Differentiation Teaching Quotes

most schools also focus too much on providing students with a set of predetermined skills, such as solving differential equations, writing computer code in C++, identifying chemicals in a test tube, or conversing in Chinese. Yet since we have no idea what the world and the job market will look like in 2050, we don’t really know what particular skills people will need. We might invest a lot of effort teaching kids how to write in C++ or speak Chinese, only to discover that by 2050 AI can code software far better than humans, and a new Google Translate app will enable you to conduct a conversation in almost flawless Mandarin, Cantonese, or Hakka, even though you only know how to say “Ni hao.

If your child is a teenage empath, you might like to try introducing them to self-inquiry. As sensitive beings, empathic teenagers struggle greatly to differentiate their emotions from those around them. One of the best ways to help your child regulate their emotions is by teaching them to ask, “Is this feeling mine?

Here’s the short version of how to practice mindfuless: 1. Start with two minutes. For two minutes a day, direct your attention to your breath: the way the air comes into your body and your chest and belly expand, and the way the breath leaves your body and your chest and belly deflate. 2. The first thing that will happen is your mind will wander to something else. That’s normal. That’s healthy. That’s actually the point. Notice that your mind wandered, let those extraneous thoughts go—you can return to them as soon as the two minutes are up—and allow your attention to return to your breath. 3. Noticing that your mind wandered and then returning your attention to your breath is the real work of mindfulness. It’s not so much about paying attention to your breath as it is about noticing what you’re paying attention to without judgment, and making a choice about whether you want to pay attention to it. What you’re “mindful” of is both your breath and your attention to your breath. By practicing this skill of noticing what you’re paying attention to, you are teaching yourself to be in control of your brain, so that your brain is not in control of you. This regular two-minute practice will gradually result in periodic moments throughout the day when you notice what you’re paying attention to and then decide if that’s what you want to pay attention to right now, or if you want to pay attention to something else. What you pay attention to matters less than how you pay attention. This is a sideways strategy for weeding trauma out of your garden. It’s a way of simply noticing a weed and then deciding if you want to water it or not, pull it or not, fertilize it or not. The weed of trauma will gradually disappear as long as at least half the time you choose not to nurture it. And the more you choose to withdraw your protection from the trauma, the faster it will wither and die. Mindfulness is good for everyone and everything. It is to your mind what exercise and green vegetables are to your body. If you change only one thing in your life as a result of reading this book, make it this daily two-minute practice. The practice grants the opportunity to “cultivate deep respect for emotions,” differentiating their causes from their effects and granting you choice over how you manage them.

How, then, do we know when a patient is giving up “too early” when we feel that a little fight on his part combined with the help of the medical profession could give him a chance to live longer? How can we differentiate this from the stage of acceptance, when our wish to prolong his life often contradicts his wish to rest and die in peace? If we are unable to differentiate these two stages we do more harm than good to our patients, we will be frustrated in our efforts, and will make his dying a painful last experience.

The first thing that success would teach you is to differentiate the good and bad people around you

The way of faith is always an integrated, single way. Whereas, the way of wisdom is always a highly differentiated, capricious way.

You might be too enmeshed with the other person, or “codependent,” and you must learn to set better “boundaries.” The basic premise underlying this point of view is that the ideal relationship is one between two self-sufficient people who unite in a mature, respectful way while maintaining clear boundaries. If you develop a strong dependency on your partner, you are deficient in some way and are advised to work on yourself to become more “differentiated” and develop a “greater sense of self.” The worst possible scenario is that you will end up needing your partner, which is equated with “addiction” to him or her, and addiction, we all know, is a dangerous prospect. While the teachings of the codependency movement remain immensely helpful in dealing with family members who suffer from substance abuse (as was the initial intention), they can be misleading and even damaging when applied indiscriminately to all relationships.

We are images of Adonai, and are responsible for one another, and for taking care of all on earth created by Adonai: just as Adonai is responsible for everything created. We learned to differentiate between good and evil. We can even create order out of chaos, as Adonai did on day one. We not only procreate, but also teach the next generations. (Deuteronomy 6:7). All of these abilities and responsibilities, we inherited when created in the image of Adonai. Every person also has a spark of Adonai within. We can choose to ignore this, or to embrace this. We have the power of choice. With this great power, comes great responsibility. You see, not only were we given the ability to reason, but also, we have the ability to create a new and different future, because we have the ability to change, both ourselves, and the world.

Rain is the last thing you want when you're chasing someone in Miami. They drive shitty enough as it is, but on top of that, snow is a foreign concept, which means they never got the crash course in traction judgment for when pavement slickness turns less than ideal. And because of the land-sea temperature differential, Florida has regular afternoon rain showers. Nothing big, over in a jiff. But minutes later, all major intersections in Miami-Dade are clogged with debris from spectacular smash-ups. In Northern states, snow teaches drivers real fast about the Newtonian physics of large moving objects. I haven't seen snow either, but I drink coffee, so the calculus of tire-grip ratio is intuitive to my body.

This summer, a lot of what I was teaching was against Bloom’s Anxiety of Influence, very broadly speaking, this anxiety of sounding too much like another poet, especially a firmly established poet, for fear of not sounding original. I kept telling my students, “Why wouldn’t you want to be influence by these poets! Why wouldn’t you want to sound like Keats or Robert Hayden?” Pound and Eliot were influenced by Browning, and they influenced one another. James Wright—when he came on the scene, many of us were consciously imitating him, trying to do do what he so gloriously did.... I tell them not to worry about influence or imitation as long as you’re emulating the best work, the work you love. How much imitation is too much? You’ll know it when you see it. . . .And that’s just a huge problem in general, especially in America. We’re individuals. we’re the one, not the many. We want to stand out from the crowd. Everyone is trying to differentiate themselves. The fact is we are one big organism. We belong together. We are a tribe. Not one of us can do something that doesn’t affect the other, past or present.

