Recognition Network by Erica https://padlet.com/eschoneb/jda3n0tyaemj Group Notes en-us 2018-01-20 16:46:52 UTC 2023-03-05 20:44:28 UTC hello@padlet.com eschoneb https://padlet.com/eschoneb/jda3n0tyaemj/wish/223025547 2018-01-20 16:50:43 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223025547 Shadow Illusion bcarlso7 https://padlet.com/eschoneb/jda3n0tyaemj/wish/223025899   Despite what our eyes might tell us, the A and B square are actually the same color. Our brain distorts our perception of the image so that the squares appear to be different colors. 
    ]]> 2018-01-20 16:54:04 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223025899 Pattern Recognition amclaug3 https://padlet.com/eschoneb/jda3n0tyaemj/wish/223025946 Our brain is designed to recognize patterns, but our experiences can influence the patterns we see.

May be what separates humans from other animals:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4141622/]]> 2018-01-20 16:54:42 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223025946 bcarlso7 https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026128 2018-01-20 16:57:06 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026128 Specificity of Recognition in the Brain amclaug3 https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026275
Different portions of the brain are responsible for different parts of recognition. This graphic shows which regions of the brain activate for information processed orally and visually]]> 2018-01-20 16:58:25 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026275 Quote: chelseyfalco https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026285 "Just as affect can influence what we perceive in the outside world, our expectations about what we are seeing can warp what we do see.]]> 2018-01-20 16:58:34 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026285 chelseyfalco https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026418 Brain depends on understanding and recognition of patterns to recognize the world around it.]]> 2018-01-20 16:59:53 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026418 Think of the brain as a kitchen full of food processors. Imagine that all of the processors may be the same basic make and model but each has specialized attachments for blending dough, shredding cabbage, and other specialized tasks. They all perform the same general function—food processing—but their output is as different as pie crust is from coleslaw. By having multiple processors, a chef can be very efficient—each processor has a very specialized blade that is just right for a specific task. In the brain, specialized processing provides a similar advantage. 78mbanks https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026419 2018-01-20 16:59:53 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026419 Why does pattern recognition matter to educators sophia_hausner https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026462  "We think that the demands of any given task are focused in the area of our goal, such as mathematical computation. But within the way we present a task, we often create demands that are not relevant to the goals or purposes of the lesson or task." ]]> 2018-01-20 17:00:21 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026462 78mbanks https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026489 2018-01-20 17:00:47 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026489 78mbanks https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026508 2018-01-20 17:00:58 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026508 sophia_hausner https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026571 Each learner's brain is unique and recognizes different patterns at different rates. We should plan lessons with this in mind -> different tasks, means of gleaning information, demonstrating mastery etc.]]> 2018-01-20 17:01:46 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223026571 it is especially important to design lessons so that systematic variability is anticipated from the outset. When that is not done, unexpected demands and difficulties are imposed on all students, and their effects are not equal. 78mbanks https://padlet.com/eschoneb/jda3n0tyaemj/wish/223027263 2018-01-20 17:08:35 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223027263 Quote sophia_hausner https://padlet.com/eschoneb/jda3n0tyaemj/wish/223027344 "In other words, our expectations about what we perceive literally determine what we do perceive."

