Tuition fees are high compared to the rest of the schools on this list but still cheaper than many private schools in the UK offering an education of similar quality. BISC is noted for a reputation of excellence based on the legacy of their former campus in Zamalek.
Attention—the ability to focus the mind—is a prerequisite to learning and a basic element in classroom motivation and management.
Students who have difficulty concentrating may suffer from seriously disruptive illnesses such as attention deficit disorder and dyslexia.
Further, the design of our brain's attentional system suggests a curricular dilemma. The system evolved to quickly recognize and respond to sudden, dramatic changes that signal physical predatory danger, and to ignore or merely monitor the steady states, subtle differences, and gradual changes that don't carry a sense of immediate alarm.
However, Issues in eductation must now prepare students for a world in which many serious dangers are subtle and gradual: How do we reset a powerful cognitive system to meet new challenges? Until recently, cognitive scientists had only a limited understanding of our brain's attentional mechanisms and processes, so educators had to rely on their own practical knowledge.
That situation is changing dramatically as scientists unravel the mysteries of how our brain determines what to attend to and what to merely monitor and ignore. Educators must understand the basic mechanisms and processes that regulate attention if we ever expect to make valid and useful educational applications of this significant research development.
Attentional Processes An effective attentional system must be able to 1 quickly identify and focus on the most important item in a complex Issues in eductation 2 sustain attention on its focus while monitoring related information and ignoring other stimuli; 3 access memories that aren't currently active, but that could be relevant to the current focus; and 4 shift attention quickly when important new information arrives.
Some stable elements in our attentional system, which develop early, automatically and predictably reduce the complexity of the surrounding sensory environment. They allow us to quickly respond to sudden threatening events. Other more adaptable elements develop later, and we can teach these adaptable elements to respond to more subtle sensory stimulation, gradual changes, and social demands, such as school procedures.
Ornstein and Ehrlich Attention generally begins as a passive process—the brief unfocused reception of the multitude of molecules and rays that continually bombard our body's specialized sensory receptors with information on the outside environment.
This period of passive reception is important because it allows our brain to process as many stimuli as possible while it actively searches for anything that might require immediate attention.
But because our brain can't process all this information, stable mechanisms limit input to narrow ranges that contain the potentially most useful information. It's interesting to note that our brain's sensory range differs from those of animals that share our environment.
For example, our octave sound range doesn't extend to the higher pitches that dogs hear, and visible light doesn't extend into the lower infrared levels that insects see and that we experience only as heat.
Thus, even a passive glance will pick up rapid movements and the lines that define the edges of objects, and a familiar voice will automatically bound out of the babble into our ears.
In this active search, our brain frequently shifts its focus between external events and internal memories and interests. For example, while I'm listening to a friend's story, the memory of a related personal experience may suddenly pop up in my mind.
I'll usually shift my attention to my own mental story and merely monitor my friend's story while I'm processing mine. This attentional shift between external and internal events appears to be an important element in maintaining and updating long-term memories, since it ties past experiences to the present situation.
Much of our conscious activity involves the deliberate search for cultural experiences such as TV shows, films, novels, music, trips, conversations with friends that we know will trigger memories.
The recalling and retelling of our memories strengthen the neural networks that contain and process them.
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The focus and intensity of active attention can vary widely. Contrast a proofreader and a cursory reader of a magazine article. The first carefully examines individual words and punctuation; the second focuses on the general content. When we consciously seek such specific information, our attentional system primes itself in anticipation.
It increases the response levels of the networks that process that information, and it inhibits other networks. Thus, the proofreader scans a page and spots spelling errors, and the cursory reader skims the same page and spots key content words and phrases. Our principal attentional activity is the constant conscious selection of a current focus.
We must extract what's most important from its context, and then focus on it while we merely monitor the context. The stupid attentional lapses and decisions we make, such as backing our car into a visible post, are a constant reminder that we have yet to achieve perfection in attending to the important and ignoring the unimportant.
Emotion obviously dominates reason in many attentional decisions, and a stressful situation can chemically trigger an intense focus on something unimportant—such as when we work on an unimportant task to avoid facing a looming deadline on an important project. Fortunately, our attentional system provides us with a short-term memory buffer that allows us to hold a few units of information for several minutes while we determine whether to go on to something else or store the data in our long-term memory.
The advantage of this limited capacity is that it forces us to constantly select a relatively small focus of attention from a large and often confusing sensory field. The disadvantage is that it contributes to our human tendency to make inappropriate snap judgments.
Our brain is designed to simultaneously process information from at least two noncompeting stimuli or from different dimensions within the same modality. We can simultaneously observe a friend's face, listen to her talk, and reach for our car keys; but we can't read a novel and write a letter at the same time.
We can also increase our ability to divide our attention in some areas. Young children can't carry on a conversation while putting on a coat, but most older children can.issues in education Newsletters are in PDF format, if they do not open for you, you can download the free PDF viewer from Adobe.
Helping students to “pay attention” has always been a central concern of educators. Attention—the ability to focus the mind—is a prerequisite to learning and a basic element in . This SharePoint project management course helps make it easy for any user who needs to collaboratively manage a project or participate in a project team.
Five Things We Learned from Election As educators look ahead to the next two years and the presidential election, here are some of the midterm’s key issues, trends, and takeaways.
Oct 26, · The National Transportation Safety Board on Tuesday recommended the legal limit for driving drunk be lowered from blood-alcohol content to in an effort to reduce alcohol-related motor vehicle crashes, which kill about 10, people a year. Ability Needs Magazine Ability Needs is Britain's essential journal on disability, with news from Britian's main disability groups and industry information on the top products available.