The things about you I appreciate May seem indelicate: I'd like to find you in the shower And chase the soap for half an hour. I'd like to have you in my power And see your eyes dilate. I'd like to have your back to scour And other parts to lubricate. Sometimes I feel it is my fate To chase you screaming up a tower Or make you cower By asking you to differentiate Nietzsche from Schopenhauer. I'd like successfully to guess your weight And win you at a fête. I'd like to offer you a flower. I like the hair upon your shoulders, Falling like water over boulders. I like the shoulders too: they are essential. Your collar-bones have great potential (I'd like your particulars in folders Marked Confidential). I like your cheeks, I like your nose, I like the way your lips disclose The neat arrangement of your teeth (Half above and half beneath) In rows. I like your eyes, I like their fringes. The way they focus on me gives me twinges. Your upper arms drive me berserk. I like the way your elbows work. On hinges … I like your wrists, I like your glands, I like the fingers on your hands. I'd like to teach them how to count, And certain things we might exchange, Something familiar for something strange. I'd like to give you just the right amount And get some change. I like it when you tilt your cheek up. I like the way you not and hold a teacup. I like your legs when you unwind them. Even in trousers I don't mind them. I like each softly-moulded kneecap. I like the little crease behind them. I'd always know, without a recap, Where to find them. I like the sculpture of your ears. I like the way your profile disappears Whenever you decide to turn and face me. I'd like to cross two hemispheres And have you chase me. I'd like to smuggle you across frontiers Or sail with you at night into Tangiers. I'd like you to embrace me. I'd like to see you ironing your skirt And cancelling other dates. I'd like to button up your shirt. I like the way your chest inflates. I'd like to soothe you when you're hurt Or frightened senseless by invertebrates. I'd like you even if you were malign And had a yen for sudden homicide. I'd let you put insecticide Into my wine. I'd even like you if you were Bride Of Frankenstein Or something ghoulish out of Mamoulian's Jekyll and Hyde. I'd even like you as my Julian Or Norwich or Cathleen ni Houlihan. How melodramatic If you were something muttering in attics Like Mrs Rochester or a student of Boolean Mathematics. You are the end of self-abuse. You are the eternal feminine. I'd like to find a good excuse To call on you and find you in. I'd like to put my hand beneath your chin, And see you grin. I'd like to taste your Charlotte Russe, I'd like to feel my lips upon your skin I'd like to make you reproduce. I'd like you in my confidence. I'd like to be your second look. I'd like to let you try the French Defence And mate you with my rook. I'd like to be your preference And hence I'd like to be around when you unhook. I'd like to be your only audience, The final name in your appointment book, Your future tense.

Dear father, It's been five years today, but makes no difference! Not a day goes by without me remembering your pure green eyes, the tone of your voice singing In Adighabza, or your poems scattered all around the house. Dear father, from you I have learned that being a girl doesn't mean that I can't achieve my dreams, no matter how crazy or un-urban they might seem. That you raised me with the utmost of ethics and morals and the hell with this cocooned society, if it doesn't respect the right to ask and learn and be, just because I'm a girl. Dear father, from you I have learned to respect all mankind, and just because you descend from a certain blood or ethnicity, it doesn't make you better than anybody else. It's you, and only you, your actions, your thoughts, your achievements, are what differentiates you from everybody else. At the same time, thank you for teaching me to respect and value where I came from, for actually taking me to my hometown Goboqay, for teaching me about my family tree, how my ancestors worked hard and fought for me to be where I am right now, and to continue on with the legacy and make them all proud. Dear father, from you and mom, I have learned to speak in my mother tongue. A gift so precious, that I have already made a promise to do the same for my unborn children. Dear father, from you I have learned to be content, to fear Allah, to be thankful for all that I have, and no matter what, never loose faith, as it's the only path to solace. Dear father, from you I have learned that if a person wants to love you, then let them, and if they hurt you, be strong and stand your ground. People will respect you only if you respect yourself. Dear father, I'm pretty sure that you are proud of me, my sisters and our dear dear Mom. You have a beautiful grand daughter now and a son in-law better than any brother I would have ever asked for. Till we meet again, Shu wasltha'3u. الله يرحمك يا غالي. (الفاتحة) على روحك الطاهرة.

[...] Vennero a casa, [...]. Rimasero estasiati dal panorama, dalla irruenza della luce; confessarono però che erano stati pietrificati osservando lo squallore, la vetustà, il sudiciume delle strade di accesso. Non spiegai loro che una cosa era derivata dall'altra, come ho tentato di fare a lei. Uno di loro, poi, mi chiese che cosa veramente venissero a fare, qui in Sicilia, quei volontari italiani. 'They are coming to teach us good manners' risposi 'but won't succeed, because we are gods.' [...] I Siciliani non vorranno mai migliorare per la semplice ragione che credono di essere perfetti: la loro vanità è più forte della loro miseria; ogni intromissione di estranei sia per origine sia anche, se si tratti di Siciliani, per indipendenza di spirito, sconvolge il loro vaneggiare di raggiunta compiutezza, rischia di turbare la loro compiaciuta attesa del nulla; calpestati da una diecina di popoli differenti essi credono di avere un passato imperiale che dà loro diritto a funerali sontuosi. [...] La Sicilia ha voluto dormire, a dispetto delle loro invocazioni; perché avrebbe dovuto ascoltarli se è ricca, se è saggia, se è onesta, se è da tutti ammirata e invidiata, se è perfetta, in una parola? "Adesso anche da noi si va dicendo [...] che la colpa del cattivo stato delle cose, qui ed altrove, è del fedaulismo; mia cioè, per così dire. Sarà. Ma il feudalismo c'è stato dappertutto, le invasioni straniere pure. [...] I risultati intanto sono diversi. La ragione della diversità deve trovarsi in quel senso di superiorità che barbaglia in ogni occhio siciliano, che noi stessi chiamiamo fierezza, che in realtà è cecità. [...]