]]> 2018-01-20 17:09:45 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223027344 Quote: bcarlso7 https://padlet.com/eschoneb/jda3n0tyaemj/wish/223027365 "recognition is very much a “top-down” process. Our brains don't just passively receive information in that bottom-up way. Instead, our brains are constantly and persistently anticipating and predicting what patterns we will see, hear, smell, taste, or touch, and those expectancies profoundly affect what patterns we actually do perceive."]]> 2018-01-20 17:10:11 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223027365 Jagged Profile of Learning amclaug3 https://padlet.com/eschoneb/jda3n0tyaemj/wish/223027548 "We tend to think that learners differ along general dimensions such as IQ or verbal ability. But, in fact, each of the myriad small specializations are sources of individual difference. The person who has perfect pitch is not necessarily more likely to have amazing color perception or remarkable face recognition."]]> 2018-01-20 17:12:39 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223027548 Consider learning to read. The common assumption used to be that reading was mainly a bottom-up activity. The letters are recognized by their features, synthesized into words and sounds, and then analyzed for meaning. But research has shown that it is easier and faster to recognize letters in the context of words than to recognize them in isolation, a phenomenon termed the word superiority effect.The word superiority effect occurs because familiarity with the larger pattern (the word) constrains the bottom-up process of individual letter recognition, reducing the number of features that need to be examined based on expectation. That is why proofreading is so difficult. We miss errors because word expectancies are so powerful that they influence how we see individual letters, especially if we wrote them 78mbanks https://padlet.com/eschoneb/jda3n0tyaemj/wish/223027629 2018-01-20 17:14:04 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223027629 Brain Structure amclaug3 https://padlet.com/eschoneb/jda3n0tyaemj/wish/223029260 All human brains share the same basic architecture for recognition and recognize things in roughly the same way. However, in their detailed anatomy, size, connectivity, physiology, and chemistry recognition networks are highly varied.]]> 2018-01-20 17:33:50 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223029260 Three options for representation presents fewer barriers and allows exploration where redundancy of materials across media and overlap in shades of meaning offers an increased opportunity to build knowledge. 78mbanks https://padlet.com/eschoneb/jda3n0tyaemj/wish/223031886
The areas for these options are: perception; language, mathematical expressions, and symbols; and comprehension.]]> 2018-01-20 18:06:42 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223031886 Using a variety of media supports individuals who need differing forms of content but also provides a richer cognitive learning environment and a more nuanced experience with multiple points of view for all. 78mbanks https://padlet.com/eschoneb/jda3n0tyaemj/wish/223032455 2018-01-20 18:13:57 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223032455 chelseyfalco https://padlet.com/eschoneb/jda3n0tyaemj/wish/223032549 Recognition is intertwined with Affect and Strategy, not a separate entity.]]> 2018-01-20 18:15:06 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223032549 Background information or contextual understanding can provide necessary scaffolding to increase comprehension 78mbanks https://padlet.com/eschoneb/jda3n0tyaemj/wish/223032779 2018-01-20 18:18:20 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223032779 Checkpoint 2.3 Support decoding text, mathematical notation, and symbols eschoneb https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034040 In order for students to comprehend and use symbols effectively, they must learn to decode symbols, but having consistent and meaningful exposure and practice. Lack of fluency increases the cognitive load of decoding, causing increased difficulty in information processing and comprehension.

When the ability to decode is not the focus of instruction, reduce barriers to decoding for students who are unfamiliar or dysfluent with the symbols.

Resources: Text-to-speech, digital text with accompanying human voice recording, flexibility and easy access to multiple representations of notation, clarification of notation through lists of key terms, various other technological resources


]]> 2018-01-20 18:32:42 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034040 Checkpoint 2.4: Promote understanding across languages bcarlso7 https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034157 Most curricular materials are offered in only a single language (i.e. English) despite the classroom often having learners who have a different first language. Therefore, it is very important to give students the ability to access material in the language they are most comfortable with. In addition to providing physical texts in multiple languages, there are also online resourses that can be used to translate material.

Ex.
 
Capita Translations can be used to translate  sections of text and/or entire webpages to different languages.
 
Simple English Wikipedia
can be used by students who are still in the process of mastering English and by students who may struggle to understand the more academically worded material about the topic they are studying
]]> 2018-01-20 18:34:21 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034157 Checkpoint 2.1: Clarify vocabulary and symbols 78mbanks https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034199 Provide alternate explanatory representations of elements such as symbols, vocabulary, slang, archaic expressions, culturally exclusive phrases, and idioms to provide more information and make unfamiliar terminology accessible to all. Examples could include: pre-teaching vocabulary and symbols, graphic symbols with alternative text descriptions, and hyperlinks with additional support for specific words or symbols.
Shahi
Mathematics Glossary
Windows to the Universe

