The ability to think outside our immediate reality is what allows us to create elaborate belief systems, art, philosophy, and academic theories. It’s true that you can teach a gorilla to sign words like food and baby, but its ability to use symbols doesn’t extend to the same level of abstraction as ours. However, humans haven’t always had the sophisticated communication systems that we do today.

develop

They

__________________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

1

ce shells is more stable. T

111

12 billion to the Social Security Trust Fund.

12 billion

Julie Tate,

Ann Gerhart

my suitcase has been packed for months.

VgZ∗g2R{Zg}

My hope is that someday more academic information will be freely available

marzo

Mañana

_______________

____________

The three ways in which individuals escape from freedom are authoritarianism, or giving oneself up to some authority in order to gain the strength that the individual lacks, destructiveness, in which the individual tries to destroy the object causing anxiety (e.g., society), and automaton conformity, in which the person renounces their individual integrity.

Consequently, our freedom has become a psychological problem, it has isolated us from the connections necessary for our survival and development (Fromm, 1941). The danger with this situation, according to Fromm, is that when an entire society is suffering from feelings of isolation and disconnection with the natural order (from nature itself, in Fromm’s view), the members of that society may seek connection with a societal structure that destroys their freedom and, thus, integrates their self into the whole (albeit in a dysfunctional way).

e

1+12

sex, eros, philia, and agape

sex, eros, philia, and agape (

Friedrich Nietzsche (1844-1900)

existentialism

Søren Kierkegaard (1813-1855).

aesthetic mode, the ethical mode, and the religious mode

Can you agree that freedom can become a problem? Can you agree that people within an entire society could become so anxious that they support the rise of a dictator?

Cultured cells were incubated with 3H-thymine, the radioactive base that cells will incorporate into thymidine triphosphate (dTTP), and then into DNA.

kcosθ

kzx

Chemical Safety is one of the most important topics covered in the general chemistry laboratory.

belongingness and love needs

safety needs

physiological needs

need for self-actualization

esteem needs

hierarchy of needs.

Stereochemical information is conveyed by a simple rule: vertical bonds point into the plane of the page, while horizontal bonds point out of the page.

Equivocation

unsaturated hydrocarbons

Na2SO4(aq)+NH4I2(aq)⟶2NaI(aq)+(NH4)2SO4(aq)

fancy

dramatic growth and change. A newborn, with a keen sense of hearing but very poor vision is transformed into a walking,

susceptibility

PbO2 → PbO

e LibreTe

3.0

2.1

Electrostatic Potential Map and Dipole Moment of Fluoromethane

ΔEN

Table A2

7.2.4

fissionable material

As the child continues to develop, it becomes intellectually capable of considering the mother, or any other object, as a whole. In other words, the mother can be both good and bad. With this realization, the child begins to feel guilt and sadness over the earlier fantasized destruction of the mother. This results in the depressive position, and it represents an advancement of the child’s maturity (Jarvis, 2004; Kernberg, 2004; Klein, 1946/1986; Mitchell, 1986).

As the child continues to develop, love becomes the manifestation of the life-instinct, and hate becomes the manifestation of the death-instinct (Mitchell, 1986). As for people in the child’s life, the child will begin to recognize both good and bad elements of their support for and relationship to the child. The child will also recognize good and bad aspects of its own thoughts and behaviors. As a result, the child will begin a process known as splitting, in which the bad parts of an object are split off and not allowed to contaminate the good parts of the object. In simpler terms, a child can continue to love its parents, even though there may be times that the parents do not satisfy the impulses of the child. Similarly, the child can continue to feel a positive sense of self-esteem, even though they sometimes fail or do bad things. Such split attitudes can continue into adulthood, and we sometimes hear people talk about “love-hate” relationships.

Klein believed that object relations are present at birth, and the first object is the mother’s breast (Klein, 1946/1986). Due, in part, to the trauma of birth, the child’s destructive impulses are directed toward the mother’s breast from the beginning of life. As the child fantasizes attacking and destroying its mother, it begins to fear retaliation. This leads to the paranoid position. Because of this fear, and in order to protect itself, the child begins the process of splitting the mother’s breast and itself into good and bad parts (the schizoid position). The child then relies on two principle defense mechanisms to reduce this anxiety: introjection leads the child to incorporate the good parts of the object into itself, and projection involves focusing the bad parts of the object and the child onto the external object. This introjection and projection then provide the basis for the development of the ego and the superego (Klein, 1946/1986; Mitchell, 1986).

