DEPARTMENT OF ENGLISH LANGUAGE TEACHING
AN EVALUATION OF GAZI UNIVERSITY ENGLISH
PREPARATORY CLASSES IN TERMS OF QUANTUM TEACHING
MODEL
M.A. THESIS
By
Ece ÇİFTÇİ
Supervisor
Assist. Prof. Dr. Gültekin BORAN
Ece Çiftçi’ye ait “Gazi Üniversitesi İngilizce Hazırlık Sınıflarının Kuantum Öğretim Modeli Yönünden İncelenmesi” başlıklı tezi jürimiz tarafından 25 Mayıs 2009 tarihinde Yabancı Diller Eğitimi Ana Bilim Dalında YÜKSEK LİSANS TEZİ olarak kabul edilmiştir.
Adı Soyadı İmza
Üye (Tez Danışmanı):
Yrd. Doç. Dr. Gültekin BORAN ... ...
Üye:
Prof. Dr. Azmi YÜKSEL ... ...
Üye:
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ACKNOWLEDGEMENTS
I want to express my thanks to the people who have made this thesis possible with their contributions.
Firstly, I would like to express my deepest gratitude to my supervisor, Assist. Prof. Dr. Gültekin Boran for his helpful suggestions during the preparation of this study.
I would like to thank Assist. Prof. Dr. Ece Zehir Topkaya and Assist. Prof. Dr. Cemal Çakır for their constructive feedback.
In addition, I am grateful to Dr. Deniz Şallı Çopur, Hale Kızılcık, and my aunt, Assist. Prof. Dr. Dilek Yeşiltuna from whom I have received vast amount of help in clarifying my ideas. I would like to thank them for their assistance and being so generous with their time.
My special thanks also go to my beloved friend Feza Şavlı Karakaş for her encouragement, patience and invaluable support throughout every moment of my life and this thesis. I also want to thank my dear friends Esra Özdemir who spent her valuable time proofreading my thesis and Arzu Malatya for helping me deal with the statistics part of my thesis.
Finally, I would like to thank my family for their endless love and faith in me. I owe them a great deal.
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ÖZET
GAZİ ÜNİVERSİTESİ İNGİLİZCE HAZIRLIK SINIFLARININ KUANTUM ÖĞRETİM MODELİ YÖNÜNDEN İNCELENMESİ
ÇİFTÇİ, Ece
Yüksek Lisans, İngiliz Dili Eğitimi Bölümü Danışman: Yrd. Doç. Dr. Gültekin BORAN
Nisan, 2009
Bu çalışma, öğretmenlerin derste daha etkili ve dinamik olmalarına imkân sağlayan Kuantum öğretim modelinin önemli kavramlarını ve ilkelerini belirterek bu modelin Gazi Üniversitesi İngilizce Hazırlık sınıflarındaki uygulama alanını belirlemeyi amaç edinmektedir. Bu temelde Kuantum Öğretim Modelinin yabancı dil öğrenimi ve öğretimini etkileyen genel prensipleri ele alınmaktadır.
Beş bölümden oluşan çalışmanın birinci bölümü çalışmanın kuramsal çerçevesini sunmaktadır. Ayrıca, bu bölümde çalışmanın amacı, kapsamı ve çalışmada kullanılan veri toplama ve değerlendirme yöntemleri ele alınmaktadır.
Çalışmanın ikinci bölümü, konuyla ilgili kaynak ve veri taramasını içermektedir. Bu bölüm genel olarak Kuantum öğretim modeli ve ilkeleri üzerinde durarak modelin dayandığı teori ve yaklaşımları açıklamakta ve modelin bu teori ve yaklaşımlarla olan ilişkisi ortaya konulmaktadır.
Üçüncü bölüm, çalışmanın metodunu açıklamaktadır. Dördüncü bölümde veri analizi ve toplanan verilerin analizine yer vermektedir. Son olarak beşinci bölümde ise çalışmanın kısa bir özeti yapılarak çeşitli öneriler sunulmaktadır.
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ABSTRACT
AN EVALUATION OF GAZI UNIVERSITY ENGLISH PREPARATORY CLASSES IN TERMS OF QUANTUM TEACHING MODEL
ÇİFTÇİ, Ece
M. A. Department of Teaching English as a Foreign Language Supervisor: Assist. Prof. Dr. Gültekin BORAN
April, 2009
This study aims to determine the key concepts and principles of Quantum Teaching Model, which allows teachers to be more effective and dynamic in the lessons and to find out the use of the model in English Preparatory Classes at Gazi University. In this framework, teaching principles of Quantum Teaching Model that affect foreign language teaching and learning are analyzed.
This study comprises of four chapters, and the first chapter offers the background to the study. In addition, the aim and scope of the study and the methods are covered.
In the second chapter, literature review is presented. In general, the chapter focuses on Quantum Teaching model and its principles by explaining the theories and approaches it is founded on. The relationships between the model and these theories and models are also included in this chapter.
The third chapter presents the research methodology of the study. In the fourth chapter the data analysis and the interpretation of the results are presented. Finally, in the fifth chapter, a brief summary of the study is covered and some implications are mentioned.
