POPULARITY
4 episodes with Piaget
4 episodes with Piaget
14 episodes with Piaget
2 episodes with Piaget
3 episodes with Piaget
3 episodes with Piaget
3 episodes with Piaget
3 episodes with Piaget
3 episodes with Piaget
pWotD Episode 2918: Water-level task Welcome to Popular Wiki of the Day, spotlighting Wikipedia's most visited pages, giving you a peek into what the world is curious about today.With 235,941 views on Monday, 28 April 2025 our article of the day is Water-level task.The water-level task is an experiment in developmental and cognitive psychology developed by Jean Piaget and Bärbel Inhelder. The experiment attempts to assess the subject's spatial reasoning. The subject is shown an upright bottle or glass with a water level marked, then shown pictures of the container tilted at different angles without the level marked and asked to mark where the water level would be.Piaget and Inhelder developed the test as part of their work on child development. It was first described in their book The Child's Conception of Space, published in French in 1948, with an English translation appearing in 1956. They described a series of stages children pass through in their understanding, corresponding to different modes of performance on the water-level test, before mastering it around the age of nine.In 1964, Freda Rebelsky reported the surprising result that a significant number of her undergraduate and graduate students failed the task, and that the rate of failure was higher among female students. These results have since been replicated in a number of studies, and most subsequent interest in the water-level task has been concerned not with the study of child development but rather with accounting for the adults and adolescents that fail the test, and the apparent difference in success rates between the sexes.This recording reflects the Wikipedia text as of 02:15 UTC on Tuesday, 29 April 2025.For the full current version of the article, see Water-level task on Wikipedia.This podcast uses content from Wikipedia under the Creative Commons Attribution-ShareAlike License.Visit our archives at wikioftheday.com and subscribe to stay updated on new episodes.Follow us on Mastodon at @wikioftheday@masto.ai.Also check out Curmudgeon's Corner, a current events podcast.Until next time, I'm generative Amy.
In this class series, Rabbi Shmuly will explore the Torah of the mind. We will explore how Jewish thought intersects with modern psychological studies and theories by examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and Jewish mind.Attend these classes live over Zoom by becoming a member for just $18 monthly: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
Armand and Tim dive into their standout pieces from Watches & Wonders 2025, offering in-depth reactions to highlights like the Cartier Guichet, Zenith G.F.J., Piaget Polo 79, and the timeless JLC Reverso. They also discuss some non-Watches & Wonders brand releases as well. They end the conversation on trends they're starting to see in the watch world and what they believe is next. Please Subscribe: https://www.youtube.com/@1916company/?sub_confirmation=1 Download the app: https://onelink.to/8u2bgh Buy Watches Here: https://www.the1916company.com View hands-on luxury watch reviews on The 1916 Company Watch Reviews: https://www.youtube.com/@the1916companywatchreviews/?sub_confirmation=1 Instagram: https://www.instagram.com/the1916company
In this class series, Rabbi Shmuly will explore the Torah of the mind. We will explore how Jewish thought intersects with modern psychological studies and theories by examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and Jewish mind.Attend these classes live over Zoom by becoming a member for just $18 monthly: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
In this class series, Rabbi Shmuly will explore the Torah of the mind. We will explore how Jewish thought intersects with modern psychological studies and theories by examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and Jewish mind.Attend these classes live over Zoom by becoming a member for just $18 monthly: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
In this class series, Rabbi Shmuly will explore the Torah of the mind. We will explore how Jewish thought intersects with modern psychological studies and theories by examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and Jewish mind.Attend these classes live over Zoom by becoming a member for just $18 monthly: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
I'm joined by professor Gary Cziko, author of Without Miracles: Universal Selection Theory and the Second Darwinian Revolution, to discuss the universal learning process driving adaptive complexification across cosmic scales. We get into the issue of "puzzles of fit" and how they've tended to be accounted for, the scope and power of selectionist theories for understanding evolution and knowledge generation, and relationships of the theory to a number of important topics, including how we make meaning in life. 0:00 Introduction2:22 Puzzles of Fit and Universal Selection Theory8:55 A Metatheory for Meaningful Knowledge Generation16:23 The Universe Learning, & Learning How It Learns23:02 Transcending Constraints of Knowledge Structures31:22 History of the Theory40:31 Adjusting Experience for Meaning47:17 Piaget and Universal Selection Theory55:52 Hegel?57:08 The Miracle 'Without Miracles'59:44 The Existential Basis of Purpose1:06:27 Conclusion To hear more, visit brendangrahamdempsey.substack.com
Piaget is among the most recognized luxury watch and jewelry brands in the world. Scott Kerr is joined by Jean-Bernard Forot, head of patrimony at Piaget, to discuss how the 150-year-old Swiss company evolved from being a movement manufacturer for established watch brands into a renowned luxury watchmaker and jeweler. Jean-Bernard also talks about his role as gatekeeper to Piaget's archives and how new collections are brought to life, celebrating 150 years with a record-setting ultra-thin tourbillon watch, honoring Piaget's enduring friendship with Andy Warhol by re-releasing his favorite timepiece, and how the jeweled Polo watch became a tangible emblem of luxe elegance in the 1980s. Plus: The launch of 'Piaget Society' magazine Featuring: Jean-Bernard Forot, Head of Patrimony at Piaget (piaget.com)Host: Scott Kerr, Founder & President of Silvertone ConsultingAbout The Luxury Item podcast: It's a podcast on the business of luxury and the people and companies that are shaping the future of the luxury industry.Stay Connected: scott@silvertoneconsulting.comListen and subscribe to The Luxury Item wherever you get your podcasts. Tell a friend or a colleague!
[Rerun] Dr. Kirk Honda and Humberto talk about Jean Piaget and his research on child development.This episode is sponsored by BetterHelp. Give online therapy a try at betterhelp.com/KIRK to get 10% off your first month.Become a member: https://www.youtube.com/channel/UCOUZWV1DRtHtpP2H48S7iiw/joinBecome a patron: https://www.patreon.com/PsychologyInSeattleEmail: https://www.psychologyinseattle.com/contactWebsite: https://www.psychologyinseattle.comMerch: https://teespring.com/stores/psychology-in-seattleInstagram: https://www.instagram.com/psychologyinseattle/Facebook Official Page: https://www.facebook.com/PsychologyInSeattle/TikTok: https://www.tiktok.com/@kirk.hondaMarch 12, 2018The Psychology In Seattle Podcast ®Trigger Warning: This episode may include topics such as assault, trauma, and discrimination. If necessary, listeners are encouraged to refrain from listening and care for their safety and well-being.Disclaimer: The content provided is for educational, informational, and entertainment purposes only. Nothing here constitutes personal or professional consultation, therapy, diagnosis, or creates a counselor-client relationship. Topics discussed may generate differing points of view. If you participate (by being a guest, submitting a question, or commenting) you must do so with the knowledge that we cannot control reactions or responses from others, which may not agree with you or feel unfair. Your participation on this site is at your own risk, accepting full responsibility for any liability or harm that may result. Anything you write here may be used for discussion or endorsement of the podcast. Opinions and views expressed by the host and guest hosts are personal views. Although, we take precautions and fact check, they should not be considered facts and the opinions may change. Opinions posted by participants (such as comments) are not those of the hosts. Readers should not rely on any information found here and should perform due diligence before taking any action. For a more extensive description of factors for you to consider, please see www.psychologyinseattle.com
In this class series, Rabbi Shmuly will explore the Torah of the mind. We will explore how Jewish thought intersects with modern psychological studies and theories by examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and Jewish mind.Attend these classes live over Zoom by becoming a member for just $18 monthly: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and Jewish mind.Attend these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
Jean-Pierre Hagmann, legendary casemaker who supplied everyone from Blancpain to Patek Philippe, passes away.Piaget releases the Polo Flying Tourbillon moonphase.Rolex files a patent for a natural escapement.Mad Editions releases the MAD 2, born from the mind of Eric Giroud. You can find us on our Website, YouTube, Instagram, X, TikTok, and Facebook Check out Life on the Wrist Merch!
In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and Jewish mind.Attend these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and the Jewish mind.Attended these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and the Jewish mind.Attended these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and the Jewish mind.Attended these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
La Ley del Espejo sostiene que el mundo refleja nuestro interior. Exploramos su vínculo con la psicología, desde la proyección de Freud hasta la sombra de Jung y el isomorfismo de Piaget. Además, analizamos la visión de Yoshinori Noguchi y cómo aplicar esta herramienta para transformar nuestra realidad mediante la introspección.
Dans cet épisode, Clément et Olivier accueillent Ingrid Sem, experte en ludopédagogie et en pédagogie active. Ensemble, ils explorent cette approche pédagogique qui implique directement les apprenants en les rendant acteurs de leur apprentissage. Découvrez des méthodes telles que l'apprentissage par les pairs, les jeux pédagogiques, la classe inversée, ainsi que les références scientifiques clés (Piaget, Dehaene, Lebrun...) qui vous permettront de mieux appréhender tous les concepts de la pédagogie active. Ingrid souligne également l'importance cruciale du débriefing pour transformer durablement les expériences vécues en apprentissages concrets. Un épisode riche en conseils pour rendre vos formations plus interactives et impactantes ! A écouter absolument !Hébergé par Ausha. Visitez ausha.co/politique-de-confidentialite pour plus d'informations.
