This Concept Map, created with IHMC CmapTools, has information related to: Learning Theory, zone of proximal development The area of capabilities that learners can exhibit with support from a teacher., Montessori constructivism, Lave & Wenger...
The human brain is capable of 1016 processes per second, which makes it far more powerful than any computer currently in existence. But that doesn't mean our brains don't have major limitations. The lowly calculator can do math thousands of times better than we can, and our memories are often less than useless — plus, we're subject to cognitive biases, those annoying glitches in our thinking that cause us to make questionable decisions and reach erroneous conclusions. Here are a dozen of the most common and pernicious cognitive biases that you need to know about.
Guest blogger Michael Michalko explains that everyone is an artist and that it takes belief and persistence to nurture this quality. He offers seven principles about creative thinking that he wishes he'd known as a student.
"How long can you reasonably expect your students to pay attention during your lessons? Some psychologists claim the typical student’s attention span is about 10 to 15 minutes long, yet most university classes last 50 to 90 minutes. Students’ attention levels vary widely based on factors like motivation, emotion, enjoyment, and time of day."
Treatment with leptin, the hormone associated with fullness or satiety, reverses hyperglycemia in animals models of poorly controlled type 1 (T1D) and type 2 (T2D) diabetes by suppressing the neuroendocrine pathways that cause blood glucose levels to soar, a Yale-led team of researchers has found.
The leptin hormone regulates metabolism, appetite, and body weight. The researchers discovered that, in a fasting state, rats with poorly controlled T1D and T2D diabetes had lower plasma insulin and leptin concentrations and large increases in concentrations of plasma corticosterone—a stress hormone made in the adrenal glands that raises levels of blood glucose.
The researchers then found that normalizing plasma leptin concentrations in the T1D rats with a leptin infusion resulted in marked reductions in plasma glucose concentrations, which could mostly be attributed to reduction in rates of liver conversion of lactate and amino acids into glucose.
The question was why this happened. The team's data revealed that leptin normalized plasma corticosterone and plasma glucose concentrations by inhibiting the hypothalamic-pituitary-adrenal axis, a critical neuroendocrine pathway consisting of three major glands that regulate many body processes, including reactions to stress, energy storage, and energy utilization.
Researchers believe their finding about leptin may lead to development of new types of therapies to reduce and reverse uncontrolled hyperglycemia in patients with type 1 and type 2 diabetes.
"Previous studies by our group found that leptin replacement therapy reverseddiabetes and insulin resistance in patients with severe lipodystophy—a loss of fatty tissue that leads to those disorders—by reducing fat deposits in the liver and skeletal muscle," said senior author Dr. Gerald Shulman, the George Cowgill Professor of Medicine (Endocrinology), and a Howard Hughes Medical Institute investigator.
"These new data provide an additional mechanism by which leptin therapy reverses hepatic insulin resistance and hyperglycemia in animal models of poorly controlled type 1 and type 2 diabetes."
Learning through a virtuous Learning Cycle. That's the message from Dr. James Zull, Professor of Biology and Biochemistry at Case Western University, Director
Helen Teague's insight:
Continued research on the shift from teaching disconnected content to teaching learning in a connected loop. Having developed learning style model through work and iteration, David Kolb published his learning style model in 1984, known as ELT for Experiential Learning Theory.
Zull’s model connects the brain-favoring attributes of Gathering, Reflecting, Creating, and Testing to learning concept and mastery. Zull’s theory complements David Kolb’s Experiential Learning Theory Steps of Concrete Experience/ Reflective Observation / Abstract Conceptualization / Active Experimentation
Both Zull and Kolb’s work are derivative of Carl Rogers, Jung, Piaget, and Howard Gardner.
"As the cities that have hosted Code for America teams will tell you, the greatest contribution the young programmers bring isn't the software they write. It's the way they think. It's a principle called "computational thinking," and knowing all of the Java syntax in the world won't help if you can't think of good ways to apply it."
Many teachers have added ‘digital literacy’ as number four on the list of literacies their students should have (or be working towards, in most cases). Reading, writing, and math are now followed by digital literacy. Obviously, depending on the grade level you teach, your students will have different abilities in each of the four areas, …
BUT, as WE are using "Technology", let us ALSO learn about the basics of "Cyber Security", a MUST in a connected technology driven world:
If I had written this article two years ago, it would have been very different. Back then, I would have made (or felt like I had to make) a compelling case for why we should even consider the idea of incorporating video games into classroom instruction. Back then, I would have expected most reade