RHR（递归分级认知理论）（原文笔记）

Teaching English

A brain-based approach

Learning Theory

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Introduction

part1 Blended Approach

Part2 4-skills Path

Part3 Memory System

Part4 Concepts and chunking

Part5 Dimensions of practice

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Introduction

This program focuses on the theory and practice of how to use DynEd's Brain-based computer-assisted language learning programs.

Our goal is to help you transition to a new kind of teaching.

In this first unit, we will present the underlying learning theory, Recursive Hierarchical Recognition, or simply RHR.

This is the theoretical framework you need to understand.

We will also focus on some of the differences between traditional language learning and DynEd blended model, which is a combination of computer-based practice and classroom activities.

Some of the points we will focus on in this unit includes,

1)How the brain learns

2)Differences between text and speech

3)Strengths and weaknesses of computers

4)Sequencing the 4 skills

We will demonstrate why traditional, text-based approaches are inefficient, and why DynEd's brain-based, computer-assisted approach can transform and improve language learning.

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Part1 Blended approach

In most countries around the world, students study English in the same way.

In class, the teacher presents vocabulary and teaches grammar.

There are textbooks, and there is a heavy use of text even to teach listening.

Teachers write words and questions on the board or show the words with flash cards.

Students sit and listen and do very little communicating in English.

They listen, repeat, and try to memorize, but with few repetitions.

Or they look at text, read, and try to memorize words and sentences.

Then, after class, they have reading and writing homework.

They study vocabulary lists and try to memorize the words and definitions.

Or they read books and answer questions.

However, what they don't get enough of is actual language practice, especially listening and speaking.

As a result, most students don't develop their oral skills. They are unable to use English for communication.

This traditional approach to language learning is a knowledge-based approach.

Students study and memorize but they don't get enough practice. And the teacher is the giver of knowledge about English, rather than a coach who helps students to practice using the language.

Students memorize lists of vocabulary words but soon forget them.

In fact, research indicates that in just a few days, up to 80% what students memorize is forgotten.

What is missing in a traditional approach is the intensive practice required to develop automaticity.

Automaticity means the skill to automatically process the language.

This mental processing is very fast. Speed is important because listening and speaking skills require speed.

There isn't enough time to think about word meaning and grammar structures or translation when one's communicating.

Without automaticity, students are not able to use English effectively.

To develop automaticity, students need practice.

Practice and repetition are important for developing language automaticity.

In contrast to the traditional model, DynEd blended model combines classrooms or tutorial instruction with computer practice.

The computer provides language input and practice activities, and the classroom provides the human element.

In the blended model, students use the computer sessions to practice and master language models. These language models are supported by visual and other contextual clues.

Language patterns are introduced and carefully sequenced. With effective and frequent practice. students develop the skill to recognize and process these language patterns automatically.

This automaticity develops language fluency, first in listening and speaking, and then in reading and writing. Students quickly develop their language base and follow the 4-skill path: listening, speaking, reading and writing.

In the blended model, the emphasis is on practice, not knowledge or short-term memorization.

In the classroom, or with a tutor, students extend and personalize the language models from the courseware.

Students use the language together, in a social context.

Students apply the language concepts from the courseware to their own lives and interests.

In this way, class activities follow-up the computer lessons, which do the language modeling.

As a result, in class, students have a language base to use and build on. This gives them confidence.

Developing, extending and personalizing this base are the keys to developing successful classroom activities.

In the blended model, the teacher is a coach and facilitator.

Study scores are calculated for each student and class.

These study scores indicate what students have or haven't done during each study session.

For example, if students are nor recording themselves enough and not comparing their record speech with that of the native model, their study scores will go down.

The study score information gives the teacher and students a clear indication of how to improve their practice.

The goal is to make progress more quickly and efficiently.

To make progress, students need to practice more effectively.

In the classroom or tutorial sessions, the teacher is a facilitator, not a lecturer.