"Ich habe keine besondere Begabung, ich bin nur leidenschaftlich neugierig" lautet ein Zitat von Albert Einstein.In dieser Jubiläumsfolge widme ich mich der Neugierde: Warum ist sie wichtig, wie können wir sie wieder kultivieren in unserem Alltag?Die Neugierde ist die wichtigste Kompetenz, sich neue Dinge anzueignen und Neues zu entwickeln. Darüber hinaus belohnt Dich Neugierde mit Lebendigkeit, Leichtigkeit, Kreativität und Resilienz.Alle Folgen dieses Podcasts verbindet ein neugieriger, frischer Blick auf die Dinge sowie das Erschließen von Zwischenräumen. Ich nehme Dich mit und teile mit Dir meine Lieblingsübungen, um wieder zu einem neugierigen Geist zu kommen.**Lass Dich inspirieren!**Der Podcast, der Dir Zeit schenkt: Zeit für Dich, Deine Entwicklung und die Deines Unternehmens.Du bist motiviert und möchtest direkt loslegen. Dann melde Dich direkt für ein kostenfreies Erstgespräch:www.changeyourbrain.de oder überhttps://www.linkedin.com/in/sandra-megahed/Denn wie es so schön heißt in einem Zitat des Dalai Lama: "Wissen und nichts tun ist wie nicht wissen." Ich freue mich mit Dir zu entdecken, wie Du sinnvoll ins Tun kommen kannst.Sende mir gerne Deine Fragen, Themenvorschläge, Buchtipps unter: info@changeyourbrain.deÜber mich: Ich bin Sandra Megahed, Coach, Mutter und leidenschaftliche Entdeckerin. Meine berufliche Reise begann als Literaturwissenschaftlerin und Journalistin, wo ich die Kraft von Storytelling entdeckte, um Menschen zu bewegen und Veränderungen anzustoßen.Heute kombiniere ich meine journalistische Expertise mit Coaching-Methoden wie der Positiven Neuroplastizität. So kann ich Dir als Selbstständiger, Unternehmer oder Führungskraft bestmöglich helfen, Deine Einzigartigkeit herauszuarbeiten und gezielt mit Deinen Mitarbeitern und Kunden zu wachsen.Kundenstimmen:Christian Bentz, Ausbildungsleiter bei der Siemens AG: "Sandra ist eine herausragende Persönlichkeit, die nicht nur durch ihre fachliche Kompetenz, sondern auch durch ihre authentische und beruhigende Präsenz überzeugt. Ich kann sie uneingeschränkt als Partnerin für inspirierende und effektive Weiterbildungsprojekte empfehlen."Johannes Gronover, Gronover Consulting:Sandra versteht die Leute richtig zu motivieren und sie hat eine Menge Erfahrung in ihrem Bereich. Die Kunden waren total begeistert von ihren Vorträgen: Klar verständlich und voller praktischer Tipps!"Gizem Duvan, Academy / Ausbildung Franke GmbHDurch Sandras professionelle und einfühlsame Art habe ich persönlich enorm an mir selbst gearbeitet und bin in vielerlei Hinsicht gewachsen. Besonders wertvoll war die Bearbeitung meiner persönlichen Story, die ich nun stolz als Steckbrief auf LinkedIn nutze. Sandra hat mir geholfen, meine Geschichte authentisch und überzeugend zu formulieren, was mir beruflich wie privat neue Türen geöffnet hat.
In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and the Jewish mind.Attended these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
LeuchtMasse Uhrenpodcast - Deutsche Version der LumePlotters
Send us a textLVMH und Rochemont haben Quartals- und Jahreszahlen veröffentlicht. Ergebnisse besser als erwartet, aber hinter den Kulissen BRODELT es....Ich luefte den Vorhang ein wenig....Zölle - die USA koennten Einfuhrzölle gegen die EU verhaengen, was bedeutet dass fuer Deutsche/Franzoesische und andere EU Uhrenhersteller?Und was ist in meiner Sammlung los, beinahe haette ich ne Ingenieur gekauft, und sogar ne Royal Oak Offshore von Audemars Piguet. Beides ging in die Hose, aber etwas anderes hat sich entwickelt....Danke für Deine Zeit und für's Zuhören. Sendet mir eine Voicemail und wir hören uns im Podcast:https://www.speakpipe.com/opportunistischesdurcheinanderBitte folgt mir/uns auf instagram IG: @leuchtmasse_podcast oder schreibt mir: opportunistischesdurcheinander@gmail.com
In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and the Jewish mind.Attended these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and the Jewish mind.Attended these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and the Jewish mind.Attended these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and the Jewish mind.Attended these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and the Jewish mind.Attended these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
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In this class series, Rabbi Shmuly will explore the Torah of the mind. Examining thinkers like Freud, Piaget, Maslow, Frankl, and so many others over 50 interactive sessions, we will explore how Jewish thought intersects with modern psychological studies and theories. Looking at consciousness, moral reasoning, ego, love, learning, and evil, how can we better understand why humans act as they do? Considering our relationships, traumas, memories, conflicts, and self-esteem, how can reflecting on the deep complexity of our minds help us live more meaningful lives? Further, how might Jewish ethics and Jewish philosophy help us ask not just “how do we live” but “how might we live?” Join us for a deep dive into the collective, individual, and the Jewish mind.Attended these classes live over Zoom by becoming a member for just $18 per month: https://www.valleybeitmidrash.org/become-a-member.------------------Stay Connected with Valley Beit Midrash:• Website: https://www.valleybeitmidrash.org• Facebook: https://www.facebook.com/ValleyBeitMidrash ★ Support this podcast ★
ROUNDING UP: SEASON 3 | EPISODE 8 As a field, mathematics education has come a long way over the past few years in describing the ways students come to understand number, quantity, place value, and even fractions. But when it comes to geometry, particularly concepts involving shape, it's often less clear how student thinking develops. Today, we're talking with Dr. Rebecca Ambrose about ways we can help our students build a meaningful understanding of geometry. BIOGRAPHIES Rebecca Ambrose researches how children solve mathematics problems and works with teachers to apply what she has learned about the informal strategies children employ to differentiate and improve instruction in math. She is currently a professor at the University of California, Davis in the School of Education. RESOURCES Geometry Resources Curated by Dr. Ambrose Seeing What Others Cannot See Opening the Mind's Eye TRANSCRIPT Mike Wallus: As a field, mathematics education has come a long way over the past few years in describing the ways that students come to understand number, place value, and even fractions. But when it comes to geometry, especially concepts involving shape, it's often less clear how student thinking develops. Today, we're talking with Dr. Rebecca Ambrose about ways we can help our students build a meaningful understanding of geometry. Well, welcome to the podcast, Rebecca. Thank you so much for joining us today. Rebecca Ambrose: It's nice to be here. I appreciate the invitation. Mike: So, I'd like to start by asking: What led you to focus your work on the ways that students build a meaningful understanding of geometry, particularly shape? Rebecca: So, I taught middle school math for 10 years. And the first seven years were in coed classrooms. And I was always struck by especially the girls who were actually very successful in math, but they would tell me, “I like you, Ms. Ambrose, but I don't like math. I'm not going to continue to pursue it.” And I found that troubling, and I also found it troubling that they were not as involved in class discussion. And I went for three years and taught at an all-girls school so I could see what difference it made. And we did have more student voice in those classrooms, but I still had some very successful students who told me the same thing. So, I was really concerned that we were doing something wrong and that led me to graduate school with a focus on gender issues in math education. And I had the blessing of studying with Elizabeth Fennema, who was really the pioneer in studying gender issues in math education. And as I started studying with her, I learned that the one area that females tended to underperform males on aptitude tests—not achievement tests, but aptitude tests—was in the area of spatial reasoning. And you'll remember those are the tests, or items that you may have had where you have one view of a shape and then you have a choice of four other views, and you have to choose the one that is the same shape from a different view. And those particular tasks we see consistent gender differences on. I became convinced it was because we didn't give kids enough opportunity to engage in that kind of activity at school. You either had some strengths there or not, and because of the play activity of boys, that may be why some of them are more successful at that than others. And then the other thing that informed that was when I was teaching middle school, and I did do a few spatial activities, kids would emerge with talents that I was unaware of. So, I remember in particular this [student,] Stacy, who was an eighth-grader who was kind of a good worker and was able to learn along with the rest of the class, but she didn't stand out as particularly interested or gifted in mathematics. And yet, when we started doing these spatial tasks, and I pulled out my spatial puzzles, she was all over it. And she was doing things much more quickly than I could. And I said, “Stacy, wow.” She said, “Oh, I love this stuff, and I do it at home.” And she wasn't the kind of kid to ever draw attention to herself, but when I saw, “Oh, this is a side of Stacy that I didn't know about, and it is very pertinent to mathematics. And she needs to know what doorways could be open to her that would employ these skills that she has and also to help her shine in front of her classmates.” So, that made me really curious about what we could do to provide kids with more opportunities like that little piece that I gave her and her classmates back in the day. So, that's what led me to look at geometry thinking. And the more that I have had my opportunities to dabble with teachers and kids, people have a real appetite for it. There are always a couple of people who go, “Ooh.” But many more who are just so eager to do something in addition to number that we can call mathematics. Mike: You know, I'm thinking about our conversation before we set up and started to record the formal podcast today. And during that conversation you asked me a question that involved kites, and I'm wondering if you might ask that question again for our listeners. Rebecca: I'm going to invite you to do a mental challenge. And the way you think about it might be quite revealing to how you engage in both geometric and spatial reasoning. So, I invite you to picture in your mind's eye a kite and then to describe to me what you're seeing. Mike: So, I see two equilateral triangles that are joined at their bases—although as I say the word “bases,” I realize that could also lead to some follow-up questions. And then I see one wooden line that bisects those two triangles from top to bottom and another wooden line that bisects them along what I would call their bases. Rebecca: OK, I'm trying to imagine with you. So, you have two equilateral triangles that—a different way of saying it might be they share a side? Mike: They do share a side. Yes. Rebecca: OK. And then tell me again about these wooden parts. Mike: So, when I think about the kite, I imagine that there is a point at the top of the kite and a point at the bottom of the kite. And there's a wooden piece that runs from the point at the top down to the point at the bottom. And it cuts right through the middle. So, essentially, if you were thinking about the two triangles forming something that looked like a diamond, there would be a line that cut right from the top to the bottom point. Rebecca: OK. Mike: And then, likewise, there would be another wooden piece running from the point on one side to the point on the other side. So essentially, the triangles would be cut in half, but then there would also be a piece of wood that would essentially separate each triangle from the other along the two sides that they shared. Rebecca: OK. One thing that I noticed was you used a lot of mathematical ideas, and we don't always see that in children. And I hope that the listeners engaged in that activity