By Louise Forsyth
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Additional info for A Teacher's Guide to Imperialism: A History in Documents (Pages from History)
When students look over the words they used to describe moving ahead, forward, or to the right, they may use the word added, but this is not as important as seeing the process and describing the predictable result. Along the way, they will discover the process of addition, and they will eventually use this term after they understand its meaning. ” It won’t be long before students instinctively start experimenting with movement in the opposite direction, and in doing so they will discover the concept of subtraction along a number line.
These challenges are motivating because of student interest, they are supported by desired goals and positive intrinsic reinforcement, and they are geared to students’ individual learning strengths and mastery levels. At the same time, these challenges take into consideration—and seek to avoid—the negative eﬀects of frustration and boredom, those emotional stressors that block information ﬂow to the prefrontal cortex and reduce students to their reactive state of ﬁght/ﬂight/freeze neural processing.
The class can then make further predictions from the gathered data, test their conversion factors, and conﬁrm these factors with formal conversion charts. Ultimately, all students can participate by considering how the information can be transferred—used for purposes other than just the class experiment— such as how diﬀerent bottle designs create the illusion of a larger volume or the factors to consider when determining cost and the ecologic impact of selling items in large-volume containers. Taking into consideration their diﬀerent levels of achievable challenge, students can be given diﬀerentiated homework assignments.
A Teacher's Guide to Imperialism: A History in Documents (Pages from History) by Louise Forsyth