There is a way of living life, a mode of being religious that causes destruction wherever it appears. It is the misinterpretation of the concept of holiness. It was certainly an issue in Jesus’ day. The variety of the ‘Judaisms’ of Jesus’ day, the various schools or parties, the rabbinic schools of Hillel and Shammai . . . the Essenes . . . apocalyptic sects, mainstream elite like the Sadducees and marginalized Samaritans alike all held to some kind of holiness code, that behavior which made the people right before God. The Temple itself reflected gradations or strata of holiness, from the outer Court of the Gentiles to the Holy of Holies. This meta-map of the Temple was overlaid on Jewish society as well. Just as there were degrees of holy space in the Temple, so also in society various persons had various degrees of holiness . . . It was a hierarchical model, lived out by every group or party except one, that of Jesus. Yet, oddly enough we do not find this holiness language in Jesus’ teaching. Unlike the constant refrain of holiness in the Dead Sea Scrolls or the later Mishnah, Jesus has another set of lyrics using the same melody. Instead of “Be holy as I am holy” Jesus taught “Be merciful as your Father in heaven is merciful” (Luke 6:36). Mercy was for Jesus what holiness was to many of his contemporaries. Notice the same form is used but the substance has changed. Why is this? Because for Jesus, holiness was not a solution but a problem. Holiness caused ostracizing and exclusion; mercy brought reconciliation and re-socialization. Holiness depended on gradation and hierarchy; mercy broke through all barriers. Holiness differentiated persons based upon honor, wealth, family tree, religious affiliation; mercy recognized that God honors all, loves all and blesses all.

Transgression has been embraced as a virtue within Western social liberalism ever since the 60s, typically applied today as it is in bell hooks’ Teaching to Transgress. So elevated has the virtue of transgression become in the criticism of art, argued Kieran Cashell, that contemporary art critics have been faced with a challenge: ‘either support transgression unconditionally or condemn the tendency and risk obsolescence amid suspicions of critical conservatism’ as the great art critic Robert Hughes often was. But, Cashell wrote, on the value placed upon transgression in contemporary art: ‘In the pursuit of the irrational, art has become negative, nasty and nihilistic.’ Literary critic Anthony Julius has also noted the resulting ‘unreflective contemporary endorsement of the transgressive’. Those who claim that the new right-wing sensibility online today is just more of the same old right, undeserving of attention or differentiation, are wrong. Although it is constantly changing, in this important early stage of its appeal, its ability to assume the aesthetics of counterculture, transgression and nonconformity tells us many things about the nature of its appeal and about the liberal establishment it defines itself against. It has more in common with the 1968 left’s slogan ‘It is forbidden to forbid!’ than it does with anything most recognize as part of any traditionalist right. Instead of interpreting it as part of other right-wing movements, conservative or libertarian, I would argue that the style being channelled by the Pepe meme-posting trolls and online transgressives follows a tradition that can be traced from the eighteenth-century writings of the Marquis de Sade, surviving through to the nineteenth-century Parisian avant-garde, the Surrealists, the rebel rejection of feminized conformity of post-war America and then to what film critics called 1990s ‘male rampage films’ like American Psycho and Fight Club.

Jung’s remarks about how in North Africa he “felt cast back many centuries to an infinitely more naïve world of adolescents who were preparing, with the aid of a slender knowledge of the Koran, to emerge from their original state of twilight consciousness” may seem politically incorrect from our oversensitive perspective, but they highlight the core insight of the trip. Although Jung knew a great deal about mythology and mythological thinking, his own thinking was decidedly Western and rational—he described himself as a “thorough Westerner”26—and in many ways, Jung was a typical “left-brainer,” with his detestation of “fantasy,” his formality and punctuality, his precision and need to be “scientific.” In his travels in North Africa, and later Taos and Central Africa, Jung was looking for signs of a consciousness not as differentiated from the unconscious matrix—what in the Seven Sermons he called “the Pleroma”—as ours, with its sharp distinction between conscious and unconscious. What Jung found in places such as Tunis, Sousse, Sfax, and the oasis city of Tozeur was a completely different sense of time. Coming from the land of cuckoo clocks and appointment books, this must have been a shock. Jung had entered a “dream of a static, age-old existence,” a kind of perpetual now, a condition associated with the right brain, which lacks a sense of time; there was none of the incessant activity that characterized even a relatively small city like Zürich. Jung enjoyed the contrast, which gave him an opportunity to entertain criticisms of modernity, a practice that would become something of a habit in later years, but he also felt this timelessness was threatened. Thinking of his pocket watch, “the symbol of Europe’s accelerated tempo,” Jung worried that the “god of time” and its demon, progress, would soon “chop into bits and pieces”—hours, minutes, seconds—the “duration” he sensed here and which was the “closest thing to eternity.

The Seven Sermons, Jung tells us, is what Philemon would have written, but by this time, Jung had assimilated this personification of his unconscious, and now Jung had to say it himself. It’s a curious work, sometimes reaching poetic power, sometimes reading like pastiche. Its central message is the need to differentiate from the mass, to achieve one’s own individuality. “The natural striving of the creature goeth towards distinctiveness, fighteth against primeval, perilous sameness.” “Ye all become equal and thus is your nature maimed.”37

This is because each Angel is a pure form. Now, every differentiation in form implies differentiation in species. Human beings, no matter what their race, belong all to one and the same species. They differ only individually by some material or moral quality that does not alter substantially their specific nature of a rational creature composed of body and soul.