themselves and maybe even stopped for a moment to sort of picture it before they started trying to process what you said so that they would just kind of play with this challenge of taking what you're seeing in your mind's eye and trying to articulate in words what that looks like. And that's a whole mathematical task in and of itself. And the way that you engaged in it was from a fairly high level of mathematics. And so, one of the things that I hope that task sort of illustrates is how a.) geometry involves these images that we have. And that we are often having to develop that concept image, this way of imagining it in our visual domain, in our brain. And almost everybody has it. And some people call it “the mind's eye.” Three percent of the population apparently don't have it—but the fact that 97 percent do suggests for teachers that they can depend on almost every child being able to at least close their eyes and picture that kite. I was strategic in choosing the kite rather than asking you to picture a rectangle or a hexagon or something like that because the kite is a mathematical idea that some mathematicians talk about, but it's also this real-world thing that we have some experiences with. And so, one of the things that that particular exercise does is highlight how we have these prototypes, these single images that we associate with particular words. And that's our starting point for instruction with children, for helping them to build up their mathematical ideas about these shapes. Having a mental image and then describing the mental image is where we put language to these math ideas. And the prototypes can be very helpful, but sometimes, especially for young children, when they believe that a triangle is an equilateral triangle that's sitting on, you know, the horizontal—one side is basically its base, the word that you used—they've got that mental picture. But that is not associated with any other triangles. So, if something looks more or less like that prototype, they'll say, “Yeah, that's a triangle.” But when we start showing them some things that are very different from that, but that mathematicians would call triangles, they're not always successful at recognizing those as triangles. And then if we also show them something that has curved sides or a jagged side but has that nice 60-degree angle on the top, they'll say, “Oh yeah, that's close enough to my prototype that we'll call that a triangle.” So, part of what we are doing when we are engaging kids in these conversations is helping them to attend to the precision that mathematicians always use. And that's one of our standards. And as I've done more work with talking to kids about these geometric shapes, I realize it's about helping them to be very clear about when they are referring to something, what it is they're referring to. So, I listen very carefully to, “Are they saying ‘this' and ‘that' and pointing to something?” That communicates their idea, but it would be more precise as like, I have to ask you to repeat what you were telling me so that I knew exactly what you were talking about. And in this domain, where we don't have access to a picture to point to, we have to be more precise. And that's part of this geometric learning that we're trying to advance. Mike: So, this is bringing a lot of questions for me. The first one that I want to unpack is, you talked about the idea that when we're accessing the mind's eye, there's potentially a prototype of a shape that we see in our mind's eye. Tell me more about what you mean when you say “a prototype.” Rebecca: The way that that word is used more generally, as often when people are designing something, they build a prototype. So, it's sort of the iconic image that goes with a particular idea. Mike: You're making me think about when I was teaching kindergarten and first grade, we had colored pattern blocks that we use quite often. And often when we talked about triangles, what the students would describe or what I believed was the prototype in their mind's eye really matched up with that. So, they saw the green equilateral triangle. And when we said trapezoid, it looked like the red trapezoid, right? And so, what you're making me think about is the extent to which having a prototype is useful, but if you only have one prototype, it might also be limiting. Rebecca: Exactly. And when we're talking to a 3- or a 4-year-old, and we're pointing to something and saying, “That's a triangle,” they don't know what aspect of it makes it a triangle. So, does it have to be green? Does it have to be that particular size? So, we'll both understand each other when we're talking about that pattern block. But when we're looking at something that's much different, they may not know what aspect of it is making me call it a triangle” And they may experience a lot of dissonance if I'm telling them that—I'm trying to think of a non-equilateral triangle that we might all, “Oh, well, let's”—and I'm thinking of 3-D shapes, like an ice cream cone. Well, that's got a triangular-ish shape, but it's not a triangle. But if we can imagine that sort of is isosceles triangle with two long sides and a shorter side, if I start calling that a triangle or if I show a child that kind of isosceles triangle and I say, “Oh, what's that?” And they say, “I don't know.” So, we have to help them come to terms with that dissonance that's going to come from me calling something a triangle that they're not familiar with calling a triangle. And sadly, that moment of dissonance from which Piaget tells us learning occurs, doesn't happen enough in the elementary school classroom. Kids are often given equilateral triangles or maybe a right triangle. But they're not often seeing that unusual triangle that I described. So, they're not bumping into that dissonance that'll help them to work through, “Well, what makes something a triangle? What counts and what doesn't count?” And that's where the geometry part comes in that goes beyond just spatial visualization and using your mind's eye, but actually applying these properties and figuring out when do they apply and when do they not apply. Mike: I think this is probably a good place to shift and ask you: What do we know as a field about how students' ideas about shape initially emerge and how they mature over time? Rebecca: Well, that's an interesting question because we have our theory about how they would develop under the excellent teaching conditions, and we haven't had very many opportunities to confirm that theory because geometry is so overlooked in the elementary school classroom. So, I'm going to theorize about how they develop based on my own experience and my reading of the literature on very specific examples of trying to teach kids about squares and rectangles. Or, in my case, trying to see how they describe three-dimensional shapes that they may have built from polydrons. So, their thinking tends to start at a very visual level. And like in the kite example, they might say, “It looks like a diamond”—and you actually said that at one point—but not go farther from there. So, you decomposed your kite, and you decomposed it a lot. You said it has two equilateral triangles and then it has those—mathematicians would call [them] diagonals. So, you were skipping several levels in doing that. So, I'll give you the intermediate levels using that kite example. So, one thing a child might say is that “I'm seeing two short sides and two long sides.” So, in that case, they're starting to decompose the kite into component parts. And as we help them to learn about those component parts, they might say, “Oh, it's got a couple of different angles.” And again, that's a different thing to pay attention to. That's a component part that would be the beginning of them doing what Battista called spatial structuring. Michael Battista built on the van Hiele levels to try to capture this theory about how kids' thinking might develop. So, attention to component parts is the first place that we see them making some advances. And then the next is if they're able to talk about relationships between those component parts. So, in the case of the kite, they might say, “Oh, the two short sides are equal to each other”—so, there's a relationship there—“and they're connected to each other at the top.” And I think you said something about that. “And then the long sides are also connected to each other.” And that's looking at how the sides are related to the other sides is where the component parts start getting to become a new part. So, it's like decomposing and recomposing, which is part of all of mathematics. And then the last stage is when they're able to put the shapes themselves into the hierarchy that we have. So, for example, in the kite case, they might say, “It's got four sides, so it's a quadrilateral. But it's not a parallelogram because none of the four sides are parallel to each other.” So now I'm not just looking at component parts and their relations, but I'm using those relations to think about the definition of that shape. So, I would never expect a kid to be able to tell me, “Oh yeah, a kite is a quadrilateral that is not a parallelogram,” and then tell me about the angles and tell me about the sides without a lot of experience describing shapes. Mike: There are a few things that are popping out for me when I'm listening to you talk about this. One of them is the real importance of language and attempting to use language to build a meaningful description or to make sense of shape. The other piece that it really makes me think about is the prototypes, as you described them, are a useful starting place. They're something to build on. But there's real importance in showing a wide variety of shapes or even “almost-shapes.” I can imagine a triangle that is a triangle in every respect except for the fact that it's not a closed shape. Maybe there's an opening or a triangle that has wavy sides that are connected at three points. Or an obtuse triangle. Being able to see multiple examples and nonexamples feels like a really important part of helping kids actually find the language but also get to the essence of, “What is a triangle?” Tell me if I'm on point or off base when I'm thinking about that, Rebecca. Rebecca: You are right on target. And in fact, Clements and Sarama wrote a piece in the NCTM Teaching Children Mathematics in about 2000 where they describe their study that found exactly what you said. And they make a recommendation that kids do have opportunities to see all kinds of examples. And one way that that can happen is if they're using dynamic geometry software. So, for example, Polypad, I was just playing with it, and you can create a three-sided figure and then drag around one of the points and see all these different triangles. And the class could have a discussion about, “Are all of these triangles? Well, that looks like a weird triangle. I've never seen that before.” And today I was just playing around with the idea of having kids create a favorite triangle in Polypad and then make copies of it and compose new shapes out of their favorite triangle. What I like about that task, and I think can be a design principle for a teacher who wants to play around with these ideas and get creative with them, is to give kids opportunities to use their creativity in making new kinds of shapes and having a sense of ownership over those creations. And then using those creations as a topic of conversation for other kids. So, they have to treat their classmates as contributors to their mathematics learning, and they're all getting an opportunity to have kind of an aesthetic experience. I think that's the beauty of geometry. It's using a different part of our brain. Thomas West talks about Seeing What Others Cannot See, and he describes people like Einstein and others who really solved problems visually. They didn't use numbers. They used pictures. And Ian Robertson talks about Opening the Mind's Eye. So, his work is more focused on how we all could benefit from being able to visualize things. And actually, our fallback might be to engage our mind's eye instead of always wanting to talk [chuckles] about things. That brings us back to this language idea. And I think language is very important. But maybe we need to stretch it to