VINCENT: Victoria, today I asked my student to accept, as I did in 12 years, the idea of \u200b\u200bbeing a student "view" and not a student "record".
VICTORY: I understand Vincent, the boys "visual" sometimes do not realize how crazy people who study and perform poorly because they do not accept this reality.
VINCENT: However, it is fun to try the students 'records' within a class. You will find them easily?
I will try very hard but not always find them right away.
VICTORY: Oh, yes, it is a kind of drug!
It 's the first thing I do every year when I enter in a new class. I enjoy a lot and almost always spot on.
VINCENT: The first days of school are those most likely to find them.
VICTORY: Actually we should talk about students' non-visual "because they define only" verbal "is highly simplistic.
VINCENT: Actually there are many different types of learning and pupils express themselves in sometimes very blurred.
not always easy to distinguish.
The only sure thing is that it is absolutely wrong to treat students' non-visual "as being" visual ".
VICTORY: Wrong and cruel!
It 's like speak different languages!
The trouble is that we professors are "visual" or "verbal".
VINCENT: The students 'vision' are the majority.
I am "visual" and you too ... if I remember correctly.
VICTORY: Yes, yes, they are "visual". Think
while attending the university, to clarify our ideas on cell cycle mechanism invented absurd overlapping circular sectors, colored and transparent!
Remember?
We need to understand the phases of the cell cycle.
VINCENT: And 'veroooo! The book does not
There were figures and the experiments were quite complex.
The different phases of the cell it appeared clear to read.
VICTORY: After many years but I remember his eyes we knew what our ears find difficult to understand.
VINCENT: Absolutely!
We read thousands of times those pages ... and then we realized our funny looking mechanism circular sectors.
VICTORY: More visual than this!
VINCENT: Visual and color! Haha
Yes, you are definitely visual like me.
VICTORY: According to me, in a class there are at least 25 visual su 28 alunni totali...
VINCENZO: Eh, sì: i “verbali” sono proprio pochi.
VITTORIA: ....ma....è meraviglioso scoprire quei pochi “non visivi”.
VINCENZO: Oh, sìììì, è davvero meraviglioso!
I “non visivi” sono quegli alunni che non hanno bisogno di guardare sulla carta geografica gli affluenti di destra del Po.
Di solito i “non visivi” sono chiamati banalmente “verbali” proprio perché riescono ad imparare e a comprendere ascoltando le sole parole.
Il docente pensa che abbiano solo un'ottima memoria...ma a volte hanno molto di più: sono "Nonvisual"!
usually really have a very good memory. The
Professor of Geography (visual) lists the right tributary of the Po .. peeking from the corners of the map ... like it does every year for 30 years!
The prof is so "visual" that should at least have to list at the bottom of the class a small map of northern Italy to stimulate the right neuroni.Se the map is not right, prof. must make an enormous effort to see it in his head ... at least as an outline map ... and then got out the names of the tributaries of the right! Haha
VICTORY: Poor Professor of Geography!
After all, most of us are like that.
VINCENT: E ' true.
The "non-visual" know them by observing the class carefully. Enter
classroom and all behave the same way: We greet you, sit down, take the material ... but then everything changes.
The "eye" looking at the fountain pen instead of the book ... is simply distracted! Understand that now is a "visual" like us ... and distracted at that.
If you ask what you said ... stutters, laying the pen, turns red, lowered his head to the fool, run and watch the figure on the book.
VICTORY: Exactly!
not respond and do not know what you're talking about.
VINCENT: The student "nonvisual" instead respond promptly and in great detail, the tributaries of the Po bowl or cell organelles as if he had closely observed and carefully map of northern Italy or outline of the cell.
WIN: The first day, I'm very careful with the tone of voice: if attacks a "non-visual" wondering what you're saying, you risk making a fool with the whole class.
VINCENT: How do you get it.
The "non-visual" seems at first sight an inveterate casual, bordering on rudeness to the teacher!
VITTORIA But ... just listening to understand.
To be honest, I think that often the "non-visual" sia in realtà un “supervisivo”: non ha bisogno di foto e schemi perché li costruisce facilmente nella sua mente.
Io mi sforzo di fare disegnini carini alla lavagna e tutti li apprezzano ma un alunno si guarda le unghie, fissa il vuoto.
Gli chiedo: Roberto, hai capito la spiegazione?
E quello mi ripete tutto alla perfezione.
VINCENZO: E allora dovresti vedere i “non visivi” quando svolgono i problemi di geometria: sono a dir poco straordinari!
Molti sono davvero dei “supervisivi”.
Perdo una marea di ore per fare disegnare poligoni decorosi e per insegnare che devono guardare a lungo la figura, dopo aver scritto i dati forniti dal problema. Ripeto provided that the brain sometimes can not see now ... I see your eyes.
in the back there is always a student who has already finished the problem!
course is perfect! With air
smiling says, "Prof, I come!
I just have to draw the figure and it is complete! "
VICTORY: I am not surprised at all.
Quell'alunna has done this without the picture.
The difficult question is this:
the words were enough to find a logical process (students 'verbal') or the polygon has displayed in his mind and then carried out the problem (students 'supervise') ?
VINCENT: Hard to answer but you made me remember the famous story of the prodigious pupil of the legendary Emma Castelnuovo (idol teacher of mathematics teachers of secondary school).
The legendary Emma was very good because he had devised simple methods to understand the geometry to his pupils "visual".
has written books on the subject.
I've always considered a true science of teaching.