You’re not broken, Rae, dear, and therefore not in need of fixing. You are designed to be more. You weren’t meant to be what we call normal, not that normal really exists.” She goes on as if she’s still talking to me, but her gaze zeroes in on Cole. “The number one thing I would tell you is this. You can’t fix people. You can’t change people. So the trick, if there is one, is to differentiate. Your emotion. Their emotion. Your responsibility. Their responsibility. Oh, you can offer your friendship, your support, even your help. But what somebody does with that is entirely up to them.” “That’s it?” Cole asks. “All of that stuff you taught me, about shielding, about imagery, about toning down the energy . . .” “That was you. This is Rae.” Again she smiles at me, but this time it’s tinged with sadness. “You are welcome anytime, to come sit in my garden. To talk, or not to talk. And I can tell you tricks and tools and teach you what I know. But if you can understand and grasp what I’ve just told you, that’s the balancing point. The first step.

The work of the artist is to depict humankind and nature for how it actually is. Life as well as the written words of many learned writers teaches us about the world. We develop an orderly and differentiated system of personal consciousness by responding to the world, organizing, and integrating our accumulated knowledge gained via evocative personal experiences and through reading the shared thoughts of writers, philosophers, scientists, and other erudite thinkers.

Knowing European manhood’s boundaries to be porous and needing reinforcement, and meeting Indigenous possibilities that threw such boundaries into question, early conquerors invoked berdache as if assigning a failure to differentiate sex to Indigenous people, but they did so to define sexual normativity for them all. Thus, if colonial observers invoked berdache to mark Indigenous difference, the aim was to teach both colonial and Indigenous subjects the relational terms of colonial heteropatriarchy.

Tertullian presents the Christian assemblies in terms that non-Christian readers would recognize; he attempts to establish common ground. But Tertullian is also interested in differentiating the Christian assemblies from the collegia. He does this especially by looking, not at the written constitutions of the groups, but at the configuration of activities, customs, and reflexes that constitutes the groups’ habitus. The ways Christians behave, Tertullian is convinced, are their most articulate statements. As he puts it on the last page of his Apology, Christians “teach by deeds.

I’m reminded reading Dear Science, that in the world of teaching I’ve inhabited and made most of my living from for three decades, the kinds of students I prefer to teach above all have been artists, athletes, and engineers. The first two—artists and athletes—understand that practice makes different. They understand that repetition is differentiation. They understand, they understand, they understand. And the third group—engineers—aren’t perplexed but rather energized by thinking the interrelations of system and structure in multiple convolutions and extensions, whatever the scale may be.

Another classic case in point is the reconstructive origins of the canonical Platform Sutra of the Sixth Patriarch, which is attributed to the seventh-century Chinese Zen master Huineng but in fact seems to have first appeared around 780 ce, "over a century after the events it describes were supposed to have taken place." The earliest versions of the autobiography and teachings of Huineng included in this text were in fact composed by Shenhui and other purported successors in the Southern School in order to differentiate their teachings from, and elevate them over, those of Shenxiu and other teachers of the rival Northern School. While the teachings presented in the Platform Sutra— the only Zen text to be audaciously designated a "sutra"—are indeed a "brilliant consummation" and "wonderful mélange of early Chan [i.e., Chinese Zen] teachings," they can hardly be attributed verbatim to the historical person Huineng. However spiritually inspiring and philosophically rich such classical texts of the Zen tradition may be, we cannot read them as unbiased and unembellished historical records or as innocent of sectarian politics and other mundane motives.

market. I want to leave you with some key takeaways: Any product can be positioned in multiple markets. Your product is not doomed to languish in a market where nobody understands how awesome it is. Great positioning rarely comes by default. If you want to succeed, you have to determine the best way to position your product. Deliberate, try, fail, test and try again. Understanding what your best customers see as true alternatives to your solution will lead you to your differentiators. Position yourself in a market that makes your strengths obvious to the folks you want to sell to. Use trends to make your product more interesting to customers right now, but be very cautious. Don’t layer on a trend just for the sake of being trendy—it’s better to be successful and boring, rather than fashionable and bewildering. Knowing how to do something is not the same as understanding how to teach someone else how to do it. As leaders, we often become very good at doing things that we have a very hard time explaining to the teams that work with us. This book is my attempt to codify and teach one of the most complicated processes I’ve learned to do in my career. I sincerely hope it offers you a shortcut to better position your products to succeed.

Letters of the alphabet are the base of reading and writing. It is through letters that form words. For your children to learn the alphabet, you can buy educational books geared for this purpose. My book the grocery cart of spring writing abc is very affordable and helpful when it comes to teaching. Train an hour a day, until they learn slowly and learn to differentiate one letter from another. Repetition and association are the keys to learning fast.

Unistructural Memorize, identify, recognize, count, define, draw, find, label, match, name, quote, recall, recite, order, tell, write, imitate Multistructural Classify, describe, list, report, discuss, illustrate, select, narrate, compute, sequence, outline, separate Relational Apply, integrate, analyse, explain, predict, conclude, summarize (précis), review, argue, transfer, make a plan, characterize, compare, contrast, differentiate, organize, debate, make a case, construct, review and rewrite, examine, translate, paraphrase, solve a problem Extended abstract Theorize, hypothesize, generalize, reflect, generate, create, compose, invent, originate, prove from first principles, make an original case, solve from first principles Table 7.2  Some more ILO verbs from Bloom’s revised taxonomy Remembering Define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, tell, write Understanding Classify, compare, conclude, demonstrate, discuss, exemplify, explain, identify, illustrate, interpret, paraphrase, predict, report Applying Apply, change, choose, compute, dramatize, implement, interview, prepare, produce, role play, select, show, transfer, use Analysing Analyse, characterize, classify, compare, contrast, debate, deconstruct, deduce, differentiate, discriminate, distinguish, examine, organize, outline, relate, research, separate, structure Evaluating Appraise, argue, assess, choose, conclude, critique, decide, evaluate, judge, justify, monitor, predict, prioritize, prove, rank, rate, select Creating Compose, construct, create, design, develop, generate, hypothesize, invent, make, perform, plan, produce

Marriage, by its very nature, requires complementarity. The mystical union of Christ and the church—each “part” belonging to the other but neither interchangeable—cannot be pictured in marital union without the differentiation of male and female.

