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1. What is something everyone should know about you?

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1. What is something everyone should know about you?

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I'm a cool teacher. Let's be friend 😉https://scratch.mit.edu/users/Littlewish_Creatia/

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2. What do you need from me (as your teacher) more than anything else?

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2. What do you need from me (as your teacher) more than anything else?

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Trust. I need you to believe in me that I can do this, every time I thought I couldn't.

I need you to say something like:

"There's hope, even ur brain tells u there isn't "

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3. What does success in the classroom mean to you? How would you define it?

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3. What does success in the classroom mean to you? How would you define it?

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when we learn something new everyday

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Module 3: Questioning and Discussion in the Classroom

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4. What do you know about how people learn?

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4. What do you know about how people learn?

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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5. What’s the most creative thing you’ve ever done?

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5. What’s the most creative thing you’ve ever done?

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I'm not really a very creative person, but sometimes I find something that other people can't notice when doing the same task. Can this be called creative? ha ha

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7. What does it mean to understand something?

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7. What does it mean to understand something?

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Understanding is when we can apply a concept to everyday life

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8. When was the last time you’ve solved a problem?

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8. When was the last time you’ve solved a problem?

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I solve problems every day, because life is full of problems hahaha

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Right now? Roblox studio (https://create.roblox.com/) and python programming language (https://www.python.org/). I want to master this but I have many reasons to keep putting off starting to learn :"

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Unlock your imagination with Roblox Creator Hub - the ultimate platform for building and publishing games. Join a vibrant community of creators today and publish your ideas to millions of people around the world. This world is ours for the making!

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Honestly, I don't know why I used to like this kind of novel so much

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12. Are you a picky reader? What are your strengths as a reader?

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12. Are you a picky reader? What are your strengths as a reader?

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Yes. I don't really like heavy scientific reading, but if it's packed with popular science facts, I'll like it. If there are interesting illustrations and videos, it will be more helpful. When I was a teenager, I liked reading novels. I even wrote my first novel when I was in second grade of junior high school. As I get older, I prefer self-development and psychology books.

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children are not books to be read, but books to be written

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"Human", about behavior, thinking, and many other things. Every human being has their own uniqueness. The way we interact with each other is intertwined with complex connections with multiple meanings.

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16. What are your best habits as a thinker? Least helpful?

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16. What are your best habits as a thinker? Least helpful?

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procrastination

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Consultoría de selección de Pharma, Health & Care, Transporte, Logística, Marketing y Ventas

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Did you know some of the benefits of procrasting is fostering creativity and allows us to be more original?
Adam Grant, american psychologist, shows us a very positive side of procrasting. Find out the advantages of one of the worst reputation habits.

Despite the fact that the traditional motto that has always been instilled in us is "Do not put off till tomorrow what you can do today", procrastination has many positive aspects when making decisions. New studies indicate that procrastinating is not always bad. Even, they say that acting quickly can be as counterproductive as leaving tasks for the last moment. Knowing the benefits makes us more efficient when consciously postponing or to resist taking action quickly. That is why we share this video in which Adam Grant, a renowned American organizational psychologist, develops in depth the advantages of conscious procrastination:

Let's take a couple of examples: We usually respond emails immediately instead of taking a reasonable amount of time to think about the answer. Many times we pay debts as soon as we receive the invoices, ceasing to receive interest in the bank. These actions can be catastrophic; One of the great benefits of procrastinating is that during the time that passes between the need to do something and really do it, creativity and invention are encouraged. If what we are looking for is to be more efficient professionally, it is advisable that we change the focus and begin to think before acting. Companys are looking for talent, dynamic skills and original workers. But ... How do we know if we are original? And even more important, how can we achieve it?
"Being original is not easy, but it is definitely the best way to improve the world around us," Adam Grant
Do not stop watching this video where you can get to know three amazing habits of original people, how to accept failure and be late for parties. And for infographic lovers, here we leave one with the basic concepts of procrasting recommended by the famous organizational psychologist

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The surprising habits of the original thinkers

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Did you know some of the benefits of procrasting is fostering creativity and allows us to be more original? Adam Grant, american psychologist, shows us a very positive side of procrasting. Find out the advantages of one of the worst reputation habits. What is procrastinate and how

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17. What’s most important to you in life?