communication. I want to engage kids in sharing with me what they notice and what they see, but it may be embodied as much as it is verbal. So, we might use our arms and our elbow to discuss angle. And well, we'll put words to it. We're also then experiencing it in our body and showing it to each other in a different way than [...] just the words and the pictures on the paper. So, people are just beginning to explore this idea of gesture. But I have seen, I worked with a teacher who was working with first graders and they were—you say, “Show us a right angle,” and they would show it to us on their body. Mike: Wow. I mean, this is so far from the way that I initially understood my job when I was teaching geometry, which was: I was going to teach the definition, and kids were going to remember that definition and look at the prototypical shape and say, “That's a triangle” or “That's a square.” Even this last bit that you were talking about really flips that whole idea on its head, right? It makes me think that teaching the definitions before kids engage with shapes is actually having it backwards. How would you think about the way that kids come to make meaning about what defines any given shape? If you were to imagine a process for a teacher helping to build a sense of triangle-ness, talk about that if you wouldn't mind. Rebecca: Well, so I'm going to draw on a 3-D example for this, and it's actually something that I worked with a teacher in a third grade classroom, and we had a lot of English language learners in this classroom. And we had been building polyhedra, which are just three-dimensional shapes using a tool called the polydrons. And our first activities, the kids had just made their own polyhedra and described them. So, we didn't tell them what a prism was. We didn't tell them what a pyramid was or a cube. Another shape they tend to build with those tools is something called an anti-prism, but we didn't introduce any of those terms to them. They were familiar with the terms triangle and square, and those are within the collection of tools they have to work with. But it was interesting to me that their experience with those words was so limited that they often confused those two. And I attributed it to all they'd had was maybe a few lessons every year where they were asked to identify, “Which of these are triangles?” They had never even spoken that word themselves. So, that's to have this classroom where you are hearing from the kids and getting them to communicate with each other and the teacher as much as possible. I think that's part of our mantra for everything. But we took what they built. So, they had all built something, and it was a polyhedra. That was the thing we described. We said it has to be closed. So, we did provide them with that definition. You have to build a closed figure with these shapes, and it needs to be three-dimensional. It can't be flat. So, then we had this collection of shapes, and in this case, I was the arbiter. And I started with, “Oh wow, this is really cool. It's a pyramid.” And I just picked an example of a pyramid, and it was the triangular pyramid, made out of four equilateral triangles. And then I pulled another shape that they had built that was obviously not any—I think it was a cube. And I said, “Well, what do you think? Is this a pyramid?” And they'd said, “No, that's not a pyramid.” “OK, why isn't it?” And by the way, they did know something about pyramids. They'd heard the word before. And every time I do this with a class where I say, “OK, tell me, ‘What's a pyramid?'” They'll tell me that it's from Egypt. It's really big. So, they're drawing on the Egyptian pyramids that they're familiar with. Some of them might say a little something mathematical, but usually it's more about the pyramids they've seen maybe in movies or in school. So, they're drawing on that concept image, right? But they don't have any kind of mathematical definition. They don't know the component parts of a pyramid. So, after we say that the cube is not a pyramid, and I say, “Well, why isn't it?,” they'll say, “because it doesn't have a pointy top.” So, we can see there that they're still drawing on the concept image that they have, which is valid and helpful in this case, but it's not real defined. So, we have attention to a component part. That's the first step we hope that they'll make. And we're still going to talk about which of these shapes are pyramids. So, we continued to bring in shapes, and they ended up with, it needed to have triangular sides. Because we had some things that had pointy tops, but it wasn't where triangles met. It would be an edge where there were two sloped sides that were meeting there. Let's see. If you can imagine, while I engage your mind's eye again, a prism, basically a triangular prism with two equilateral triangles on each end, and then rectangles that attach those two triangles. Mike: I can see that. Rebecca: OK. So, usually you see that sitting on a triangle, and we call the triangles the base. But if you tilt it so it's sitting on a rectangle, now you've got something that looks like a tent. And the kids will say that. “That looks like a tent.” “OK, yeah, that looks like a tent.” And so, that's giving us that Level 1 thinking: “What does it look like?” “What's the word that comes to mind?” And—but we've got those sloped sides, and so when they see that, some of them will call that the pointy top because we haven't defined pointy top. Mike: Yes. Rebecca: But when I give them the feedback, “Oh, you know what, that's not a pyramid.” Then the class started talking about, “Hmm, OK. What's different about that top versus this other top?” And so, then they came to, “Well, it has to be where triangles meet.” I could have introduced the word vertex at that time. I could have said, “Well, we call any place where sides meet a vertex.” That might be [a] helpful word for us today. But that's where the word comes from what they're doing, rather than me just arbitrarily saying, “Today I'm going to teach you about vertices. You need to know about vertices.” But we need a word for this place where the sides meet. So, I can introduce that word, and we can be more precise now in what we're talking about. So, the tent thing didn't have a vertex on top. It had an edge on top. So now we could be precise about that. Mike: I want to go back, and I'm going to restate the thing that you said for people who are listening, because to me, it was huge. This whole idea of “the word comes from the things that they are doing or that they are saying.” Did I get that right? Rebecca: Yeah, that the precise terminology grows out of the conversation you're having and helps people to be clear about what they're referring to. Because even if they're just pointing at it, that's helpful. And especially for students whose first language might not be English, then they at least have a reference. That's why it's so hard for me to be doing geometry with you just verbally. I don't even have a picture or a thing to refer to. But then when I say “vertex” and we're pointing to this thing, I have to try as much as I can to help them distinguish between, “This one is a vertex. This one is not a vertex.” Mike: You brought up earlier supporting multilingual learners, particularly given the way that you just modeled what was a really rich back-and-forth conversation where children were making comparisons. They were using language that was very informal, and then the things that they were saying and doing led to introducing some of those more precise pieces of language. How does that look when you have a group of students who might have a diverse set of languages that they're speaking in the same classroom? Rebecca: Well, when we do this in that environment, which is most of the time when I'm doing this, we do a lot of pair-share. And I like to let kids talk to the people that they communicate best with so that if you have two Spanish speakers, for example, they could speak in Spanish to each other. And ideally the classroom norms have been established so that that's OK. But that opportunity to hear it again from a peer helps them to process. And it slows things down. Like, often we're just going so fast that people get lost. And it may be a language thing; it may be a concept thing. So, whatever we can do to slow things down and let kids hear it repeatedly—because we know that that repeated input is very helpful—and from various different people. So, what I'll often do, if I want everybody to have an opportunity to hear about the vertex, I'm going to invite the kids to retell what they understood from what I said. And then that gives me an opportunity to assess those individuals who are doing the retell and also gives the other students a chance to hear it again. It's OK for them to see or hear the kind of textbook explanation for vertex in their preferred language. But again, only when the class has been kind of grappling with the idea, it's not the starting point. It emerges as needed in that heat of instruction. And you don't expect them to necessarily get it the first time around. That's why these building tasks or construction tasks can be done at different levels. So, we were talking about the different levels the learner might be at. Everybody can imagine a kite, and everybody could draw a kite. So, I'm sort of differentiating my instruction by giving this very open-ended task, and then I'm trying to tune into what am I seeing and hearing from the different individuals that can give me some insight into their geometrical reasoning at this point in time. But we're going to keep drawing things, and we're going to keep building things, and everybody's going to have their opportunity to advance. But it's not in unison. Mike: A few things jumped out. One, as you were describing the experiences that you can give to students, particularly students who might have a diversity of languages in the same classroom, it strikes me that this is where nonverbal communication like gesturing or using a visual or using a physical model really comes in handy. I think the other piece that I was reminded of as I was listening to you is, we have made some progress in suggesting that it's really important to listen to kids' mathematical thinking. And I often think that that's taken root, particularly as kids are doing things like adding or subtracting. And I think what you're reminding [me] is, that holds true when it comes to thinking about geometry or shape; that it's in listening to what kids are saying, that they're helping us understand, “What's next?” “Where do we introduce language?” “How can we have kids speaking to one another in a way that builds a set of ideas?” I think the big takeaway for me is that sometimes geometry has kind of been treated like this separate entity in the world of elementary mathematics. And yet some of the principles that we find really important in things like number or operation, they still hold true. Rebecca: Definitely, definitely. And again, as I said, when you are interested in getting to know your children, seeing who's got some gifts in this domain will allow you to uplift kids who might otherwise not have those opportunities to shine. Mike: I think that's a great place to stop. Rebecca, thank you so much for joining us. It's been a pleasure talking to you. Rebecca: This has really been fun. And I do want to mention one thing: that I have developed a list of various articles and resources. Most of them come from NCTM, and I can make that available to you so that people who are interested in learning more can get some more resources. Mike: That's fantastic. We'll link those to our show notes. Thank you again very much for helping us make sense of this really important set of concepts. Rebecca: You're welcome. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org