How hard can it be to follow five black SUVs?” Serge leaned over the steering wheel. “Except we’re in Miami.” “So?” “Miami drivers are a breed unto their own. Always distracted.” He uncapped a coffee thermos and chugged. “Quick on the gas and the horn. No separation between vehicles, every lane change a new adventure. The worst of both worlds: They race around as if they are really good, but they’re really bad, like if you taught a driver’s-ed class with NASCAR films.” He watched the first few droplets hit the windshield. “Oh, and worst of all, most of them have never seen snow.” “But it’s not snow,” said Felicia. “It’s rain. And just a tiny shower.” “That’s right.” Serge hit the wipers and took another slug from the thermos. “Rain is the last thing you want when you’re chasing someone in Miami. They drive shitty enough as it is, but on top of that, snow is a foreign concept, which means they never got the crash course in traction judgment for when pavement slickness turns less than ideal. And because of the land-sea temperature differential, Florida has regular afternoon rain showers. Nothing big, over in a jiff. But minutes later, all major intersections in Miami-Dade are clogged with debris from spectacular smash-ups. In Northern states, snow teaches drivers real fast about the Newtonian physics of large moving objects. I haven’t seen snow either, but I drink coffee, so the calculus of tire-grip ratio is intuitive to my body. It feels like mild electricity. Sometimes it’s pleasant, but mostly I’m ambivalent. Then you’re chasing someone in the rain through Miami, and your pursuit becomes this harrowing slalom through wrecked traffic like a disaster movie where everyone’s fleeing the city from an alien invasion, or a ridiculous change in weather that the scientist played by Dennis Quaid warned about but nobody paid attention.” Serge held the mouth of the thermos to his mouth. “Empty. Fuck it—

The meaning of marriage is more than mutual sacrifice and covenantal commitment. Marriage, by its very nature, requires complementarity. The mystical union of Christ and the church—each “part” belonging to the other but neither interchangeable—cannot be pictured in marital union without the differentiation of male and female.

Knowledge is only the first step. It is the foundation of further learning processes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 102 “Students engage in learning when two conditions are fulfilled. The goals, standards, or objectives must be of value for them. But it is not sufficient that they attribute personal value to the goal: They must be convinced that they can reach it.” – Inez De Florio, Effective Teaching and Successful Learning, p. 108 “The expertise of a teacher does not consist only of his ability to plan a lesson or a comprehensive teaching unit and put it into practice; at least as important as these basic tools of the teaching profession are knowledge and flexibility regarding how to surmount unexpected difficulties.” – Inez De Florio, Effective Teaching and Successful Learning, p. 119 “When planning a teaching intervention, the most important question often remains unasked: In what ways does the chosen learning content or skill refer to the needs and interests of the students?” – Inez De Florio, Effective Teaching and Successful Learning, p. 122 “Teaching is more effective and learning more successful when students participate in planning and starting the lesson.” – Inez De Florio, Effective Teaching and Successful Learning, p. 136 “What is a good explanation? Explanations should be clear and well-structured. They should take students’ age and their prior knowledge into account. They are supposed to correspond to the interests of the learners.” – Inez De Florio, Effective Teaching and Successful Learning, p. 144 “There is an unjustified differentiation between tasks for learning and tasks for testing. • First, all tasks should be meaningful and motivating, not only those destined for classroom practice. … • Second, all tasks have to contribute to an improvement of learning.” – Inez De Florio, Effective Teaching and Successful Learning, p. 159 “Deepening the learning processes during independent practice should at least prepare the transfer of new concepts or schemata to other situations than those in which the new content first occurred.” – Inez De Florio, Effective Teaching and Successful Learning, p. 172 “Cooperative learning and problem-/project-based approaches aim at further deepening the new learning content. They offer the learners multiple and motivating opportunities to lead to automaticity of knowledge and skills, and to promote the desired attitudes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 176 “During the lesson, feedback should have three directions: from teachers to students, among the learners, and from students to teachers.” – Inez De Florio, Effective Teaching and Successful Learning, p. 199 “During work in small groups, teachers cannot eliminate peer feedback. It occurs as such because feedback is frequent in the life contexts of children, adolescents and adults. Therefore adequate training is of utmost importance not only for classroom learning but also with regard to future professional and private requirements.” – Inez De Florio, Effective Teaching and Successful Learning, p. 210

IN THE SCHOOLS Memorizing multiplication tables may be a seminal school experience, among the few that kids today share with their grandparents. But a Stanford University professor says rapid-fire math drills are also the reason so many children fear and despise the subject. Moreover, the traditional approach to math instruction — memorization, timed testing and the pressure to speedily arrive at answers — may actually damage advanced-level skills by undermining the development of a deeper understanding about the ways numbers work. “There is a common and damaging misconception in mathematics — the idea that strong math students are fast math students,” says Jo Boaler, who teaches math education at the California university and has authored a new paper, “Fluency Without Fear.” In fact, many mathematicians are not speedy calculators, Boaler says. Laurent Schwartz, the French mathematician whose work is considered key to the theory of partial differential equations, wrote that as a student he often felt stupid because he was among the slowest math-thinkers in class.