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17. What’s most important to you in life?

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18. What is the relationship between learning and #17?

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18. What is the relationship between learning and #17?

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19. Where does your inner drive come from?

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19. Where does your inner drive come from?

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I feel motivated and valuable when I can help others become better person every day

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Lynn George, M.Ed, PHR, CMCS, ACC Chief Meaningful Work Officer

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When you’re in the building phase of a business or a career, it can seem lonely with long work hours, balancing family, and juggling life so there are times when you will be unmotivated and that’s okay. I know for sure that the feelings of being tired can be masked by a lack of motivation.

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hahaha there's a lot! one of them is my mother. I'm nothing without her.

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21. Why study (insert your content area here)?

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21. Why study (insert your content area here)?

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Why study coding and pedagogy?

This is a rather long story. I first encountered coding at the age of 17, when I took part in a science olympiad in informatics. There are several things that make me aspire to become a coding teacher, especially for beginners. One of them is: I wish I could have learned this earlier.

I could tell you more about this, but maybe next time we meet in person. Maybe in a coffee shop, the city library, or in a playground filled with small children running around at dusk.

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22. What are you good at that nobody knows?

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22. What are you good at that nobody knows?

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23. What do teachers sometimes misunderstand about you as a learner?

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23. What do teachers sometimes misunderstand about you as a learner?

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25. Do you think of yourself as ‘smart’? (What does ‘smart’ mean?)

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25. Do you think of yourself as ‘smart’? (What does ‘smart’ mean?)

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26. How do you respond to complex texts, media, tasks, projects, etc.? Is it different than how you respond to complexity in the ‘real world’?

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26. How do you respond to complex texts, media, tasks, projects, etc.? Is it different than how you respond to complexity in the ‘real world’?

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Another interesting read:

https://alexquigley.co.uk/5-strategies-for-reading-complex-texts/

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During the coronavirus pandemic, students worldwide shifted from the classroom to remote, online learning. Many swapped hard copy textbooks and worksheets for websites and other digital resources. Digital books have been with us for a decade - but how well are we absorbing it all?

Turns out print is easier to comprehend than digital text.

"[Print reading] is kind of like meditation - focusing our attention on something still," says Anne Mangen, a literacy professor at the University of Stavanger in Norway. "And it's a whole different kind of immersion than responding to [digital] stimuli. I think it's healthy for us as human beings to sit down with something that doesn't move, ping, or call on our attention."

Print is visually less demanding than digital text. It provides spatial and tactile cues to help readers process words on a page. Mindset may also be a factor. If people associate screen time with casual web-surfing they may rush through without fully absorbing the text.

Do you think you're the exception? Most people do. Studies found digital reading breeds overconfidence.

"We read digital [text] more quickly, [so] we think we must understand it better," explains Lauren Singer Trakhman, who studies reading comprehension at the University of Maryland, College Park. "It's one of the best parts of our digital world - everything is at our fingertips and we can get the headlines in a second - but it may also be one of the pitfalls. Everything's so quick and accessible that we may not be truly digesting [what we read] anymore."

Both scientists agree digital is fine to scan news headings for main ideas, but longer, complicated texts are best read in print, especially to retain the details.

TL;DR: Digital Reading Equals Shallower Processing

In 2016, Singer Trakhman examined undergraduates' reading comprehension after they read digital and print versions of articles. Format didn't affect their grasp of the main idea, but students missed details when reading on screens.

Digital reading impairs comprehension, particularly for longer, more complex texts, says Mangen. This may be because of the shallowing hypothesis - constant exposure to fast-paced, digital media trains the brain to process information more rapidly and less thoroughly.

"There's not much [neuroscientific research] on the reading of actual texts," Mangen says. However, existing research does offer some clues. In a 2009 study, the marketing research company Millward Brown found the brain processes physical and digital materials differently. Participants viewed advertisements on a screen and on a printed card while undergoing an fMRI scan. Print materials were more likely to activate the medial prefrontal cortex and cingulate cortex, both involved in processing emotions. Reading print also generated more activity in the parietal cortex, which processes visual and spatial cues.

Keep Scrolling or Turn the Page?