In class, students should interact with confidence.

Students should make short presentations, do role-plays, work in pairs or small groups, and do dictations that expand vocabulary.

In short, students should use the language to communicate about their lives, their jobs, their families and their interests.

The teacher sets up these activities and provides direction and feedback.

The teacher also provide additional reading and writing support, as well as homework assignments.

To help the teacher, DynEd provides a framework and suggested activities for each lesson.

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Part 2 4-skills path

Part 2 focuses on the four language skills, their differences, and how they should be sequenced.

Listening and speaking are the oral skills, and reading and writing are the written skills.

Note that these are skills, not knowledge, so practice is important.

Computers can provide and monitor that practice, and can change the way these skills are developed.

there are important differences between the oral skills and the written skills.

First, the oral skills deal with a moving stream of language sounds. Sounds are time-based, or temporal. The written skills deal with text, which is spatial.

Sounds and texts are processed differently in the brain.

The oral skills process patterns of sounds. These sound patterns go through the brain once, without stopping. Without enough processing speed, the message is lost, so time is important. In contrast, reading and writing are spatial, page-based skills. The written skills are text-based. Speed isn't urgent.

When reading and writing, there is time for conscious analysis and memory retrieval. RHR recognizes that developing oral skills is different than developing written skills.

With the oral skills, there is time pressure. We call this temporal tension. Temporal tension is a positive force. It stimulates the brain to look for patterns. With the written skills, temporal tension is much less, because text is spatial.

When processing speech, the language is held in short-term memory and processed very quickly. This kind of memory is limited.

According to neuroscientists, it lasts between one and five seconds and can hold from four to seven chunks of information.

To hold language in this short-term memory, the brain uses pattern recognition logic to group and process the language input into larger chunks.

The three words, 'for', 'two', 'hours', can be grouped into one chunk: "for two hours."

Once it is recognized as a chunk, rather than individual pieces, it can be processed very quickly.

The sentence, "She stayed at the party for two hours" can be seen as two or three chunks rather than eight words.

According to RHR, the brain is always looking for patterns, because patterns help organize and process information.

Note that pattern recognition is not memorization or conscious thinking. It's another kind of logic, a very powerful, unconscious logic. RHR uses that logic to develop the chunking skill for English.

In RHR, oral fluency is proportional to the ability to chunk language.

In other words, a learner who can process larger chunks of language will be more fluent than a learner who can not.

Developing the ability to recognize and process larger chunks of language is the key to developing oral fluency.

This skill is different than reading text, yet in traditional language teaching text is used to introduce language patterns.

This is one reason traditional language teaching is so inefficient. Text and textbooks are spatial, not temporal.

Unlike textbooks, computers can combine and coordinate listening and speaking activities with visual support.

It can control what the learner sees, hears or does in time, with or without text support.

Computers can also adjust the sequence of language models for the learner to practice, with the right level of temporal tension.

According to RHR, the brain develops the ability to recognize and process language sound patterns more efficiently if there is temporal tension.

The use of text reduces temporal tension and distracts from listening process.

Remember, reading and listening use different pathways in the brain.

As a result, with text support, the brain does not develop the chunking skill necessary to process the sound patterns of English.

In this way, the use of text can interfere with the development of oral fluency.

Though teachers and students may feel comfortable with text support, this works against the way the brain learns.

A certain amount of temporal tension is important and engaging.

To experience this, look at this picture. Now look at this picture.

To the brain, the picture on the left is more interesting, because there is tension.

The brain cannot help but fill in the missing lines and guess what it looks like.

The picture on the right isn’t interesting, because it’s already filled in.

In RHR, we use this learning force.

However, it only works if the tension level is not too great, so proper placement is important.

Too much tension causes frustration, and not enough tension causes boredom.

To develop the chunking skill, follow the 4-skill path.

First listening, then speaking, without text.

Develop phonological awareness of the language pattern and sounds.