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To My Beloved Parents, Müzeyyen& Haris Asri Çiftçi and My Dear Brother Emre Çiftçi…
v TABLE OF CONTENTS ACKNOWLEDGEMENTS ……… i ÖZET ………. ii ABSTRACT ……….. iii TABLE OF CONTENTS ………. v LIST OF TABLES ……… x CHAPTER I INTRODUCTION ……… 1 1.0 Presentation ………... 1
1.1 Background to the Study ……….. 1
1.2 The Problem of the Study ……… 2
1.3 The Aim of the Study …..………... 2
1.4 The Scope of the Study ……… 3
1.5 Method ………... 3
1.6 The Hyphotheses of the Study ……… 4
1.7 Limitations ………... 4
CHAPTER II REVIEW OF LITERATURE ……… 5
2.0 Presentation ……… 5
2.1 Quantum Teaching Model and Its Basic Components ……… 5
2.1.1 Quantum Learning ………... 6
2.1.1.1 The Guidelines and Tips Quantum Learning Proposes ……….. 7
2.1.2 The Basic Concepts in Quantum Teaching ………... 9
2.1.2.1 Quantum ………. 9
2.1.2.2 Accelerated Learning ……….10
2.1.2.3 Facilitation ………... 10
2.1.2.4 The Prime Directive ………... 10
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2.1.3 The Basic Elements of Quantum Teaching……….. 12
2.1.3.1 Context ………... 13
2.1.3.1.1 Atmosphere ……….... 13
2.1.3.1.2 Foundation……….. 14
2.1.3.1.3 Environment ………. 14
2.1.3.1.4 Design ……… 15
2.1.3.1.4.1 The Quantum Teaching Design Frame ….16 2.1.3.2 Content ………...17
2.1.3.2.1 Presentation ……… 17
2.1.3.2.1.1 The characteristics of a Quantum Teacher …….. 19
2.1.3.2.2 Facilitation ………20
2.2 The Theories Quantum Teaching Model is Founded on ……….... 21
2.2.1 Accelerated Learning ………...………… 21
2.2.1.1 The Factors Affecting the Growth of Accelerated Learning ……….... 22
2.2.1.2 The Guiding Principles of Accelerated Learning …………. 23
2.2.1.3 The Brain and Learning ……… 23
2.2.1.3.1 Basic Physiology of the Brain ………... 24
2.2.1.3.2 Using the Whole Brain for Learning ………. 24
2.2.2 The Theory of Multiple Intelligences ………. 24
2.2.2.1 The Eight Intelligences ………. 25
2.2.2.2 The Theoretical Basis for MI Theory ………... 26
2.2.2.3 Key Points in the Multiple Intelligences Theory …………. 27
2.2.3 Neuro-Linguistic Programming (NLP) ………... 27 2.2.3.1 Background to NLP ………. 28 2.2.3.2 The Challenge of NLP ………. 28 2.2.3.3 Presuppositions of NLP ……… 29 2.2.3.4 The Pillars of NLP ……… 29 2.2.3.5 Important Concepts in NLP ………. 30
2.2.3.5.1 Representational Systems (VAKOG) ……… 30
2.2.3.5.2 VAKOG 2 ………. 31
vii 2.2.3.5.4 Submodalities ……… 32 2.2.3.5.5 Anchoring ……….. 32 2.2.3.5.6 Modelling ……….. 32 2.2.3.5.7 Metaprogrammes ……….. 33 2.2.4. Experiential Learning ……… 33 2.2.5 Socratic Inquiry ……….. 35 2.2.6 Cooperative Learning ………. 36
2.2.6.1 Essential Components of Cooperative Learning …………. 36
2.2.6.2 Cooperative Learning Methods ……….... 37
2.2.6.2.1 Student Teams-Achievement Divisions ………... 37
2.2.6.2.2 Teams-Games-Tournaments …….………... 37
2.2.6.2.3 Jigsaw ……… 38
2.2.6.2.4 Group Investigation ………... 39
2.2.6.2.5 Learning Together ………. 39
2.2.7 Elements of Effective Instruction ………... 40
2.2.7.1 Decisions in Teaching ……….. 40
2.2.7.2 Increasing Your Students’ Motivation ………. 41
2.2.7.3 Getting Students Set To Learn ………. 43
2.2.7.4 Providing information effectively ……… 43
2.2.7.5 Teaching to the both halves of the brain ……….. 43
2.2.7.6 Modelling what you mean ……… 43
2.2.7.7 Making material meaningful ………. 44
2.2.7.8 Checking Your Students’ Understanding ………... 44
2.2.7.9 Practice does not make perfect: Designing Effective Practice ……… 44
2.2.7.10 Guiding your students’ initial practice ……….. 44
2.2.7.11 Extending your students’ thinking ……… 45
2.2.7.12 Dignifying errors to promote learning ……….... 45
2.2.7.13 Using time to achieve more learning ………. 45
2.2.7.14 Teaching for transfer ………. 46
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2.3 The relationships between Quantum Teaching Model and the Theories it
is Founded on ……… 46
2.3.1 Acceletared Learning and Quantum Teaching Model ……… 46
2.3.2 The Theory of Multiple Intelligences and Quantum Teaching Model ……….. 50
2.3.3 NLP and Quantum Teaching Model ……….. 52
2.3.4 Experiential Learning and Quantum Teaching Model ……… 53
2.3.5 Socratic Inquiry and Quantum Teaching Model ………. 55
2.3.6 Cooperative Learning and Quantum Teaching Model ………. 58
2.3.7 Effective Instruction and Quantum Teaching Model ………... 59
CHAPTER III METHOD ……… 62
3.0 Presentation ……… 62
3.1 Setting and Participants ……….. 62
3.2 Instruments ……….. 62
3.2.1 The Students’ questionnaire……….. 63
3.2.2 The Instructors’ questionnaire ………. 64
CHAPTER IV ANALYSIS OF THE DATA………. 65
4.0 Presentation ……… 65
4. 1 The Analysis of the Students’ Questionnaires ………...65
4.1.1 Foundation………..65
4.1.2 Atmosphere………... 70
4.1.3 Design………73
4.1.4 Presentation………....79
4.1.5 Facilitation………..82
4.2 The Analysis of the Instructors’ Questionnaires ……… 87
4.2.1 Analysis of the Items in the First Part of the Questionnaire…..88
4.2.1.1 Foundation……… 88
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4.2.1.3 Design………. 89
4.2.1.4 Presentation……… 90
4.2.2 Analysis of the Items in the Second Part of the Questionnaire. 91 4.2.2.1 Foundation……… 91
4.2.2.2 Atmosphere………. 91
4.2.2.3 Design………. 92
4.2.2.4 Presentation……… 93
4.2.2.5 Facilitation……….. 94
4.2.3 The students’ and the instructors’ further views………... 95
CHAPTER V CONCLUSION ………... 96
5.0 Presentation ………... 96
5.1 Overview of the Study ………... 96
5.3 Implications for the Study ………. 99
REFERENCES ……… 100
APPENDICES Appendix A Student Questionnaire (Turkish Version) ……….. 107
Appendix B Instructor Questionnaire ……… 109
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LIST OF TABLES
Table 4. 1: Instructors’ reflecting enthusiasm about teaching ……….65 Table 4. 2: Instructors’ making an effort to draw out the potential in students …..66 Table 4. 3: Instructors’ tolerating students’ mistakes ………..67 Table 4. 4: Instructors’ modelling the desired attitudes ………. 67 Table 4. 5: Instructors’ informing the students of the lesson objectives ………….68 Table 4. 6: Instructors’ informing students of the classroom’s policies and
rules ……….69 Table 4. 7: Instructors’ reminding the students of their active role in success ….. 69 Table 4. 8: Instructors’ trying new ways in teaching ………..70 Table 4. 9: Instructors’ making remarks that indicate high expectations for
students’ achievement………...71 Table 4, 10: Instructors’ praising students for their achievements …………...71 Table 4,11: Instructors’ enabling the students to feel secure by making them feel respected ………..………72 Table 4, 12: Instructors’ letting students know that s/he believes in their ability to succeed ………..72 Table 4, 13: Instructors’ designing lessons appealing to students’ interests ……..73 Table 4, 14: Instructors’ designing lessons for visual, auditory and kinaesthetic learners ………...74 Table 4, 15: Instructors’ using certain techniques to draw attention to the topic of the lesson ………...………75 Table 4, 16: Instructors’ enabling the students to discover the topic before the explanation ………..………...75 Table 4, 17: Instructors’ breaking down the new information to small pieces …..76 Table 4, 18: Instructors’ organizing information to make it meaningful ……...…77 Table 4, 19: Instructors’ teaching to read focusing on the meaning of phrases rather than words ..………..….. 77 Table 4, 20: Instructors’ using a variety of materials in the classroom ………….78 Table 4, 21: Instructors’ encouraging students to participate in the activities ...79
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Table 4, 22: Instructors’ trying to know students personally ………...79
Table 4, 23: Instructors’ choosing words that strengthen the sense of togetherness………. 80
Table 4, 24: Instructors’ making eye contact with students ………....81
Table 4, 25: Instructors’ adjusting voice to focus on important items ………....81
Table 4, 26: Instructors’ having a non-threatening face in the lessons ………....82
Table 4, 27: Instructors’ enabling students to tell their experiences which are relevant to the topic ………...83
Table 4, 28: Instructors’ guiding students to think critically by asking them questions ………...………...83
Table 4, 29: Instructors’ using pair/ or group work activities ……….………..…84
Table 4, 30: Instructors’ realizing students’ engagement or boredom in lessons ...85
Table 4, 31: Instructors’ using activities to help students be motivated when they lose concentration …………...………85
Table 4, 32: Instructors’ guiding students to think about the application of new information in real life ……… ………..86
Table 4, 33: Instructors’ enabling students to practise new information at the end of the lesson ………...……87
Table 4, 34: Instructors’ attitudes towards students ………...88
Table 4, 35: Instructors’ forms of displaying attitudes towards students …...…89
Table 4, 36: Instructors’ styles of designing lessons ………..89
Table 4, 37: Instructors’ styles of communicating with students ………...90
Table 4, 38: Instructors’ styles and levels of informing students ………...91
Table 4, 39: Instructors’ styles and levels of creating positive feelings in students ……….91
Table 4, 40: Instructors’ styles and levels of designing lessons ………...92
Table 4, 41: Instructors’ use of communication ………93
Table 4, 42: Instructors’ practical applications for lessons ………94
CHAPTER I INTRODUCTION 1.0 Presentation
In this part, first the background of the study is presented. Then the problem, the aim, the scope and limitations of the study are stated. Finally, the method and hypotheses which guided the research are presented.
