Affect & Cognition

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Saúde e medicina Educação

AFFECT & COGNITION WEEK #4 ROUNDUP MODERATORS – RYO & JULIE

"If we want to help people learn, we should not worry about how we can motivate them but try to identify what already is motivating them." (Zull 2002, pg. 53) ,[object Object],[object Object],[object Object]

Group A “ Emotions are our interpretations of and reactions to the stimuli and events in the world, so they are not inherently positive or negative. Positivity and negativity are judgments we assign to our emotions.” - Amy Garcia http://affect.media.mit.edu/projectpages/lc/icalt.pdf

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To be continued…

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Teachers need practical and quick-to-implement strategies to encourage their students to develop a growth mindset. Students with a growth mindset believe that ability can change as a result of effort, perseverance, and practice (“Math is hard, but if I keep trying, I can get better at it.”). Students with a growth mindset see mistakes as ways to learn, embrace challenges, and persist in the face of setbacks. Students with a fixed mindset believe that their own intelligence and talent are innate traits that don’t change (“I just can’t learn math.”). These students typically worry about not looking smart, get upset by mistakes, and give up sooner on tough tasks. High-performing students and low-performing students may have either mindset. Whether or not students are aware of their mindset, a broad body of research has shown that what they believe about their own intelligence can affect their effort, engagement, motivation, and achievement as measured by test scores, school grades, passing rate in post-secondary education, and other metrics. This presentation is one small piece of a growth mindset toolkit for educators (and parents) developed by Transforming Education. For more information, please visit: http://transformingeducation.org/growth-mindset-toolkit/

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What do you think is the key to achieving our goals, our success? Some people suggest things like hard work, focus, persistence. But research shows these are all by products of something else —something much more powerful that we can all develop. It is this very special something that really is critical to success. Someone who has achieved great success is Josh Waitzkin, a chess international master and the subject of the movie Searching for Bobby Fischer. Nobody has won all the national chess championships that Josh has, but even more impressive, when he turned 21 he took on the challenge mastering something completely new and very different from chess —Marshall Arts. He realized that he had learned how to grow and succeed, and he could apply that understanding to other domains. And so, he devoted himself relentlessly to Tai Chi Chuan, and after lots of hard work, many failures and some broken joints, he became a great martial artist and he won two World Championships. Now he's off to jui-jitsu. So what does Josh say is the greatest thing that ever happened to him? Believe it or not, he says losing my first national chess championship because it helped me avoid many of the psychological traps.

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This study aims to identify the level of affect- and cognition-based trust in the leaders and describes the psychometric properties of the instrument of trust against the leaders modified according to the situation and the uniqueness of the organization’s management system of education in Malaysia. A total of 19 items in Malay language translation which has been modified from the original instrument Affect- and Cognition-based Trust built by McAllister (1995) were used for this study. Data for this study were obtained from 251 randomly selected lecturers from four polytechnics. The results of factor analysis and obtained two factors explained 73.1 percent of the variance changes. Meanwhile, the level of trust in the leaders through descriptive analysis found that two dimensions of trust in leaders based on the affective and cognitive based trust showed high level from the perspective of the lecturers. These results demonstrate the reliability of the instrument modified on trust in leaders for this study could represent a desired two good dimensions as the original version of McAllister (1995) and provide strong justification for using the instrument in the education organizations in Malaysia. In practice, this finding strengthen the organizational support for increasing the potential among the followers.

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The red coler with file are very important Attached Files: FixedvsGrowth.pdf ( 384.466 KB ) Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it. Ideas for write up portion: What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity? Points: 20 (which is a lot in this class) (Do not forget I am international student, please) http://www.nais.org/about/index.cfm?ItemNumber=145867 You can see these information on wibsite and I will put on this page because you have to read this a story. SCHOOL MATTERS Brainology Transforming Students’ Motivation to Learn Carol S. Dweck Winter 2008 This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives. Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or Photoillustration: Michael Northrup something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks. How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students' achievement. You will also learn how praise can have a negative effect on students' mindsets, harming their motivation to learn. Mindsets and Achievement Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence). It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks. Other students believe that intelligence is something that can be cultivated through e.

