UNIVERSIDAD MAGISTERFACULTAD DE EDUCACIÓN

CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS 

TESIS DE SEMINARIO DE GRADUACIÓN PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS

A STUDY ON THE USE OF NEUROEDUCATIONAL TECHNIQUES TO HELP STUDENTS WITH ATTENTION DEFICIT AND/OR HYPERACTIVITY DISORDER (AD/HD) TO IMPROVE THEIR ACADEMIC PERFORMANCE IN THE READING AND CONVERSATION CLASS AT

CENTRO EDUCATIVO SAN ANGELO, 2016

KATHERINE OBANDO ANGULOSETIEMBRE, 2016

INTRODUCTION

Justification

Convenience

• Change the view of the students about a regular conversation and reading class.

• Change the way of teaching more active and less mechanic.

Relevance

• The implementation of neuroeducational techniques to increase the academic performance in students with ADHD and improve their social development among the group.

Theoretical Value

• To influence the rest of the subjects in a good way and to combine methodologies in which the neuroeducational techniques help students with ADHD in their learning process.

Research Question How the use Neuroeducation

techniques to help students with Attention Deficit and/or Hyperactivity Disorder improving their academic performance?

General ObjectiveTo describe the use of Neuroeducation

in the classroom to help students with Attention Deficit and/or Hyperactivity Disorder (ADHD) increasing their academic performance in reading and speaking English at Centro Educativo San Angelo during 2016.

Specific Objectives 1.6.1 To identify the reason of the poor academic performance of students

with Attention Deficit and/or Hyperactivity Disorder in reading and conversation classes.

1.6.2 To determine the appropriate neuroeducational techniques by applying it in reading and conversation classes to student’s with.

1.6.3 To quantify the use of neuroeducational techniques in reading and conversation classes by increasing students with AD/HD academic performance.

1.6.4 To understand the comprehension of reading and conversation topics by being involved in an active class.

1.6.5 To measure neuroeducational activities by improving the academic performance of students with Attention Deficit and/or Hyperactivity Disorder.

1.6.6 To propose Neuroeducation Techniques by improving English Language skills.

THEORETICAL FRAMEWORK

Institution

Centro Educativo San Angelo

Location Origin CharacteristicsInstitutional Mission and

Vision

Theory of Neuroeducation

Taken from Neuroeducation for pshychologist

Pedagogy• Learning Psychology

• Behavior and mental process

Neuroscience• Structure and function of the brain

Neuroeducation Neuroeducation

“Strategies based on brain functioning”

Jesus Guillen

Human brain

Emotions

Originality

Physical Activity

Continuous practice

Games

Arts

Social Interaction

Neuroeducation “You can only learn what you love”

• Unconscious • Innate

• Explicit• Conscious (Memories)• Unconscious (abilities)• If it is linked to an emotion is stronger

• Attention • Creation of

knowledge

• Movement • Interaction• The most important

Emotion

Curiosity

Learning

Memory

Francisco Mora

METHODOLOGICAL FRAMEWORK

Investigation Type of Investigation

◦ Mixed

Subjects of investigation ◦ Private school students, bad Behavior and low academic

performance, and learning disabilities. Sources of Information

◦ Primary◦ Secondary

Population ◦ 50 students with Learning Disabilities

Sample ◦ 25% (12 students) with Attention Deficit Hyperactivity Disorder

Data Collection Instruments

Observation • Attention

Deficit Hyperactivity Disorder signs

• Applied to Six groups at Centro Educativo San Angelo.

Interview • Classroom

management with students with ADHD

• Applied only to teachers of foreign languages (French and English) and Music.

Questionnaire • Teaching

techniques

• Applied to all the teachers at C.E San Angelo

Analysis and Interpretation of Results

Observation

12 students with Attention Deficit Hyperactivity Disorder.

1 2 3 4 5 6 7 8 9

12 12 12

10

12 1211

12 12

2 2 23

78

01 1

BEFORE AFTER

INDICATORS OF ATTENTION DEFICIT1. Careless mistakes 2. Difficulty to stay focused on different tasks 3. Difficulty to complete an activity 4. Distraction even when spoken directly 5. Disorganization 6. Frequently loss of personal belongings

7. Avoid activities that require concentration and mental effort

8. Often forget duties even with constant reminder9. Small distractions throw the concentration away

GRAPH No. 1 Students with Attention Deficit Before and After Neuroeducational Techniques.