1.1 General Background to the Study
Second language learning and teaching has been a concern for researchers for many years. They have been studying the practices in second language classrooms and the stages of learning students experience (Yemenici, 1992). Motivation has been one of these areas of interest for researchers as teaching the curriculum without students’ motivation does not produce efficient results in education and the situation creates troubles for students and teachers.
Motivating students is a major problem in today’s classrooms. There are many students who are not pleased about being in the class. The fact that students lack motivation brings about certain problems in education. Being bored and not having an interest in lessons cause students not to be successful at school as this situation has an adverse effect on their grades. In order to overcome the barrier of having such students, teachers could pay attention to implementing some applications so that there is an effective learning atmosphere in the classroom where students enjoy learning (Crump, 1996).
Teacher influence is a significant factor in learning as “teachers are the most influential determiners of student motivation” (Russell, 1971, p. 80). Similarly, Lightbown and Spada (1999) express that
if teachers can make their classrooms places where students enjoy coming because the content is interesting and relevant to their age and level of ability, where the learning goals are challenging yet manageable
and clear, and where the atmosphere is supportive and non-threatening, we can make a positive contribution to students’ motivation to learn
(cited in Vural, 2007, p. 5).
By highlighting the importance of teachers in teaching, Quantum Teaching, which is a teaching model suggested by Bobbie DePorter, provides teachers with an opportunity to have students who are motivated to learn.
Quantum Teaching Model has certain principles and it focuses on the idea that teachers can teach more effectively and increase student motivation by enabling them to “unleash the genius in them” by creating suitable learning conditions in
classrooms (DePorter et al, 1999, p. 3). The model points out the importance of interactions in the moment of learning. It also underlines the idea that teachers’ desire to make a difference in their students’ lives by using the classroom time efficiently contributes to a more productive classroom due to the fact that the content is presented and processed in a more effective way when students are motivated and when they feel that they have caring and enthusiastic teachers (Loomas & Kolberg, 1993).
1.2 The Problem of the Study
Students are believed to have problems in learning a second language owing to the unfavorable conditions in the classroom and the traditional methods teachers use that are teacher-centered and that do not cater for the needs of the students. For effective learning it is important is to maintain an atmosphere in which students with different learning styles and interests are addressed by teachers’ using certain methods so as to keep concentration and motivation throughout learning.
1.3 The Aim of the Study
The aim of this study is to analyze the perceptions of students and instructors about the instructors’ attitudes in the classroom. The study aims at determining the use of Quantum Teaching Model at Gazi University by considering the perceptions of students and instructors as regards instructors’ attitudes and applications in the
classroom. This study focuses on the attitudes and teaching practices of instructors by stating what the literature has pointed out about effective teaching. Moreover, because Quantum Teaching Model comprises of the other methods and approaches that have been proven to be effective in teaching, the items in the questionnaire and being familiarised with what the literature suggests will give the researcher an insight into the ways of motivating students to learn.
The study addresses the following research questions:
1. What are the beliefs of the instructors in the English Language Preparatory Classes at Gazi University about the importance of Quantum Teaching Model?
2. What do the instructors think about the frequency of their practice of Quantum Teaching Model in the classrooms?
3. What are the perceptions of the students as regards the application of Quantum Teaching Model in the classrooms by their instructors?
1.4 The Scope of the Study
In this research, two questionnaires (one for the students and the other for the instructors) were applied to students and instructors in the English preparatory classes at Gazi University in order to realize the application of Quantum Teaching Model by getting the ideas of students and instructors as to the teaching practices in classes.
After collecting the data, the researcher analyzed the results so as to reveal the current situation.
1.5 Method
First, questionnaires were prepared for the students and the instructors of English to reveal the use of Quantum Teaching Model in the English preparatory classes of Gazi University. Second, a study was carried out before the actual administration of the questionnaires to test the realiability of the items and to clarify the problematic items that were not understandable enough. Then, the results of the
participants were evaluated and interpreted by using Statistical Package for the Social Sciences (SPSS). Finally, the results and interpretations of the data were shown in tables.
1.6 The Hyphotheses of the Study
The present study hypothesises that:
1. The anwers of the instructors to the items in the first part of the study that focus on their belief about Quantum Teaching Model will be “very important and/or important”.
2. The items asking for participating instructors’ ideas as regards their teaching practices will be answered as “always, often and/or sometimes” as these items guide the instructors about the components of effective teaching.
3. The answers of the students and the instructors to the same items might not match one another because of the differences in their perception.
1.7 Limitations
There might be some limitations to this study.
1. The results of the items in the questionnaire might be different for the other instructors and students of Gazi University from the participants of the study.
2. There might be certain differences between the usual attitudes of the instructors and the ones reported in the questionnaire.
3. The results might not reflect the real situations as a limited number of students and instructors were involved in the study.
In addition, because DePorter et al’s “Quantum Teaching: Orchestrating Student Success” book is the only source for Quantum Teaching, the questions in the questionnaire have been designed with the help of the characteristics of Quantum teachers as stated in the book without having an opportunity to focus on other references that focus on the model.
CHAPTER II
REVIEW OF LITERATURE 2.0 Presentation
Quantum has its application in a wide variety of fields and this study analyzes the narrowed down part of the general principles that affect foreign language teaching and learning. In this part, Quantum Teaching Model is focused on with its principles and the seven theories and models it takes its basis from with explanations regarding the relationships between the model and the theories.
2.1 Quantum Teaching Model and Its Basic Components
Quantum Teaching was developed by Bobbi DePorter in the USA in 1980s (Demir, 2006). It is based on a methodology of 18 years of experience and researches with the contribution of over 25.000 students and hundreds of teachers. The teacher-training courses DePorter conducted led to Quantum Teaching, which is used by teachers all over the world with success to enhance the performance of teachers and increase students’ motivation (DePorter, Reardon & Singer-Nourie, 1999).
