The impact of the neurolinguistic programming spelling strategy in the teaching of content and language integrated learning subjects in bilingual schools

Este estudio presenta un doble objetivo. Por una parte, pretende llenar un hueco en la literatura encontrando nuevas perspectivas sobre el rol de la ortografía para alumnos españoles en contextos CLIL. Por otro lado, este estudio ha presentado ejemplos prácticos para la práctica de la ortografía que pretenden facilitar las dificultades de la lengua escrita para los alumnos. A tenor de esto, dos estrategias visuales de ortografía adaptadas de la Programación Neurolingüística (PNL) han sido investigadas en el intento de aumentar la conciencia ortográfica y rendimiento de una manera motivadora. Además, dado que las creencias y sistemas de representación son una parte importante de la PNL, este estudio también ha investigado el rol que tienen estos dos factores en el aprendizaje de la ortografía. Siguiendo este doble objetivo, este estudio se divide en dos fases: un estudio piloto con 50 alumnos en 2016 y un estudio principal con 48 alumnos en el curso 2019/2020 en segundo de educación primaria de un colegio bilingüe de la Comunidad de Madrid. Dos estrategias de ortografía originarias de la PNL fueron introducidas en el grupo experimental mientras que el grupo de control copiaba palabras como práctica de ortografía. Se ha recogido datos cuantitativos y cualitativos que han sido analizados desde un enfoque mixto. Los hallazgos sugieren que la ortografía tiende a mejorar cuando es practicada y mejora ligeramente más cuando se practica con estrategias de ortografía de la PNL. Los cuestionarios de creencias y los comentarios hechos por los alumnos en este cuestionario, así como en las autoevaluaciones y evaluación de pares indicaron que los alumnos del grupo experimental también se mostraron más motivados hacia la práctica de la ortografía. Sin embargo, la mayoría de las creencias de los alumnos hacia las estrategias puestas en práctica para el aprendizaje de la ortografía se mantuvieron altas, validando las estrategias como eficaces, sin importar el resultado obtenido en los controles de ortografía. Como resultado, no se pudo concluir que la visión positiva sobre la ortografía, buen concepto sobre sí mismos y creencias ayudaron a los alumnos a desempeñar con eficacia en los controles de ortografía. Sin embargo, se ha resaltado otros aspectos interesantes sobre la naturaleza de las respuestas de los alumnos como madurez, carácter y dificultades de aprendizaje. Con respecto a los estilos de aprendizaje, se ha podido concluir que, aunque la mayoría de los alumnos presentaron preferencia por el aprendizaje visual, no siempre los alumnos visuales hacen un mejor papel en los controles de ortografía. Además, los resultados indican que los alumnos con preferencia auditiva se benefician de la práctica de la ortografía obteniendo mejores resultados

An Investigation Into The Learning Experiences Of Adolescents With Perceived Dual Exceptionalities Within Gifted And Special Education Middle Grades Settings

Students who possess both a disability and characteristics of giftedness are referred to as students with dual exceptionalities. This paradoxical relationship of disability and giftedness creates a challenge for teachers and students, particularly in schools that do not have a specific program for students with dual exceptionalities. Most of these students typically receive the majority of their instruction either within a special education program, or a gifted education program. Students with perceived dual exceptionalities are often able to mask their disabilities with strengths in other major areas. The students in this investigation have all demonstrated strong talent in mathematics. They each have a unique view of the world and their learning experiences are filtered through the lenses of both their disabilities and their talents. In this qualitative case study, the researcher will explore the learning experiences of students with perceived dual exceptionalities through the perspective of parents, teachers, and the students themselves. While it may be subjective to ask middle schoolers what they think, perception is reality, and however they feel about their experiences istheir current reality. The conceptual framework that undergirds this study is the Constructivist Theory offered by Piaget (1952) and elaborated by Vygotsky’s (1978) socio-cultural theory. Building upon these is the theoretical framework of the Stage-Environment Fit Theory which attempts to explain the fit between adolescent developmental needs and the educational environment. Student participants generated drawings in order to express their perceptions of their learning experiences. Other data sources included semi-structured interviews, observations, and a document review. All data was triangulated and analyzed using three analysis strategies offered by Creswell and Poth (2018), consisting of (1) data preparation and organization (i.e., transcribing data for analysis, or preparing student drawings/image data for analysis), (2) development of themes through a process of coding, and (3) writing up the results of the study and representing the data in tables and figures. Themes that emerged from the data became larger categories of note. Findings suggest that (1) Students perceived to have dual exceptionalities who receive instruction primarily within gifted educational settings may use their giftedness to mask their disability; (2) Conversely, students perceived to have dual exceptionalities who receive instruction primarily within special educational settings may use have the tools or opportunity to leverage their giftedness to mask their disability; (3) Academic and/or Social/Emotional difficulties that begin early in the educational careers of students perceived to possess dual exceptionalities can become exacerbated by time they reach the middle-school level (Stage Environment Fit Theory); and (4) Students who are perceived to have dual exceptionalities and who suffer from feelings of isolation, may experience these feelings regardless of the setting in which they receive the majority of their instruction