Then, reading and writing can follow-up.

As language patterns become familiar and automatic, oral fluency develops.

As oral fluency develops, it can support the development of the written skills and the written skills can reinforce the oral skills.

The written skills also benefit from the ability to process language in larger chunks.

Once the language patterns have been introduced and practiced orally, then are extended through reading and writing exercises.

In RHR, oral fluency facilitates reading and writing development.

This is because the language chunking skill needed for oral fluency is also used for reading and writing.

Learners are able to process language in phrases and ideas rather than discrete words.

According to the four skills path, the language skills should be developed in this order: listening, speaking, reading and writing.

Memorizing vocabulary word lists is not effective, especially if the words are individual items and not in context.

Words learned this way are forgotten quickly, or can not be used because they are not immediately accessible to the short-term memory.

This type of learning also fails to develop fluency.

In the RHR approach, words are presented in phrases and in context whenever possible.

Fewer words are taught at first, but many more are remembered.

This approach is more efficient, because it develops the chunking skill, which is the key to fluency.

In stead of word lists and text, RHR provides visually supported language models that students can practice and extend.

This kind of input makes a stronger impression on the brain.

Students begin with visually supported listening, then speaking and then with reading and writing.

Whenever possible, vocabulary is presented in phrases or sentences-without text support at first.

This is a much faster way to learn English because it also develops chunking automaticity.

Here is an example of how to teach vocabulary and chunking at the same time.

To teach the word ‘book’, we show a picture and the student hears: “a book” or “This is a book.” Note that ‘a book’ is a prhase. They will not hear the word ‘book’ in isolation.

To teach the word ‘open’, we show a picture of someone opening a book or door. The student will hear: “Open the book” or “He is opening the book.” They will not hear “open” by itself.

A final example, to teach the color ‘red’, we show pictures of a red book and a blue book. As they hear: “ a red book” or “this is a red book”, point to the correct picture. They will not hear “red” in isolation.

In this way, we teach and review at the same time. Whenever possible, use the old to teach the new.

We are also teaching phrase structure, “a red book”, which is the key to building languages fluency and automaticity.

The phrase, ”a red book”, is a single chunk rather than three separate words.

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Part 3 Memory Systems

When we learn something, our brain changes.

In part 3, we focus on memory systems and how the brain learns.

From neuroscience, we know that there are different kinds of memory systems.

The memory of events is different from the memory we use to carry out a skill, such as playing the violin.

Another kind of memory is long-term memory.

The brain’s memory systems are distinct, but they interact with each other.

As language teachers, we need to understand how these systems interact.

We also need to understand the relationship between learning and memory.

Some memories are conscious memories.

Event memory is responsible for memories of events and fact learning.

This kind of learning is learning with awareness and conscious thought.

Skill memory is responsible for acquiring a skill. This kind of learning is learning without conscious awareness. It happens through practice. Performing a skill involves the activation of an automatic, learned sequence of smaller actions.

This automatic sequence is learned through repetition and practice.

Conscious understanding is different from being able to perform a skill.

In fact, conscious understanding can interfere with the process of carring out a skill, because conscious awareness takes time.

It’s useful to remember that most of what we do is unconscious.

Our brains do many tasks even when we are not aware of them.

Driving a car while thinking about something else is an example.

In RHR, language processing is an acquired skill.

Yet traditional language education focuses on event memory, the memorization of facts, rules and definitions.

It’s a knowledge-based approach.

This is an important reason why traditional language education fails to develop automaticity.

Even though students may have a large vocabulary and a good understanding of grammar, they may not be able to communicate.

This is because they have not developed the language processing skill which chunks language for fast processing.

RHR develops that skill by using the fact that language is a system of patterns, and the brain is very good at recognizing and using patterns.

In fact, the brain enjoys looking for and using patterns.

What the brain doesn’t enjoy is memorizing facts that are soon forgotten.