Quantum Teaching started in SuperCamp, which is an accelerated Quantum Learning program by Learning Forum, an education company that helps people to develop their academic and personal skills. In this program, which lasts for 10 days, students between the ages of 9–24 have the chance to enhance their skills as regards note-taking, writing, creativity, memory, speed reading, communication and certain skills that enable them to gain ‘mastery’ in their lives. SuperCamp results indicate that the students attending the program feel better about themselves and get higher marks (68% increase in motivation, 73% improvement in grades, 81% more confidence, 84% increase in self-esteem, 98% continuity in using skills) (DePorter et al., 1999).
DePorter et al (1999) state that “Quantum Teaching is the orchestration of learning in living color, in ‘surround sound’, with all the nuances. It factors in the
connections, interactions and distinctions that maximize the moment of learning” (p.3). Furthermore, it is expressed that Quantum Teaching enables teachers to have teaching strategies that have been regarded to be effective and valuable in teaching and teachers can be successful when they use these applications and strategies presented by Quantum Teaching Model accompanied by their talent to teach. Quantum Teaching is a synthesis of such theories and approaches as Accelerated Learning, Multiple Intelligences, Neuro-Linguistic Programming, Experiential Learning, Socratic Inquiry, Cooperative Learning, and Elements of Effective Instruction (DePorter et al., 1999).
2.1.1 Quantum Learning
Quantum Teaching Model has benefited from the principles and guidelines of Quantum Learning by using them in practices of teaching.
Jane Vella (2002) defines Quantum Learning as “Quantum learning is that which uses all of the neural networks in the brain, putting things together in idiosyncratic and personal ways to make significant meaning” (p. 73). Besides, Quantum Learning is defined by Deporter and Hernacki (1992) as “a body of learning methods and philosophies that have proven to be effective in school and in business… for all types of people and for all ages” (p. 16). Quantum Learning focuses on “the interactions that transform energy into radiance. All life is energy… (I)n Quantum Physics Matter times the Speed of Light Squared equals Energy formulated as E= mc² (Deporter & Hernacki, 1992, p. 18). According to Quantum Learning, matter is the body and people interact with light- connections and inspirations- as much as possible so that radiant energy is produced. According to Vella (2002), the energy that shows itself as the involvement of the learners and the questions asked by the learners are indicators of Quantum Learning.
Quantum Learning takes its basis from ‘suggestology’ or ‘suggestopedia’, the work of Georgi Lozanov, a Bulgarian educator. Lozanov claims that learners bring barriers to learning as they think they are limited and they will not be successful in the end. Suggestopedia, on the other hand, emphasizes that in order to make use of one’s actual potential, the barriers need to be ‘desuggested’ and the method offers
certain principles that are conducive to creating a relaxing and comfortable atmosphere in a classroom, which fosters learning. According to Suggestopedia, when learners are relaxed, they can learn easily without making a lot of efforts. In this method, background soft music, dim lights, comfortable seats, posters are used to enable learners to feel comfortable. The teacher uses direct and indirect ways to help the learners to desuggest the barriers set up to learning. The teacher directly tells the learners that they will be successful. Besides, s/he creates a relaxing atmosphere by using music and other facilities so the teacher indirectly contributes to learners’ success and self-esteem (Larsen-Freeman, 1986).
DePorter and Hernacki (2000) describe Quantum Learning as not allowing negative ideas to discourage people from believing that they can succeed instead it focuses on the thought that success can be achieved through being determined about the target and trying hard to reach it. In addition, Quantum Learning highlights that everyone has “the potential to become a genius” so people could reach their targets by deciding on the importance of a point for them and by being motivated to reach success in the end (DePorter & Hernacki, 2000, p. 15).
Quantum Learning includes the principles of some other methods like Accelerated learning, which focuses on using various methods such as games, songs, colors and so on to help learners to learn more effectively. Another method that Quantum Learning includes is Neurolinguistic Programming (NLP) that studies the structure of the brain to understand how it processes information and it provides teachers with presuppositions to have better relationships with their learners. Furthermore, Quantum Learning consists of valuable ideas and practices from other theories such as The Theory of Multiple Intelligences, Right/Left Brain Theory, Experiential Learning and some other practices (Deporter & Hernacki, 1992).
2.1.1.1 The Guidelines and Tips Quantum Learning Proposes
Quantum Learning highlights the importance of several guidelines which foster learning. These guidelines are:
1. previewing notes and the materials to be presented,
3. having a regular time and place for studying, 4. playing baroque music for comforting the mind, 5. taking 5-minute-breaks after studying for 30 minutes, 6. planning the future time by using a calender,
7. sitting tall to feel more confident,
8. regarding feedback as a guide for direction, 9. having positive attitudes for what to achieve
(Deporter & Hernacki, 1992). In addition, according to Quantum Learning there are certain tips for learning: 1. “Find a Benefit in Everthing You Do” and believe in the necessity of everything,
2. “Give Yourself Positive Pats on the Back” so that it is easy to concentrate on the positive rather than the negative and achieve success in the end,
3. “Create a Safety Zone for yourself”, which helps to feel comfortable and maintain energy while studying,
4. “Be Conscious of Your Learning Style” so that it is easy to be helpful towards oneself to change ways when learning a new piece of information,
5. “Use One or Both of the Note-Taking Methods”: Mind mapping and Taking and making notes (Notes: TM), which make learning more meaningful by leading to remember better,
6. “Think of Writing as a Fun Activity”: remembering that everyone has the ability to write well and taking pleasure in writing lead to overcoming the barriers to writing,
7. “Be Conscious of All the Different Reading Speeds Available”: Following words with fingers when reading, “Superscanning” pages letting fingers go forth and back, reading groups of words together instead of focusing on individual words,
8. “Tell Yourself There’s an Opportunity to Think Creatively in Every Situation”: Thinking creatively and positively always causes more creativity,
9. “To Increase Your Memory Ability, Remember to Remember…” so that learning is achieved
2.1.2 The Basic Concepts in Quantum Teaching
Quantum Teaching Model, which aims at enabling the students to learn
effectively, encompasses five basic concepts that focus on its philosophy. These concepts explain the foundation of the model and refer to the guidelines the model proposes (DePorter et al., 1999).
2.1.2.1 Quantum
The word “quantum” is mostly used in physics and it means a small amount of electromagnetic energy. Quantum mechanics was discovered in the twentieth century by Max Planck (Penrose, 1994). In the dictionary of Physics (2003) it is described as “the modern theory of matter, of electromagnetic radiation, and of interaction between matter and radiation… (p. 339). Quantum mechanics differs from classical physics in that “it is the physics of very small-scale behaviour” (Penrose, 1997, p.7). Quantum level is regarded as “molecules, atoms, or fundamental particles” (Penrose, 1994, p. 257).
Quantum theory is based on certain basic concepts:
That “objective indefiniteness, objective chance and objective probability are the characteristics of the quantum state as a network of potentialities is the first concept of quantum mechanics (Penrose, 1997, p. 150).
The second concept of the theory is “entanglement”, which was discovered by Erwin Schrödinger. According to this, particles are in a state of entanglement and they influence one another specifically (Penrose, 1997, p. 150).
