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EDIM501INE_200930B: Topic A: The Brain's Perpetual Search for Meaning on 2009-11-30
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It leads us to create stories of love, loss, and betrayal to give meaning to our
emotions. Our brain strives to make meaning of everything it encounters. It
finds pictures in clouds, ink blots and tea leaves. It creates meaning to
explain our own actions and the actions of others. -
Stories are a way to make sense of the world in a way that we can relate to or
empathize with the characters in the story.
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EDIM501INE_200930B: Topic B: Memory, The Core of Learning on 2009-11-17
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recall where we bring the contents
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recall where we bring the contents of
memory into consciousness - 3 more annotations...
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- Age of War - Games At Free Online Games .com Aka (fog.com) on 2009-11-13
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EDIM501INE_200930B: Topic B: Motivation, What Drives Us (to Learn)? on 2009-11-12
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They found that when the reward stopped, the “rewarded” children spent less time
on the activity that they had previously enjoyed for its own sake. Children
engaged in the same experiment who were not rewarded demonstrated no reduction
in intrinsic motivation, and children who received feedback (not praise or
reward) demonstrated an increase in intrinsic motivation. According to Deci
& Ryan (1971),
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EDIM501INE_200930B: Topic B: Emotion on 2009-11-04
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it’s purpose to make us whole brained,
to communicate between the hemispheres so that
our linear, sequential brain and our holistic brain can inform one another every
second we live. -
We know that the largest bundle of nerves in the brain is the corpus collosum that connects the brain’s two
hemispheres - 2 more annotations...
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EDIM501INE_200930B: Topic A: Language, The Creator of Human Culture on 2009-11-03
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Research by Pinker and many others strongly suggest that humans have evolved
special abilities to learn spoken language. We’ll see that this is a significant
ability that our curriculum seems to overlook. In contrast, there appears to be
no similarly specialized area for learning mathematics, for example. -
Broca’s Area is under the left temple and Wernicke’s Area is just behind the
left ear. Damage to these regions significantly affects - 2 more annotations...
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EDIM501INE_200930B: Topic B: We Can See the "Man Behind the Curtain" at Work on 2009-10-27
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neurons are pre-programmed with rules-of-thumb that inadvertently increase the
contrast between light and dark in this image. This is because the retinal
neurons are beginning to identify and exaggerate differences in light and dark
that will be helpful later to discover the edges of objects. -
After your brain has shown you the vase or the duck, you will find the image
flipping to the opposite interpretation because the neural circuit becomes
fatigued or bored with the image and flips to the competing interpretation
(which has been patiently waiting its turn while clamoring for attention). - 4 more annotations...
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EDIM501INE_200930B: Topic A: The Basics of Vision and Visual Perception on 2009-10-27
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shifted to other regions of the visual cortex. The dorsal stream sends data toward the top of the
brain (green region in figure) to identify the location and movement of objects. -
Your eye moves constantly for two reasons. These movements, called saccades
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Emotional Intelligence: Putting Theory into Practice | Edutopia on 2009-07-28
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A three-part statement that includes describing the offensive behavior
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the feeling, and the effect of the behavior. "When you talk to me during class,
I feel angry because it prevents me from finishing my work on time - 3 more annotations...
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EDIM502IND_200920B: Edutopia Articles (Mon-Fri) on 2009-07-28
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explain how you would structure checkpoint questions, blog/discussion prompts,
or entree activities to help prevent student conflict and/or empower students to
deal with the conflicts when they arise.
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The Wilkes summer 2009 project group
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