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Topic: Example: Dialectical Journal Directions: Choose 5-10 Passages/Quotes from reading and input 1 response to each passage. Responses can include: Analysis (describe the various parts), Ask a question, Interpreting (explain the meaning), Infer (educated guess based on prior understanding), Reflecting, Personal Connection (relates to self, world events, book/movie/etc), Summarizing, Predicting. Number your quotes and responses. Passage or Quotation from the Text: Example quote from text: “The age when food finders became food makers” Student Response: Example response: ● Analysis: Describing the human transition from hunter gatherers to farmers (humans now produce/make food) 6/20/2019 NAIS - Brainology https://www.nais.org/magazine/independent-school/winter-2008/brainology/ 1/9 HOME > MAGAZINE > INDEPENDENT SCHOOL > BRAINOLOGY Search Brainology Winter 2008 By Carol S. Dweck This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives. Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks. How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students' achievement. You will also learn how praise can have a negative effect on students' mindsets, harming their motivation to learn. Mindsets and Achievement Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence). To understand the different worlds these mindsets create, we followed several hundred students across a difficult school transition — the transition to seventh grade. This is when the academic LOGIN > http://w ...

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Students who are successful have more than just academic knowledge. They have certain habits of mind that allow them to manage stress, build endurance and handle academic and emotional set-backs. Learn six habits of mind that can be targeted for improvement and have a significant impact on student success, and explore classroom strategies to bring each one to life: Persisting towards solutions Working with precision Asking questions Working with others Making connections Monitoring progress and embracing learning

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These are simplified slides discussing the regulation of cardiac output and venous return. Learning objectives: 1. Comprehend the determinants of cardiac output and factors affecting cardiac output 2. Comprehend the factors affecting stroke volume and heart rate and total peripheral resistance 3. Identify the factors regulating venous return 4. Discuss the causes of high and low output cardiac failure 5. Enlist the functions of veins and recognise the significance of venous reservoirs Study Resources: 1. Chapter 20, Guyton and Hall Textbook of Medical Physiology, 14th edition 2. Chapter 30 and 32, Ganong’s Review of Medical Physiology, 26th edition 3. Chapter 10, Human Physiology by Lauralee Sherwood, 9th edition 4. Physiology, Cardiac Output - StatPearls https://www.ncbi.nlm.nih.gov/books/NBK470455/

Cardiac Output, Venous Return, and Their Regulation

Cardiac Output, Venous Return, and Their Regulation

Cardiac Output, Venous Return, and Their Regulation

MedicoseAcademics

ANATOMY AND PHYSIOLOGY OF REPRODUCTIVE SYSTEM.pptx

ANATOMY AND PHYSIOLOGY OF REPRODUCTIVE SYSTEM.pptx

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7 steps How to prevent Thalassemia : Dr Sharda Jain & Vandana Gupta

7 steps How to prevent Thalassemia : Dr Sharda Jain & Vandana Gupta

7 steps How to prevent Thalassemia : Dr Sharda Jain & Vandana Gupta

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Circulatory Shock, types and stages, compensatory mechanisms

Circulatory Shock, types and stages, compensatory mechanisms

Circulatory Shock, types and stages, compensatory mechanisms

MedicoseAcademics

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Cardiac Output, Venous Return, and Their Regulation

Cardiac Output, Venous Return, and Their Regulation

Cardiac Output, Venous Return, and Their Regulation

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1. AFFECT & COGNITION WEEK #4 ROUNDUP MODERATORS – RYO & JULIE

2.

3. Group A “ Emotions are our interpretations of and reactions to the stimuli and events in the world, so they are not inherently positive or negative. Positivity and negativity are judgments we assign to our emotions.” - Amy Garcia http://affect.media.mit.edu/projectpages/lc/icalt.pdf

4.

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8. To be continued…