Thirdly, Heissenberg’s uncertainty principle, which underlined the idea that “position and momentum of a particle cannot be defined simultaneously and accurately” affected the quantum theory. (Penrose, 1997, p. 278).
Another point the theory focuses on is wave–particle duality, which explains that particles and waves display the properties of both instead of having the characteristics belonging to only one as it was claimed before.
The fact that events change according to the situation of the observer and that indefiniteness is effective in quantum physics have created the idea that these
concepts could be applied to social sciences and education as well. In education, guiding the learners about how to use information rather than dictating certain rules is regarded to be more effective (Demir, 2006, p. 3). By conforming to the principles of quantum theory, Quantum Teaching involves the interactions in the moment of learning. The interactions in a classroom atmosphere transform the skills of the students into radiance that is conducive to the learning of themselves and the other students (DePorter et al., 1999).
2.1.2.2 Accelerated Learning
Accelerated Learning is an approach that focuses on eliminating the factors that create a barrier for learning. It aims at providing the students with a non-threatening environment in which they experience with music, posters, and peripheral materials.
Accelerated Learning centers the learners in teaching so it highlights the importance of an atmosphere in which students are actively involved in learning by working willingly with their friends and interacting with the teacher (DePorter et al., 1999).
2.1.2.3 Facilitation
Facilitation means making learning ‘easy’ for the students by using certain methods and strategies that are conducive to students’ learning in a comfortable manner without having negative feelings (DePorter et al., 1999, p. 6).
2.1.2.4 The Prime Directive
The Prime Directive of Quantum Teaching Model is “Theirs to Ours, Ours to Theirs”. The directive focuses on the importance of teachers’ “entering the students’ world first”. DePorter et al (1999) state that “… Teaching someone is an earned right, and is granted by the student, not by the state of Department of Education”
(p. 6). The directive reminds teachers of the necessity of making a link between themselves and students’ lives so that they can reach their students and teach them effectively.
Furthermore, The Prime Directive points out that students have their feelings and ideas therefore teachers should see them as a whole with their emotions and thoughts. Teachers’ knowing and appreciating this fosters students’ transferring the new points into their lives and making them theirs.
2.1.2.5 The Tenets
DePorter et al (1999) explain that Quantum Teaching includes five ‘tenets’ or ‘resident truths’ (pp. 7- 8).
1. Everything speaks
Students get the intention of the teacher more easily than they get anything taught (DePorter et al., 1999, p. 20). Likewise, Renate Nummela Caine and Geoffrey Caine (1997) in their book Education on the Edge of Possibility state that
Teachers’ beliefs in and about human potential and in the ability of all children to learn and achieve are critical. These aspects of the teachers’ mental models have a profound effect on the learning climate and learner states of mind that teachers create. Teachers need to understand that students’ feelings and attitudes will be involved and will profoundly influence student learning ( p. 124). 2. Everthing Is On Purpose
This tenet focuses on the idea that whatever takes place in a classroom has a function and a reason.
3. Experience before label
Emotional engagement is triggerred by experience and it creates meaning. Hence, students should make out the meaning of the content before they get the labels about them. Experiencing a new piece of information before naming it makes students active throughout the learning process. They formulate questions in their
minds in this process. Later, they are provided with the label, the formulas and information about the topic so that their learning is more meaningful.
4. Acknowledge every effort
The tenet is centered on the idea that students take risks and experience with new pieces of information in novel ways so their efforts should be appreciated by their teachers throughout the learning process. DePorter et al (1999) express the idea that students receive acknowledgements because this way they feel that they are accepted by their teachers and their efforts are valuable. These attitudes lead them to try and reach succees. Thanking students when they provide an answer, using words like “good, great and excellent” make students feel happy about their participation, which results in effective learning in the future.
5. If it is worth learning, it is worth celebrating!
Quantum Teaching Model underlines the point that learning should be accompanied by celebration owing to the fact that celebration creates a wish for success. Similarly, Jensen (2000) emphasizes that celebration after learning is a part that should not be neglected as it addresses the feelings of the students and allows them to feel the appreciation as a result of their efforts. He expresses that celebrating the efforts made by students is conducive to “optimal learning” and it adds entertainment to the lessons (p. 324).
DePorter et al (1999, p. 31) suggest the implementation of such ways of celebration as “applause, public posters, private notes, surprises, affirmation statements” and the others.
2.1.3 The Basic Elements of Quantum Teaching
DePorter et al (1999, p. 8) state that “Quantum Teaching Model is much like a symphony… [and] many elements factor into [the] musical experience. The elements of this symphony (Quantum Teaching Model) are context and content.
2.1.3.1 Context
In Quantum Teaching, context refers to setting the stage for learning. It involves certain terms like atmosphere, foundation, environment and design (DePorter et al. , 1999).
2.1.3.1.1 Atmosphere
Atmosphere is teachers’ rapport with the students, the language they use, and the attitudes that have towards students and learning. In order for the students to believe in their ability to learn, they should be aware that their teachers support them and have positive intentions. The amygdala, the part of the brain that is related with emotions, is important in maintaining the information in the brain for a long time. Therefore, teachers’ positive remarks reinforce students’ learning. In addition, teachers’ effective relationships with the students, their interest in who they are and speking to them truthfully play an important role in creating an efficient classroom atmosphere. In addition, teachers’ enthusiasm affects students and the students try to be optimistic about and enjoy learning as well. Teachers’ positive affirmations in the class, acknowledgment of the efforts and celebration of success are the ways of creating a joyful atmosphere. Furthermore, the teachers’ taking risks by changing the way of teaching and getting out of the “comfort zone” by sharing the idea with the students and making them feel that they are supported contribute to the classroom atmosphere (DePorter et al., 1999, p. 34). Moreover, students’ sense of belonging by being accepted and the attitudes teachers model in the classroom by
model[ing]clear communication, acknowledging every effort, smiling, using energy to create more energy, being a great listener, paraphrasing their thoughts, stepping out [their] comfort zone regularly and letting them know that [they] are doing so, reframing or restating negative situations to find the positive in them (DePorter et al., 1999, p. 39).
2.1.3.1.2 Foundation
Foundation means the principles, rules and policies that organize a classroom. Every classroom has a purpose and teachers’ sharing it with the students brings them together in the class. In addition, principles, agreements, policies, procedures and rules make a classroom efficient by focusing on appropriate attitudes. Foundation is also based on teachers’ making students aware of the fact that they have responsibilities in learning. Furthermore, as “future-pacing” suggests informing students about the future studies, it motivates them for learning (DePorter et al., 1999, p. 58).
Quantum Teaching Model is based on certain principles that are called as 8 keys of excellence. Teaching the keys to the students and modelling the suitable attitudes in the classroom make the classroom a place where students feel that they are safe and comfortable. The keys are:
1. Integrity: There is a relationship between attitudes and values so it is important to be sincere
2. Failure leads to success: Feedback and learning from failures foster success 3. Speak with good purpose: Being optimistic and having positive intentions contribute to effective communication
4. This is it: It is necesary to think about the present and do the best to benefit from it
5. Commitment: Commitment refers to being bold and fulfilling the requirements of a target
6. Ownership: Being responsible for actions is regarded as ownership
7. Flexibility: Being ready to accept novelty is beneficial for reaching the target 8. Balance: The balance between mind, body and spirit is to be maintained
(DePorter et al., 1999).