RHR focuses on and develops skill memory.

In the RHR approach, the key patterns of English are carefully introduced so that the brain learns to recognize and use them.

The learning sequence is (1)familiarization (2)recognition (3)comprehension (4) mastery and (5)automaticity.

RHR accomplishes this sequence through the use of multimodal in put, which is made possible by computers.

Multimodal means to use multiple parts of the brain, such as sight, sound, and physical action.

One modality is visual, another is auditory, and another is physical action, such as voicing a sound or bringing the lips together to make the sound for P.

One of the great advantages of a computer is that it can provide multimodal input much better than a text book.

A computer can provide a mixture of sound and visual inputs not possible with a textbook.

A computer can also interact with a learner, allow the learner to speak, listen, and complete tasks, such as answering a question or moving an object.

Let’s look at a simple example.

This is a picture of triangle.

We all know what it is from our long-term memories.

If we say, “This is an X.”, you can guess that the meaning of X is triangle.

If we now say, “An X has three Y”, you can guess that Y means either ‘side’ or angle’.

Learning in this way is an active process.

Now if we animate the sides, and say, “The line a b is one Y, and the line b c is another Y”, you know that Y means side, not angle.

You don’t need a definition or translation.

You already know the meaning.

The meaning here is expressed iconically.

An icon is a visual that is immediately understood, such as a number, or a picture of something.

RHR makes extensive use of icons to present and support multimodal language input.

Icons are visual objects that alone or in combination with other icons communicate information.

Here are some examples of icons.

An icon expresses information that is independent of language input.

A triangle is the same in English as it is in Chinese.

Its properties are the same.

We can now show a square and ask the question,” How many X’s does a square have?” and the learner can answer.

In this way, the vocabulary word, side, is learned while also hearing the word in a language chunk.

In other words, while focusing on the vocabulary word, side, the learner is also practicing important language patterns and reviewing previously learned vocabulary.

The learner’s brain is using visual information and long–term memory to guess the meaning of the word.

The next step is for the learner to repeat the sentence.

Repeating the sentence is a physical act that uses many parts of the brain.

This is an example of multimodal input.

This form of learning is very powerful, because it helps to develop memory, both event and skill memories.

These memories reinforce each other.

RHR uses icons to help present information.

Visual information and long-term memory help the learner guess the meaning of an unknown language sequence.

Again, this cannot be done by a textbook, because textbooks cannot interact with the learner in the same ways.

With the help of computers, learners can interact with the language input in multiple ways.

The learner can see something, hearing something, moving something, saying something, or combine these actions so that multiple parts of the brain work together.

The learner is active in many ways.

From the neurosciences, we know that multimodal activities help develop or strengthen memories.

These memories are a network of synaptic connections in the brain.

Learning involves the development of memories.

Memories involve networks of synaptic connections.

The famous neuroscientist, Donald Hebb said:” Neurons that fire together, wire together.”

This is the basis for Hebbian Learning.

Learning occurs when new synaptic connections are made in the brain.

Repetition of a sequence of actions creates or strengthens synaptic connections and develops automaticity.

As a result, RHR stresses the importance of repetitive, multimodal practice: seeing, listening, speaking, acting, reading and writing.

Looking at a picture, hearing a sentence, and then repeating it is a multimodal activity.

Repeating such activities several times over a period of several days is how to develop a skill, such as language chunking or better pronunciation.

This is a major strength of well-designed multimedia exercises.

This diagram shows how our memories interact with the world: Long-term memory is at the top. Sensory input includes what we experience through our senses, such as what we see, hear and feel.

Sensory input has structure.

This structure is determined by the conceptual processors in our brains.

There are hundreds of millions of them.

Without the ability to organize sensory input into patterns, the brain is unable to process it.

As these inputs interact, they form new patterns, and enter the working memory.

Here, the processed input interacts with long-term memories, such as the memory of a triangle and its properties.