An essential pedagogic step here is to relegate the teaching of mathematical methods in economics to mathematics departments. Any mathematical training in economics, if it occurs at all, should come after students have at the very least completed course work in basic calculus, algebra and differential equations (the last being one about which most economists are woefully ignorant). This simultaneously explains why neoclassical economists obsess too much about proofs and why non-neoclassical economists, like those in the Circuit School, experience such difficulties in translating excellent verbal ideas about credit creation into coherent dynamic models of a monetary production economy.

The whole is the Absolute; but within it every particle is in a constant state of flux and change. It is unchangeable and changeable at the same time, Impersonal and Personal in one. The Personal God and all that exists in the universe are the same Impersonal Being seen through our minds. When we shall be rid of our minds, our little personalities, we shall become one with It. This is what is meant by "Thou art That". For we must know our true nature, the Absolute. The finite, manifested man forgets his source and thinks himself to be entirely separate. We, as personalised, differentiated beings, forget our reality, and the teaching of monism is not that we shall give up these differentiations, but we must learn to understand what they are.

Higher-order thinking draws upon and pulls together smaller pieces of knowledge. The ability of a student to interpret, compare, contrast, differentiate, question, appraise, argue, justify, critique and design relies upon the breadth, depth and strength of the knowledge they are drawing upon and pulling together.

Concerning the history of Christianity. — Continual change of environment: Christian teaching is thus continually changing its centre of gravity. The favouring of low and paltry people .... The development of Caritas .... The type "Christian" gradually adopts everything that it originally rejected (and in the rejection of which it asserted its right to exist). The Christian becomes a citizen, a soldier, a judge, a workman, a merchant, a scholar, a theologian, a priest, a philosopher, a farmer, an artist, a patriot, a politician, a prince ... he re-enters all those departments of active life which he had forsworn (he defends himself, he establishes tribunals, he punishes, he swears, he differentiates between people and people, he contemns, and he shows anger). The whole life of the Christian is ultimately exactly that life from which Christ preached deliverance .... The Church is just as much a factor in the triumph of the Antichrist, as the modern State and modern Nationalism .... The Church is the barbarisation of Christianity.

To only consider Nietzschean thought for its nihilistic, pessimistic, and destructive aspect is to only understand it partially. This view misses its real motivation and its creative and spiritual side. It's true that this destructive side is essential to Nietzsche's philosophy, but it's not the complete picture. Many often overlook Nietzsche’s spiritual and creative aspects. To him, nihilism was an essential part of his philosophy, but it wasn't the end goal. Today, many people mistakenly view it as such. Nietzsche used nihilism as a tool to destroy the false ideals of Judeo-Christian beliefs. However, he also differentiated these beliefs from Christ's original teachings. His ultimate goal was the "transvaluation", or revaluation, of all values. Nietzsche’s nihilism was a necessary but transitory phase which was meant to precede his grand and veritable task of reconstruction, of creation: the Übermensch, the Superman, who embodies the advanced stage of a superior humanity which would have transcended its "human, all-too-human" nature, to reach a supra-human, post-human stage, in conformity with the Nietzschean vital principle of eternal becoming and self-overcoming.

TAKEAWAYS FOR TEACHING YOUR DOG Introduce time concepts to help your dog differentiate between something that already happened, is happening now, or will occur later. Model “now” in combination with what you are currently doing and “later” if you plan on doing a specific activity later in the day. If your dog says “now,” try as best you can to react quickly! Give your dog a way to say “all done.” Having words like “finished” or “stop” or a phrase such as “all done” gives your dog the power to say when she wants something to be done. Model “all done” at the conclusion of your dog’s activities to help her learn its meaning. Talk to your dog about what’s happening. I learned with Stella that if I told her what we were doing beforehand, she was less startled, and reacted more calmly to changes in her routine, or an activity that was different from what she requested. We are all more understanding when we know what’s going on.

This book teaches us how to differentiate the truth from the false, then make the choice for truth; this is the key to our eternal awakening. As we wake up from the dream of a false reality that we are separated from God, we will escape the ravages of hell (fear) and transcend into experiencing the peace and joy of Heaven that is always available right now. Timeless eternity is our divine home, however; while in this world of time we are confronted with choices - love or fear, guilt or innocence, oneness or separation. Heaven or hell? We decide.

Öğrenciler gibi, öğretmenler de uygun zorluk derecesinde çalıştıklarında ilerleyebilir. İşe koyulmak için koşulların kusursuz bir düzeye gelmesini ya da güveninizin yerine gelmesini beklemek ilerleme değil, uyuşukluk yaratır.

In certain monasteries there is an intensive meditative training that shows us how to experience our world as vibrations. When attention to this level becomes highly developed and the mind concentrated, sound is experienced as a series of vibrations at the ear and then at the heart. Then sight and thought can be experienced as vibrations. You can even sense yourself about to think. It’s like a little burp that wants to come, a prethought vibration that signals that a thought is about to emerge from the unconscious or the mind. It would be interesting to study subjects who’ve learned how to deliberately synchronize their inner vibrations or in some way work with the vibratory aspect of consciousness. When we speak of compassion or love for one another, we tend to lump these states all together. But there are many forms of compassion—loving-kindness, joy, gratitude, forgiveness, and equanimity—and each has different depths and different trainings. I would like to see a study that differentiates them. What happens when you teach a joy meditation to people who are depressed, as opposed to when you teach them a meditation on friendliness or a mental practice of gratitude? We could take these different contemplative practices and see which are most effective in different circumstances. Father Keating spoke about silence. In the Buddhist tradition, one of my teachers described twenty-one levels of silence, including silence of darkness, luminous silence where the body or space becomes filled with light, and silence with and without content. Again, these may be associated with brain states and traits that we can investigate, differentiate, and learn from. Most importantly, they point to vast inner possibilities. Western psychology has been so focused on pathology and the healing of disease that we have neglected our human potential. I would love to see research that goes further, that investigates the extremes of mental well-being and, ultimately, the nature of consciousness itself. There is much to learn about consciousness from contemplative practice. In meditation we can turn and shift identity from the content of experience to consciousness itself. We can examine consciousness and learn how to release identity from consciousness, and come to a kind of freedom beyond any states.