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Rounding Up Season 3 | Episode 7 – Number Sense Guest: Dr. James Brickwedde Mike Wallus: Carry the 1, add a 0, cross multiply. All of these are phrases that educators heard when they were growing up. This language is so ingrained we often use it without even thinking. But what's the long-term impact of language like this on our students' number sense? Today we're talking with Dr. James Brickwedde about the impact of language and the ways educators can use it to cultivate their students' number sense. Welcome to the podcast, James. I'm excited to be talking with you today. James Brickwedde: Glad to be here. Mike: Well, I want to start with something that you said as we were preparing for this podcast. You described how an educator's language can play a critical role in helping students think in value rather than digits. And I'm wondering if you can start by explaining what you mean when you say that. James: Well, thinking first of primary students, so kindergarten, second grade, that age bracket; kindergartners, in particular, come to school thinking that numbers are just piles of 1s. They're trying to figure out the standard order. They're trying to figure out cardinality. There are a lot of those initial counting principles that lead to strong number sense that they are trying to integrate neurologically. And so, one of the goals of kindergarten, first grade and above is to build the solid quantity sense—number sense—of how one number is relative to the next number in terms of its size, magnitude, et cetera. And then as you get beyond 10 and you start dealing with the place value components that are inherent behind our multidigit numbers, it's important for teachers to really think carefully of the language that they're using so that, neurologically, students are connecting the value that goes with the quantities that they're after. So, helping the brain to understand that 23 can be thought of not only as that pile of 1s, but I can decompose it into a pile of 20 1s and three 1s and eventually that 20 can be organized into two groups of 10. And so, using manipulatives, tracking your language so that when somebody asks, “How do I write 23?” it's not a 2 and a 3 that you put together, which is what a lot of young children think is happening. But rather, they realize that there's the 20 and the 3. Mike: So, you're making me think about the words in the number sequence that we use to describe quantities. And I wonder about the types of tasks or the language that can help children build a meaningful understanding of whole numbers, like say, 11 or 23. James: The English language is not as kind to our learners ( laughs ) as other languages around the world are when it comes to multidigit numbers. We have in English 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. And when we get beyond 10, we have this unique word called “eleven” and another unique word called “twelve.” And so, they really are words capturing collections of 1s really then capturing any sort of 10s in 1s relationship. There's been a lot of wonderful documentation around the Chinese-based languages. So, that would be Chinese, Japanese, Korean, Vietnamese, Hmong follows the similar language patterns where when they get after 10, it literally translates as ten 1, ten 2. When they get to 20, it's two ten, two ten 1, two ten 2. And so, the place-value language is inherent in the words that they are saying to describe the quantities. The teen numbers, when you get to 13, a lot of young children try to write 13 as three 1 because they're trying to follow the language patterns of other numbers where you start left to right. And so, they're bringing meaning to something, which of course is not the social convention. So, the teens are all screwed up in terms of English. Spanish does begin to do some regularizing when they get to 16 because of the name diez y seis, so ten 6. But prior to that you have, again, sort of more unique names that either don't follow the order of how you write the number or they're unique like 11 and 12 is. Somali is another interesting language in that—and I apologize to anybody who is fluent in that language because I'm hoping I'm going to articulate it correctly—I believe that there, when they get into the teens, it's one and 10, two and 10, is the literal translation. So, while it may not be the ten 1 sort of order, it still is giving that the fact that there's ten-ness there as you go. So, for the classrooms that I have been in and out of both as my own classroom years ago as well as the ones I still go in and out of now, I try to encourage teachers to tap the language assets that are among their students so that they can use them to think about the English numbers, the English language, that can help them wire that brain so that the various representations, the manipulatives, expanded notation cards or dice, the numbers that I write, how I break the numbers apart, say that 23 is equal to 20 plus 3. All of those models that you're using, and the language that you use to back it up with, is consistent so that, neurologically, those pathways are deeply organized. Piaget, in his learning theory, talks about young children—this is sort of the 10 years and younger—can only really think about one attribute at a time. So that if you start operating on multidigit numbers, and I'm using digitized language, I'm asking that, kindergartner first, second-grader, to think of two things at the same time. I'm say, moving a 1 while I also mean 10. What you find, therefore, is when I start scratching the surface of kids who were really procedural-bound, that they really are not reflecting on the values of how they've decomposed the numbers or are reconfiguring the numbers. They're just doing digit manipulation. They may be getting a correct answer, they may be very fast with it, but they've lost track of what values they're tracking. There's been a lot of research on kids' development of multidigit operations, and it's inherent in that research about students following … the students who are more fluid with it talk in values rather than in digits. And that's the piece that has always caught my attention as a teacher and helped transform how I talked with kids with it. And now as a professional development supporter of teachers, I'm trying to encourage them to incorporate in their practice. Mike: So, I want to hang on to this theme that we're starting to talk about. I'm thinking a lot about the very digit-based language that as a child I learned for adding and subtracting multidigit numbers. So, phrases like carry the 1 or borrow something from the 6. Those were really commonplace. And in many ways, they were tied to this standard algorithm, where a number was stacked on top of another number. And they really obscured the meaning of addition and subtraction. I wonder if we can walk through what it might sound like or what other models might draw out … some of the value-based language that we want to model for kids and also that we want kids to eventually adopt when they're operating on numbers. James: A task that I give adults, whether they are parents that I'm out doing a family math night with or my teacher candidates that I have worked with, I have them just build 54 and 38, say, with base 10 blocks. And then I say, “How would you quickly add them?” And invariably everybody grabs the tens before they move to the ones. Now your upbringing, my upbringing is the same and still in many classrooms, students are directed only to start with the ones place. And if you get a new 10, you have to borrow and you have to do all of this exchange kinds of things. But the research shows when school gets out of the way ( chuckles ) and students and adults are operating on more of their natural number sense, people start with the larger and then move to the smaller. And this has been found around the world. This is not just unique to us classrooms that have been working this way. If in the standard algorithms—which really grew out of accounting procedures that needed to save space in ledger books out of the 18th, 19th centuries—they are efficient, space-saving means to be able to accurately compute. But in today's world, technology takes over a lot of that bookkeeping type of thing. An analogy I like to make is, in today's world, Bob Cratchit out of the Christmas Carol, Charles Dickens' character, doesn't have a job because technology has taken over everything that he was in charge of. So, in order for Bob Cratchit to have a job ( laughs ), he does need to know how to compute. But he really needs to think in values. So, what I try to encourage educators to loosen up their practice is to say, “If I'm adding 54 plus 38, so if you keep those two numbers in your mind ( chuckles ), if I start with the ones and I add 4 and 8, I can get 12. There's no reason if I'm working in a vertical format to not put 12 fully under the line down below, particularly when kids are first learning how to add. But then language-wise, when they go to the tens place, they're adding 50 and 30 to get 80, and the 80 goes under the 12.” Now, many teachers will know that's partial sums. That's not the standard algorithm. That is the standard algorithm. The difference between the shortcut of carrying digits is only a space-saving version of partial sums. Once you go to partial sums in a formatting piece, and you're having kids watch their language, and that's a phrase I use constantly in my classrooms. It's not a 5 and 3 that you are working with, it's a 50 and a 30. So when you move to the language of value, you allow kids to initially, at least, get well-grounded in the partial sums formatting of their work, the algebra of the connectivity property pops out, the number sense of how I am building the quantities, how I'm adding another 10 to the 80, and then the 2, all of that begins to more fully fall into place. There are some of the longitudinal studies that have come out that students who were using more of the partial sums approach for addition, their place value knowledge fell into place sooner than the students who only did the standard algorithm and used the digitized language. So, I don't mind if a student starts in the one's place, but I want them to watch their language. So, if they're going to put down a 2, they're not carrying a 1—because I'll challenge them on that—is “What did you do to the 12 to just isolate the 2? What's left? Oh, you have a 10 up there and the 10 plus the 50 plus the 30 gives me 90.” So, the internal script that they are verbalizing is different than the internal digitized script that you and I and many students still learn today in classrooms around the country. So, that's where the language and the values and the number sense all begin to gel together. And when you get to subtraction, there's a whole other set of language things. So, when I taught first grade and a student would say, “Well, you can't take 8 from 4,” if I still use that 54 and 38 numbers as a reference here. My challenge to them is who said? Now, my students are in Minnesota. So, Minnesota is at a cultural advantage of knowing what happens in wintertime when temperatures drop below zero ( laughs ). And so, I usually have as a representation model in my room, a number line that swept around the edges of the room that started from negative 35 and went to 185. And so, there are kids who've been puzzling about those other numbers on the other side of zero. And so, somebody pops up and says, “Well, you'll get a negative number.” “What do you mean?” And then they whip around and start pointing at that number line and being able to say, “Well, if you're at 4 and you count back 8, you'll be at negative 4.” So, I am not expecting first-graders to be able to master the idea of negative integers, but I want them to know the door is open. And there are some students in late first grade and certainly in second grade who start using partial differences where they begin to consciously use with the idea of negative integers. However, there [are] other students, given that same scenario, who think going into the negative numbers is too much of the twilight zone ( laughs ). They'll say, “Well, I have 4 and I need 8. I don't have enough to take 8 from 4.” And another phrase I ask them is, “Well, what are you short?” And that actually brings us back to the accounting reference point of sort of debit-credit language of, “I'm short 4.” “Well, if you're short 4, well just write minus-4.” But if they already have subtracted 30 from 50 and have 20, then the question becomes, “Where are you going to get that 4 from?” “Well, you have 20 cookies sitting on that plate there. I'm going to get that 4 out of the 20.” So again, the language