![]() ![]() Recognition is aided by neural plasticity, or the brain's ability to reshape itself based on new information. Brain areas involved in recognition are the inferior temporal cortex, the superior parietal cortex, and the cerebellum. One of the first things the brain must do when acquiring new visual information is recognize the incoming material. The basis of this work takes place in the visual cortex of the brain The visual cortex is located in the occipital lobe of the brain and harbors many other structures that aid in visual recognition, categorization, and learning. Various areas of the brain work together in a multitude of ways in order to produce the images that we see with our eyes and that are encoded by our brains. Ī presentation by Stacey Forbes, M.S., SLP-CCC Visual learning is a teaching and learning style in which ideas, concepts, data, and other information are associated with images and techniques. NOTE: This article (Stronger Together: Making STEAM Partnerships) has been rewritten from an Accepted Manuscript of an article published by Taylor & Francis in Art Education on, available online:. He stressed the historical connections between art and design and the STEM disciplines. The former president of the Rhode Island School of Design, John Maeda, once spoke about fostering critical thinking extended into critical making, or, in his words, “thinking as making” (Maeda, 2012). STEM and STEAM as acronyms for instructional praxis, consider the disciplines of science, technology, engineering, and mathematics, with the arts recognized as a partner for learning pathways in STEAM. Typically, steam is imagined emanating from an engine or a teakettle: rising vapor created from a heated water phase change. ![]() Though fragile, a stem represents possibility, the potential for growth. Perhaps you imagined a short shoot of green poking through a patch of dirt. We have to do our best to avoid Rock Brain by using our Superflex Strategies.Stronger Together: Making STEAM Partnerships By Karen McGarry pp. Superflex is the social hero! He uses a flexible brain and skills to outsmart the Team of Unthinkables! The Unthinkables are full of powers that sometimes come over our brains. The purpose (as outlined in the book) of the Superhero Social Thinking (SST) curriculum is to provide the social-thinking educator, teacher or parent with a fun, motivating, and non-threatening way for our students to explore social thinking while increase their knowledge of social expectations, their awareness of their own behavior and how to modify their behaviors with Superflexible strategies. The Superflex Curriculum includes 13 different lessons, with specific skills and lessons for each part. When moving past the primary grades, MGW and Stephanie Madrigal, MS, CCC-SLP, have developed the Superflex: A Superhero Social Thinking Curriculum. I've had this book for several years and used it with children with Autism and ADHD. ![]() When moving from theory and planning to treatment, MGW has plenty of materials.įor my early elementary students I start with the Social Detective comic book. Many of you responded to the Thinking about You, Thinking about Me post and commented that you were using MGW's framework and theory for treatment. The Incredible Flexible You and Thinking about You, Thinking about Me have already become frequently used resources in my speech rooms. As a part of the Social Thinking Blogging Team, I've already shared a few resources with you. Rather than teaching individual social skills, MGW's program focuses on a treatment framework and curriculum for teaching social thinking. Social Thinking is a cognitive approach to social language. Michelle Garcia Winner (MGW) is the author of the Social Thinking series.
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