The processed input is now broken down into comprehensible input, which has meaning.

Our knowledge and experience, which is in our long-term memory, can help us fill in the gaps in our language processing.

RHR uses this filling-in process to promote, or bootstrap, language learning.

In RHR, language independent experience, real-world knowledge, and multi-sensory input are all used to facilitate language acquisition.

These inputs, along with careful sequencing, help the learner develop English language fluency.

For more information about this approach, please download and rea the theory papers from DynEd’s website.

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Part4 Concepts and Chunking

The ability to automatically recognize and process language chunks is the key to language fluency.

In part 4, we focus on language chunks, and the framework of language.

When we learn a language, we learn to recognize and use new patterns of sound.

At first, the patterns are small, individual sounds, words and phrases.

Beginning students can only process short patterns.

More advanced students can process longer patters, and patterns within patterns.

For example, the phrase: ”when he was a young man” becomes a single chunk of information, not six words.

This phrase expresses a location in time.

Similarly, “at the office” becomes a single chunk of information, rather than three words.

It expresses a location in space.

According to RHR, key patterns are built around concepts.

For example, the phrase “ for two hours”, expresses an interval of time.

The phrase “ at five o’clock” expresses location in time.

Another common concept is frequency, as in ‘sometimes’ or ‘every other day’.

These concepts structure the patterns of language.

They also structure how we sense and interact with the world.

In RHR, language chunks are built around concepts or language functions.

A language function signals the type of speech act being expressed, such as a request or an apology.

The phrase “ how about” for example, signals a suggestion, as in “ How about meeting me at 2:00?”

In contrast, a concept expresses an element of information, such as location or frequency.

The phrase “as often as possible” for example, expresses frequency, as in “He exercises as often as possible.”

Most concepts, such as number and frequency, are universal, and are language independent.

Examples of concepts include: location, duration, number, and process.

Look at this sentence: “She practices for an hour every day.”

It expresses an event, duration, and frequency.

A similar sentence, “She leaves the office at the same time every day.” Has the same set of concepts.

Note that the event “She leaves the office” also includes the concept of location.

Here is another example: “Sometimes she stays at home in the morning.”

Look at these two sentences.

“She leaves the office at the same time every day.”

“the leaves are beautiful this time of year.”

In these examples, we see how important it is to teach words in context and phrases.

When we hear the words “leaves the office”, the brain eliminates the wrong meaning for the word “leaves”.

So it is clear that the meaning of a word depends on the words around it.

This is why RHR rejects word lists, where vocabulary items are just individual words.

When we see or hear the word “leaves” by itself, we don’t know what it means.

Maybe the speaker is mispronouncing the word “lives”.

If we hear “She leaves in an apartment,” we know that the speaker means to say “She lives in an apartment.”

Context helps us to understand the message, and the message helps us understand the words.

Teaching words in phrases also helps us learn how a word is used.

The phrase “a book” indicates a countable object, where the word “book” by itself doesn’t.

In fact, “book” could mean “to book a ticket”.

The brain always tries to make sense of things.

It uses patterns and fills in incomplete patterns, automatically.

This is one way the brain learns.

Using and creating patterns is a natural learning force.

RHR uses that learning force, which always tries to make sense of things.

It doesn’t make sense to say “She’s thirsty, so she’s eating a glass of water.”

We know that the speaker probably means “dringking” rather than “eating”.

Dringking makes sense, eating doesn’t.

Not all concepts are equally important for language learner.

Some occur very often in communication.

The RHR learning sequence focuses on the concepts communicated most frequently and on the grammatical structures need to communicate these concepts at each language level.

Grammar is important, but RHR focuses on concepts first.

“At” and “for” for example, are both prepositions, but calling them prepositions says nothing about what they mean.

The phrase “at X” expresses a location in time or space.

If X is a place, such as “the office”, then the brain eliminate the time meaning.

In other words, the meaning of “at” varies.