The defense mechanisms are not all available to an individual at the same time. As originally proposed by her father, Anna Freud believed that the defense mechanisms develop with the structures of personality (the id, ego, and superego). For example, projection and introjection depend on the differentiation of the ego from the outside world, so they would not be available to the ego as defense mechanisms until the ego had sufficiently developed (and, perhaps, differentiated into the superego as well; A. Freud, 1936/1966). This became an important point of contention, however, with the English school of analysis that included Melanie Klein. Whereas Anna Freud and her colleagues believed that projection and introjection would not be available in early childhood, since the structures of personality have not adequately developed, members of the English school believed that projection and introjection were a necessary part of that development. Although this debate and others between Freudian and Kleinian theorists became rather bitter (Mitchell & Black, 1995), Anna Freud did acknowledge the following: These differences of opinion bring home to us the fact that the chronology of psychic processes is still one of the most obscure fields of analytic theory…So a classification of the defense mechanisms according to position in time inevitably partakes of all the doubt and uncertainty which even today attach to chronological pronouncements in analysis. It will probably be best to abandon the attempt so to classify them and, instead, to study in detail the situations which call for the defensive reactions. (pg. 53; A. Freud, 1936/1966)

The two attitude-types are based on one’s orientation to external objects (which includes other people). The introvert is intent on withdrawing libido from objects, as if to ensure that the object can have no power over the person. In contrast, the extravert extends libido toward an object, establishing an active relationship. Jung considered introverts and extraverts to be common amongst all groups of people, from all walks of life. Today, most psychologists acknowledge that there is a clear genetic component to these temperaments (Kagan, 1984, 1994; Kagan, Kearsley, & Zelazo 1978), a suggestion proposed by Jung as well (Jung, 1971).

The two attitudes and the four functions combine to form eight personality types. Jung described a so-called cross of the functions, with the ego in the center being influenced by the pairs of functions (Jung, 1968). Considering whether the ego’s attitude is primarily introverted or extraverted, one could also propose a parallel pair of crosses. Jung’s theory on personality types has proven quite influential, and led to the development of two well-known and very popular instruments used to measure one’s personality type, so that one might then make reasoned decisions about real-life choices.

Jung did not place a limit on the number of possible archetypes, and he described quite a few in his writings. It did not matter to Jung whether archetypes were, in fact, real. In a perspective quite similar to cognitive theorists, he wrote that “insofar as the archetypes act upon me, they are real and actual to me, even though I do not know what their real nature is” (Jung, 1961). One of the more important archetypes is the self, which represents the integration of the whole personality. Indeed, Jung described the self as the goal of all psychic development. A special type of image often associated with the self, and with Jung himself, is the mandala. A mandala is a geometric figure that represents wholeness, completeness, perfection (Jung, 1958). They also tend to be symmetrical, representing the natural balance of opposites. Although they typically have religious or spiritual significance, it is not required.

Jung described the shadow as “the inferior and less commendable part of a person,” and “a moral problem that challenges the whole ego-personality” (Jung, 1940, 1959c). It encompasses desires and feelings that are not acceptable to society or the conscious psyche. With effort the shadow can be somewhat assimilated into the conscious personality, but portions of it are highly resistant to moral control.

they are made as ribonucleotides as they are linked to phosphoribosyl pyrophosphate (PRPP)

med content, including traditionally

collections

rm collec

rbon atoms that make

AMP

debilitative

facilitative

Hegemony refers to the systems by which violence and exploitation are maintained in regular patterns to advantage socially dominant groups and maintain the oppression of Black, Indigenous

Second, coloniality, dehumanization, and genocide is the first component of actively recognizing those historical and current-day political realities

Indigeneity and Active Roots mean beginning with and centering the sovereignty and self-determination of Indigenous peoples. It also means providing students and educators with the tools to critically understand the relationships we have as people in this world with our ancestors, the land, and the historical realities that come to bear on our lives

𝔽[𝑧]F[z]\mathbb{F}[z] forms a vector space over 𝔽

skepticism

scorn

This emphasis on symbols, negotiated meaning, and the construction of society as an aspect of symbolic interactionism focuses attention on the roles that people play in society. Role-taking is a key mechanism through which an individual can appreciate another person’s perspective and better understand the significance of a particular action to that person. Role-taking begins at an early age, through such activities as playing house and pretending to be different people. These activities have an improvisational quality that contrasts with, say, an actor’s scripted role-playing. In social contexts, the uncertainty of roles places the burden of role-making on the people in a given situation.

ubiquitous

sustenance

empirical

circa

amalgamation

Our diverse friends and loved ones teach us much about the world that we have yet to explore.

he explanation for poverty we favor presumably affects the amount of sympathy we have for the poor, and our sympathy, or lack of sympathy, in turn affects our views about the government’s role in helping the poor. With this backdrop in mind, what do the individualistic and structural explanations of poverty say?

