1. The document discusses different types of attention, including selective, sustained, executive, and divided attention. It describes how attention is limited and how task switching can lead to penalties.
2. The document also discusses how intuition emerges from paying attention to subtle details and connecting them to prior knowledge unconsciously stored in long-term memory. This helps one "notice" insights about the broader context.
3. Guiding attention and building on prior knowledge can help improve students' ability to pay attention and notice meaningful insights from texts or problems. The document advocates helping students pay attention to insights.
Attention - Fundamentals of Psychology 2 - Lecture 8.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Key Concepts in Media Studies Lecture 3 SemioticsMarcus Leaning
An introductory lecture on semiotics covering concepts such as the sign, signifier, signified, referent, paradigmatic and syntagmatic analysis, indexical, iconic and symbolic signs.
Given as part of the Key Concepts in Media Studies 1st year module of the BA (hons) Media Studies at the University of Winchester in the UK.
Conclusion - How to write an essay - LibGuides at University of .... Best Tips and Help on How to Write a Conclusion for Your Essay. How To Write a Conclusion for an Essay: Expert Tips and Examples .... Academic Conclusion - how to write an academic conclusion.. 3 Ways to Write a Concluding Paragraph for a Persuasive Essay. PPT - How to Write a Concluding Paragraph PowerPoint Presentation - ID .... Your Strongest Guide, Tips, and Essay Conclusion Examples - What is a .... How to Write a Conclusion for a Research Paper: 15 Steps. How to Write a Strong Conclusion Paragraph in an Argumentative Essay. How to write conclu
Using this story notebook, you sontinue the story making process about the Future of Work.
This storytelling process about The Future of Work is
a participatory activation process to which many
have contributed: the people who submitted their
videos for the short movie Computer of the Future
and all participants during the ArtOfAgile Experience
Event on December 3, 2019. You will find all the (links) to the information to make up your mind: who do I choose to be in my work for the future?
Attention - Fundamentals of Psychology 2 - Lecture 8.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Key Concepts in Media Studies Lecture 3 SemioticsMarcus Leaning
An introductory lecture on semiotics covering concepts such as the sign, signifier, signified, referent, paradigmatic and syntagmatic analysis, indexical, iconic and symbolic signs.
Given as part of the Key Concepts in Media Studies 1st year module of the BA (hons) Media Studies at the University of Winchester in the UK.
Conclusion - How to write an essay - LibGuides at University of .... Best Tips and Help on How to Write a Conclusion for Your Essay. How To Write a Conclusion for an Essay: Expert Tips and Examples .... Academic Conclusion - how to write an academic conclusion.. 3 Ways to Write a Concluding Paragraph for a Persuasive Essay. PPT - How to Write a Concluding Paragraph PowerPoint Presentation - ID .... Your Strongest Guide, Tips, and Essay Conclusion Examples - What is a .... How to Write a Conclusion for a Research Paper: 15 Steps. How to Write a Strong Conclusion Paragraph in an Argumentative Essay. How to write conclu
Using this story notebook, you sontinue the story making process about the Future of Work.
This storytelling process about The Future of Work is
a participatory activation process to which many
have contributed: the people who submitted their
videos for the short movie Computer of the Future
and all participants during the ArtOfAgile Experience
Event on December 3, 2019. You will find all the (links) to the information to make up your mind: who do I choose to be in my work for the future?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. What is attention?
Attention “is the taking possession by the
mind, in clear and vivid form, of one out of
what may seem several simultaneously
possible objects or trains of thought. …It
implies withdrawal from some things in
order to deal effectively with others.”
William James, The Principles of Psychology, 1890
3. Four types of attention
- Selective: blocking out distractions
- Sustained: prolonged, effortless immersion
- Executive: monitoring progress
- Divided: ‘multitasking’
8. 3 key points
Attention is…
- limited (correlated with working memory)
Srna et al (2018)
- selective (we don’t know what we ignore)
Muller et al (2016)
- orientated towards novelty
Hortsmann & Herwig (2015)
9. The consequences of
task-switching
Heavy media multitaskers are:
- Slower detecting changes in visual patterns
- More susceptible to false recollections
- Slower task-switching
- More easily distracted
- Less grey matter in brain regions associated
with controlling attention.
