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Editor's Notes

• #18: Strategy instruction for students with learning disabilities 2006 10?(???)
• #33: 1. ? ??? ? ?? ???? ??? ? ?? ??? ???. ??? 4?? ??? ??? ????.2. ??? ??? ????? ??? ??? ???. ?, ??? ???? ?? ???.3. ?? ?? ? ??? ?? ???? ???? ?? ?? ??? ?? ??? ? ? ??.
• #34: ??, ??, ??? ??? ??? ? ??? ??; ??? ??? ??? ? ???? ??? ???, ??, ??? ???.(BTT Model for 21C Schools 49?) ?? ????? ??(?: ??, ??) ??? ??(?: ??, ??, ??) ??? ??(?: layered curriculum)
• #37: Teaching without an awareness of how the brain learns is like designing a glove with no sense of what a hand looks like¨Cits shape, how it moves.¡±
• #38: ??? ?????? [ ÕJÖªµÄ ÇéˆóÌŽÀíÀíÕ“, cognitive information processing theory ] ??? ????, ????, ???? ?? ???? ??????? ??? ???? ???? ????. ?????? ??????? ?? ??. ????????? ????? ??? ???? ??? ??? ??? ???(??? ??)-??(??? ??)-??(?????? ??)? 3??? ????.??? ?? ??? 3??? ???? ????. ???? - ??? ?? ?? ?? ?? ???? ?????, ?? ??? ?? ??? ?? ???? ???? ???? ?? ?????? ??. ????[????] -??? ??(=???? ??)? ?? ??? ?? ?? ??? ?? ???? ??? ??? ??. ??? ???? ?? ?????? ??? ? ?? ?? ??? ???? ????. ????? ???? ? ?? ??? ?, ?? ? ?? ???? ??? ??. ??? ????? ??? ?? ??? ??? ??? ???? ??? ??. ???? - ????? ?? ?? ?? ??? ?? ???? ??? ??? ????. ???? ?? ??? ?? ??(Ô‡ÑÝ, rehearsal) ?? ?? ?????? ????. ??? ???(schema)? ??? ????? ????. ??? ????? ????, ????, ??? ??? ??? ????? ?????? ???? ????? ????. ??? ??????? ??? ???? ??? ?? ??? ???? ??? ??, ??, ??, ??, ??, ???? ?? ?? ??? ????. ?? ??? ??????? ??? ????? ???? ? ?? ??? ??-?? ???? ??? ???? ??. [??? ????] ??? ?????? [ÕJÖªµÄ ÇéˆóÌŽÀíÀíÕ“, cognitive information processing theory] (?????????, 2000.1.10, ???)
• #43: neural encoding Neural encoding is the study of how neurons represent information with electrical activity (action potentials) at the level of individual cells or in networks of neurons. Studies of neural encoding aim to characterize the relationship between sensory stimuli or behavioural output and neural signals. ???(·ûÌ–»¯)? ???(encoding)? ??? ??? ??? ???? ??? ?? ????. Encoding is what happens when information meets the brain.  During exposure to new information, the brain does two things: first, it processes sensory and emotional information, and then second, it tries to attach this new information to old information, to prior knowledge. And the richer the sensori-emotional experience and the deeper the well of prior knowledge, the more strongly the new information is encoded into memory. But equally as important is how richly that information is contextualized. When students have prior experience with a subject, they have a context within which they can understand the new information. The value of this cannot be overstated. Information without anchors--information that is abstract and incomprehensible, or information that has no connection to what we already know--it passes through us, like the little white boxes with question marks above, sinking off the page and out of sight. Information with anchors--richly encoded one way or another--that is what we learn and remember. ---------------- Neural coding is a neuroscience-related field concerned with characterizing the relationship between the stimulus and the individual or ensemble neuronal responses and the relationship among the electrical activity of the neurons in the ensemble.[1] Based on the theory that sensory and other information is represented in the brain by networks of neurons,
• #45: [PPT]Background Knowledge: Key to Reading ... - MiBLSi miblsi.cenmi.org/LinkClick.aspx?fileticket=5pq39d9FpFk%3D&tabid...Cached Similar Thus, background knowledge must be built subject by subject. 8 .... Power Point; Supplementary Informational Text; Visuals; Video; Graphic Organizer. 45.
• #46: ¡°Students who lack sufficient background knowledge or are unable to activate it may struggle to access, participate, and progress through the general curriculum.¡± Strangman, Hall, & Meyer, 2004
• #47: ??
