20 JUN 2017 by ideonexus

 Participating in Social Media Surrenders One's Attention

The first thing I noticed was that I suddenly lacked an outlet for the compulsion not to write.1 It wasn’t news to me that I used social media for procrastination purposes, but without it, I found myself lacking an easy source for distractions. It dawned on me that I’d mostly stopped visiting websites directly and instead had been following the recommendations in my feeds to wherever they might lead me. My reading was no longer deliberate but curated by external forces that may or may no...
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20 JUN 2017 by ideonexus

 Be Part of Where You Live

What concerns me is how our information networks have enabled us to become hyper-connected to geographically distant communities, while at the same time disconnected from our local ones. Virtual and long-distance relationships can enrich our lives in myriad ways, but I fear that our reliance on them has the potential to erode our physical communities and diminish our sense of place. Wendell Berry once said that “If you don’t know where you are, you don’t know who you are.” Knowing wh...
Folksonomies: social media locality local
Folksonomies: social media locality local
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20 JUN 2017 by ideonexus

 Choral Reading

Choral reading gives students the experience of reading aloud without the stress of reading alone. Based upon the previously described research demonstrating that repeated stimulation of neuronal networks increases their efficiency, it makes sense that the experience of reading aloud together reinforces patterns. When we start the choral reading, I ask students to whisper the words as I read aloud. Th is process continues until students become more confident. As the reading progresses and I ...
Folksonomies: teaching literacy reading
Folksonomies: teaching literacy reading
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20 JUN 2017 by ideonexus

 Pattern-Building When Learning a New Word

Words are fundamentally conceptual—although they are physical objects, they represent something ideational. Just giving students definitions of words or having them evaluate the context of word use does not fully use the brain’s patterning style of identifying information. Th e value of word pattern sorting extends beyond their defi nition to relating words to the pattern of categorization where they fi t. Students attend to how words relate to other words through a number of types of cat...
Folksonomies: teaching literacy reading
Folksonomies: teaching literacy reading
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20 JUN 2017 by ideonexus

 Category Practice

Students appear to use a different kind of thinking when they create original patterns following rules they create (Grabowski, Damasio, & Damasio, 1998). Activities that engage students in building categories can start as early as preschool. Building category practice can be done with a bag of mixed buttons. After first modeling the procedure, you can have students work on their own or in pairs to sketch the categories they discover. Th is would also work as a language arts learning cente...
Folksonomies: teaching literacy reading
Folksonomies: teaching literacy reading
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This would work great with dice. Sort by color or number of sides.

20 JUN 2017 by ideonexus

 Blending and Segmenting Sounds to Instill Phoneme Awareness

One activity is segmenting sounds and then blending them together using both real words and nonsense words. This activity gives students practice manipulating phenomes and is consistent with the research supporting stimulation of both posterior processing systems (McCandliss, Cohen, & Dehaene, 2003). Another activity is oral blending and segmenting paired with letters. This process may help students practice the alphabetic principle (the establishment of a correspondence between a phonem...
Folksonomies: teaching literacy reading
Folksonomies: teaching literacy reading
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20 JUN 2017 by ideonexus

 Three Brain Pathways to Reading

The frontal reading system has been implicated in phonological processing and semantic processing (word analysis). This is also where Broca’s area is found. Broca’s area is involved in language processing, speech production, and comprehension. Neuron activation is increased in this area when words are spoken (Devlin, Matthews, & Rushworth, 2003). The ventral posterior processing system (located in the occipital and temporal lobes) is most associated with orthographic processing (visu...
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20 JUN 2017 by ideonexus

 Role of Mirror Neurons in Learning to Read

In terms of early diagnosis, one study of thousands of babies “gaze-following” found that the skill appears first at about 10 to 11 months, and that babies who weren’t proficient at gaze-following by the time they were 1 year old had much less advanced language skills at age 2 (Brooks & Meltzoff , 2005). Another possibility with regard to mirror neuron research is that early and systematic priming (stimulating) of mirror neurons engaged in speech could be a strategy for building th...
Folksonomies: teaching literacy reading
Folksonomies: teaching literacy reading
  1  notes
 
20 JUN 2017 by ideonexus

 The Sense of Wonder is More Viral Than Anger

In many cases, these flare-ups triggered a chain reaction of anger, with User A influencing Users B and C, and outward in a widening circle of hostility, until it seemed all of Sina Weibo was burning. The users, according to the study’s authors, passed along these messages not only to “express their anger” but to instill a similar sense of outrage among other members of their online community on Sina Weibo—one of the only venues where the Chinese can circumvent government restrictions...
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20 JUN 2017 by ideonexus

 Ikigai and Mortality

Objective: To investigate the association between the sense of “life worth living (ikigai)” and the cause specific mortality risk. The psychological factors play important roles in morbidity and mortality risks. However, the association between the negative psychological factors and the risk of mortality is inconclusive. Methods: The Ohsaki Study, a prospective cohort study, was initiated on 43,391 Japanese adults. To assess if the subjects found a sense of ikigai, they were asked the que...
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