Your brain hallucinates your conscious reality | Anil Seth
นอกจากการดูบทความนี้แล้ว คุณยังสามารถดูข้อมูลที่เป็นประโยชน์อื่นๆ อีกมากมายที่เราให้ไว้ที่นี่: ดูเพิ่มเติม
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Right now, billions of neurons in your brain are working together to generate a conscious experience and not just any conscious experience, your experience of the world around you and of yourself within it. How does this happen? According to neuroscientist Anil Seth, we’re all hallucinating all the time; when we agree about our hallucinations, we call it \”reality.\” Join Seth for a delightfully disorienting talk that may leave you questioning the very nature of your existence.
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9 Misconceptions of Entrepreneurship
For detailed notes and links to resources mentioned in this video, visit http://www.patrickbetdavid.com/misconceptionsofentrepreneurs/
There are many different misconceptions in life. Many. The meaning of misconception is a thought or an opinion that is incorrect, because it is based on faulty thinking or understanding. And misconceptions tend to prevent people from doing things that could benefit them. So today, I want to clarify nine misconceptions of entrepreneurs.
1: Entrepreneurs are Born 0:49
2: You Have to Cheat or Steal to Win as an Entrepreneur 2:00
3: They Got Lucky 3:10
4: Entrepreneurs are Selfish 4:45
5: All You Need is a Great Idea and Product 6:36
6: All You Need is to Raise Capital 7:35
7: They All Had Great Initial Connections 8:42
8: It Takes Massive Risk 9:47
9: Entrepreneurs are Their Own Boss 10:47
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Teaching fractions – Part 2/3: Prior Learning and Misconceptions! From Twinkl
What misconceptions do children have about fractions? This video shares the experiences and ideas of a veteran Maths teacher. Help out fellow teachers by sharing your thoughts below.
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Need resources to use in your classroom that relate to the content in this video?
https://www.twinkl.co.uk/resource/tt2545698fractionsquarteringmat
https://www.twinkl.co.uk/resource/tn2545029fractionshalvesvideo
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Transcript:
Upon starting Key Stage 1, children will be familiar with the word “half”, but will probably not have come across the notation “one over two”.
They may be able to tell you half of certain numbers that they have learned by rote. Half of 6 is 3, for example.
They may be able to share a set of objects between friends, by counting around a circle of people, and they ought to understand the concept of sharing fairly.
They may be able to share a set of objects between friends, by counting around a circle of people, and they ought to understand the concept of sharing fairly.
In these practical contexts, they may also be able to say what is not half, and explain why a sharing isn’t fair or equal or ‘the same’.
They may become confused when a set or a whole is shared into three groups, and try to say that each person has a half. This may be because they have come to associate the word ‘half’ with sharing in any form.
At this early stage, children’s understanding of the word half may be just around one piece or group, and children may not relate this to a whole. For example, they might associate the word ‘half’ with the size of their sandwich at lunchtime, or being read half of a story. It’s useful to find out what these assumptions are to begin with and use them as examples of why things have been ‘halved’.
Other misconceptions may arise around the meaning of the word: whole. This term may need some input to give your fractions work a solid foundation.
When moving into creating fractions at Key Stage 1, some children make the mistake of thinking that just because something is divided into two parts, it is halved.
On close questioning of a child who had described what a half was accurately, I discovered that, when working practically, the child was happy to divide 8 counters into a group of 5 and a group of 3.
This has taught me always to work practically so that I can see that they understand completely.
Try to use different shapes, objects and scenarios.The parts do not need to be symmetrical! Circles can limit children’s understanding because they have to be symmetrical and spilt through the middle to create equal parts.
The parts do not have to be congruent. This is a way to really challenge children. Are these equal parts?
Another misconception that children have is to show the teacher both halves, when asked for ‘one half’. Ask your child to draw half of a circle, and often they will draw a whole circle with a line down it.
Change the question to “Give me one half of your circle”, and point out that you each have one half.
Another way to solve the misconception surrounding equal and unequal fractions is to bring sweets or chocolate into your lesson, or anything else that the children would like!
Suggest that you will have half and a child will have half, then split the prize unevenly. Ask “Is this fair?” or “Is this equal?”
Usually, the children will soon realise that one “half” is better than the other and not correct!
It is important to question your children to find out about their prior knowledge and their misconceptions before beginning your teaching, and to use their misconceptions to guide your lessons. Using situations that children will come across at home will help them to consolidate their learning outside of the classroom.
misconception ออกเสียงว่า แปลว่า อะไร แปลภาษาอังกฤษเป็นไทย By ENCONCEPT Dictionary
นอกจากการดูหัวข้อนี้แล้ว คุณยังสามารถเข้าถึงบทวิจารณ์ดีๆ อื่นๆ อีกมากมายได้ที่นี่: ดูวิธีอื่นๆHọc tiếng trung tại đây