Ophir et al. (2009) & Loh and Kanai (2014)
10. Right brain / left brain
But, the brain is divided into hemispheres and the
role of corpus collosum seems to be for one side to
inhibit the other.
Why?
11. Back to attention
- A bird has to be
able to distinguish
seed from gravel
- It has to
simultaneously be
alert for predators
- Left hemisphere maintains narrow focus
- Right hemisphere remains broadly vigilant.
Watanabe et al (1995) & Aust & Huber (2003)
12. How we pay attention
Left: narrow,
sharply focused
attention to detail
The known
Right: sustained,
open, broad,
vigilant alertness
The unknown
If our focus is too
close everything
is blurred
If our focus is
too distant we
can’t read
In order to pay attention to detail we inhibit
information supplied by our right hemisphere
We make simplified models of reality.
13. What about intuition?
Tacit knowing “perception… constitutes an
observation of external facts without recourse to
formal argument”
Polanyi Meaning p. 34
- What happens when you read this sentence?
- Хо различно ли е да четеш това изречение?
- Sentence is about what reading different this?
Our awareness is “subsidiary”.
14. ‘Attention’ vs ‘noticing’
- Intuition is the emergence of knowledge without
conscious retrieval
- We pay attention to details which trigger our
“subsidiary” awareness of something un-distilled
in long-term memory
- This insight causes us to notice – to take in the
detail and perceive the whole
- But, “we know more than we can tell.”
15. Attention vs noticing
Can we improve the quality of students’ noticing by
guiding their attention and carefully adding to
schematic knowledge at just the right moment?
Can we help students to pay attention to insight?
16. Noticing in action
Except for the Marabar Caves – and they are
twenty miles off – the city of Chandrapore
presents nothing extraordinary.
How does the meaning change if we move the main
clause to the beginning of the sentence?
This is the first sentence of E.M. Forster’s novel, A
Passage to India. What do you notice?
The city of Chandrapore presents nothing
extraordinary, except for the Marabar Caves,
and they are twenty miles off.
17. Noticing in action
Except for the Marabar Caves – and they are
twenty miles off – the city of Chandrapore
presents nothing extraordinary.
Except for the Marabar Caves
And they are twenty miles off
The city of Chandrapore
Presents nothing extraordinary.
What happens if we pay attention to the stresses of
the sentence?
18. Noticing in action
Except for the Marabar Caves – and they are
twenty miles off – the city of Chandrapore
presents nothing extraordinary.
What can we guess about the narrator’s view of India?
What type of writing does this sentence remind us of?
Context:
- The novel was written in 1924
- India was still part of the British Empire
- The sentence is similar to one we might find in
contemporary guidebooks
- Forster was a fierce critic of colonial government and
supported Indian independence.
What expectations do you have of the novel?
19. Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
This is ‘Stopping by Woods on a Snowy Evening’ by Robert Frost.
What do you notice?
English has 44 phonemes:
- 20 vowel sounds (long
or sort)
- 24 consonant sounds
(voiced, unvoiced)
Voiced Unvoiced
Plosives b, d, g p, t, k
Fricatives v, th (as in
breath)
f, th (as in
this)
Sibilants z s, sh
Glottal h
Affricates j ch
nasal m, n, ng
glides w, wh, y
liquids l, r
What types of sound are
used in stanza 1? How
might this link to the
mood?
How do the sounds change
in stanza 2? Does this
reflect a change of mood?
Do the sounds change
again in stanza 3?
What is the mood now?
Reread the final stanza
What do you notice?
20. Key points
1. It’s hard enough to pay attention (task switching)
2. Our brains are aware of 2 modes of reality at the
same time but…
3. …our attention inhibits our wider awareness
4. Through guiding attention – and carefully adding
to schema – we can improve the quality of
attention and…
5. …help students get better at noticing meaning.
21. Further reading
- Michael Polanyi and Harry Prosch, Meaning
- Michael Oakeshott, The Voice of Poetry in the
Conversation of Mankind
- Iain McGilchrist, The Master and his Emissary:
The Divided Brain and the Making of the Western
World
- Terry Eagleton, How to Read English Literature.