained momentum in the recent Japanese EFL context mainly due to the policy by MEXT to encourage globalization of the curriculum and active learning. Whilst a number of researchers have demonstrated the educational efficacy of CLIL worldwide, neuroscientific interpretation of CLIL has not been explored adequately. In this presentation, Uemura will guide you to understand why CLIL will be effective for enhancing learner motivation and understanding neuroscientifically by means of Murphy’s (2014) neuroELT maxims. Then, Uemura will point out the possible faults in his research methodology and pedagogy employed during his neuroscientific CLIL research. Finally, motivated by those possible faults, Uemura proposes a slightly more advanced neuro-based pedagogic model for how to do CLIL, which is termed the “Triangular Alignment-Choice Instructional Modulation (TACIM)” model (Uemura, 2015).