Whether the location is in time or space depends on context or other words within the phrase.

English doesn’t use two different words to express the type of location.

The brain eliminates the meaning that doesn’t make sense.

Here are some examples of chunks built around the concept of poi of time: “ next year”, “later this evening”, “after you arrive”, “when I was a young man”.

Concept switch words and language markers, such as ‘ing’ help organize the language into concepts.

An example of a concept marker is the passive form, as in “when the water is heated, it boils.”

This pattern signals the passive meaning, regardless of the verb.

Similarly, the marker, ‘ing’ signals that something is a process an not an action or event.

“Watching a game” is a process, where “watch a game” is an act or event.

“Watching” activates the ‘process’ concepts in the brain’s memory structure.

The hierarchical structure of memories and concepts is a key feature in RHR.

The RHR learning sequence moves from basic concepts such as objects and event to complex concepts.

A complex concept may include many other concepts, such as “While he was driving home”.

This phrase expresses an interval of time, but it has other concepts within it.

For beginners, the concept of point of time is expressed with simple structures like “today” or “in an hour”.

At higher level, the same concept is expressed with structures like “an hour after he arrived” or “after visiting with her friend”.

This concept-based learning sequence helps students learn the key structures necessary to communicate different types of information, from simple to complex.

Concepts that are introduced early are recycled as students progress to more complex and varied grammatical structures and vocabulary, always in context.

This learning sequence is not linear, but is like a spiral.

New language builds on and reinforces familiar language. Review is important and is a part of every lesson.

In RHR, the goal is for students to master the framework of the language.

The trunk and branches of the language framework hold the language together.

This framework helps students learn and remember vocabulary.

It provides the patterns for chunking.

Without mastering this framework, oral fluency isn’t possible, even with a large vocabulary.

The traditional overemphasis on memorizing lists of vocabulary items and situational phrases is inefficient and ineffective for most learners.

In RHR, lexical items are presented in phrases, such as ‘a book’, ‘a red book’, ‘a green book’, ‘open the red book’, etc.

Presenting vocabulary in this way - without text support at first – facilitates conceptual chunking while also teaching the vocabulary.

This approach helps learners both remember and use vocabulary words.

In the blended approach, classroom activities extend and personalize the concepts practiced in each lesson.

Computer lessons provide the language framework, and lots of opportunities to understand and practice key patterns.

In classroom activities, students should extend, personalize, and vary these patterns.

This doesn’t mean to repeat the same language from the lesson.

Deep repetition means to repeat the same concepts, but to vary the surfact language.

For example, when focusing on the daily schedule presented in a computer lesson, the classroom activities moves to the daily schedule of the students in the class:

This involves the same concepts of time, duration, and events, but the words will vary.

This brings in new vocabulary, and gives the students practice talking about their own lives and experiences.

This extension and personalization process is an important feature of RHR.

We will focus more on this in Module 4 of this course.

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Part 5 Dimensions of Practice

Learning a skill such as playing a violin or speaking a language requires practice.

With effective practice, students can develop both fluency and better pronunciation.

In part 5, we focus on how to monitor and improve the quality of language practice.

Acquiring a new skill requires practice.

However, not all practice is equally effective.

Some kinds of practice are more effective than other kinds of practice.

In the blended model, teachers direct and coach students in how to practice effectively.

To do this, DynEd monitors, measures, and analyzes the effectiveness of practice activities by using 4 dimensions.

The first dimension is the amount of practice, or total practice time.

Generally, students should practice for at least several hours each week.

More practice is better than less practice.

Without enough practice, progress will be very slow.

DynEd monitors and scores student practice.

The second dimension is the frequency of practice.

From neuroscience, we know that short, frequent practice sessions are more effective than long , infrequent sessions.

Three one-hour sessions in a week is more effective than one three-hour session.

Too much practice at one time can be inefficient.

The brain becomes overloaded with too much input.