E⃗ (z)=14πϵ0p⃗ z3

The extent of this ionization will depend on AH+AH+A_{H^+} according to Kion=[BH+]AH+[B]

pH used to describe the acidity of aqueous solutions but instead refers to the pure acid:

\ int_1^2\ mathbf {F} _i\ cdot d\ mathbf {r} _i = (\ mathbf {T} _2 -\ mathbf {T} _1) _i

\ frac {d\ mathbf {L} _i} {dt} =\ mathbf {r} _i\ veces\ frac {d\ mathbf {p} _i} {dt} =\ mathbf {N} _i\ hspace {3cm}\ int_1^2\ mathbf {N} _idt =\ int_1^2\ frac {d\ mathbf {L} _i} {dt} dt = (\ mathbf {L} _2 -\ mathbf {L} _1) _i \]

∫21Fidt=∫21dpidtdt=(p2−p1

Así, las formas diferenciales, y la primera integral correspondiente, de la energía cinética pueden escribirse como

SiFiFi{\bf F}_i la fuerza resultante neta actúa sobre una partículaiii, entonces el integrando puede escribirse como

\ begin {ecuación}\ label {eq:2.15}\ frac {d\ mathbf {r} _i} {dt}\ veces\ mathbf {p} _i=m\ frac {d\ mathbf {r} _i} {dt}\ veces\ frac {d\ mathbf {r} _i} {dt} = 0\ end {ecuación}

\ frac {d\ mathbf {L} _i} {dt} =\ frac {d} {dt} (\ mathbf {r} _i\ veces\ mathbf {p} _i) =\ frac {d\ mathbf {r} _i} {dt}\ veces\ mathbf {p} _i+\ mathbf {r} _i\ veces\ frac {d\ mathbf {p} _i} {dt}\ final {ecuación}

\ begin {ecuación}\ label {eq:2.13}\ mathbf {N} _i\ equiv\ mathbf {r} _i\ veces\ frac {d\ mathbf {p} _i} {dt}\ end {ecuación}

\ begin {ecuación}\ label {eq:2.12}\ mathbf {N} _i\ equiv\ mathbf {r} _i\ veces\ mathbf {F} _i\ end {ecuación}

\ begin {ecuación}\ label {eq:2.11}\ mathbf {L} _i\ equiv\ mathbf {r} _i\ veces\ mathbf {p} _i\ end {ecuación}

_________________

coméis

_____

they must contain genetic information and the mechanisms to regulate and use that information to produce its own parts and to reproduce new cells, they must be able to use energy in chemical reactions and physical actions, they must be able to regulate those activities, and they must respond to stimul

strongly activating

loss of liberty: a jail sentence

defendants

plaintiffs

The Industrial Revolution was responsible for enormous changes in how people lived their everyday lives, not just how they made a living or how the things they used were made. Many of those changes were due to the spread of the transportation and communication technologies noted above. The speed of railway travel made everything "closer" together, and in doing so it started a long, slow process of tying together distant regions. People could travel to the capital cities of their kingdom or, later, their "nations," and the intense localism of the past started to fade. For the first time, members of the middle classes could travel just for fun - middle-class vacations were an innovation made possible by the railroad, and the first beneficiaries were the English middle class, who "went on holiday" to the seashore whenever they could. Simultaneously, new, more advanced printing presses and cheaper paper made newspapers and magazines available to a mass reading public. That encouraged the spread of not just information and news, but of shared written languages. People had to be able to read the "default" language of their nation, which encouraged the rise of certain specific vernaculars at the expense of the numerous dialects of the past. For example, "French" was originally simply the language spoken in the area around the city of Paris, just as "Spanish" was just the dialect spoken around Madrid. Rulers had long fought, unsuccessfully, to impose their language as the daily vernacular in the regions over which they ruled, but most people continued to speak regional dialects that often had little in common with the language of their monarch. With the centers of newspaper production often being in or near capital cities, usually written in the official language of state, more and more people at least acquired a decent working knowledge of those languages over time. Those capital cities grew enormously, especially in the second half of the nineteenth century. Industry, finance, government itself, and railroads all converged on capitals. Former suburbs were simply swallowed up as the cities grew, and there was often the sense among cultural elites that the only places that mattered were the capitals: London, Paris, Berlin, Vienna, St. Petersburg, etc. One peculiar phenomenon arising from the importance of capital cities was that political revolutions often began as revolutions of a single city - if a crowd could take over the streets of Paris, for example, they might well send the king running for the proverbial hills and declare themselves to be a new government (which happened in 1830 and 1848). In some cases, the rest of the nation would read about the revolution in their newspapers or via telegraph after the revolution had already succeeded. While all of the cultural effects of the Industrial Revolution are too numerous to detail here, one other effect should be noted: the availability of food. With cheap and fast railway and steamship transport, not only could food travel hundreds or even thousands of miles from where it was grown or farmed or caught to where it was consumed, but the daily diet itself underwent profound changes. Tea grown in India became cheap enough for even working people to drink it daily; the same was true of South American coffee on the continent. Fruit appeared in markets half a world from where it was be grown, and the long term effect was a more varied (although not always more nutritious) diet. Whole countries sometimes became economic appendages of a European empire, producing a single product: for a time, New Zealand (which became a British colony in 1840) was essentially the British Empire’s sheep ranch.