Source: Katherine Obando A

GRAPH No. 2 Students with Hyperactivity Disorder Before and After Neuroeducational Techniques.

1 2 3 4 5 6 7 8

6 5 4

18

13 12 11 12

4 3 35

1 2

11

1

BEFORE AFTER

INDICATORS OF HYPERACTIVITY DISORDER1. Child acts as driven by a motor 2. Always moving 3. Difficulty to remain sited 4. Talks a lot 5. Interferes in the classroom all the time

6. Blurt out answers before the question has finished

7. Difficulty to wait patiently

8. Acts intrusive and interrupting conversations

Source: Katherine Obando A

INTERVIEW

Teachers of foreign languages, French, English Grammar and Science and Music

• More practices about difficult topics • Extraclass work to increase their grades.

Students Academic Performance

• Difficult their work in the classroom • Don’t know how to handle them

Attention Deficit Hyperactivity Disorder

• Students walk around the class • Physical movement

Neuroeducation Techniques

• ADHD students sited away from the rest • Lots of work to remain quiet

Use of neuroeducation in the classroom

QUESTIONNAIRE

All teachers at Centro Educativo San Angelo (8), they answer questions about classroom management

1 2 3 4 5 6 7

75%88%

100%

50%

25%38% 38%

25%12%

0%

50%

75%62% 62%

Yes No

GRAPH No. 3 Classroom Management Questionnaire

Source: Katherine Obando A

STATEMENTS

1. Care about students emotions

2. Different treatment to students with ADHD

3. Change the tone of voice and attitude to get students attention

4. Practice a topic until is completely understood

5. Application of gaming in class

6. Application of arts activities

7. Promotion of cooperative and social activities

CONCLUSIONS

• Affected by regular methodology of education• Improve with few changes with neuroeducation techniques

Students academic performance

• Forced to stay unactive• Left behind and away from the rest • Neuroeducation allow them to participate and stay focused.

Attention Deficit Hyperactivity Disorder

• Students unable to share their opinions about anyhting non related to the topic.

ADHD in Conversation Classes

• Readings based on books and not stories of their own interestADHD in Reading

classes

• Not applied in the special subjects. • To short activities applied in English classes students respond positive.

Neuroeducation techniques

• The majority of the teachers don’t know what neuroeducation is and how to apply it.

• Students were more involved in neuroeducation activities.

Use of neuroeducation in the classroom

COST OF THE STUDY

ITEM TOTAL COST IN COLONES TOTAL COST IN DOLARS

Transportation 5000 10

Didactic material 2000 4

Books 20 000 40

 TOTAL 27000 50

RECOMMENDATIONS • Objective Evaluation Students academic

performance

• Dynamic classes • Understand that every student is different.

Attention Deficit Hyperactivity Disorder

• Promote cooperative activities and group work to discuss topics of their own interest.

ADHD in Conversation Classes

• Innovative reading papers with information of students interest. ADHD in Reading

classes

• Take advantage of those techniques that increase students academic performance.

Neuroeducation techniques

• Implement the ones that help the teacher to handle better the students with ADHD and as well a best classroom management.

Use of neuroeducation in the classroom

PROPOSAL OF DEVELOPING NEUROEDUCATION TO IMPROVE ENGLISH LANGUAGE SKILLS

Objectives

◦ To design a guidance based on neuroeducation techniques to conduct an alternative way of teaching

◦ To design a training based on

neuroeducation techniques.

Guide about neuroeducationTopics

◦ Brain functioning ◦ Critical thinking ◦ Evaluate and improve the preparation of the

facilitator. (Teacher) ◦ Help and facilitate the learning process of the

student. ◦ Emotion, Curiosity and attention as the main

features of Neuroeducation. ◦ Methods of teaching adapted to hapiness. ◦ Understanding Discalculia, ADHD, anxiety,

Down syndrome, and autism.

Training about Neuroeducation Application of Neuroeducation

techniques in the classroom. ◦Know your students background with the

application of a short question – answer game as warm up.

◦Creating an original activity for a difficult topic.

◦5 mins of physical activity before starting the class including the teacher.

◦Participation on the game “the boat” for critical thinking purpose and understand that every human being is important and different.

◦Creation of an original Mandala.

CHART No. 1 Proposal cost and Time of development

Source: Katherine Obando A

ITEM TOTAL COST IN COLONES

TOTAL COST IN DOLLARS

Guide 6000 12

Training 10000 20

Materials 500 1

Total 16500 32

THANKS