Intelligence Cycle Essay

Many people say that reading makes you smarter. Some people think that it doesn't. Well, I'm here to prove to you, that reading, indeed, makes you smarter. I will give you facts on how it does and how some reading doesn't. Maybe even reading this can make you smarter. Here is how reading makes you smarter. Scientist has been doing different studies trying to see if reading really makes you smarter. Stanford University conducted a study seeing if this case is true. A group of people were asked to

Over the course of this semester, I have had the opportunity to listen, observe, and learn about the responsibly of a Speech-Language Pathologist. Through this experience I have been able to visualize what a typical day would be like for a professional in the field I wish to continue studying. During my visit, I noticed the setting in the small room, a bean shaped table and comfortable chairs where the patient sat, toys, games, and workbooks for different therapy exercises. Probably one of the

Your original is below and then in the top copy I’ve changed a few things. I’ve made my alterations in red. On the whole I feel like you’re identifying some good points, and showing some of the things you’ve learned and the strategies you used. However, I feel it needs more structure and more depth. At the moment you have several points within one paragraph and it jumps from one thing to the next before I get chance to really understand. You talk about 1) your confidence in class, 2) your preference

to more new learning. It’s a learning cycle that is a part of our lives whether we are aware of it or not. Our experiences hold the possibility

Part 1: Differentiating by Readiness, Interest and Learning Profile Differentiation is needed because each student is unique. For the purpose of the classroom and differentiation, their uniqueness can be separated into three categories: readiness, interest, and learning profile. Even if a student is at the same level of their peers in readiness and possesses the same learning profile, their different interests will still impact how they learn and why they have reason to learn. Thus the reason behind

Throughout the last third of the semester in Trauma Across the Lifespan, I feel that I learned a great deal regarding trauma work. Specifically, I believe that learning about the three stages of recovery from Trauma and Recovery, the video Psychotherapy for the 21st Century, and the article review helped to advance and expand my knowledge on many different forms and aspects of trauma work. When learning about the stages of recovery from Trauma and Recovery by Judith Herman, I was intrigued to learn

This example shows that Vygotsky’s zone of proximal develop where the child learns from someone with a higher understanding and slowly improve oneself, correcting what was learnt previously into something new. Scaffolding is seen in collaborative learning too, as there would be more than one child in an activity when comes to learning, when one with a better knowledge would scaffold and teach one to achieve what he or she does not know. Vygotsky stated that children learn at their best when they

Executive attention (EA), one of Posner's three components of attention, involves the central processing that occurs when handling two tasks simultaneously (Posner & Boies, 1971; Posner & Peterson, 1990). EA resolves conflict among thoughts, feelings, and responses, and it relates to childhood skills such as bilingual communication, reading comprehension, self-regulation, and the control of mind-wandering (McVay & Kane, 2012; Rueda, Posner, & Rothbart, 2005; Yang, Yang, & Lust, 2011). Despite its

In this article, the author’s talk about how they found students across the ability spectrum who demonstrate a significant improvement in their reading results and recall the information in a disfluent font. Significantly, those students with dyslexia are found to greatly benefit the different types of fonts. Throughout this paper I will talk about the improvement in the font types, statistics, and how different fonts can be beneficial. Stated in the article, some teachers see a huge increase with

Genuine progression will incorporate Bloom’s taxonomy which gives progression from knowledge to evaluation (Bloom, 1956). In planning my lessons, I use of Bloom’s taxonomy, in creating lesson objectives as it helps me measure pupil’s achievements by linking the level of difficultly in the content (Wellington, J. and Ireson G,2008) . It makes sure that each level is mastered before pupils can effectively move to a higher one (Wellington, J. and Ireson G, 2008) talks about dimensions of progression