2.1.3.1.3 Environment
Environment is the physical setting of the classroom that includes seating, peripherals, plants, pets, music and so on. It underlines the point expressed by the
tenet everything speaks in that the environment is an important component of learning as the use of various aids and materials foster students’ learning by addressing their feelings and getting their attention to the topic. In order to enrich the environment of learning some materials and elements could be used in classes.
First, peripheral materials help students visualize the content. Second, props are valuable in that they are representations of some concepts so using arrows, puppets, dolls and the others enable students to make associations easily. Third, seating in the classrom is an important part of the environment because changing the physical setting of the classroom could be changed for different purposes like groupwork activities. Next, plants, aroma, pets and other elements make the students feel relaxed so they could have a function in classroom environment. Finally, music, especially baroque music, could affect students positively and help teachers get their attention easily (DePorter et al., 1999).
2.1.3.1.4 Design
Design refers to complying with certain principles to increase student motivation and participation.
It is important that teachers try to be close to their students by creating a link between their own world and the world of the students. In addition, teachers’ addressing students with different modalities, which are visual, auditory and kinaesthetic, helps them to match their way of teaching and students’ modalities. Furthermore, teachers’ creating suitable conditions by using techniques that cater for these modalities, their organizing information by chunks and allowing students to review make the presentation stage more effective. Besides, being familiar with the multiple intelligences, namely spatial-visual, linguistic-verbal, intrapersonal, musical-rhythmic, naturalistic, bodily-kinaesthetic, intrapersonal and logical-mathematical intelligences and addressing to at least five of them in the stage of designing lessons help teachers close the gap between students and learning by using techniques and strategies for these types of intelligences. Finally, using metaphor, imagery and suggestions contribute to students’ understanding concepts by
visualising, being encouraged to learn and making it more meaningful (DePorter et al., 1999).
2.1.3.1.4.1 The Quantum Teaching Design Frame
DePorter et al (1999) state that there are six important elements of the Quantum Teaching Design Frame.
1. Enroll: Enrolling refers to “tapping into students’ experience” in order to create motivation by using stories, role-plays and some other techniques to attract students’ attention to the lesson (DePorter et al., 1999, p. 89).
2. Experience: Students’ experience with a concept helps them learn better because they can internalize it by touching, feeling and therefore remembering. Teachers can use group work activities and games so that students can learn by being actively involved and by experience.
3. Label: Labelling enables students to create meaning for a concept by getting the information about it. After their experience with the concept, they formulate and learn the facts related to it. Using posters, graphic organizers and others are conducive to label a concept.
4. Demonstrate: Demonstrating relates to practising what students have learned after experiencing and labelling a concept. Creating videos, songs and presentations are strategies for demonstration.
5. Review: Reviewing is the part in which students revisit the points they have covered in the class. In order for students to review, teachers can ask them to repeat some parts together with their friends, they can ask them to teach certain parts to others.
6. Celebrate: Celebration is one of the tenets of Quantum Teaching as the model focuses on the idea that “If it is worth learning it is worth celebrating”. Parties in the class, chants are strategies in which celebration occurs in the class (DePorter et al., 1999, p. 93).
2.1.3.2 Content
Content involves certain terms like presentation and facilitation. In Quantum Teaching, content is as significant as context and accompanied by context it is conducive to “orchestrat[ing] the success of the students” (DePorter et al. , 1999, p.8).
2.1.3.2.1 Presentation
The model suggests seven guidelines that lead to succesful presentation (DePorter et al., 1999, p. 114).
1. Know what you want: Teachers’ knowing the aim and objectives of the lessons and sharing them with their students lead to success.
2. Build rapport: Knowing about the students’ lives and past experiences about school help teachers create a link in the classroom.
3. ‘Read’ them: Teachers’ monitoring students’ states and getting feedback from the students enable teachers to make necessary adjustments.
4. Target their state: Teachers’ monitoring the students’ states and positions in the class enable them to guide the students to have the necessary state during the lessons.
5. Reach their modality: The visual, auditory and kinaesthetic modalities of the students should be addressed by paying attention to the laguage used and non-verbal means of communication.
6. Use the space: Using different anchors such as stories and other techniques in certain places in the classroom gets students’ attention.
7. Be real: For a successful communication, teachers should be sincere and genuine.
In addition, DePorter et al (1999) express four principles of conversation that are necessary for effective presentation in the classroom. Firstly, eliciting the image, which means that teachers’ selecting certain words and using them on purpose, contributes to communication and success because students’ brains process the images and create meaning immediately. Secondly, directing the focus, which refers to the idea that choosing a focus and directing the students’ attention to that point
promotes an efficient presentation. Being inclusive is the third point involved in principles of powerful communication. It means that using words and expressions which signal that students and the teacher are together in the class such as “we, us” create a cooperative atmosphere in the class. Finally, being specific, which refers to using few words to clarify the message is conducive to a successful interaction as students get the key element easily and accurately without losing concentration.
The stage of presentation also covers the elements of non-verbal communication. There are certain points for teachers to be careful about because a lot of messages are conveyed through body language. For instance, making eye contact with the students, paying attention to using non-threatening facial expressions and smiling in the class make sudents feel comfortable. In addition, changing the voice when presenting important points gets students’ attention to the focus. Posture and gestures are significant for effective communication as well because the body clearly shows how a person feels through movements.
In addition, DePorter et al (1999) explain three effective presentation packages for teachers, which are being a discoverer, a leader, and a director.
Teachers as discoverers make students aware of the fact that they enjoy teaching and they get students’ attention by emphasizing that they work together in the class with the students. They also change their voice when pointing to an important part, address students with different modalities so that they keep students motivated throughout the lesson.
Being a leader, as the second effective presentation package, refers to teachers’ motivating and inspiring their students when they have lost their hopes and enabling them to feel that they could succeed.
The last presentation package in Quantum Teaching Model is being a director. It emphasizes that teachers should make use of certain strategies when giving directions like “standing straight, squaring shoulders, making eye contact, using strong voice and pleasant face, lacing sentences with visual, auditory and kinaesthetic predicates ” in order to give efficient directions (DePorter et al., 1999, p. 131).
Furthermore, Quantum Teaching Model explains that anchoring is an effective way of conditioning students. Personal anchoring, location and verbal anchoring are explained as efficient anchors in teaching and learning.
Personal anchor means remembering one’s best times when not feeling so successful and transferring that emotion to the present moment. For example, a teacher’s recalling a moment of teaching in which students were willing to learn therefore the teacher enjoyed teaching and making this association when s/he does not feel so enthusiastic about teaching helps him/her gain power again.
Using location for anchoring means using certain activities in certain places. Teachers’ using the front part of the classroom to present a new topic could be stated as an example. Because this is the usual location for instruction, when the students see their teacher in front of the classroom they become more careful and get ready to take notes.
Verbal anchors, on the other hand, mean using some words and expressions to lead the students to make positive associations like acting as if they are happy when the teacher announces that they have homework to do for the next class (DePorter et al., 1999).