around some of these strategies in subtractions shifts kids to think with alternative strategies and algorithms compared to the American standard algorithm that predominates U.S. education. Mike: I think what's interesting about what you just said, too, is you're making me think about an article. I believe it was Rules That Expire. And what strikes me is that this whole notion that you can't take 8 away from 4 is actually a rule that expires once kids do begin to work in integers. And what you're suggesting about subtraction is, “Let's not do that. Let's use language to help them make meaning of, “Well, what if?” As a former Minnesotan, I can definitely validate that when it's 4 degrees outside and the temperature drops 8 degrees, kids can look at a thermometer and that context helps them understand. I suppose if you're a person listening to this in Southern California or Arizona, that might feel a little bit odd. But I would say that I have seen first-graders do the same thing. James: And if you are more international travelers, as soon as say, people in southern California or southern Arizona step across into Mexico, everything is in Celsius. If those of us in the Northern Plains go into Canada, everything is in Celsius. And so, you see negative numbers sooner ( laughs ) than we do in Fahrenheit, but that's another story. Mike: This is a place where I want to talk a little bit about multiplication, particularly this idea of multiplying by 10. Because I personally learned a fairly procedural understanding of what it is to multiply by 10 or a hundred or a thousand. And the language of “add a zero” was the language that was my internal script. And for a long time when I was teaching, that was the language that I passed along. You're making me wonder how we could actually help kids build a more meaningful understanding of multiplying by 10 or multiplying by powers of 10. James: I have spent a lot of time with my own research as well as working with teachers about what is practical in the classroom, in terms of their approach to this. First of all, and I've alluded to this earlier, when you start talking in values, et cetera, and allow multiple strategies to emerge with students, the underlying algebraic properties, the properties of operations, begin to come to the surface. So, one of the properties is the zero property. What happens when you add a number to zero or a zero to a number? I'm now going to shift more towards a third-grade scenario here. When a student needs to multiply four groups of 30. “I want 34 times,” if you're using the time language. And they'd say, “Well, I know 3 times 4 is 12 and then I just add a zero.” And that's where I as a teacher reply, “Well, I thought 12 plus zero is still 12. How could you make it 120?” And they'd say, “Well, because I put it there.” So, I begin to try to create some cognitive dissonance ( laughs ) over what they're trying to describe, and I do stop and say this to kids: “I see that you recognize a pattern that's happening there, but I want us to explore, and I want you to describe why does that pattern work mathematically?” So, with addition and subtraction, kids learn that they need to decompose the numbers to work on them more readily and efficiently. Same thing when it comes to multiplication. I have to decompose the numbers somehow. So if, for the moment, you come back to, “If you can visualize the numbers, four groups of 36.” Kids would say, “Well, yeah, I have to decompose the 36 into 30 plus 6.” But by them now exploring how to multiply four groups of 30 without being additive and just adding above, which is an early stage to it. But as they become more abstract and thinking more in multiples, I want them to explore the fact that they are decomposing the 30 into factors Now, factors isn't necessarily a third-grade standard, right? But I want students to understand that that's how they are breaking that number apart. So, I'm left with 4 times 3 times 10. And if they've explored, in this case the associate of property of multiplication, “Oh, I did that. So, I want to do 4 times 3 because that's easy. I know that. But now I have 12 times 10.” And how can you justify what 12 times 10 is? And that's where students who are starting to move in this place quickly say, “Well, I know 10 tens are 100 and two tens are 20, so it's 120.” They can explain it. The explanation sometimes comes longer than the fact that they are able to calculate it in their heads, but the pathway to understanding why it should be in the hundreds is because I have a 10 times a 10 there. So that when the numbers now begin to increase to a double digit times a double digit. So, now let's make it 42 groups of 36. And I now am faced with, first of all, estimating how large might my number be? If I've gotten students grounded in being able to pull out the factors of 10, I know that I have a double digit times a double digit, I have a factor of 10, a factor of 10. My answer's going to be in the hundreds. How high in the hundreds? In this case with the 42 and 36, 1,200. Because if I grab the largest partial product, then I know my answer is at least above 1,200 or one thousand two hundred. Again, this is a language issue. It's breaking things into factors of 10 so that the powers of 10 are operated on. So that when I get deeper into fourth grade, and it's a two digit times a three digit, I know that I'm going to have a 10 times a hundred. So, my answer's at least going to be up in the thousands. I can grab that information and use it both from an estimation point of view, but also strategically to multiply the first partial product or however you are decomposing the number. Because you don't have to always break everything down into their place value components. That's another story and requires a visual ( laughs ) work to explain that. But going back to your question, the “add the zero,” or as I have heard, some teachers say, “Just append the zero,” they think that that's going to solve the mathematical issue. No, that doesn't. That's still masking why the pattern works. So, bringing students back to the factors of 10 anchors them into why a number should be in the hundreds or in the thousands. Mike: What occurs to me is what started as a conversation where we were talking about the importance of speaking in value really revealed the extent to which speaking in value creates an opportunity for kids to really engage with some of the properties and the big ideas that are going to be critical for them when they get to middle school and high school. And they're really thinking algebraically as opposed to just about arithmetic. James: Yes. And one of the ways I try to empower elementary teachers is to begin to look at elementary arithmetic through the lens of algebra rather than the strict accounting procedures that sort of emerge. Yes, the accounting procedures are useful. They can be efficient. I can come to use them. But if I've got the algebraic foundation underneath it, when I get to middle school, it is my foundation allows for generative growth rather than a house of cards that collapses, and I become frustrated. And where we see the national data in middle school, there tends to be a real separation between who are able to go on and who gets stuck. Because as you mentioned before the article that the Rules That Expire, too many of them expire when you have to start thinking in rates, ratios, proportionality, et cetera. Mike: So, for those of you who are listening who want to follow along, we do have a visual aid that's attached to the show notes that has the mathematics that James is talking about. I think that's a great place to stop. Thank you so much for joining us, James, it has really been a pleasure talking with you. James: Well, thanks a lot, Mike. It was great talking to you as well. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org
Do you feel trapped in the pursuit of achievement, unsure if the life you're building truly fulfills you? Rick William, a coach and meditation teacher, explores how to break free from this cycle by taking the bold step of redefining success and reclaiming your identity. In this episode, you'll learn how to balance ambition with personal authenticity and discover the courage to risk stepping away from societal expectations to build a life rooted in purpose. Join us for a special episode packed with practical tips and techniques to help you become the person you aspire to be. Learn more about Rick and his teachings here: https://www.rickwilliam.com/ Timestamps: 00:00:00 - Simple grounding practice to start the show. 00:04:11 - Exploring purpose and fulfillment through authenticity. 00:07:17 - Struggled with personal identity amid family expectations. 00:12:54 - Development extends beyond Piaget's age framework. 00:13:48 - Empowerment through self-discovery and balance. 00:19:24 - Meditation transforms inner chemistry for authentic fulfillment. 00:22:43 - Oscillating stress cycles between activation and shutdown. 00:26:13 - Teaching men emotional literacy leads to awakening. 00:29:26 - Encouragement to engage actively with the podcast. 00:30:09 - Nervous system regulation. 00:33:25 - Mandalizing, meditation, concentration, communication, and conflict resolution. 00:36:42 - Empowering authenticity through skillful self-awareness and expression. 00:41:39 - MDMA aids therapeutic healing through neurochemical balance. 00:43:27 - Integration is crucial for psychedelic experiences' effectiveness. 00:50:35 Laughter and gratitude are essential for a meaningful life. --- Support this podcast: https://podcasters.spotify.com/pod/show/mentalkingmindfulness/support
====================================================SUSCRIBETEhttps://www.youtube.com/channel/UCNpffyr-7_zP1x1lS89ByaQ?sub_confirmation=1=======================================================================DECIDETE HOYDevoción Matutina para Jóvenes 2024Narrado por: Daniel RamosDesde: Connecticut, Estados Unidos===================|| www.drministries.org ||===================03 DE DICIEMBRE¿EN QUÉ CONSISTE LA EDUCACIÓN?«Y Dios creó al ser humano a su imagen» (Génesis 1: 27, NVI). En cierta ocasión, el escritor francés Jean-Claude Bringuier, autor de la obra Conversaciones con Piaget, preguntó al renombrado psicólogo y educador Jean Piagetqué es la educación. Piaget contestó: «Para la mayor parte de la gente, la educación consiste en guiar al niño para que llegue a parecerse al adulto típico de su sociedad. Sin embargo, en mi opinión, la educación consiste en transformar a los niños en creadores, incluso si son pocos en número y sus creaciones parecen modestas en comparación con las de otros. Es fundamental fomentar su capacidad de inventar e innovar, en lugar de promover el conformismo». Entonces Bringuier preguntó: «¿Considera usted que cada individuo tiene la capacidad de convertirse en un creador?». A lo que Piaget respondió: «Sin duda, en diferentes grados: siempre hay un ámbito en el que uno podría destacarse como creador». Piaget nos invita a reflexionar sobre la educación, no solo como un proceso de adquirir conocimientos, sino también como una forma de desarrollar nuestro potencial creativo.Dios es el creador de todas las cosas y nos hizo a su imagen y semejanza. Esto implica que tenemos una capacidad innata de crear e innovar, de reflejar algo de la sabiduría y el poder de Dios en nuestras obras. Sin embargo, esta capacidad ha sido afectada por el pecado, que nos aleja de Dios y nos hace conformarnos con el mundo (ver Romanos 3: 23; 12: 2). Por eso, necesitamos una educación que nos restaure a la comunión con Dios y nos ayude a desarrollar nuestro potencial creativo para su gloria y para el beneficio de los demás. Elena G. de White escribió: «Todo ser humano, creado a la imagen de Dios, está dotado de una facultad semejante a la del Creador: la individualidad, la facultad de pensar y hacer. La gente en quien se desarrolla esta facultad es la que lleva responsabilidades, la que dirige empresas, la que influye sobre los demás. La obra de la verdadera educación consiste en desarrollar esta facultad, en educar a los jóvenes para que sean pensadores, y no meros reflectores de los pensamientos de otros» (La educación, p. 16). ¿Qué puedes hacer para desarrollar tu potencial creativo y usarlo para honrar a Dios y servir a los demás?