Back in Europe, one unforeseen effect of the Industrial Revolution, tied to the misery of working conditions, was the creation of social classes. Until the modern era “class” was usually something one was born into; it was a legally-recognized and enforced “estate.” With industrialization, the enormous numbers of dirt-poor industrial workers began to recognize that their social identity was defined by their poverty and their working conditions, just as rich industrialists and tenement-owning slumlords recognized that they were united by their wealth and their common interest in controlling the workers. The non-noble rich and middle class came to distinguish themselves both from the working class and the old nobility by taking pride in their morality, sobriety, work ethic, and cleanliness. They often regarded the workers as little better than animals, but some also regarded the old nobles as corrupt, immoral, and increasingly archaic.

While they had little reason to consider it, the industrial workers of northern England lived in a state of misery that was tied to another that was even worse across the Atlantic: the slave-based cotton economy of the American south which provided the raw material. Despite the British ban on the trans-Atlantic slave trade in 1807, the existing population of African-American slaves was sustained by natural reproduction and remained locked in a position of complete legal subservience, enforced with brutal violence. In a startling parallel, the efficiency of cotton production increased to keep pace with textile manufacturing in Britain despite the absence of major new technologies besides the invention of the cotton gin in 1794. That increase was due to the application of ever-increasing degrees of brutality, as slaves were forced to pick and process cotton at unprecedented speed, spurred on by raw violence at the hands of overseers.

The living conditions, however, were abysmal. Whole families were crammed into one-room cellars, hovels, and cheap apartments. Pollution produced by the new factories streamed unfiltered into the air and water. Soot and filth covered every surface - early evolutionary biologists noted that certain moths that had a mutation that made them soot-brown survived and multiplied while their normal lightly-colored cousins died off. To deal with the pollution, factory owners simply started building taller smokestacks, which spread the pollution farther. Waste from mining (which was often toxic) was simply left in “slag heaps,” through which rainwater ran and from which toxic runoff reached water supplies. A coal miner who entered the mines as a teenager would almost certainly be dead by “middle age,” (40 at the oldest) since his or her lungs were ridden with toxic coal dust. Landlords in the cities took advantage of the influx of laborers and their families by building cheap tenements in which several families often lived in a single room. There was no running water and sanitation was utterly inadequate. Food was expensive, in part because of an 1815 act in the British Parliament called the Corn Laws that banned the importation of grain and kept prices up (the wealthy, land-owning gentry class had pushed the law through parliament). Given the incredible squalor, epidemics were frequent. In turn, wages were paid at a near-subsistence level until after (roughly) 1850. Whenever there was a market downturn, sometimes lasting for years (e.g. 1839 – 1842), workers were summarily fired to cut costs, and some starved as a result.

Likewise, the telegraph was invented in 1830 and used initially to warn train stations when multiple trains were on the track. Telegraphs allowed almost instant communication over huge distances - they sent a series of electrical impulses over a wire as "long" and "short" signals. The inventor of the telegraph, Samuel Morse, invented a code based off of those signals that could be translated into letters and, as a result, be used to sent messages. Morse Code thus enabled the first modern mass communications device. This was the first time when a message could travel faster than could a messenger on horseback, vastly increasing the speed by which information could be shared and disseminated. Simultaneously, steamships were transforming long-distance commerce. The first sailed in 1816, going about twice as fast as the fastest sailing ship could. This had obvious repercussions for trade, because it became cheaper to transport basic goods via steamship than it was to use locally-produced ones; this had huge impacts on agriculture and forestry, among other industries. Soon, it became economically viable to ship grain from the United States or Russia across oceans to reach European markets. The first transatlantic crossing was a race between two steamships going from England to New York in 1838; soon, sailing vessels became what they are today: archaic novelties.

Below is the molecule for caffeine. Give the molecular formula for it.

Integral sauces are those prepared directly from the juices that are released by meats and fish during cooking

Essences are extracts made from vegetables and used as last-minute flavorings for sauces; an essence is to a vegetable what a jus is to meat or fish

Glaces are stocks that have been slowly cooked down (reduced) to a thick syrup

Natural demi-glace, also called coulis, is thickened by reduction or continual remoistening with additional meat; no starch is used in its preparation

Classic demi-glace is a stock that has been reduced and bound with starch until it has the consistency of a very light syrup or glace

The term jus traditionally describes the light, natural liquid derived from the drippings of a roast

Any ingredients contribute to a stock's color. Vegetables such as leeks and carrots give white stock a light color. Browned bones and tomato paste provide color to dark stocks.

