Learning evaluation free essay sample

Response Paper Consciousness and the Two-Track Mind In reading Chapter 3: Consciousness and the Two-Track Mind, I started to realize how much more there is to our consciousness, and sleeping. IVe associated some of the readings on the Dual Processing mind, to my own personal experiences, answering a few questions I had always pondered but never bothered to find out. Consciousness, as the book stated, really can be a funny thing. As I delved into Chapter 3, my consciousness immediately began to drift away. I was telling myself in y head how l have to try to read as much of this chapter tonight, so I could focus on the writing the next day. Funny thing is I didnt actually notice what was happening until I read And then there are those times when consciousness seems to split. Reading Green Eggs and Ham to my preschooler for the umpteenth time, my obliging mouth could say the words while my mind wandered elsewhere. We will write a custom essay sample on Learning evaluation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, I also had to reread a chunk of the text because even though my eyes were reading, my mind didnt quite grasp any of what Id Just read while I was pondering about the eading and writing assignment. At first, I couldnt quite comprehend what the book was talking about when it mentioned The Two-Track Mind or spoke of Dual Processing. But suddenly I saw it from a different perspective and it Just clicked. Computers have different kinds of processors; dual-core processors boost the systems multitasking computing powers. So the same must be true for dual processing, allowing us to do more things at once. However, dual-core processing computers are able to efficiently handle intensive asks, where we are limited; according to this passage on The Two-Track Mind Serial conscious processing, though slower than parallel processing, is skilled at solving new problems, which require our focused attention Tap a steady beat three times with your left hand while tapping four times with your right hand. Both tasks require attention, which can be in only one place at a time. This is true, for I have noticed that Im unable to perform at my usual skill level on video games when trying to hold a conversation. The conversation, Just as much as the video game requires my attention, so I must sacrifice my attention on one in order to do the other. Likewise, the reason I wasnt able to comprehend what I read earlier, while my consciousness drifted, was because of something called Selective Attention. IVe always been disturbed with the fact that most of us will spend a third of our entire lives sleeping. Id always thought of sleep as a waste of time, but something that the body needed in order to function properly. But now Im intrigued with the ystery that lies in that 3rd of our lives. Thirty-seven percent of people report rarely or never navlng dreams tnat tney can rememoer tne next mornlng'(Moore, 2 Unknown to those people, they spend about 600 hours a year experiencing some 1500 dreams, or more than 100,000 dreams over a typical lifetime†dreams swallowed by the night but never acted out, thanks to REMs protective paralysis. While sleeping, you may feel dead to the world, but you are n ot. Even when you are deeply asleep, your perceptual window is not completely shut. This is very true, IVe noticed there are certain things, mainly sounds, that even when asleep, I tend to respond to. Such as hearing my name, as the book states, but even sounds like the meow of my cat. But, its also mentioned how The occasional roar of passing vehicles may leave your deep sleep undisturbed. Which makes me wonder why some sounds and not others, is it dependent on something simple such as the volume or pitch of the sound, or perhaps something more complicated and deeper such as how they are related to us, past experiences, or their importance in our lives?

A Lesson Plan on Rational Number Lines

A Lesson Plan on Rational Number Lines Students will use a large number line to understand rational numbers and to position positive and negative numbers correctly. Class: Sixth Grade Duration: 1 class period, ~45-50 minutes Materials: Long strips of paper (adding machine tape works well)Display model of a number lineRulers Key Vocabulary: positive, negative, number line, rational numbers Objectives: Students will construct and use a large number line to develop an understanding of rational numbers. Standards Met: 6.NS.6a. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line. Lesson Introduction Discuss the lesson target with students. Today, they will be learning about rational numbers. Rational numbers are numbers that can be used as fractions or ratios. Ask students to list any examples of those numbers that they can think of. Step-by-Step Procedure Lay out the long strips of paper on tables, with small groups; have your own strip at the board to model what students should be doing.Have students measure two-inch markings all the way to both ends of the paper strip.Somewhere in the middle, model for students that this is zero. If this is their first experience with rational numbers below zero, they’ll be confused that the zero isn’t located on the far left end.Have them mark the positive numbers to the right of zero. Every marking should be one whole number - 1, 2, 3, etc.Paste your number strip on the board, or have a number line started on the overhead machine.If this is your students’ first attempt at understanding negative numbers, you’ll want to begin slowly by explaining the concept in general. One good way, especially with this age group, is by discussing money owed. For example, you owe me $1. You don’t have any money, so your money status can’t be anywhere along the right (positi ve) side of zero. You need to get a dollar in order to pay me back and be right at zero again. So you could be said to have -$1. Depending on your location, the temperature is also a frequently discussed negative number. If it needs to warm up considerably in order to be 0 degrees, we are in the negative temperatures. Once students have the beginning understanding of this, have them begin marking their number lines. Again, it will be hard for them to understand that they are writing their negative numbers -1, -2, -3, -4 from right to left, as opposed to left to right. Model this carefully for them, and if necessary, use examples such as the ones described in Step 6 to increase their understanding.Once students have their number lines created, see if some of them can create their own stories to go along with their rational numbers. For example, Sandy owes Joe 5 dollars. She only has 2 dollars. If she gives him her $2, she could be said to have how much money? (-$3.00) Most students may not be ready for problems like this, but for those that are, they can keep a record of them and they could become a classroom learning center. Homework/Assessment Let students take their number lines home and have them practice some simple addition problems with the number strip. This isn’t an assignment to be graded, but one that will give you an idea of your students understanding of negative numbers. You can also use these number lines to assist you as students learn about negative fractions and decimals. -3 8-1 5-4 4 Evaluation Take notes during the class discussion and the individual and group work on the number lines. Don’t assign any grades during this lesson, but keep track of who is seriously struggling, and who is ready to move on.