Why are we so obsessed with trying to live forever? This week, special guest Chandler Saunders joins Jess and Joey to talk about adult superlatives, aging, the soul, compounding experience, afterlife FOMO, and aging reversal. They don't talk about Irene Cara. references Piaget's 4 Stages of Cognitive Development Explained Ray Kurzweil Ship of Theseus Fermi paradox Spin by Robert Charles Wilson Kardashev scale Telomere Dr. David Sinclair
The girlies wrestle with the phenomenon of the iPad Kid. They delve into the research around child psychology and children's programming to answer the important questions: Was children's entertainment always this bad? How detrimental is the iPad to a growing child's brain, really? And, why can't you zoom in on things IRL? Digressions include some lovely Fall Behavior and the philosophical musings of one listener that inspired this episode's title. This episode was produced by Julia Hava and Eliza McLamb and edited by Allison Hagan. Research assistance from Penelope Spurr. To support the podcast on Patreon and access 50+ bonus episodes, mediasodes, zoom hangouts and more, visit patreon.com/binchtopia and become a patron today. SOURCES: Addictive use of digital devices in young children: Associations with delay discounting, self-control and academic performance Brain Development Cognitive Development Do Babies Know the Difference Between FaceTime and TV? Have Smartphones Destroyed a Generation? How Sesame Street Helps Children Learn For Life How We Got to Sesame Street I'm Worried About The iPad Impacts caused by the use of screens during the COVID-19 pandemic in children and adolescents: an integrative review “iPad Kids” and the future of early childhood development “iPad Kids” are Shaping the Future of Education iPad Kids Are Getting Out of Hand iPad Kids Generation: The Nightmare of Educators Letter Responding to Complaint and Request for Investigation Lola the Cow Song! CoComelon Nursery Rhymes Play and Cognitive Development…Operational Perspective of Piaget's Theory Poor student behaviour is forcing teachers out of the profession Research finds more negative effects of screen time on kids… higher risk of OCD Screen Media Usage, Sleep Time and Academic Performance in Adolescents Screen Time and Children Screen Time….Communication and Problem-Solving Developmental Delay Screen time and developmental and behavioral problems…NSCH Sesame Street and Child Development Sesame Street: King of 8 Self-Organizing Maps Analysis Something is wrong on the internet The Origin of Concepts The “CoComelon” Conundrum: Crack for Kids or Parenting Tool? The coronavirus pandemic helped boost Apple's iPad and Mac sales The lockdown habit that's hardest to break: using an iPad as a babysitter The Rise and Fall of Baby Einstein Television Viewing Patterns in 6- to 18-Month-Olds The Touch-Screen Generation Television Viewing Patterns…The Role of Caregiver–Infant Interactional Quality The Controversial Kid ASMR Community The “iPad Kid” Epidemic is More than an Internet Joke Trends in Screen Time Use Among Children During the COVID-19 Pandemic Upgrading Education with Technology: Insights from Experimental Research What kind of adults will iPad kids be? Why It's So Hard to Know What to Do With Your Baby YouTube's latest hit: neon superheroes, giant ducks and plenty of lycra
As our kids are now back to school, we wanted to take this time to offer a mental health check-in for parents to check on their kids' stress levels and general mental health as they begin a new school year. We are joined by licensed therapist and social worker, David Gray, MSW, LCSW. David works for the Lanier Practice and he offers tons of insights for parents of school-aged kids. For more information, check out the links below provided by David. Suicide Hotline: Dial - 988 https://988lifeline.org/?utm_source=google&utm_medium=web&utm_campaign=onebox A free, confidential service that's available 24/7, 365 days a year, in English and Spanish. The helpline can provide referrals to local treatment facilities, support groups, and community-based organizations. The number is 1-800-662-HELP (4357), and TTY is 1-800-487-4889. National Institute of Mental Health (NIMH) Information Resource Center You can call the NIMH Information Resource Center at 1-866-615-6464, Monday through Friday, 8:30 AM–5 PM ET. You can also contact them by live online chat or email at nimhinfo@nih.gov. Substance Abuse and Mental Health Services Administration https://www.samhsa.gov/blog/back-to-school-and-mental-health-supporting-children Everyday Health Article – School Mental Health Guide https://www.everydayhealth.com/emotional-health/back-to-school-mental-health-guide/ National Alliance on Mental Illness – Signs of mental health crisis https://www.nami.org/kids/warning-signs-of-mental-illness-in-children/ Mayo Clinic - Stress in Children https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/stressed-out-kids Child Mind Institute - When To Push Your Children https://childmind.org/article/pushing-kids-without-pushing-too-hard/ Parenting Style Effectiveness: https://psychcentral.com/health/authoritative-parenting#effectiveness Shaw Mind – Identity and Mental Health: https://shawmind.org/wp-content/uploads/2022/02/Identity-Mental-Health.pdf Maslow's Hierarchy of Needs https://www.simplypsychology.org/maslow.html Piaget's Stages of Cognitive Development https://www.simplypsychology.org/piaget.html Erik Erikson's Stages of Development https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740 Parenting Styles Diana Baumrind https://jessup.edu/blog/academic-success/the-psychology-behind-different-types-of-parenting-styles/#:~:text=In%20the%201960s%2C%20psychologist%20Diana,Eleanor%20Maccoby%20and%20John%20Martin.
As our kids are now back to school, we wanted to take this time to offer a mental health check-in for parents to check on their kids' stress levels and general mental health as they begin a new school year. We are joined by licensed therapist and social worker, David Gray, MSW, LCSW. David works for the Lanier Practice and he offers tons of insights for parents of school-aged kids. For more information, check out the links below provided by David. Suicide Hotline: Dial - 988 https://988lifeline.org/?utm_source=google&utm_medium=web&utm_campaign=onebox A free, confidential service that's available 24/7, 365 days a year, in English and Spanish. The helpline can provide referrals to local treatment facilities, support groups, and community-based organizations. The number is 1-800-662-HELP (4357), and TTY is 1-800-487-4889. National Institute of Mental Health (NIMH) Information Resource Center You can call the NIMH Information Resource Center at 1-866-615-6464, Monday through Friday, 8:30 AM–5 PM ET. You can also contact them by live online chat or email at nimhinfo@nih.gov. Substance Abuse and Mental Health Services Administration https://www.samhsa.gov/blog/back-to-school-and-mental-health-supporting-children Everyday Health Article – School Mental Health Guide https://www.everydayhealth.com/emotional-health/back-to-school-mental-health-guide/ National Alliance on Mental Illness – Signs of mental health crisis https://www.nami.org/kids/warning-signs-of-mental-illness-in-children/ Mayo Clinic - Stress in Children https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/stressed-out-kids Child Mind Institute - When To Push Your Children https://childmind.org/article/pushing-kids-without-pushing-too-hard/ Parenting Style Effectiveness: https://psychcentral.com/health/authoritative-parenting#effectiveness Shaw Mind – Identity and Mental Health: https://shawmind.org/wp-content/uploads/2022/02/Identity-Mental-Health.pdf Maslow's Hierarchy of Needs https://www.simplypsychology.org/maslow.html Piaget's Stages of Cognitive Development https://www.simplypsychology.org/piaget.html Erik Erikson's Stages of Development https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740 Parenting Styles Diana Baumrind https://jessup.edu/blog/academic-success/the-psychology-behind-different-types-of-parenting-styles/#:~:text=In%20the%201960s%2C%20psychologist%20Diana,Eleanor%20Maccoby%20and%20John%20Martin. Discover more Christian podcasts at lifeaudio.com and inquire about advertising opportunities at lifeaudio.com/contact-us.
We're back from the summer break and hope you've had a good one! This episode was recorded back in July, and finds us talking about Seamasters, Matt and Darren's recent purchases, and my Tudor Mono, before Matt and Darren tell us about their dinners with Rolex and Piaget respectively.
TRASCRIZIONE E VOCABOLARIOPuoi sostenere il mio lavoro con una donazione su Patreonhttps://www.patreon.com/italianosiPer €2 al mese riceverai le trascrizioni di tutti i PodcastPer €3 al mese riceverai, oltre alle trascrizioni, anche una lista dei vocaboli più difficili, con spiegazione in italiano e traduzione in inglese.L'ARGOMENTO DELLA PUNTATASecondo episodio dedicato al tema dello sviluppo del linguaggio nel bambino. In questo episodio confrontiamo le teorie dei due psicologi Piaget e Vigotskij. Vediamo come Piaget ritenga che il pensiero preceda il linguaggio e sia influenzato dall'ambiente fisico, mentre Vigotskij sostenga che il linguaggio e il pensiero si sviluppino insieme grazie alle interazioni sociali e culturali. TRASCRIZIONECiao a tutti miei cari studenti, bentornati e, se siete nuovi, benvenuti. Io sono Elisa, insegno italiano e questo è un podcast pensato per voi che comprendete abbastanza bene, molto bene, l'italiano, ma avete comunque bisogno di un po' di aiuto e io sono qui proprio per questo. Nelle mie puntate vi parlo un po' di tutto, di curiosità riguardanti l'Italia, aspetti più grammaticali e linguistici, vi dico anche i fatti miei, le cose che succedono nella mia vita personale. In particolare oggi parliamo dello sviluppo del linguaggio. [...]My YouTube channelSupport the Show.
“What I became aware of when I started writing about resistance, and I thought, the healthy body resists infection. We have an immune system. And the healthy psyche resists a culture that's going to infect us psychologically, that's going to keep us from basically being able to function psychologically. And what I realized is that there is, I mean, you see little boys going to school and they come up against it in this school, pre-kindergarten, kindergarten, where to be one of the boys they have to be tough. And then you see girls and adolescents coming into, where to be included, not excluded, to be one of the girls that people want to be with. And that's when you get there. You have to be nice. You have to be seemingly perfect. You know, she's good at everything. She's good at drawing and she's good at sports. And she never, you know, that kind of thing. And so what I'm trying to say is there's a force in the world that you're up against with this kind of stuff. It's not just coming from inside people.” So says Dr. Carol Gilligan, esteemed professor and developmental psychologist, who is the author of a landmark book called In a Different Voice—a book that I talk about and write about all the time. Back in the ‘80s—Gilligan is 87 now and still working—she looked at all the research from the likes of Lawrence Kohlberg and Piaget and made a stunning and obvious realization: These developmental psychologist giants had only ever studied boys. Typically white, middle-class boys. In response, Gilligan did a study on girls and moral development, a groundbreaking look into how culture genders our response to the world: Gilligan found that for girls, morality is relational and rooted in care—not so much law—and that fear of separation from relationship encouraged these girls to stop saying what they know. She struggled to get this study published—it was rejected multiple times—and has since become the most requested reprint out of Harvard. It also became the subject of In a Different Voice, which has sold 500,000 copies—unheard of in academic publishing. Everything that Carol Gilligan shares with us in this conversation is a revelation and also deeply resonant—and something you will know to be true. Before I go, if you missed Niobe Way's episode from a few weeks ago, tune in to that next—Niobe was Carol's student, and has done for boys what Carol has done for girls. MORE FROM CAROL GILLIGAN: In a Different Voice In a Human Voice Why Does Patriarchy Persist? Carol Gilligan's Website Niobe Way's Episode: “The Critical Need for Deep Connection” FROM MY NEWSLETTER: “What Valley Girl's Tell Us” “What Are We ‘Really, Actually” Saying “The Achilles Heel of Women” “How to Keep Caring” “Why is it So Hard to Scream?” EPISODES IN THE “GROWING UP” SERIES: Niobe Way, “The Critical Need for Deep Connection” Harvey Karp, M.D., ”The Long-Term Implication of Sleep” Carissa Schumacher To learn more about listener data and our privacy practices visit: https://www.audacyinc.com/privacy-policy Learn more about your ad choices. Visit https://podcastchoices.com/adchoices
What Is This Episode - Top of Show KINDS OF KINDNESS OSCARS PROFILE . Non-spoiler Review: Background/Reception/Review Scores - 2:08 AlsoMike is Seeing Signs Everywhere/Viewing Experiences - 4:46 Ranking the Anthology Stories - 9:30 Performances - 13:28 Sweet Dreams Have Meanings, See? - 20:00 . SPOILER WARNING - 22:25 . Spoiler-Filled Review: Speaking Biblically - 23:51 Development Angle - 35:25 The Philosopher Take (or We're Way Out of Our Depths Here) - 42:05 . FINAL GRADES/SUMMARY - 46:09 . . LEAVE US 5 STARS/WORDS OF WISDOM - 47:50
@thatwatchpodcast is back with a bumper 90 minute round up of our NWAs for 2024. Highlights include Matt's new Kermit, Darren's new Piaget, and G's inability to take things easy and appreciate what he has.