Flavoring vegetables such as mirepoix: herb sachets and the proper ratios of ingredients to liquid give stocks their flavor

Body develops when collagen proteins dissolve in protein - based stock

Clarity is achieved by removing impurities during stock making

he best p

NaOH(aq)+HCl(aq)→NaCl(aq)+H2O(l)(5)

Whatever you teach, its immensity can be a source of curiosity, wonder and excitement. It can be a reason to be optimistic about life in general and about your students in particular.

Instrucción diferenciada Última actualización 4 de enero de 2021 Guardar como pdf 1.11: Andamios 1.13: Diseño Universal para el Aprendizaje imagen_como_pdfLibro llenoPáginaDonar /*<![CDATA[*/ window.hypothesisConfig = function () { return { "showHighlights": false }; }; //localStorage.setItem('darkMode', 'false'); window.beelineEnabled = true; document.getElementsByTagName('head')[0].prepend(document.getElementById('mt-screen-css'),document.getElementById('mt-print-css')); //$('head').prepend($('#mt-print-css')); //$('head').prepend($('#mt-screen-css'));/*]]>*/ ID de página64550 /*<![CDATA[*/window.addEventListener('load', ()=>LibreTexts.TOC(undefined, undefined, true));/*]]>*/ /*<![CDATA[*/ //CORS override LibreTexts.getKeys().then(()=>{ if(!$.ajaxOld){ $.ajaxOld = $.ajax; $.ajax = (url, options)=> { if(url.url && url.url.includes('.libretexts.org/@api/deki/files')) { let [subdomain, path] = LibreTexts.parseURL(); let token = LibreTexts.getKeys.keys[subdomain]; url.headers = Object.assign(url.headers || {}, {'x-deki-token':token}); } else if (typeof url === 'string' && url.includes('.libretexts.org/@api/deki/files')){ let [subdomain, path] = LibreTexts.parseURL(); let token = LibreTexts.getKeys.keys[subdomain]; options.headers = Object.assign(options.headers || {}, {'x-deki-token':token}); } return $.ajaxOld(url, options); } } });/*]]>*/ \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} }  \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \newcommand{\id}{\mathrm{id}} \newcommand{\Span}{\mathrm{span}} \newcommand{\kernel}{\mathrm{null}\,} \newcommand{\range}{\mathrm{range}\,} \newcommand{\RealPart}{\mathrm{Re}} \newcommand{\ImaginaryPart}{\mathrm{Im}} \newcommand{\Argument}{\mathrm{Arg}} \newcommand{\norm}[1]{\| #1 \|} \newcommand{\inner}[2]{\langle #1, #2 \rangle} \newcommand{\Span}{\mathrm{span}} \newcommand{\id}{\mathrm{id}} \newcommand{\Span}{\mathrm{span}} \newcommand{\kernel}{\mathrm{null}\,} \newcommand{\range}{\mathrm{range}\,} \newcommand{\RealPart}{\mathrm{Re}} \newcommand{\ImaginaryPart}{\mathrm{Im}} \newcommand{\Argument}{\mathrm{Arg}} \newcommand{\norm}[1]{\| #1 \|} \newcommand{\inner}[2]{\langle #1, #2 \rangle} \newcommand{\Span}{\mathrm{span}}\newcommand{\AA}{\unicode[.8,0]{x212B}} Tabla de contenido Conclusiones claveDiferenciación versus andamiajeMitos y conceptos erróneos sobre la instrucción diferenciada y el diseño universal para el aprendizajeDebate Instrucción diferenciada e implicaciones para la implementación del UDLContenidoProcesoProductosAfecto/AmbienteRecursos adicionales sobre instrucción diferenciadaReferencias https://granite.pressbooks.pub/teachingdiverselearners/?p=270 youtu.be/h7-D3gi2lL8 La diferenciación se refiere a una amplia variedad de técnicas de enseñanza y adaptaciones de lecciones que los educadores utilizan para instruir a un grupo diverso de estudiantes, con diversas necesidades de aprendizaje, en el mismo curso, aula o entorno de aprendizaje . La diferenciación se utiliza comúnmente en el “agrupamiento heterogéneo”, una estrategia educativa en la que se agrupan estudiantes con diferentes habilidades, necesidades de aprendizaje y niveles de rendimiento académico. Evaluación formativa (evaluaciones periódicas durante el proceso de lo que los estudiantes están aprendiendo o no aprendiendo) para determinar los mejores enfoques de instrucción o modificaciones necesarias para cada estudiante. Conclusiones clave modificaciones a : práctica (cómo los profesores imparten instrucción a los estudiantes), proceso (cómo se diseña la lección para los estudiantes), productos (los tipos de productos de trabajo que los estudiantes deberán completar), Contenido (las lecturas, investigaciones o materiales específicos que los estudiantes estudiarán), evaluación (cómo los profesores miden lo que los estudiantes han aprendido), y agrupamiento (cómo se organizan los estudiantes en el aula o se los empareja con otros estudiantes). interés (qué materias inspiran a los estudiantes a aprender), preparación (lo que los estudiantes han aprendido y aún necesitan aprender) o estilo de aprendizaje (las formas en que los estudiantes tienden a aprender mejor el material). Diferenciación versus andamiaje instrucción diferenciada , pueden dar a algunos estudiantes una lectura completamente diferente (para que coincida mejor con su nivel y habilidad de lectura), darle a toda la clase la opción de elegir entre varios textos (para que cada estudiante pueda