• #48: Sleep You may know that we experience sleep in 90-120 minute cycles. Over the course of a night¡¯s sleep, our brains show different patterns of movement, and these patterns occur in fairly predictable cycles. During some cycles our brains move very quickly, showing tremendous activity. During others, they move very slowly.  And during these 90-120 minute cycles over the course of a night, the brain performs different tasks:  During hours 1-2, the first hours of sleep, memories are consolidated in the hippocampus, that interior region of the brain, and they are prepared for long-term storage.  During hours 2-6, memories are "moved" to the cortex, where they are kept for long-term memory. And this means that, on average, if you are getting less than six hours of sleep, then you are not securing that information in long-term memory as well as possible.  But hours 6-9 are when the magic happens: and this is when it gets really cool. During these hours, the brain actively rehearses memories, replaying them in the cortex during REM sleep. Some studies have shown that sleeping those extra 2-3 hours can even improve memory performance by up to 25%. ---------- Summary of Storage And so, storage (memory) has two parts. We have seen in previous posts that storage is influenced by the intensity and diversity of encoding, and we see here that sleep enhances our storage. And so, memories are made and strengthened by association, intensity, and repetition. And they are consolidated and rehearsed during sleep. This means that as educators, it's helpful to build rich, associative experiences for our students so that their learning is part of an organized network that lasts. And, the more opportunities we can provide for students to revisit information and then sleep on it, the more opportunities we give them to turn it over in their heads. Some researchers refer to this practice as "spacing"; if we return to material on separate days--if we leave space between our interactions with it--then we allow students to process what they learn, and this helps maximize their learning. We'll pick up on this in the next post, on retrieval, the last of the four essential cognitive practices.
• #49: ??(Òý³ö, retrieva)? ???? ??? ??? ???. ??? ????? ????? ??? ????? ??? ? ??. ??? ??? ??? ?????(availability)? ???(accessibility)?? ????. ?, ??? ??? ????? ????? ?? ???? ??? ? ??? ??? ? ??? ?? ?? ??? ?? ?? ??? ? ???? ?? ??. ??? ? ? ? ? ??? ?? ?? ????(tip-of-the-tongue)? ????? ???? ??? ??? ?? ???? ??? ? ?? ??? ???? ??(?????????).
• #63: ??? ?? Visual Context? ??? ??visual context? ?? ?? ??? ?? ?? ?? ? ????. ?? ?? ??? ??? ?? ???? ?? ???? ??? ?? ??? ?? ??? ??? ??? ? ?? ???. ?? ??? ??? ???? ?? ??? ????? ???? ????? ??? ?? ?? ??? ???? ??? ?????? ? ??? ??, ?? ??? ??? ???? ???? ??? ??? ???? ??. ???? ?? ??(??)? ?? ?? ???? ???? ????? ? ??????, ???? ??? ????? ?? ???? ??? ????? ????? ??? ??? ????? ?????. ? ???? ??? ????? ???? ??row ?? ??? ?????? ???? ??? ???? ??? 30% ?? ??? ??? ????(Hastings & Wood, 2002). ??? ???? ???? ??? ??, ???, ?? ??, ??? ????? ??? ????? ????. ?? ??? ??? ?? ??? ?? ????? ???? ?? ????. ??[ context ] ??? ?? ??? ? ??? ?? ??? ?? ??. ??, ??? ??? ??? ???. ??? ?? ??? ????? ??? ?, ? ??? ???? ?? ??? ?? ????? ??? ???. [??? ????] ?? [context] (?????????, 2008, ???????)
• #64: No matter how well planned, how interesting, stimulating, colorful or relevant the lesson, if the teacher does all the interacting with the material, the teacher¡¯s¡¯, not the student¡¯s, brain will grow(Pat Wolfe).
• #70: ?(brain)?? ?? ???? ??? ?? ??? ???? ???? ??? ???? ? ??? ????? ???? ?? ?? ???? ????. ??? ?? ???? ????? ?? ???(glucose)???. ?? ???? ? 2% ?? ???? ???, ?? ???? ? 20% ??? ????. ??? ?? ???? ??? ? ?? ??? ???? ???? ???? ????? ??. ??? ??? ???? ???? ??? ??? ????, ?? ???? ???? ??? ???? ??? ??? ????? ? ? ??. ???? ??? ????(carbohydrate)??? ???. ??, ??? ??? ??? ????? ???? ??? ??? ??? ?? ???? ??? ???? ???? ?? ??? ? ?? ???. ??? ??? ??? ??? ??? ???? ??? ???? ? ???? ??? ??? ??. ??? ??? ?? ??? ??? ? ???? ?? ?? ??? ??? ?? ??? ??? ??? ?? ???? ??? ??, ? ????? ????? ??. ??? ??? ??? ?? ? ??? ?? ??? ??????? ? ??? ???? ???? ???? ???? ???? ????? ??? ??. [??] ?(brain)? ??? ????, ???(glucose)|??? ??