2.1.3.2.1.1 The characteristics of a Quantum Teacher
DePorter et al (1999, p. 115) describe several features of a Quantum teacher as:
Enthusiastic: exhibits a zest for life Commanding: mobilizes people
Positive: sees the opportunity in every moment
Personable: builds rapport easily with a variety of students Humorous: appropriately light-hearted about mistakes Flexible: finds more than one way to reach outcomes
Accepting: looks beyond outward actions and appearances to find core values Articulate: communicates clearly, succinctly and truthfully
Sincere: has positive intentions and motives
Spontaneous: can go with the flow and still maintain the outcomes
Interesting and interested: connects information to students’ life experiences and cares about who the students are
Holds students ‘able’: believes in and orchestrates for their success
Sets and maintains high expectations: establishes guidelines for quality of relationships and quality of work that require everyone’s best effort
2.1.3.2.2 Facilitation
In Quantum Teaching Model, facilitaton refers to “orchestrating the interaction between the learner and the curriculum” therefore creating more participation in the class (DePorter et al., 1999, p. 143).
DePorter et al (1999) express that the use of KEG (Know what you want,
Explain what you want and Get what you want) enables the teachers to motivate the
students and increase their participation in the lesson.
The first component of KEG, “Know it” refers to teachers’ knowing the objectives and aims helps them to make them clear for the students as well and achieve them in the end.
“Explain it” means explaining the objectives and the aims to the students. “Get it” refers to monitoring the students in the class and giving feedback to their studies (pp. 144- 146).
In addition, Quantum Teaching Model emphasizes the importance of students’ having responsibility in learning. When facilitating their learning, there are four significant elements involved in processing information namely the big picture, multi/sensory/multi-frequent first exposure, chunking and frequent review.
The big picture shows that the brain makes meaning by asssociating new information with the previous one.
Multi/sensory/multi-frequent first exposure refers to teachers’ addressing different predicates and catering for visual, auditory and kinaesthetic students in the class.
Chunking means teaching new information in chunks and small pieces so that the new information is stored first in the short-term memory to be remembered and kept in the long-term memory.
Frequent review facilitates permanent learning by revisiting the points that have been covered.
Apart from these four elements of facilitating students’ learning, DePorter et al (1999) express some ways of “orchestrating” students’ behaviour in the class. Reading the audience is the first way of teachers’ effective interactions with the students. Changing the students’ states by certain strategies like using physical
movements when they are bored or telling an interesting story are ways that teachers could do to movivate their students.
Secondly, teachers could communicate with their students well by influencing their behaviour. Influencing behavior through action aims at maintaining energy and concentration in the class. Teachers could create a cooperative atmosphere in the class so that students work together and there is interaction and students are awake.
Futhermore, using body motions to make associations with parts of the body and important words and taking breaks are other ways of teachers’ facilitating students’ learning in the class.
In order to facilitate students’ learning, eliciting thinking strategy by asking questions to students and getting their answers is important because the point can be understood better by students’ participation and they can be involved in thinking therefore fostering their cognitive skills.
In addition, debriefing moments of learning makes “the invisible visible” by asking students’ questions so that they can reflect on their experiences in the class. Asking questions like “What happened, what did you learn and how can you apply what you have learned” makes students’ learning more meaningful (DePorter et al., 1999, pp. 156- 157).
2.2 The Theories Quantum Teaching Model is Founded on
“Quantum Teaching weaves the best of the best into a multi-sensory, multiple-intelligence, brain-compatible package, boosting teachers’ ability to inspire and students’ ability to achieve” (DePorter et al., 1999, p. 4). The model is based on certain theories namely Accelerated Learning, Multiple Intelligences, Neuro-Linguistic Programming, Experiential Learning, Socratic Inquiry, Cooperative Learning and Elements of Effective Instruction.
2.2.1 Accelerated Learning
Accelerated learning (A. L) is “an approach to learning that is multidimensional in nature and that places the learner at the center of the experience” (Imel, 2002, p.3).
A. L was started by the studies of Georgie Lazanov, a Bulgarian psychiatrist, who founded “suggestology” from which the method of suggestopedia takes its basis (Imel, 2002). Lazanov expressed that music, relaxation, different types of activities and the reinforcing suggestions are conducive to a more efficient learning atmosphere. In 1975, Don Schuster, at Iowa State University, Ray Bordon, and Charles Gritton founded SALT (The Society for Accelerative Learning and Teaching), which holds conferences for people all over the world ever year. SALT has changed its name and it has been renamed as IAL (The International Alliance for Learning) (Meier, 2000).
Meier (2000) explains that Accelerated learning is activity-based and it has some major assumptions. These assumptions are:
1. “A positive learning” atmosphere, 2. The involvement of the learners, 3. Cooperation among the learners, 4. The use of “variety”, 5. Learning in a context.
Accelerated learning regards learning as a process having four phases, all of which are crucial for a real learning. The suggested four stages:
1. Preparation: The attention of the learners,
2. Presentation: The stage at which the learners face the new information, 3. Practice: The integration of the new knowledge,
4. Performance: The transfer of the new knowledge into real world settings (Meier, 2000).
2.2.1.1 The Factors Affecting the Growth of Accelerated Learning
In his book The Accelerated Learning Handbook, Meier (2000) states that there are seven factors influencing Accelerated Learning:
1. The developments in cognitive science especially in the field of learning and the brain
2. The idea that people have varying learning styles
3. The decline in the opinion that nature is like machine that follows linear procedures and the popularity of quantum physics
5. The acceptance of approaches and theories that focus on regarding people as a whole instead of behavioristic theory
6. New alternative educational movements 7. The renewal in the methods used in education.
2.2.1.2 The Guiding Principles of Accelerated Learning
Meier (2000) expresses that there are certain principles Accelerated Learning is based on:
1. Both the whole mind and the body are involved in the learning process: Feelings, ideas and verbal and all parts of the mind and the body are interconnected.
2. Learning refers to creation: The learner is actively engaged in the process by making out meaning and finding out new occurrences.
3. Cooperation is conducive to learning: Learners benefit from studying with others to reach certain goals.
4. Learning involves getting a lot of stimuli at the same time: Not one piece of information is dealt with in a process following one another.
5. Learning occurs as a result of experience: Learners learn in a more effective way when they have the chance to study in a meaningful context and with constructive feedback.
6. Positive suggestions motivate learners: They help learners to feel more comfortable.
7. The brain processes information quickly. The brain takes concrete concepts more easily than abstract information.
2.2.1.3 The Brain and Learning
Meier (2000) explains that Accelerated Learning is founded on the idea that people know learning instinctively so it is significant to understand the brain and the way it functions.
2.2.1.3.1 Basic Physiology of the Brain
The brain is covered by the cerebral cortex, which covers nearly 70% of the nervous system The cerebral cortex is made up of four lobes. These are the occipital, frontal, parietal, and temporal lobes. The brain has two hemispheres: the right hemisphere and the left hemisphere, which carry out different functions by working together. In general, the left hemisphere seems more associated with linguistic and analytic processing while the right hemisphere is more associated with more perceptual and spatial processing (Köse, 2004). The midbrain has the hippocampus, the amygdala, the hypothalamus, and the thalamus. The midbrain area is responsible for sleep, body regulation, emotions, attention and production of most brain’s chemicals. Cerebellum is the largest brain structure and it consists of the upper part of the brain. It has a relationship with balance, movement, posture, and coordination. Brain stem is in the base of the brain and it is responsible for survival such as breathing, blood presssure, heartbeat and so on. The neuron is the basic unit of the brain (Sousa, 2001).
