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As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked toapply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

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An example of this theory in action would be as follows: An emotion-evoking stimulus (snake) triggers a pattern of physiological response (increased heart rate, faster breathing, etc.), which is interpreted as a particular emotion (fear). This theory is supported by experiments in which by manipulating the bodily state induces a desired emotional state. [47] Some people may believe that emotions give rise to emotion-specific actions, for example, "I'm crying because I'm sad," or "I ran away because I was scared." The issue with the James–Lange theory is that of causation (bodily states causing emotions and being a priori ), not that of the bodily influences on emotional experience (which can be argued and is still quite prevalent today in biofeedback studies and embodiment theory). [48]

Although mostly abandoned in its original form, Tim Dalgleish argues that most contemporary neuroscientists have embraced the components of the James-Lange theory of emotions. Womens Cloudfoam Ultimate Fitness Shoes adidas 95sUyy

The James–Lange theory has remained influential. Its main contribution is the emphasis it places on the embodiment of emotions, especially the argument that changes in the bodily concomitants of emotions can alter their experienced intensity. Most contemporary neuroscientists would endorse a modified James–Lange view in which bodily feedback modulates the experience of emotion." (p. 583)

Main article: Cannon–Bard theory

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agreed that physiological responses played a crucial role in emotions, but did not believe that physiological responses alone could explain subjective emotional experiences. He argued that physiological responses were too slow and often imperceptible and this could not account for the relatively rapid and intense subjective awareness of emotion. [50] He also believed that the richness, variety, and temporal course of emotional experiences could not stem from physiological reactions, that reflected fairly undifferentiated fight or flight responses. [51] Preowned Python heels Gianvito Rossi gAWaLyY2FL
An example of this theory in action is as follows: An emotion-evoking event (snake) triggers simultaneously both a physiological response and a conscious experience of an emotion.

Phillip Bard contributed to the theory with his work on animals. Bard found that sensory, motor, and physiological information all had to pass through the diencephalon (particularly the thalamus ), before being subjected to any further processing. Therefore, Cannon also argued that it was not anatomically possible for sensory events to trigger a physiological response prior to triggering conscious awareness and emotional stimuli had to trigger both physiological and experiential aspects of emotion simultaneously. [51]

Fig. 2
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Moral judgment data for low-anxious psychopaths, high-anxious psychopaths and non-psychopaths (with SE bars). Asterisks indicate significantly greater means than the non-psychopaths.

Fig. 2
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Moral judgment data for low-anxious psychopaths, high-anxious psychopaths and non-psychopaths (with SE bars). Asterisks indicate significantly greater means than the non-psychopaths.

Fig. 3
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Moral judgment data for individual scenarios. Proportions of ‘yes’ judgments given by the subject groups for each of the impersonal and personal moral scenarios. ( A ) Individual impersonal scenarios (numbered 1–10 on the -axis) are ordered on the basis of increasing proportion of ‘yes’ judgments by the non-psychopaths and ( B ) individual personal scenarios (numbered 1–14 on the -axis) are ordered on the basis of increasing proportion of ‘yes’ judgments by the non-psychopaths. Among the three groups of inmates, the low-anxious psychopaths made the highest proportion of utilitarian judgments on nearly all of the personal moral scenarios.

Fig. 3
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Moral judgment data for individual scenarios. Proportions of ‘yes’ judgments given by the subject groups for each of the impersonal and personal moral scenarios. ( A ) Individual impersonal scenarios (numbered 1–10 on the -axis) are ordered on the basis of increasing proportion of ‘yes’ judgments by the non-psychopaths and ( B ) individual personal scenarios (numbered 1–14 on the -axis) are ordered on the basis of increasing proportion of ‘yes’ judgments by the non-psychopaths. Among the three groups of inmates, the low-anxious psychopaths made the highest proportion of utilitarian judgments on nearly all of the personal moral scenarios.

A different pattern of results was observed for impersonal moral judgment ( Figures 2 and 3 ). On these scenarios, both the low-anxious psychopaths ( M  = 0.73, s.d. = 0.20) and the high-anxious psychopaths ( M  = 0.79, s.d. = 0.21) endorsed a significantly greater proportion of impersonal actions than did the non-psychopaths ( M  = 0.59, s.d. = 0.18) ( t  = 2.2, P  = 0.03 and t  = 2.7, P  = 0.01, respectively). Taken together, this combination of results indicates distinct patterns of moral judgment for the low- and high-anxious subtypes of psychopathy. Whereas both psychopathic subgroups endorsed significantly higher proportions of impersonal actions, only the low-anxious psychopathic subgroup also endorsed significantly higher proportions of personal actions.

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