The 7Ms pedagogy model: Instructional design for learners with Attention-Deficit Hyperactivity Disorder

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.This study presents a new framework for designing pedagogy in an informed and controlled way. It considers the importance of progression of pedagogy during a learning episode, so that an instructor can modify the pedagogical approach as well as the content in a lesson. The significance and novelty of this research lie in the proposals to provide support for ADHD learners and assist them to overcome their academic weaknesses/challenges through appropriate pedagogically sound interventions. Therefore, in order to contribute to the development of a suitable pedagogical approach for children who diagnosed with ADHD, issues of having ADHD are discussed within the scope of the research. In this respect, an aetiological model of ADHD has been developed to identify different levels of impairments as well as to clarify areas in which educational pedagogies must address the limitations of ADHD learners. Early stage results described here consider evidence to determine the viability of two literature-based models, named the ‘6Ms pedagogy model’ and the ‘aetiological model of ADHD’. In identifying the need to explore an accurate pedagogical model for ADHD children, two models have been evaluated. The analysis is based on a combination of secondary analysis, qualitative, and quantitative data analysis, which covered data, collected from expert advice, including that from professionals, coaches, and teachers and from those involved in the education of learners with ADHD and parents. Evidence from findings on ADHD is married to a new model of pedagogy named the ‘7Ms pedagogy model’. The ADHD pedagogical model is then evaluated by SEN teachers serves to facilitate well-informed and targeted design decisions about pedagogy, which could provide children with support and help them overcome academic limitations. Keywords: Attention Deficit-Hyperactivity Disorder; 6Ms Pedagogy Model; 7Ms Pedagogy Model; learning theories; aetiological model; typically developing learners (TDLs); and special educational needs (SEN)

Project Hand in Hand

The project “Parents and Teachers Working Hand in Hand : Training Programme for Parents and Teachers of Pupils with Attention Deficit Hyperactivity Disorder (ADHD)” was prepared and co-ordinated by Ankara Provincial Directorate for National Education under the European Union Education and Youth Programme, Lifelong Learning Programme within the framework of Grundtvig Learning Partnership. At the planning stage of the project, as the co-ordinating institution, we wanted to prepare a project for pupils with ADHD because we know that, across the world, almost 5% of students suffer from this disorder and they encounter difficulties in their academic life, in their community and in their social relationships. Both parents and teachers encounter difficulties while they are supporting pupils with ADHD in their school lives. As the second biggest local education authority in Turkey, we decided to prepare this project for parents and teachers of pupils with ADHD to make everyone’s life easier. We shared our thoughts with different people and institutions from different countries and we realised that it is not only a problem in Turkey but also for other countries. As a result, we developed project partnerships with various educational institutions, universities and non-governmental organisations (NGOs) from different countries. The project development stage was completed after contributions from all partners. Initially we had started with 8 partners but after approval for the project and the agreement of National Agencies of each partner countries, we implemented the project with 6 partners starting from 1st October 2007 to 31st July 2009