elegir el que más les interese), o Brinde a la clase varias opciones para completar una tarea relacionada (por ejemplo, a los estudiantes se les podría permitir escribir un ensayo tradicional, dibujar un ensayo ilustrado en forma de cómic, crear un “ensayo” de presentación de diapositivas con texto e imágenes, o presentar una presentación oral). presentación). En la instrucción andamiada , generalmente dividen una experiencia, concepto o habilidad de aprendizaje en partes discretas y luego brindan a los estudiantes la asistencia que necesitan para aprender cada parte. Por ejemplo, los profesores pueden dar a los estudiantes un extracto de un texto más extenso para que lo lean, involucrarlos en una discusión sobre el extracto para mejorar su comprensión de su propósito y enseñarles el vocabulario que necesitan para comprender el texto antes de asignarles la lectura completa. Cuadro comparativo de diferenciación Mitos y conceptos erróneos sobre la instrucción diferenciada y el diseño universal para el aprendizaje La diferenciación es una estrategia que ayuda a los instructores a abordar el nivel individual de preparación, interés y perfiles de aprendizaje de cada estudiante (Nelson, 2014). En comparación, el UDL es un marco educativo global que aborda el entorno de aprendizaje en su conjunto . Esto incluye tanto el entorno físico de aprendizaje como las lecciones, unidades y/o plan de estudios. Cuando se aborda primero todo el entorno, se eliminan las barreras físicas, mentales y psicológicas para que todos los estudiantes tengan pleno acceso al aula, independientemente de sus necesidades y capacidades. Debate equidad y “seguimiento académico” en las escuelas públicas. Una crítica importante al enfoque está relacionada con las relativas complejidades y dificultades que implica enseñar a diversos tipos de estudiantes en un solo aula o entorno educativo. desarrollo profesional para garantizar que estén utilizando técnicas de instrucción diferenciadas de manera adecuada y efectiva. Cómo diferenciar la instrucción en aulas de capacidades mixtas , la educadora y escritora Carol Ann Tomlinson , considerada una autoridad en diferenciación, señala una fuente potencial de confusión: "La instrucción diferenciada no es la 'instrucción individualizada' de los años 1970". En otras palabras, la diferenciación es la práctica de variar técnicas de instrucción en un aula para enseñar eficazmente a tantos estudiantes como sea posible , pero no implica la creación de cursos de estudio distintos para cada estudiante (es decir, instrucción individualizada). Instrucción diferenciada e implicaciones para la implementación del UDL Aula diferenciada: Respondiendo a las necesidades de todos los estudiantes (2014), los maestros en un aula diferenciada comienzan con su plan de estudios actual y una instrucción atractiva. Luego preguntan qué se necesitará para alterar o modificar el plan de estudios y la instrucción de modo que cada alumno obtenga el conocimiento, la comprensión y las habilidades necesarias para asumir la siguiente fase importante del aprendizaje. La instrucción diferenciada es un proceso de enseñanza y aprendizaje para estudiantes de diferentes habilidades en la misma clase. Los profesores, basándose en las características de preparación, interés y perfil de aprendizaje de sus alumnos, pueden adaptar o manipular varios elementos del currículo (contenido, proceso, producto, afecto/entorno). Estos se ilustran en la Tabla 1 a continuación, que presenta los principios generales de diferenciación mostrando los elementos clave del concepto y las relaciones entre esos elementos. Institutos sobre Diversidad Académica en la Escuela de Educación Curry de la Universidad de Virginia (septiembre de 2014) Identificación de componentes/características La filosofía de la diferenciación se basa en los siguientes principios: (1) reconocer la diversidad es normal y valioso, (2) comprender que cada estudiante tiene la capacidad de aprender, (3) asumir la responsabilidad de guiar y estructurar el éxito de los estudiantes, (4) defender a cada estudiante que ingresa al entorno de aprendizaje y garantizar la equidad de acceso Los principios identificados que dan forma a la diferenciación incluyen (1) crear un entorno propicio para el aprendizaje (2) identificar un plan de estudios fundamental de calidad (3) informar la enseñanza y el aprendizaje con evaluaciones (4) diseñar instrucción basada en las evaluaciones recopiladas (5) crear y mantener un aula flexible Las prácticas también son esenciales para la diferenciación, resaltadas como (1) planificación proactiva para abordar los perfiles de los estudiantes (2) modificar los enfoques de instrucción para satisfacer las necesidades de los estudiantes (3) enseñar (los estudiantes deberían trabajar justo por encima de sus niveles de comodidad individuales) (4) asignar tareas respetuosas que respondan a las necesidades de los estudiantes: desafiantes, atractivas