In this episode we are joined by Harvard Professor, Dr. Paul Harris, to delve into the intricate world of children's imagination and its developmental significance. Drawing on his research, Dr. Harris challenges historical views, notably those of Freud and Piaget, highlighting the pragmatic value of children's imaginative play. He shares experiments involving young children's responses to pretend scenarios, revealing their sophisticated understanding and application of imagination in everyday situations. Moreover, Dr. Harris explores children's willingness to believe in unseen phenomena, shedding light on the role of trust, consensus, and attachment in shaping their perceptions. Throughout the discussion, Dr. Harris provides practical insights and thought-provoking reflections, offering a deeper understanding of child development and the dynamics of parent-child interactions. To learn more about Dr. Harris and his research please visit his website Dr. Paul Harris.
Piaget releases their Polo 79, a classic from the past.Raúl Pagès Wins The First Louis Vuitton Watch Prize For Independent Creatives.The Tudor reference 7809 Oyster Automatic can be found here.The Longines reference 2183 can be found here.The Bulova Ashford Yellow Gold can be found here.The Ernest Borel Cocktail Kaleidoscope can be found here.The Elgin Date Automatic can be found here.The Bulova SVP I in Steel with White Dial can be found here.You can find us on our Website, YouTube, Instagram, X, and Facebook Check out Life on the Wrist Merch!
Welcome to the Scottish Watches Podcast Episode 543! In today's show, we'll be talking about some recreation. Some legit, like the new Zenith Chronomaster made now in Titanium and the... The post Scottish Watches Podcast #543 : Moser, Piaget, Zenith and More New Releases and News appeared first on Scottish Watches.
Today is a Q&A episode! We talk about whether or not you should stack bracelets, whether buying the standard models or the limited editions is better, and what we think about the pricing of the Piaget Polo. And more! The amazing questions were from: @officially_uncertified https://www.instagram.com/officially_uncertified/ @kellyzimmerman2023 https://www.instagram.com/kellyzimmerman2023/ @syktgrei https://www.instagram.com/syktgrei/ @sophies.watch.world https://www.instagram.com/sophies.watch.world/ @alonbenjoseph https://www.instagram.com/alonbenjoseph/ @el_lay_time https://www.instagram.com/el_lay_time/ @watchstudies https://www.instagram.com/watchstudies/ The podcasts we recommended in this episode: https://www.therealtime.show https://wornandwound.com/podcast/ https://www.thisamericanlife.org https://www.ifbookspod.com https://www.kelseymckinney.com/normal-gossip --- Send in a voice message: https://podcasters.spotify.com/pod/show/thiswatchlife/message
LVMH Watch Week, which was recently held in Miami, marks the start fo the flood of new releases for the year, and for our first news episode, we fly through some of the highlights from TAG Heuer, Hublot, Bulgari and Zenith. Of course, LVMH doesn't have a monopoly on the news, and Piaget's hype-y new Polo 79 is bringing u80s realness back to the wrist. But all these new releases pale compared to the biggest news story of the last few months, about a woman so cool she doesn't even need to wear watches on her wrists. Yes, the one and only Taylor Swift ruffled feathers by wearing a custom choker with a Concord watch front and centre. We have thoughts. Beyond that, the big news in OT: land is that we're getting into video, so if you've ever wanted to see the faces we make while recording your favourite watch pod, you're in luck. Want to talk about fantastic field watches? Join our Discord. Want to read about watches? Join our Substack: https://otthepodcast.substack.com Show Notes: https://www.otpodcast.com.au/show-notes Taylor Swift wears a watch choker The Piaget Polo 79 Revolution's wrap of all the LVMH watches OT: on Youtube (like and subscribe) How to follow us: Instagram: @ot.podcast Facebook: @OTPODCASTAU Follow hosts: @fkscholz + @andygreenlive on Instagram. Send us an email: otthepodcast@gmail.com If you liked our podcast - please remember to like/share and subscribe.
This is the first episode in the overcoming loneliness series where we explore the journey of developing attachment through the various life stages. This episode is diving into the newborn stage. The Attached Life podcast is focused on recentering our lives around our most important relationships. Our content offers education, inspiration, and guidance for enhancing connection and fulfillment. To join our WhatsApp Status for consistent updates, short snippets and more click here. Our content can be found on: YouTube Spotify Apple Podcasts
Live Nursing Review with Regina MSN, RN! Every Monday & Wednesday we are live. LIKE, FOLLOW, & SUB @ReMarNurse for more. Join the Love Your Content NCLEX Review today at http://www.ReMarNurse.com/Love Quick Facts for NCLEX Next Gen Study Guide here - https://bit.ly/QF-NGN Study with Professor Regina MSN, RN every Monday as you prepare for NCLEX Next Gen. Want to start now? Use the 30% Discount Code INVEST this month before January 31st. ► Create Free V2 Account - http://www.ReMarNurse.com ► Get Quick Facts Next Gen - https://bit.ly/QF-NGN ► Subscribe Now - http://bit.ly/ReMar-Subscription ► GET THE PODCAST: https://remarnurse.podbean.com/ ► WATCH LESSONS: http://bit.ly/ReMarNCLEXLectures/ ► FOLLOW ReMar on Instagram: https://www.instagram.com/ReMarNurse/ ► LIKE ReMar on Facebook: https://www.facebook.com/ReMarReview/ ReMar Review features weekly NCLEX review questions and lectures from Regina M. Callion MSN, RN. ReMar is the #1 content-based NCLEX review and has helped thousands of repeat testers pass NCLEX with a 99.2% student success rate! ReMar focuses on 100% core nursing content and as a result, has the best review to help nursing students to pass boards - fast!
Dr. Peterson's extensive catalog is available now on DailyWire+: https://utm.io/ueSXh Dr Jordan B Peterson and John Vervaeke discuss entropy reduction, incremental fact gathering, systems of complexity and the ultimate unity in the holy spirit. John Vervaeke is an Associate Professor in Cognitive Psychology and Cognitive Science at the University of Toronto. His work constructs a bridge between science and spirituality in order to understand the experience of meaningfulness and the cultivation of wisdom so as to afford awakening from the meaning crisis. - Sponsors - Hallow: Try Hallow for 3 months FREE: https://hallow.com/jordan Birch Gold: Text "JORDAN" to 989898 for your no-cost, no-obligation, FREE information kit. - Links -For John Vervaeke:Episode One of After Socrates: https://youtu.be/bIJuIN6kUcUWebsite: https://johnvervaeke.com/ - Chapters - (0:00) Coming Up(1:24) Intro(5:00) Entropy reduction(6:30) Friston, big picture cognitive science(9:00) Surprise and micro narratives(14:00) Domains of measurement(16:15) The problem with pragmatism(19:00) Incremental fact gathering(21:25) Spiraling pathways(24:38) Oneness, Piaget(27:25) Graceful degradation(31:30) Connectivity, network organization(34:00) Genome aging and mutation(36:00) Gist, mutual predictability(38:00) Nihilism, false arguments(41:20) Cartesian reality(43:30) levels of abstraction, meta games(46:45) Hierarchy of unity, internal dialogues(48:30) When a system complexifies(52:40) Overarching harmony,(1:01:00) Zombie complex, nature and function(1:03:00) The function of consciousness(1:05:00) Insight, relevance realization(1:07:00) Adverbial connections(1:10:00) God, Hermes, the burning bush(1:13:15) A multitude of goals(1:15:00) Acts of integration, profound synthesis(1:17:00) The ultimate unity as a spirit(1:21:00) Pluripotential Chaos(1:24:20) Pride and suffering(1:27:00) Self deception, heuristics(1:29:00) Cognitive evolution, static perfection(1:33:00) Distributed insight, humility(1:35:30) Zone of proximal development(1:37:00) The ides of the culmination(1:39:00) Generative being, logos(1:40:44) After Socrates(1:46:00) Conditions for relevancy(1:47:30) Practices of socracy(1:50:00) Profound emergence // SUPPORT THIS CHANNEL //Newsletter: https://mailchi.mp/jordanbpeterson.com/youtubesignupDonations: https://jordanbpeterson.com/donate // COURSES //Discovering Personality: https://jordanbpeterson.com/personalitySelf Authoring Suite: https://selfauthoring.comUnderstand Myself (personality test): https://understandmyself.com // BOOKS //Beyond Order: 12 More Rules for Life: https://jordanbpeterson.com/Beyond-Order12 Rules for Life: An Antidote to Chaos: https://jordanbpeterson.com/12-rules-for-lifeMaps of Meaning: The Architecture of Belief: https://jordanbpeterson.com/maps-of-meaning // LINKS //Website: https://jordanbpeterson.comEvents: https://jordanbpeterson.com/eventsBlog: https://jordanbpeterson.com/blogPodcast: https://jordanbpeterson.com/podcast // SOCIAL //Twitter: https://twitter.com/jordanbpetersonInstagram: https://instagram.com/jordan.b.petersonFacebook: https://facebook.com/drjordanpetersonTelegram: https://t.me/DrJordanPetersonAll socials: https://linktr.ee/drjordanbpeterson #JordanPeterson #JordanBPeterson #DrJordanPeterson #DrJordanBPeterson #DailyWirePlus
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