2.2.1.3.2 Using the Whole Brain for Learning
“Learning accelerates and deepens when the whole brain gets involved”; therefore, the use of the whole brain is necessary in the process of learning (Meier, 2000, p. 36). The Reptilian function is vital for learning “with its survival instincts and automatic functions”. In addition, feelings and “the social intelligence of the Limbic function” should take their places in this process (Meier, 2000, p. 36). Finally, the Neocortex function has a significant role while learning so students should be allowed to “make sense” themselves (Jensen, 2000, p. 285).
2.2.2 The Theory of Multiple Intelligences
In 1904, The French psychologist Alfred Binet and his colleagues were requested by the Minister of Public Instruction to suggest a means of finding out “which primary grade students were ‘at risk for failure’”and at the end of their
studies the first intelligence tests were developed. Upon being sent to the United States after some years, the idea of testing intelligence became popular. Nearly eighty years following the first intelligence tests, Howard Gardner, a psychologist at Harvard University, opposed to this idea by expressing that the American culture defined intelligence in a very narrow way (Armstrong, 1994, p. 1). He was against the idea that “all people possess a general intelligence that can be measured quantitatively by claiming that “intelligence is not a single capacity” (Ali, 1998, p.9).
Gardner (1993) defined intelligence as ‘a general ability’ that is found in varying degrees in all individuals” (cited in İşisağ, 2000, p. 5). In his book ‘Frames of Mind’ (2004, p. 10), he stated that human intelligence is:
—A set of skills that enable a person to resolve genuine problems encountered
in life
— The ability to create an effective product or offer a service that is valued in a culture
— The potential for recognizing or creating problems, thereby establishing the necessity for the new knowledge.
2.2.2.1 The Eight Intelligences
Howard Gardner (1983) basically identified seven intelligences and later he suggested an eighth intelligence, which is ‘naturalist’. These intelligences are:
1. Linguistic: Using language and words, speaking, writing and reading,
the skills which public speakers and writers are good at,
2. Logical- Mathematical: Thinking logically and playing with
numbers, the skills that are generally found with scientists and mathematicians,
3. Spatial- Visual: Appreciating art and visualizing well, the skills
belonging to sculptors, architects and artists,
4. Bodily- Kinaesthetic: Having physical skills, mostly belonging to
dancers and athletes,
5. Musical: Performing well, composing and musical skills, which are
found with musicians and composers,
6. Interpersonal: Having the skills of organising and working with
7. Intrapersonal: Understanding and controlling the self, which is a
characteristic of philosophers and “religious devotees”,
8. Naturalist: Having an interest in nature and animals, realising the
differences and similarities in patterns, the skills mostly found with botanists, veterinarians and astronomers
(Wingate, 2000).
2.2.2.2 The Theoretical Basis for MI Theory
Gardner (1983) classified eight criteria for intelligence:
1. “Potential Isolation by Brain Damage”: The studies of Gardner found out that an impairment in one intelligence does not necessarily lead to other intelligences’ being ineffective in their functions.
2. “The Existence of Savants, Prodigies, and Other Exceptional Individuals”: Gardner asserts that a single person may be excellent at an intelligence while having an average or poor performance in the others.
3. “A Distinctive Developmental History and a Definable Set of Expert ‘End- State’ Performances”: The intelligences develop during one’s lifetime. They reach a peak in some periods and experience a dramatic decline as people are aged.
4. “An Evolutionary History and Evolutionary Possibility”: Gardner suggets that the bases of intelligences might be found in the evolution process of people and even in the evolution of some other living things. In addition, the theory of multiple intelligences has a historical development as certain intelligence types were more important in the past than they are now and some intelligences will be more significant in the future.
5. “Support from Psychometric Findings”: Alhough Gardner did not support standard tests, he suggested that these tests might be implemented to evaluate the multiple intelligences theory.
6. “Support form Experimental Psychological Tasks”: According to Gardner, it is evident to examine some psychological tasks to observe that intelligences work independently and the ability belonging to a specific intelligence cannot be transferred to another.
7. “An Identifiable Core Operation or Set of Operations”: Howard Gardner suggets that each intelligence consists of certain operations to realize its functions.
8. “Susceptibility to Encoding in a Symbol System”: Gardner puts it forward that every intelligence type has its unique symbol like the numbers and other symbols used in logical/ mathematical intelligence
(Armstrong, 1994, pp. 3–11).
2.2.2.3 Key Points in the Multiple Intelligences Theory
In his book “Multiple Intelligences in the Classroom”, Armstrong (1994) includes four important points regarding the MI theory:
1. All people have these intelligences: Human beings possess all intelligences to some extent. Some people have certain intelligences to a great degree but most of the people are “in between” by being highly intelligent in certain areas, having a modest intelligence in some and being really “underdeveloped” in specific cases.
2. The intelligences can be developed by most people to a level of “competency”: Howard Gardner claims that under suitable conditions by being educated and supported enough, nearly everybody can enhance his/her performance.
3. Intelligences interact with one another and operate in “complex ways”. Intelligences do not function without cooperating with the other types of intelligences. They operate together so as to carry out their functions in an effective way.
4. There are diversities within intelligences, which leads people to have intelligences to varying degrees. People may have some of the skills related with a specific type of intelligence while lacking certain abilities belonging to that intelligence. For instance, some people may be bad at playing but succesful in weaving a carpet.
2.2.3 Neuro-Linguistic Programming (NLP)
Revell and Norman (1997, p. 14) state that “NLP is a collection of techniques, patterns and strategies for assisting effective communication, personal growth and
change, and learning. It is based on a series of underlying assumptions about how the mind works and how people act and interact”. NLP aims to enable people to reach their goals and have effective relationships with others by presenting certain ways and tecnniques which create the desired changes in people’s lives (Fletcher, 2000).
NLP is comprised of three parts. The neuro part deals with “the neurological processses” regarding the experiences and their representations in the mind. The linguistic part is about the language used to express ideas and feelings and the programming part deals with “training” to change attitudes and opinions (Revell & Norman, 1997, p. 14).
2.2.3.1 Background to NLP
NLP was started by John Grinder, a professor of linguistics, and Richard Bandler, a student of psychology, in the early 1970s. They desired to find out the attitudes of successful people and while observing the behaviour of three important therapists (Virginia Stir, Fritz Perls and Milton Ericson) they realized that these people used similar expressions when talking to their clients and explaining their opinions about themselves and their jobs. Upon this finding, they wondered if other people could use similar patterns in their lives and as a result they came up with NLP (Revell & Norman, 1997).
NLP has begun to be used all over the world in various fields such as education, business life and the others that are concerned with people and their development (Sürmeli, 2004).
2.2.3.2 The Challenge of NLP
Kamp (1999) explains that NLP differs from the other ways of thinking regarding people and achieving success in that it places importance on:
1. Human Potential: NLP claims that people can be successful if they are determined to reach their goals and if they can use their resources like self-esteem, dedication and some other traits well.