y decididas (5) aplicar estrategias de agrupación flexibles (por ejemplo, estaciones, grupos de interés, estudios orbitales) Contenido Se utilizan varios elementos y materiales para apoyar el contenido educativo. Estos incluyen actos, conceptos, generalizaciones o principios, actitudes y habilidades. La variación que se observa en un aula diferenciada suele estar en la manera en que los estudiantes acceden a aprendizajes importantes. El acceso al contenido se considera clave. Alinear tareas y objetivos con las metas de aprendizaje. Los diseñadores de instrucción diferenciada consideran esencial la alineación de las tareas con las metas y objetivos de instrucción. Los objetivos se evalúan con mayor frecuencia mediante muchas pruebas de alto riesgo a nivel estatal y con frecuencia se administran medidas estandarizadas. Los objetivos suelen escribirse en pasos incrementales, lo que da como resultado una serie de tareas de desarrollo de habilidades. Un menú basado en objetivos hace que sea más fácil encontrar el siguiente paso de instrucción para los estudiantes que ingresan en diferentes niveles. La instrucción se centra en conceptos y está impulsada por principios. Los conceptos de instrucción deben tener una base amplia, no centrarse en detalles minuciosos o hechos ilimitados. Los profesores deben centrarse en los conceptos, principios y habilidades que los estudiantes deben aprender. El contenido de la instrucción debe abordar los mismos conceptos con todos los estudiantes, pero el grado de complejidad debe ajustarse para adaptarse a los diversos estudiantes. Aclarar conceptos clave y generalizaciones. Asegúrese de que todos los alumnos obtengan conocimientos sólidos que puedan servir como base para el aprendizaje futuro. Se anima a los profesores a identificar conceptos esenciales y focos de instrucción para garantizar que todos los alumnos comprendan. Proceso La agrupación flexible se utiliza constantemente. Las estrategias para una agrupación flexible son esenciales. Se espera que los estudiantes interactúen y trabajen juntos a medida que desarrollan conocimientos sobre nuevos contenidos. Los profesores pueden llevar a cabo debates introductorios con toda la clase sobre las grandes ideas del contenido, seguidos de trabajo en grupos pequeños o en parejas. Los grupos de estudiantes pueden recibir capacitación interna o del maestro para ayudarlos a completar las tareas asignadas. La agrupación de estudiantes no es fija. Como uno de los fundamentos de la instrucción diferenciada, el agrupamiento y reagrupamiento debe ser un proceso dinámico, que cambia con el contenido, el proyecto y las evaluaciones continuas. La gestión del aula beneficia a estudiantes y profesores. Para operar eficazmente un salón de clases utilizando instrucción diferenciada, los maestros deben seleccionar cuidadosamente la organización y las estrategias de impartición de instrucción. En su texto, Cómo diferenciar la instrucción en aulas con capacidades mixtas (2001), Carol Tomlinson identifica 17 estrategias clave para que los docentes enfrenten con éxito el desafío de diseñar y gestionar la instrucción diferenciada. Enfatizar el pensamiento crítico y creativo como objetivo en el diseño de lecciones. Las tareas, actividades y procedimientos para los estudiantes deben exigir que comprendan y apliquen el significado. La instrucción puede requerir apoyos, motivación adicional; y tareas, materiales o equipos variados para diferentes estudiantes en el aula. Productos La evaluación inicial y continua de la preparación y el crecimiento de los estudiantes son esenciales. Una evaluación previa significativa conduce naturalmente a una diferenciación funcional y exitosa. La incorporación de evaluaciones previas y continuas informa a los docentes para que puedan ofrecer mejor un menú de enfoques, opciones y andamios para las diversas necesidades, intereses y habilidades que existen en las aulas de diversos estudiantes. Las evaluaciones pueden ser formales o informales, incluidas entrevistas, encuestas, evaluaciones de desempeño y procedimientos de evaluación más formales. Utilice la evaluación como herramienta de enseñanza para ampliar, en lugar de simplemente medir, la instrucción. La evaluación debe realizarse antes, durante y después del episodio de instrucción; y debe usarse para ayudar a plantear preguntas sobre las necesidades de los estudiantes y el aprendizaje óptimo. Los estudiantes son exploradores activos y responsables. Los profesores respetan que cada tarea que se le presente al alumno sea interesante, atractiva y accesible a la comprensión y las habilidades esenciales. Cada niño debe sentirse desafiado la mayor parte del tiempo. Variar las expectativas y requisitos para las respuestas de los estudiantes. Los ítems a los que responden los estudiantes pueden diferenciarse para que diferentes estudiantes puedan demostrar o expresar su conocimiento y comprensión de diversas maneras. Un