]]> 2018-01-20 18:34:45 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034199 Checkpoint 3.1: Activate or Supply Background Knowledge chelseyfalco https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034281 It's important to provide pre-requisite information so students feel like they are accessing information from the same starting point. This can be done with KWL charts, vocabulary lists, or a scavenger hunt activity.
ESOL Website: This link provides various activities that activate prior knowledge which can also be helpful for ELL students.
Exploratorium: This provides several links for students to look for further information to build on their background knowledge of a subject.]]> 2018-01-20 18:35:56 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034281 Checkpoint 2.2: Clarify syntax and structure iadler https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034399 Make sure the students understand the]]> 2018-01-20 18:37:29 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034399 Checkpoint 1.1 & 1.3: Customizing Displays of Information, Visual Information sophia_hausner https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034412 Students process visual information differently, and at different rates.  Using digital rather than print media gives the instructor more options for differentiating content.
Alterations can include: captions, subtitles, translation, font size, color background, type face, audio volume, or layout
Accessible Educational Materials
American Printing House for the Blind
Perkins School for the Blind E-Learning
AMESVI- Association of Massachusetts Educators of Students with Visual Impairments]]> 2018-01-20 18:37:37 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034412 Checkpoint 2.2: Clarify syntax and structure 78mbanks https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034666 Make sure students understand the combination of elements of meaning (words or numbers, for example) and the new meaning of these combinations.  Alternative representations clarify relationships between specific elements.
WORD AutoSummarize Tool
Simple English Wikipedia


-]]> 2018-01-20 18:40:31 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034666 chelseyfalco https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034712 2018-01-20 18:41:03 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034712 Checkpoint 1.2: Offer alternatives for auditory information iadler https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034760 As not all students learn best by listening (i.e. the traditional lecture format), so teachers must include methods that accommodate to other learning styles.
Options include using visuals such as diagrams and other such charts (for visual learners) as well as texts/documents for those who learn best by reading. Furthermore, these methods are best used when combined; for example, create a visual analogy for an abstract concept.]]> 2018-01-20 18:41:42 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034760 Checkpoint 3.2: Highlight Patterns, Critical Features, Big Ideas, and Relationships chelseyfalco https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034938 It is important to distinguish the critical from the irrelevant. To make information accessible, it is key to provide cues and prompts as to what is necessary (for example, bold words in textbooks tell us that is critical vocabulary). Knowing what information is critical helps with time-management and filtering out unnecessary details.
Readability: This helps students filter out visual distractions when reading on the web.
Interactives: This particular link helps students focus on the structural components of a story (such as conflict or exposition). There are also links for math Interactives to highlight key elements in geometry.

]]> 2018-01-20 18:44:02 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223034938 Checkpoint 3.4: Maximize Transfer and Generalization chelseyfalco https://padlet.com/eschoneb/jda3n0tyaemj/wish/223035050 Students must learn to generalize so they can transfer what they learn to different areas. "Learning is not about individual facts in isolation." Students need to see multiple representations of the information in order to see how it transfers. This can be done with checklists, pneumonic strategies, graphic organizers, and even visual adaptations (such as a film or painting).
Vocab Ahead: This helps students view their vocabulary words beyond the definition by using videos, sentences, pronunciation guides, and other examples of the word in real-world contexts.
Webspiration: This provides ways to make graphic organizers and other visual thinking models to aid in memory and student comprehension.

]]> 2018-01-20 18:45:10 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223035050 Checkpoint 3.3 Guide Information Processing, Visualization, and Manipulation sophia_hausner https://padlet.com/eschoneb/jda3n0tyaemj/wish/223035512 It is important to help students process new content into "usable knowledge." It's cognition and meta-cognition.  This can be achieved through chunking information, the use of graphic organizers, clear instructions, and multiple entry points to a given lesson.
Educational Oasis-Graphic Organizers
Webspiration]]> 2018-01-20 18:52:43 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223035512 Checkpoint 2.5 Illustrate through multiple media bcarlso7 https://padlet.com/eschoneb/jda3n0tyaemj/wish/223035582 It is important to provide information to students in a medium other than text. By presenting information in the form of a video, an image or an illustration students will develop a greater understanding of the material and insure that students who may suffer from text or language based disabilities also understand the material. 

The following can be used to present information in way other than text:

 
Shahi - A visual dictionary that allows students to view an image of what they are looking up as well as its definition.

Wordle - Creates word clouds of a given text based around how often specific words appear. Can be used to identify common themes or topics.

WatchKnow - A video library that contains links to videos on thousands of topics which include history, math, science and English

]]> 2018-01-20 18:53:30 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223035582 78mbanks https://padlet.com/eschoneb/jda3n0tyaemj/wish/223035983 2018-01-20 18:59:03 UTC https://padlet.com/eschoneb/jda3n0tyaemj/wish/223035983