01.31.2006 - Language affects half of what we see UC Berkeley Press Release Language affects half of what we see By William Harms, University of Chicago, and Robert Sanders, UC Berkeley Media Relations | 31 January 2006 BERKELEY – The language we speak affects half of what we see, according to researchers at the University of California, Berkeley, and the University of Chicago. Scholars have long debated whether our native language affects how we perceive reality - and whether speakers of different languages might therefore see the world differently. A paper published this month in the journal Proceedings of the National Academy of Sciences supports the idea - but with a twist. The paper, "Whorf Hypothesis is Supported in the Right Visual Field but not in the Left," is by Aubrey Gilbert, Richard Ivry and Paul Kay at UC Berkeley and Terry Regier at the University of Chicago. This new finding is suggested by the organization of the brain, the researchers say.
The perfect poetry lesson: how my teacher brought poems to life | Teacher Network I remember the best poetry lesson I ever had as though it was yesterday; it was at Low Valley Junior School in Darfield, near Barnsley, on a freezing cold morning in 1965. The date is significant because at that time Darfield was part of the legendary West Riding of Yorkshire Education Authority, which was run by the (in my humble opinion) godlike genius Sir Alec Clegg, whose simple creed was that all children are creative, we can all be writers and, wonderfully, we can all be poets. So Mr Meakin took us out into the yard in our scarves and hats and our breath hung like steam. Then we went back to the class and we all (including Mr Meakin, with his brow furrowed and his pencil in his mouth) wrote and rewrote and made books and collages and sculptures until it was time to go to Mrs Hudson for choir practice. The components for that perfect poetry lesson were simple but effective. And finally, Mr Meakin wrote alongside us; he was trying to be a poet too. It's simple, really.
Bloom's and ICT tools Many teachers use Bloom's Taxonomy and Bloom's Revised Taxonomy in developing and structuring their teaching & learning experiences. Bloom's Digital taxonomy is an attempt to marry Bloom's revised taxonomy and the key verbs to digital approaches and tools. This is not a replacements to the verbs in the revised taxonomy, rather it suppliments and supports these by including recent developments, processes and tools. This page looks at some specific examples of tools and match them to Bloom's Digital Taxonomy Many of these tools that are FOSS (Free or Open Source Software). These are in italics. Files Web 2.0 Tutorials Without a doubt one of the best resources on the web for web2.0 Technologies is the commoncraft show.
MSNBC - How to Think About the Mind How to Think About the MindNeuroscience shows that the 'soul' is the activity of the brain Sept. 27 issue - Every evening our eyes tell us that the sun sets, while we know that, in fact, the Earth is turning us away from it. Astronomy taught us centuries ago that common sense is not a reliable guide to reality. Modern neuroscience has shown that there is no user. This resistance is not surprising. The disconnect between our common sense and our best science is not an academic curiosity. Prozac shouldn't be dispensed like mints, of course, but the reason is not that it undermines the will. To many, the scariest prospect is medication that can make us better than well by enhancing mood, memory and attention. In Galileo's time, the counter-intuitive discovery that the Earth moved around the sun was laden with moral danger. Pinker is the Johnstone Family Professor in the psychology department at Harvard. © 2004 Newsweek, Inc.
Which is more democratic? America or Britain? On the surface both Great Britain and America fulfil all the basic requirements of democracy, they have universal suffrage, and both governments are regularly held accountable to the people. However, when it comes to judging which is the most democratic, you have to look at how each system works. When looking at the governmental systems up close it is easy to see them both as being less than full democratic. In both the UK and USA any citizen, be they male or female, black or white, has the right to vote inelections, as long as they are over eighteen years old. This universal suffrage is something that is desperately needed if a country is going to be democratic, for if some citizens are excluded from the right to vote then a government is obviously not democratic because not everyone who lives in that country is getting a chance to say how they want it to be run. America’s democratic claims are also reinforced by the strict separation of powers that is stipulated in the Constitution.
9 Characteristics Of 21st Century Learning The label of “21st Century learning” is vague, and is an idea that we here at TeachThought like to take a swing at as often as possible, including: –weighing the magic of technology with its incredible cost and complexity –underscoring the potential for well thought-out instructional design –considering the considerable potential of social media platforms against its apparent divergence from academic learning Some educators seek out the ideal of a 21st century learning environment constantly, while others prefer that we lose the phrase altogether, insisting that learning hasn’t changed, and good learning looks the same whether it’s the 12th or 21st century. At TeachThought, we tend towards the tech-infused model, but do spend time exploring the limits and challenges of technology, the impact of rapid technology change, and carefully considering important questions before diving in head-first. The size of the circles on the map are intended to convey priority. 1. 2. 3. 4. 5. 6. 7. 8. 9.