Humans learn best from other (live) humans. Perhaps more surprising, people learn from teaching other people—often more than the pupils themselves absorb. Consider this finding: firstborn children have an IQ that is on average 2.3 points higher than that of their younger brothers and sisters. After disconfirming several potential explanations, such as better nutrition or differential parental treatment, researchers concluded that firstborn children’s higher IQs stem from a simple fact of family life: older siblings engage in teaching younger ones.

At the start of this book I presented ten things I used to believe that I no longer do. So, it seems only fitting to end with ten things I now believe that I wished I knew when I first started teaching. Students remember what they are thinking about, or attending to. Planning for achievement is more important than planning for motivation. Practice does not make perfect, practice makes permanent. Students do not think and learn differently due to their learning styles, but because of their amount of domain-specific knowledge. My choice of examples and exercises are the single most important part of my planning. It often makes sense to teach the How before the Why. Students can be struggling but not learning. Effective differentiation is best achieved in terms of the time students spend on a task, not by giving different students different tasks to do. Retrieval, predominantly through frequent low-stakes quizzing, is the key to long-term learning. Perhaps, above all, the best thing I can do to help my students become the independent problem-solvers I want them to be is to carefully and explicitly teach them.

Think about making a footprint in the snow or sand. How was that impression made? In your mind’s eye you can see it and envision how deep, how wide, and how long it is. Each aspect depends on the one making that mark in that place. So it is with teaching by using differentiated instruction. Each person is different, and each needs or requires instruction that will make an impression that lasts. However, the significance of how it was made will last longer than the actual footprint, because of the persons involved, the place it occurred, and the way it was done: Special needs, different abilities, and different ways!

Now and then we know a moment of supreme bliss, when we ask nothing, give nothing, know nothing but bliss. Then it passes, and we again see the panorama of the universe moving before us; and we know that it is but a mosaic work set upon God, who is the background of all things. Vedanta teaches that nirvana can be attained here and now, that we do not have to wait for death to reach it. Nirvana is the realization of the Self, and after having once known that, if only for an instant, never again can one be deluded by the mirage of personality. Having eyes, we must see the apparent, but all the time we know what it is; we have found out its true nature. It is the screen that hides the Self, which is unchanging. The screen opens and we find the Self behind it. All change is the screen. In the saint the screen is thin, and the reality can almost shine through. In the sinner the screen is thick, and we are able to lose sight of the truth that the atman [Self] is there, as well as behind the saint’s screen. When the screen is wholly removed, we find it never existed—that we were the atman and nothing else, even the screen is forgotten. The two phases of this distinction in life are: First, that the man, who knows the real Self, will not be affected by anything; secondly, that that man alone can do good to the world. That man alone will have seen the real motive of doing good to others, because there is only one. It cannot be called egoistic, because that would be differentiation. It is only selflessness. It is the perception of the universal, not of the individual. Every case of love and sympathy is an assertion of this universal. “Not I, but thou.” Help another, because you are in him and he is in you, is the philosophical way of putting it. The real Vedantist alone will give up his life for a fellow being without any compunction, because he knows he will not die. As long as there is one insect left in the world, he is living; as long as one mouth eats, he eats. So he goes on doing good to others, and is never hindered by the modern ideas of caring for the body. When a man reaches this point of abnegation, he goes beyond the moral struggle, beyond everything. He sees in the most learned priest, in the cow, in the dog, in the most miserable places, neither the learned man, nor the cow, nor the dog, nor the miserable place, but the same divinity manifesting itself in them all. He alone is the happy man; and the man who has acquired that sameness has, even in this life, conquered all existence. God is pure; therefore such a man is said to be living in God.

