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By Autuori G, Pucci P., Salvatori M.C.

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Knowing this makes creating a warm, welcoming, and stress-free classroom so important, and we need to take the time to make it happen. Teaching Point The more we know about something, the better we can make use of it. That’s the spirit behind the value of becoming a learning specialist. As we learn more about the physiological and neurological realities of learning, we can teach in ways that honor these truths. 13 We highly recommend trying it out! For example, if they know that without tapping into background, learning won’t happen, there is at least the possibility that they will try to tap into it independently, and maybe be more proactive about asking if they don’t know much about a subject or text.

This term, not surprisingly, causes a very negative reaction in many people, as traditionally the term has been a value judgment made about some cultures because they are not like Western culture or middle class culture; but in Feuerstein’s sense of the term, it only means being deprived of the systematic transmission of their own culture because of disruptive circumstances. We have adopted the term “culturally disrupted” to better convey to our readers our understanding of Feuerstein’s concept.

Indeed, from a memory system perspective, it is important to have some kind of schemaactivating activity prior to any lesson. By engaging learners in extended talk about a topic, we wake up those neuron clusters in long-term memory associated with the topic. However, it is usually a mistake to assume that all of our students have “learned” material from a previous month or year at school to the point that it is readily retrievable now. Have they really moved the new information into long-term memory storage and integrated it into existing networks of information?

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Asymptotic stability for nonlinear Kirchhoff systems by Autuori G, Pucci P., Salvatori M.C.

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