Tag Archives | brain

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2015 NAEP 2

ECE: The Obstacle Course Wall

Note: See Demo at bottom of page Convergence Point 1 – Decades of social and economic research, beginning with the Coleman Report and since including Heckman, (Nobel Prize winner) Rolnick (Ex. V.P. of the FED), Hanushek (Hoover Institute) and many others, and decades of developmental neuroscience research, most notably as compiled by Harvard’s Jack Shonkoff, have converged and coalesced into […]

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THE END OF ABSTRACT READING INSTRUCTION

Kids in the future will not be ‘taught’ to read. Every interaction with every word on every device will support them learning to read on their own. We only sense now. We only feel now. We only think now. We only learn now. We are naturally ‘wired’ to learn from what is happening on the living edge of now. Humans learn best […]

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do you see what I see

Do you see what I see? The Child, the Child…

What we call their improficiencies are ours. Proficiency stats are mirrors that say more about our proficiency in stewarding their learning than they say about their capacity for learning.

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.

Update: Children of the Code Release: “The Brain’s Challenge”

“THE BRAIN’S CHALLENGE” is the centerpiece of the Children of the Code project and illustrates the main challenge underlying learning to read difficulties in the English language.

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.

When Learning Hurts – Toxic Learning

What and how students learn can have toxic effects on how well they learn thereafter. It’s vitally important that educators understand this.

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.

Re: Wiring the brain, through experience

In response to a Harvard University release summarized by Brain Mysteries: Re: Wiring the brain, through experience Whether our brain’s ‘wiring’ starts minimal and extends through learning or starts maximal and is pruned by learning is less important to our common understanding than ‘getting’ that (to a profoundly significantly degree) our brain’s wiring is learned.   

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.

Re: Study finds twist to the story of the number line (of math’s innate foundations)

From “Brain Mysteries” 5-2-2012: Tape measures. Rulers. Graphs. The gas gauge in your car, and the icon on your favorite digital device showing battery power. The number line and its cousins – notations that map numbers onto space and often represent magnitude – are everywhere. Most adults in industrialized societies are so fluent at using […]

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.

Reading: The Brain’s Challenge: Processing Stutters – Processing Speed

This is the first in a series of posts that explores the brain processing issues underlying difficulties in learning to read. In this post we focus on ‘processing stutters’ and their relationship to ‘processing speed’. We also establish the ‘speed of language’ as a baseline for understanding the processing speed demands of reading.

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.

Re: The Bilingual Brain Is Sharper and More Focused, Study Says

More great evidence for the vastly under appreciated role of learning in brain health and development – another example that not only do “I” learn, “I am learned” – we become who we learn to become.  Highly recommended reading. Wall Street Journal: 4-30-2012 The Bilingual Brain Is Sharper and More Focused, Study Says  

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Note: Click on any word on this site (and keep clicking it) to experience the next evolutionary step in technology supported reading, the PQ Pop-Up.

Re: Changes in monkeys’ social status affect their genes

From Brain Mysteries 4-20-12: “We’re seeing that there are a lot of effects of social status on genes, including our own, but we are also seeing that many of the changes aren’t permanent …” Tung said [ lead author Jenny Tung, a visiting assistant professor in Duke University’s evolutionary anthropology department]. This study is “just the tip of […]

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