Without frequent practice, memories cannot develop.

New memories mean new neural connections.

New neural connections require repeated activation.

Remember, neurons that fire together, wire together.

If the neurons or groups of neurons don’t fire together often enough, new connections don’t form.

Neural connections can also weaken and disappear completely.

DynEd monitors and scores practice frequency.

The third dimension is the quality of the practice activities.

The quality of a practice activity depends on the actions of the student.

The overuse of text support, for example, is not an effective way to improve oral fluency.

It reduces temporal tension.

Recording and comparing student speech with the native model is an effective way to improve fluency.

DynEd monitors and analyzes study activities.

Study Scores, which are in the study records of each student, indicate how well each student is practicing.

The fourth dimension is the quality of the language being practiced.

Language models that are well designed and well sequenced increase the quality of the practice.

Practicing language models that not well sequenced or are too difficult is not effective.

Students who try to move through lessons too quickly may slow down their progress.

It takes time to develop new skills.

Sometimes, slow is fast, and fast is slow.

Students need work at the right level.

Appropriate concepts and language patterns are important so that the level of temporal tension is right for the student.

Concepts and patterns need to be repeated over a series of lesions so that long-term acquisition can happen.

Just practicing individual words or situational dialogs does not lead to oral fluency.

Just because a class or activity is interesting doesn’t mean that it is effective.

Effective practice may not be entertaining, as many successful musician or athlete knows well.

Practice is necessary, but it can also be boring.

When students are bored, they can change their focus or switch to another activity.

Students should be alert when practicing, not too relaxed or too tense.

Changing activities reduces boredom and refreshes the brain.

It prevents input automatically.

Study records indicate that young children change activities very often.

This keeps them engaged and should be encouraged.

After a few minutes, they may return to the same activity, but with more energy and focus.

When students change from one activity to another, their brains continue to process the first activity.

In fact, many memories are reviewed and consolidated at night while we are sleeping.

Some memories are eliminated while others are reviewed and strengthened.

Difficult problems are often solved when we are not focusing on them.

They are being worked on in the background, or unconsciously.

Changing focus can keep the brain engaged.

This is also true for classroom activities.

Working on the same activity for too long is not effective.

Students get bored and stop processing the language input.

Their brains get overloaded.

Changing activities improves effectiveness.

Variety provided by switching activities or changing the focus of an activity helps keep students involved.

In a study session, students should work on several activities and lessons, not just one.

In some cases, students change activities every 5 or 6 minutes.

For example, students can listen to a part of new lesson for a few minutes, and then review a previous lesson for a few minutes.

A mix of review lessons along with current lessons can be very effective.

This also helps students gain confidence and improves Long-term memory.

Some students think that when they understand a lesson, it’s time to go to the next lesson.

In RHR, understanding is the beginning, not the goal.

Once students understand the language models, they need to practice, and then review.

The goal is mastery and automaticity, not just comprehension.

Without automaticity, fluency doesn’t develop, and students forget much of what they have learned.

It’s important that teachers coach students to work for automaticity.

Students should be able to use the language with confidence in classroom activities.

Memorizing the content of the lessons is not the goal.

Instead, students should be able to use the conceptual framework of the lessons to talk about themselves, their families, their interests, and the world around them.

They should be able to summarize each unit, confidently, and then connect the language to their long-term memories.

If not, they need to review and continue to practice the language models ntil they can.

Without extending and personalizing the language models, the language has no life.

The life is in the students, and their goal is to use English to express themselves, not memorize sentences that have no meaning for them.

Language acquisition takes time and lots of practice.

Motivating students and helping them gain confidence is important.

If there is no relationship between student practice and classroom activities, students may lose their motivation to continue practicing.

In the blended model, both individual student practice and class activities play an important role.

RHR provides a brain-based learning theory to help guide and improve this process.

In module 1, which part or parts were the most (least) interesting for you? Why?

 

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