Does Language Shape What We Think? My seventh-grade English teacher exhorted us to study vocabulary with the following: "We think in words. The more words you know, the more thoughts you can have." This compound notion that language allows you to have ideas otherwise un-haveable, and that by extension people who own different words live in different conceptual worlds -- called "Whorfianism" after its academic evangelist, Benjamin Lee Whorf -- is so pervasive in modern thought as to be unremarkable. Eskimos, as is commonly reported, have myriads of words for snow, affecting how they perceive frozen percipitation. For all its social success, Whorfianism has fared less well scientifically. Oh, and Eskimos don't have all that many words for snow. In fact, scientists have had so much difficulty demonstrating that language affects thought that in 1994 renown psychologist Steven Pinker called Whorfianism dead. The lack of number words had a profound and surprising effect on what the Pirahã could do. But the Pirahã can't count.
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Enhancing Brains Editor’s note: In 2008, Henry T. Greely, a professor at Stanford Law School, co-authored a commentary in Nature; it concluded that “safe and effective cognitive enhancers will benefit both the individual and society.” The article inspired an impressive number of responses from readers, and the debate has continued in scholarly journals and the mainstream media in the years following publication. Here Professor Greely builds on that momentum, arguing that only some concerns about cognitive enhancements are justified and proper attention is needed to address such issues. In December 2008, I was the first author on a paper in Nature called “Towards Responsible Use of Cognitive-Enhancing Drugs by the Healthy.”1 We argued that there was nothing inherently wrong with the use of drugs for cognitive enhancement, although issues of safety, fairness, and coercion will require attention. Probing that question is my ultimate aim in this article, but we will get there somewhat indirectly.
Time Worksheets | Time Worksheets for Learning to Tell Time Time Worksheets for Learning to Tell Time Here is a graphic preview for all of the time worksheets. You can select different variables to customize these time worksheets for your needs. These time worksheets are a great resource for children in Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, and 5th Grade. Click here for a Detailed Description of all the Time Worksheets. Quick Link for All Time Worksheets Click the image to be taken to that Time Worksheet. Detailed Description for All Time Worksheets Blank Clock Faces Time Worksheets These time worksheets will produce blank clock faces for use in your lesson plans. Clock Face with Hands Time Worksheets These time worksheets will produce one large blank clock face with cut out hands for use in your lesson plans. Clock Face Lesson Plan Time Worksheets Use these time worksheets to produce printable clock faces with any time you wish to display.
Dunning–Kruger effect Cognitive bias about one's own skill The Dunning–Kruger effect is a cognitive bias in which people with limited competence in a particular domain overestimate their abilities. Some researchers also include the opposite effect for high performers: their tendency to underestimate their skills. The Dunning–Kruger effect is usually measured by comparing self-assessment with objective performance. There are disagreements about what causes the Dunning–Kruger effect. There are disagreements about the Dunning–Kruger effect's magnitude and practical consequences. Definition[edit] The Dunning–Kruger effect is defined as the tendency of people with low ability in a specific area to give overly positive assessments of this ability. Not knowing the scope of your own ignorance is part of the human condition. David Dunning Some researchers include a metacognitive component in their definition. Measurement, analysis, and investigated tasks[edit] Explanations[edit] [edit] Statistical[edit] Rational[edit]
The Sweetest Melody: Music Interactive Notebooks, update Several of my wonderful readers have asked/emailed about how I use interactive notebooks in the music room. Hopefully this post can help you, in case you decide to use them in your own classroom. Let me caution you - This is only my 2nd year using them. Pros - I like the idea of having a place for students to log what they've learned, reflect on what they've heard, and post assignments and compositions, not to mention something they can take with them when they go on to middle school. Cons - I do not like the 1) time it takes to use the notebooks and, honestly, the 2) time it takes for me to create things to go inside the notebooks (Have you seen your average 3rd grader make a foldable? Some basics: * I only use notebooks with grades 3-5. Anyway, here are a few pages from my current 3rd grade "model" notebook. Here's the title-page for our notebooks. This sheet includes the musical vocabulary the students will learn over the first nine-weeks. This little page is quite interactive.
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