producto estudiantil bien diseñado permite diversos medios de expresión y procedimientos alternativos y ofrece distintos grados de dificultad, tipos de evaluación y puntuación. Afecto/Ambiente Desarrollar un ambiente de aprendizaje. Establecer condiciones en el aula que establezcan el tono y las expectativas para el aprendizaje. Proporcione tareas que sean desafiantes, interesantes y valiosas para los estudiantes. Involucrar a todos los estudiantes es esencial. Se anima a los profesores a esforzarse por desarrollar lecciones que sean atractivas y motivadoras para una clase diversa de estudiantes. Variar las tareas dentro de la instrucción y entre los estudiantes. En otras palabras, una sesión completa para estudiantes no debe consistir únicamente en conferencias, debates, prácticas o una sola estructura o actividad. Proporcionar un equilibrio entre las tareas asignadas por el profesor y las seleccionadas por los estudiantes. Una estructura de trabajo equilibrada es óptima en un aula diferenciada. Según la información previa a la evaluación, el saldo variará de una clase a otra, así como de una lección a otra. Los profesores deben garantizar que los estudiantes tengan opciones en su aprendizaje. romper las barreras educativas . Hemos identificado formas adicionales de reducir aún más las barreras en esta lección mediante el empleo de los principios de los métodos de enseñanza UDL y la instrucción diferenciada. Proporcionamos recomendaciones sobre el empleo de métodos de enseñanza de UDL para respaldar esta lección en la Tabla 3. Tenga en cuenta que no estamos haciendo recomendaciones generalizadas para hacer que esta lección sea más UDL, sino que nos centramos en formas en que la instrucción diferenciada, específicamente, puede ayudar a lograr este objetivo. . Tabla 2. Elementos del UDL en una lección de matemáticas de instrucción diferenciada Directriz/punto de control del UDL Funciones de instrucción diferenciadas Proporcione múltiples ejemplos. El maestro proporciona múltiples ejemplos a lo largo de la lección con múltiples modelos, actividades de práctica y problemas matemáticos adicionales. Resalte las características críticas. El maestro resalta características críticas de las matemáticas al detenerse y calcular, consultar con los estudiantes y modelar el comportamiento. Proporcionar múltiples medios y formatos. El docente apoya la comprensión identificando patrones no sólo en el texto sino también en el entorno del aula, la escuela, etc. Contexto de fondo de soporte. Los profesores analizan o evalúan previamente a los estudiantes en busca de habilidades previas clave y conocimientos previos. Proporcione comentarios continuos y relevantes. En grupos cooperativos, los estudiantes pueden recibir retroalimentación del profesor y de sus compañeros. Ofrezca opciones de contenido y herramientas. Los estudiantes son asignados a uno de tres grupos clasificados por dificultad; Todos los estudiantes están trabajando en la misma tarea pero con diferentes apoyos. Ofrezca niveles ajustables de desafío. Los apoyos variados en los grupos de trabajo alteran el nivel de independencia y dificultad para resolver la tarea. Tabla 3. Estrategias del UDL para minimizar aún más las barreras de la lección en un plan de lección de instrucción diferenciada para matemáticas. Barrera Estrategia UDL Deducir/construir funciones numéricas. Proporcione diferentes demostraciones o modelos de cómo utilizar las herramientas empleadas en la lección. Proporcione apoyos e indique a los estudiantes el uso de patrones numéricos. Los estudiantes escriben reglas para patrones matemáticos. Proporcionar formatos alternativos para que los estudiantes expresen su interpretación de patrones visuales y representacionales y las implicaciones matemáticas. Por ejemplo, hablar, crear un diagrama, representaciones numéricas. Creando patrones numéricos. Considere los conocimientos previos para los estudiantes que ingresan a este problema matemático. ¿Qué gama de apoyos podrían estar disponibles para proporcionar el conocimiento informativo para que los estudiantes puedan concentrarse en el comp

En algunos tejidos, los iones sodio y cloruro pasan libremente a través de canales abiertos, mientras que en otros tejidos se debe abrir una puerta para permitir el paso. Un ejemplo de esto ocurre en el riñón, donde ambas formas de canales se encuentran en diferentes partes de los túbulos renales

La difusión no gasta energía. Por el contrario, los gradientes de concentración son una forma de energía potencial, disipada a medida que se elimina el gradiente.

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Electrons in group(s) with principal quantum number n and azimuthal quantum number < l

Newton’s First Law of Motion: An object at rest will remain at rest while an object in motion will continue in motion with a constant velocity unless acted on by outside force.

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