Scrolling through digital text may impair comprehension by creating spatial challenges. A 2017 study found participants' reading comprehension suffered when they scrolled through a comic book's individual panels instead of seeing them all at once. When we read, our brains construct a cognitive map of the text, like recalling that a piece of information appeared near the top, left-hand page of a book. But imagine drawing a map of something with constantly moving landmarks, like a webpage. It's harder to map words that aren't in a fixed location, because we lose important "visual placeholders," says Singer Trakhman.

Scrolling demands more from our working memory, she adds. "In our working memory, we can hold about seven items at a time, so the goal when reading is to take away as many demands as possible. When we have to remember what we just read and we don't have spatial [cues] to help, that's taking some of our bandwidth."

In addition, the LED screens' constant flickering glow creates more work for our eyes, causing visual and mental fatigue.

However, e-readers, like Kindles, don't require scrolling and reduce eyestrain with e-ink technology. Those are likely superior to other digital-text formats, Mangen says. But they lack an important aspect of the reading experience: turning the page.

In one of Mangen's studies, participants read a story either on a Kindle or in print and then underwent comprehension tests. The texts were identical, but Kindle readers pressed a button to progress through the book, while print readers turned pages. Print readers were more likely to accurately recall the story's chronological order. Mangen says this may be because print provides sensorimotor cues that enhance cognitive processing. When holding a book, we receive reminders of how many pages we've read and how many remain. We can flip pages to reread text as needed. Some research suggests we process information more effectively when we recruit multiple senses, and multiple brain areas, during task learning - seeing the words, feeling the weight of the pages, and even smelling the paper.

What Happens Next?

Instead of getting better at digital reading, we may be getting worse. A study examining reading comprehension research between 2000 and 2017 indicates it's harder to comprehend digital text. The researchers found print's advantages are greater now than in 2000. In other words, this digital-reading problem isn't going away.

"This [finding may] have to do with the shallowing hypothesis," Mangen says. "The habits that we acquire when we read on screens are spilling over, and we're trying to cope by reading faster and more superficially."

Mangen and Singer Trakhman agree we shouldn't ditch digital reading; instead we should consider the situation when choosing our reading medium.

"I'll never say that everyone should be reading print all the time," says Singer Trakhman. "People are always shocked to hear that I have a Kindle, and I love my Kindle. But I only use it when I'm reading for pleasure."

To retain on-screen text information, Singer Trakham and Mangen suggest slowing down and handwriting main takeaways. (Typing works, but handwriting is likely a superior memory tool.)

When you need a break from the digital world, don't underestimate the power of paper and ink. Consider turning off your electronic devices, getting a book, and curling up to turn the page.

About the Author

Kerry Benson
1)What are the advantages of print reading over digital?

2)What areas of the brain respond when we read print text?

3)Why do researchers think it's getting harder to comprehend digital text?

Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23-38. doi: 10.1016/j.edurev.2018.09.003

Garland, K. J., & Noyes, J. M. (2004). CRT monitors: Do they interfere with learning? Behaviour & Information Technology, 23(1), 43-52. doi: 10.1080/01449290310001638504

Hou, J., Rashid, J., & Lee, K. M. (2017). Cognitive map or medium materiality? Reading on paper and screen. Computers in Human Behavior, 67, 84-94. doi: 10.1016/j.chb.2016.10.014

Lauterman, T., & Ackerman, R. (2014). Overcoming screen inferiority in learning and calibration. Computers in Human Behavior, 35, 455-463. doi: 10.1016/j.chb.2014.02.046

Mangen, A., Olivier, G., & Velay, J.-L. (2019). Comparing Comprehension of a Long Text Read in Print Book and on Kindle: Where in the Text and When in the Story? Frontiers in Psychology, 10, 38. doi: 10.3389/fpsyg.2019.00038

Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68. doi: 10.1016/j.ijer.2012.12.002

Mayer, K. M., Yildiz, I. B., Macedonia, M., & von Kriegstein, K. (2015). Visual and Motor Cortices Differentially Support the Translation of Foreign Language Words. Current Biology, 25(4), 530-535. doi: 10.1016/j.cub.2014.11.068

