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- The brain can get by on less energy when you overlearn a task
- Decades of research have shown that superior performance requires practicing beyond the point of mastery.
- Whenever we learn to make a new movement, Ahmed explains, we form and then update an internal model—a “sensorimotor map”—which our nervous system uses to predict our muscles’ motions and the resistance they will encounter. As that internal model is refined over time, we’re able to cut down on unnecessary movements and eliminate wasted energy.
- Energy expenditures continued to decrease even after the decline in muscle activity had stabilized
- even after participants had fine-tuned their muscle movements, the neural processes controlling the movements continued to grow more efficient. The brain uses up energy, too, and through overlearning it can get by on less. These gains in mental efficiency free up resources for other tasks:
- Less effort in one domain means more energy available to others.
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There are useful apps in here for both teachers and non-teachers.
Showing posts with label blog. Show all posts
Showing posts with label blog. Show all posts
Monday, June 16, 2014
Educational Resources & Tech Tools 06/17/2014
Friday, April 25, 2014
Tuesday, April 22, 2014
Educational Resources & Tech Tools 04/23/2014
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Commonly used scripts for Google Drive.
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Three activities you can implement tomorrow.
Wednesday, April 2, 2014
Educational Resources & Tech Tools 04/03/2014
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- Ten thousand is the number of hours it takes to become an expert in almost any field.
- the most important part of that research is not how much practice someone needs to perform, but what kind of practice
- This latter category is called deliberate practice and involves isolating what's not working and mastering the difficult area before moving on.
- Picture a classical violinist rehearsing. He or she would not play a new piece start-to-finish, fudging through tricky sections and trying to "be done." That musician stops in trouble spots, figures them out, and then plays that measure over and over again, and only moves on when it's perfect.
- students don't think about their mistakes rationally -- they think about them emotionally.
- Academic success does not come from how smart or motivated students are. It comes from how they feel about their mistakes.
- By the time students walk into your classroom, they've likely already internalized their mistakes as evidence that they're just not smart.
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This site showcases new blogs each month based on their content.
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