Psychological Benefits of Exercise When I was about to turn 40, I started working out regularly after years of inactivity. As I sweated my way through cardio, weights, and dance classes, I noticed that exercise wasn’t just changing my body. It was also profoundly transforming my brain—for the better. The immediate effects of exercise on my mood and thought process proved to be a powerful motivational tool. And as a neuroscientist and workout devotee, I’ve come to believe that these neurological benefits could have profound implications for how we live, learn and age as a society. Let’s start with one of the most practical immediate benefits of breaking a sweat: exercise combats stress. Exercise improves our ability to shift and focus attention. But my favorite neuroscience-based motivation for exercise relates to its effects on the hippocampus—a key brain structure that’s critical for long-term memory. All this should serve as a powerful motivator for regular physical activity. We welcome your comments at ideas@qz.com.
P4C - Philosophy for Children (or community of enquiry) Philosophy is an ancient Greek word that means ‘love of wisdom’. For the Greeks, philosophy was a process of asking questions & solving problems which produce value & satisfaction. Philosophy is the study of ‘why’. But P4C is not about teaching children what Plato said about ‘x’ or Kant said about ‘y’. It isn’t about learning philosophy but about teaching a special kind of co-operative discussion. P4C is an ethos driven strategy that uses the process of philosophical enquiry for deepening thinking ability in children. The children ask the questions. This can be summarised in the 4 C’s of good thinking: critical; creative; caring; collaborative. This method involves a radical change in teacher’s attitude to, & assumptions about, teaching. It means the teacher must be very alert & silently engaged with the discussion in order to make a few interventions which really do develop individual & group thought. Children’s questions play a vital role in philosophy with children. Either: Prof.
Reality therapy Reality therapy (RT) is an approach to psychotherapy and counseling. Developed by William Glasser in the 1960s, RT differs from conventional psychiatry, psychoanalysis and medical model schools of psychotherapy in that it focuses on what Glasser calls psychiatry's three Rs: realism, responsibility, and right-and-wrong, rather than symptoms of mental disorders.[1] Reality therapy maintains that the individual is suffering from a socially universal human condition rather than a mental illness. It is in the unsuccessful attainment of basic needs that a person's behavior moves away from the norm. Since fulfilling essential needs is part of a person's present life, reality therapy does not concern itself with a client's past. Neither does this type of therapy deal with unconscious mental processes. The reality therapy approach to counseling and problem-solving focuses on the here-and-now actions of the client and the ability to create and choose a better future. Background[edit] Action[edit]
Socratic questioning Socratic questioning (or Socratic maieutics)[1] is disciplined questioning that can be used to pursue thought in many directions and for many purposes, including: to explore complex ideas, to get to the truth of things, to open up issues and problems, to uncover assumptions, to analyze concepts, to distinguish what we know from what we don't know, to follow out logical implications of thought or to control the discussion. The key to distinguishing Socratic questioning from questioning per se is that Socratic questioning is systematic, disciplined, deep and usually focuses on fundamental concepts, principles, theories, issues or problems. Socratic questioning is referred to in teaching, and has gained currency as a concept in education particularly in the past two decades. Pedagogy[edit] In teaching, teachers can use Socratic questioning for at least two purposes: Socratic questioning illuminates the importance of questioning in learning. Psychology[edit] See also[edit] References[edit]
Official Original Source & Definition of Superlearning Music & Technique- Articles, ebooks and guidance Differentiated Instruction - Examples & Non-Examples What Is Differentiated Instruction? by Christina Yu, Knewton.com Differentiated instruction, the tailoring of educational experiences to meet individual learner needs, is nothing new. Hardworking teachers have always recognized the diverse needs of students and adjusted their instruction to account for them. Differentiated instruction is difficult and time-consuming work, however, and class sizes are increasing all the time, making individualized learning harder to achieve. 5 Examples Of Differentiated Instruction 5 Non-Examples Of Differentiated Instruction Assigning ‘advanced’ students to teach ‘struggling’ students.Giving ‘advanced’ students no homework.Grouping students into different classes based on their ability.Letting advanced students out of class early or giving them more free play time.Simply allowing students to choose their own books to read off of a list. Created by Knewton and Knewton
Today's Most Popular Study Guides Are Apps Becoming the New Worksheet? This post originally appeared on Educating Modern Learners. My seven-year-old daughter loves school. She will line up her stuffed animals in rows and “teach” them for hours on end. My daughter may one day grow up to be a teacher. Enter Technology Much of ed-tech today seeks to recreate the same old school activities: the worksheet, the lecture, the multiple-choice test This same daughter has always had a special affinity for learning apps, first on my iPhone and then on the family iPad. Her brother, who is two years younger than his sister and only about to start school in the fall, has never, ever shown any interest in learning apps. Gendered expectations aside, it’s troubling to me that much of education technology today seeks to recreate the same activities that we have had for generations: the worksheet, the lecture, the multiple-choice test. Not Just Apps Do students have the opportunity for deep and meaningful learning with tech? What to do? Old Practices, New Technology
Blending in K-12: How Teachers are Using Technology to Change the Classroom In September 2015, the Research and Education group at Instructure released the “Blending in K-12: How Teachers are Using Technology to Change the Classroom” infographic. The report shows how important mobile technology has become in K-12, especially for use during class time. You might think the LMS is primarily for flipped classrooms or learning outside of school, but the vast majority of Canvas usage still happens during the school day in face-to-face classrooms.Teachers are successfully using mobile technology inside their physical classrooms, citing the freedom it gives them to move around and individualize instruction for students. To read the infographic in full, click here or on the image below. Jared Stein Jared has worked in online, blended, and technology-enhanced education for over a decade. Website
Deeper Learning: Performance Assessment and Authentic Audience In a conversation with a veteran educator -- a man with years of experience teaching English and acting as a headmaster -- I was confronted with a prejudice so ingrained in my teaching that I was almost embarrassed to admit it. He said, "You know, when I ask a student to write a paper and turn it in to me, that's ridiculous; I'm the worst audience they could have." I was intrigued. He went on, "Who am I to assume that someone will want to write their best work, something truly personal and creative, for me? A single-person audience is a pretty lame audience, let alone the fact that I'm a middle-aged white guy." That hit me like a rolled-up newspaper. As I absorbed this veteran educator’s words, I realized that not only was I wrong in my assumption that I (or any teacher) is a meanigful audience, but also that my assumptions about how grading and assessment work were so far removed from modern research that I might as well have been a 21st-century doctor treating humours. This matters. 1. 2.
I was 35 when I discovered I'm on the autism spectrum. Here's how it changed my life. "Do you hate crowds, especially at supermarkets and restaurants?" I avoided eye contact, which I knew I wasn't supposed to do. "Yes." If Dr. P. noticed, she was too busy looking at the questionnaire to let on. "Do you tend to repeat heard words, parts of words, or TV commercials?" I immediately flashed back to middle school, randomly repeating such phrases from TV as, "I don't think so, Tim," from Home Improvement. "Do you have trouble sustaining conversations?" "Yes." "Is your voice often louder than the situation requires?" "Do you find yourself resistant to change?" "Do you have restricted interests, like watching the same video over and over?" "Did you start reading and/or memorizing books at an early age?" Eye contact suddenly became much, much easier. "It is. I went back to boring a hole in the carpet with my eyes. "Have you ever picked up and smelled random objects, like toys when you were younger?" "That's a sign?" "Sometimes. "...yes." After a few more questions, she did some totaling.