Rebranding Visual Feedback as a Product-Making the Unspeakable Visible

PROJECT ABSTRACT Rebranding Visual Feedback as a Product Why do visuals work and why do they have such impact on the process of change? Because visuals connect directly with feelings, they have the power to improve the life of others. They have the power to improve and enrich communication. They have the power to handle information overload and they have the power to bridge cultural differences. ‘Images speak louder than words’ because images are connected with emotions in our long term memory. When ten different persons look at one single image, they see ten different things. Like a mirror, the image reflects ideas in the mind of the person. It makes the unspeakable visible. And that is a wonderful starting point for Visual Feedback. This project investigates the need for visual thinking in general and for Visual Feedback in particular. Different sources are explored in relation to creativity and visual thinking, drawing from scholarly theory and practicing professionals from the field. By looking deeper into the ‘why’ of the product and how to apply it in the field, an explanatory animation is expected to develop, showing the value of Visual Feedback to the client

The use of vak (visual, auditory, kinesthetic) learning style of nlp as psychological approach in learning speaking skill

The aim of this research was to explain the use of VAK (visual, auditory, kinesthetic) learning style of NLP as psychological approach in learning speaking skill. The research was taken at English plus conversation, conversation course. In analyzing collected data researcher uses descriptive qualitative research, researcher collects data, arrange data, and present data. in order to get resources related to this research, the techniques of collecting the data used by the researcher are interview, observation, documentation. After several meetings with different learning style applied researcher found that the way learners act in getting new information or knowledge are different. Visual learner need to visualize something,. While auditory learner will directly asking for verbal explanation to recall something, learning using VAK learning style proved declining psychological issues feelings of fear and anxiety and lack of confidence in speaking they tend to be easier learning on their perceptional system. In other view their perceptional systems have strong relation with their company position background, for example kinesthetic learner work as engineer which they will be easier to learn and make their job finish kinesthetically. Knowing their own characteristic or learning style will help teacher to plan learning method used in students learning activity, and students will know the way they accelerate themselves in learning based their characteristic

Learning French pronunciation outside the classroom: a sound pedagogical experience?

New technologies have revolutionised the way people learn. In language learning, using a web-conferencing system is a relatively new development, and acquiring pronunciation skills in a virtual environment even more so. The central question of this exploratory study is whether learning pronunciation outside the classroom is a pedagogically sound experience. The focus is on learners: their emotions, with a particular emphasis on Foreign Language Anxiety (FLA), and the strategies they use to learn pronunciation on their own and with others in a new on line environment. Macdonald et al. (1994) contended that second language (L2) pronunciation needed more research and over the years, more studies have explored the effectiveness of pronunciation teaching (see Munro and Derwing, 2011; for a review of L2 pronunciation teaching). The present study also looks at L2 pronunciation but investigates the learning of it in a non-conventional setting. The mixed-method research approach in this study, grounded in a post-positivist paradigm, involved two quantitative instruments: a questionnaire and a recorded reading activity of a text; and two qualitative instruments: think-aloud verbal protocols (TAPs) and semistructured interviews. Participants who were involved in every stage of the study were then the object of case studies as these 'can penetrate situations in ways that are not always susceptible to numerical analysis' (Cohen et al., 2003, pI81). The four different sources of data provided multiple perspectives on students' emotions and strategies when working on pronunciation in a vutual learning environment (VLE) or on their own, and these perspectives deepen our understanding of how distance learners can acquire good pronunciation skills outside the classroom

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Instructional Message Design: Theory, Research, and Practice (Volume 2)

Message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. In short, instructional message design is the real-world application of instructional and learning theories to design the tools and technologies used to communicate and effectively convey information. This field of study pulls from many applied sciences including cognitive psychology, industrial design, graphic design, instructional design, information technology, and human performance technology to name just a few. In this book we will visit several foundational theories that guide our research, look at different real-world applications, and begin to discuss directions for future best practice. For instance, cognitive load and multimedia learning theories provide best practice, virtual reality and simulations are only a few of the multitude of applications. Special needs learners and designing for online, e-learning, and web conferencing are only some of many applied areas where effective message design can improve outcomes. Studying effective instructional message design tools and techniques has and will continue to be a critical aspect of the overall instructional design process. Hopefully, this book will serve as an introduction to these topics and inspire your curiosity to explore further