Millward Brown Case Study-Using Neuroscience to Understand. (2009). Retrieved from https://www.millwardbrown.com/docs/default-source/insight-documents/case-studies/MillwardBrown_CaseStudy_Neuroscience.pdf

Singer Trakhman, L., & Alexander, P. (2016). Reading Across Mediums: Effects of Reading Digital and Print Texts on Comprehension and Calibration. The Journal of Experimental Education. doi: 10.1080/00220973.2016.1143794

Smoker, T. J., Murphy, C. E., & Rockwell, A. K. (2009). Comparing Memory for Handwriting versus Typing. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 53(22), 1744-1747. doi: 10.1177/154193120905302218

Yan, Z., Hu, L., Chen, H., & Lu, F. (2008). Computer Vision Syndrome: A widely spreading but largely unknown epidemic among computer users. Including the Special Issue: Internet Empowerment, 24(5), 2026-2042. doi: 10.1016/j.chb.2007.09.004

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Reading on Paper Versus Screens: What's the Difference?

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During the coronavirus pandemic, students worldwide shifted from the classroom to remote, online learning. Many swapped hard copy textbooks and worksheets for websites and other digital resources. Digital books have been with us for a decade - but how well are we absorbing it all? Turns out print is easier to comprehend than digital text.

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27. What do you value (as a person, as a student, etc.)?

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27. What do you value (as a person, as a student, etc.)?

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I. Human beings are capable of extraordinary joy and extraordinary suffering.

II. Suffering is inherent in the human condition and is not entirely correctable.

III. Suffering that occurs as a kind of product-something occurring by design-is, however, correctable.

IV. Many of the issues that cause suffering do, in fact, occur 'by design' and are thus correctable.

V. Identifying and prioritizing these 'issues' is the work of a culture and its human infrastructure.

VI. This will not happen automatically, nor without great effort, affection, patience, and a willingness to not reach for 'quick solutions.'

VII. The ability to prioritize and confront and begin to correct these 'issues' (a purposely vague word that is general enough to convey the premise without it being necessary to actually 'pick' and frame issues [yet]) comes from the ability to empathize consistently, connect meaningfully, and think critically, rationally, and with intellectual care and human affection.

VIII. As a culture, one of our primary mechanisms for producing a citizenry capable of and tending to "think critically, rationally, and with intellectual care and human affection" is 'school.'

IX. While this is obviously subjective and certainly at the very least arguable, by the overwhelmingly vast majority of measures (the health of our environment a notable exception), the 'world' is better today than it's ever been. (Read Enlightenment Now: The Case for Reason, Science, Humanism, and Progress by Steven Pinker, for reference.)

X. Two (of many) possibilities: that school 'works' and is in large part responsible for these improvements or these improvements have come in lieu of school and its relative efficacy.

XI. Either way, it likely doesn't need proving that though teachers work harder than ever in (and out of) the classroom, the fundamental design of our tools of educating-curriculum, assessment, and instruction, for example-rarely benefit from our collective genius as a species. Put another way, school as it is can't possibly be our best thinking.

XII. Considering the importance of knowledge (and one of its primary causes, education), if we are not aware of this relative mediocrity and fail to respond with our most careful, creative, affectionate, and critical thinking, that's an indictment of our vision. If we are, it is an indictment of our collective character.

XIII. One powerful way to begin to address issues like climate change and our susceptibility to propaganda and Sandy Hook and bias and discrimination and war and mental health and poverty and so on-so many of these both causes and effects of our capacity for joy and our capacity for suffering-is through the ability and tendency to access and prioritize and use knowledge to improve our collective condition. (Critical thinking -> critical literacy.)

XIV. This, of course, must begin-and most vigorously thrive-at home and not at 'school.'

XV. How, then, should we respond to this question: What role do schools play in the physical and mental well-being of their students, teachers, and surrounding communities? What is a 'good school'?

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If we are not aware of this relative mediocrity, it's an indictment of our vision. If we are, it is an indictment of our character.

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29. Where (or ‘who’) do you want to ‘be’ in ten years? Next year? This time next week?

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29. Where (or ‘who’) do you want to ‘be’ in ten years? Next year? This time next week?

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30. If I get out of your way this year, what will you be able to do?

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30. If I get out of your way this year, what will you be able to do?