In my condemnation of Christianity I surely hope I do no injustice to a related religion with an even larger number of believers: I allude to Buddhism. Both are to be reckoned among the nihilistic religions—they are both décadence religions—but they are separated from each other in a very remarkable way. For the fact that he is able to compare them at all the critic of Christianity is indebted to the scholars of India.—Buddhism is a hundred times as realistic as Christianity—it is part of its living heritage that it is able to face problems objectively and coolly; it is the product of long centuries of philosophical speculation. The concept, “god,” was already disposed of before it appeared. Buddhism is the only genuinely positive religion to be encountered in history, and this applies even to its epistemology (which is a strict phenomenalism). It does not speak of a “struggle with sin,” but, yielding to reality, of the “struggle with suffering.” Sharply differentiating itself from Christianity, it puts the self-deception that lies in moral concepts behind it; it is, in my phrase, beyond good and evil.—The two physiological facts upon which it grounds itself and upon which it bestows its chief attention are: first, an excessive sensitiveness to sensation, which manifests itself as a refined susceptibility to pain, and secondly, an extraordinary spirituality, a too protracted concern with concepts and logical procedures, under the influence of which the instinct of personality has yielded to a notion of the “impersonal.” (—Both of these states will be familiar to a few of my readers, the objectivists, by experience, as they are to me). These physiological states produced a depression, and Buddha tried to combat it by hygienic measures. Against it he prescribed a life in the open, a life of travel; moderation in eating and a careful selection of foods; caution in the use of intoxicants; the same caution in arousing any of the passions that foster a bilious habit and heat the blood; finally, no worry, either on one’s own account or on account of others. He encourages ideas that make for either quiet contentment or good cheer—he finds means to combat ideas of other sorts. He understands good, the state of goodness, as something which promotes health. Prayer is not included, and neither is asceticism. There is no categorical imperative nor any disciplines, even within the walls of a monastery (—it is always possible to leave—). These things would have been simply means of increasing the excessive sensitiveness above mentioned. For the same reason he does not advocate any conflict with unbelievers; his teaching is antagonistic to nothing so much as to revenge, aversion, ressentiment (—“enmity never brings an end to enmity”: the moving refrain of all Buddhism....) And in all this he was right, for it is precisely these passions which, in view of his main regiminal purpose, are unhealthful. The mental fatigue that he observes, already plainly displayed in too much “objectivity” (that is, in the individual’s loss of interest in himself, in loss of balance and of “egoism”), he combats by strong efforts to lead even the spiritual interests back to the ego. In Buddha’s teaching egoism is a duty. The “one thing needful,” the question “how can you be delivered from suffering,” regulates and determines the whole spiritual diet. (—Perhaps one will here recall that Athenian who also declared war upon pure “scientificality,” to wit, Socrates, who also elevated egoism to the estate of a morality). The things necessary to Buddhism are a very mild climate, customs of great gentleness and liberality, and no militarism; moreover, it must get its start among the higher and better educated classes. Cheerfulness, quiet and the absence of desire are the chief desiderata, and they are attained. Buddhism is not a religion in which perfection is merely an object of aspiration: perfection is actually normal.—

It is important to be able to differentiate between two levels of understanding. One is the superficial, intellectual level, where on the basis of reading, studying or listening to teachings, we distinguish between negative and positive qualities of mind and recognize their nature and origin. The other is the deeper, experiential level, where we actually cultivate and generate positive qualities within ourselves. Although it can be challenging to develop an intellectual understanding of certain topics, it is generally easier because it can be cultivated merely by reading texts or listening to teachings. Experiential understanding is far more difficult to develop, since it comes about only as a result of sustained practice. At the experiential level, your understanding is also accompanied by a strong component of feeling; your understanding is essentially a felt experience.

Prompts (for High School Teachers Who Write Poetry)" Dante Di Stefano Write about walking into the building as a new teacher. Write yourself hopeful. Write a row of empty desks. Write the face of a student you’ve almost forgotten; he’s worn a Derek Jeter jersey all year. Do not conjecture about the adults he goes home to, or the place he calls home. Write about how he came to you for help each October morning his sophomore year. Write about teaching Othello to him; write Wherein of antres vast and deserts idle, rough quarries, rocks and hills whose heads touch heaven. Write about reading his obituary five years after he graduated. Write a poem containing the words “common” “core,” “differentiate,” and “overdose.” Write the names of the ones you will never forget: “Jenna,” “Tiberious,” “Heaven,” “Megan,” “Tanya,” “Kingsley” “Ashley,” “David.” Write Mari with “Nobody’s Baby” tattooed in cursive on her neck, spitting sixteen bars in the backrow, as little white Mike beatboxed “Candy Shop” and the whole class exploded. Write about Zuly and Nely, sisters from Guatemala, upon whom a thousand strange new English words rained down on like hail each period, and who wrote the story of their long journey on la bestia through Mexico, for you, in handwriting made heavy by the aquís and ayers ached in their knuckles, hidden by their smiles. Write an ode to loose-leaf. Write elegies on the nub nose of a pink eraser. Carve your devotion from a no. 2 pencil. Write the uncounted hours you spent fretting about the ones who cursed you out for keeping order, who slammed classroom doors, who screamed “you are not my father,” whose pain unraveled and broke you, whose pain you knew. Write how all this added up to a life. -- Dante Di Stefano. Originally published in Poem-a-Day on May 4, 2019, by the Academy of American Poets.

It is not possible to teach someone to treat everyone the same. We can be told, and often are told, to treat everyone the same, but we cannot successfully be taught to do so because human beings are not objective. Further, we wouldn’t want to treat everyone the same because people have different needs and different relationships with us. Differential treatment in itself is not the problem. For example, I wouldn’t give a document with a twelve-point font to a person with low vision, even though someone else wouldn’t have any trouble reading it. The problem is the misinformation that circulates around us and causes our differential treatment to be inequitable. The feedback I have heard repeatedly

For months I'd been doing nothing but boiling eggs and teaching my child to differentiate between the cat in the hat and the fox in socks and Jonathan Rice, the undersecretary of state was actually angry at me! It's stuff like this that got us into Cambodia.

Without this differentiation, you have nothing. You’re average, and average ain’t gonna win the race.

Just as heaven and earth were created to be together—and, indeed, that’s how the whole story of the Bible ends—so marriage is to be a symbol of this divine design: two differentiated entities uniquely fitted for one another.7

The section on Bloom's Taxonomy considers how critical thinking skills can be developed in an AI‐enhanced classroom, while the part on differentiated instruction demonstrates how AI can generate customized activities to cater to the diverse learning needs of students.

Jñana Yoga teaches that God is everywhere and in everything. It does not differentiate between the Self and God. When the Jñana yogi realizes the Truth, he feels that the universe is full of God

When master actors act, their craft becomes invisible. Their art becomes artless. Not so in other disciplines. When we saw Baryshnikov leap or heard Joan Sutherland sing, we were forced to recognize the skill of the artist. You can’t listen to Yo-Yo Ma play the cello without recognizing brilliance. But real acting can never be pegged because it cannot be differentiated from real life.