Emma Castelnuovo was amazed by his pupil "nonvisual" who was actually in a 'supervise'.
WIN: I've heard of this Emma Castelnuovo.
But what did that ally?
VINCENT: Wait.
Here, I found the book. Carry
that page of the book by Emma Castelnuovo.
VITTORIA: E' fantastico!!!
Sì, Paola Ferretti era decisamente una “super-visiva”.
Questa cosa degli alunni “visivi”, “non visivi”, “verbali” è interessantissima.Io sono estremamente “visiva” e commetto spesso l'errore di dare per scontato che tutti pensino per immagini come faccio costantemente io. E' da qui che is my obsession with PowerPoint and a lot of my other fixations. But it interests me a lot to think about "non-visual."
I think some are, as we said, the "super-vision", that have a special ability to imagine pictures and study them as we would with real images.
But others are just ... "non-visual", or "verbal", "Aids", "kinaesthetic" (motion sensitive) or more.
VINCENT: We are not able to cover all existing types!
But you're right: some are "hearing".
are most sensitive to movement (human and animals) it is often used movements of geometric figures to understand concepts that otherwise do not understand. Emma Castelnuovo was a true teacher in the movement of geometric figures. For years, the
imitate to understand some concepts about triangles and parallelograms. You said
of your diagrams and slides to the PC, remember that you were good at making difficult concepts to understand with ease.
remember such a time, studying biochemistry, I was going crazy on a question of dynamic enzyme. Within minutes you are unable to clear up some obscure concepts. I was astonished to your clarity.
VICTORY: I do not remember.
Returning to the speech, often the "non-visual" are "super visual "as Paola Ferretti.Secondo me 'supervise' also has a very good memory because it is 'supervise' and not the other way.
The 'supervise' can you get the memory it is amazing" supervise ".
VINCENT: , I agree.
I think they also oversaw the ones that are in mind as a huge multiplication 23765045 x 657890 or those who can say what day of the week will be April 23 2019.
One certainly supervise and Roberto Benigni.
The Did you see a song as he explains the Divine Comedy?
It 's great!
Well, at the end of the explanation of the song he reciting the entire canto.Guardalo on Youtube!
His eyes go from left to right as if reading the teleprompter ... but there is no teleprompter ... just the audience!
I see that the verses one by one!
One year, I think in 1990, I had a student who was not "supervise" but it seemed that ... in fact only had a remarkable memory visiva.Questo student several times during the year, looked at the text of a long-term for ten seconds and then came to the blackboard to write among the astonished gaze of his companions.
Over time I realized that was not clever nor 'supervise' the least because he could not imagine the next steps ... even if the expression was already the penultimate step to the end and was just two centimeters long.
knew the rules but must apply in strict sequence without skipping a comma.
short, a "visual" disguised "supervise"!
VICTORY: Funny picture of the "visual" disguised "supervise".
You know what? Let me know what makes a prof. a good "EXPLAINER. What, exactly? Because otherwise ... is a natural talent, yes, but a bit 'like the horse who can jump, but do not know how to do it!
Well, sometimes I feel a bit 'like the horse: I explain, people understand.
Why? What is the difference?
's not just that we can think of visual examples, funny, surprising, that "wake up" the attention and memory.
Sometimes I think it is a mechanism that allows us to mentally from the condition of those who did not understand. That is, we imagine you do not understand that thing, and instinctively as if we sought a way out, the key to the problem, and ripercorressimo one step after another. And our explanation is this gradual move towards the light. A sort of intellectual empathy. What do you say?
VINCENT: Stand in the shoes of those who do not understand is the starting point. What makes a professor
clear?
If we knew we would have already opened a school for "teaching of teaching". Haha
WIN: And we would become rich!
Yes, I saw something Benigni and the Divine Comedy and I too was impressed by the memory of man.
But then, you recognize as a "supervise" a "verbal"?
VINCENT: A few years ago I had a "purely verbal."
was not a "supervise" because in geometry was normal, and sometimes drew the figures had to reflect and find your way.
was a verbal explanation during pure because I never looked at him, but when I said funny things and wanted to look at my expressions to laugh with others.
at any time of the lesson I could ask him what he was saying and he repeated the last ten sentences to perfection!
not one sentence: ten!
The rest was a very normal guy.
If you can affect, when I did the questions, answers with age-appropriate terms, but in the most complex and rich as possible:
the "Minutes" enjoys hearing the words.
I once asked
"Excuse me Professor, but it is true that people who have lost a hand sometimes feel itchy hands that no longer exists?"
My response was:
"Yes, indeed.
We talk about sensitivity of the limb mancante.
L'amputazione toglie fisicamente la parte anatomica e recide muscoli e nervi ma non elimina la rappresentazione sensoriale della mano che si trova nella circonvoluzione sensoriale.
Permane, a livello del cervello, la perfetta rappresentazione della mano sia per quello che riguarda la sensibilità tattile sia per quello che riguarda la sensibilità profonda (muscoli e strutture interne).
I medici si chiedono perché a volte le persone sentano dolore: probabilmente dipende dalla memoria dell'evento traumatico che ha portato all'amputazione. Il cervello ricorda il dolore del taglio.”
Al di là dell’imprecisione della mia risposta, in quel momento ho spremuto i miei neuroni per dargli la più completa possible answer without being able to see a text.
I mean?
to the minutes do to feed all the words that I can dish out on time.
VICTORY: If this is a vague answer ....
VINCENT: My daughter is "not visual."
It's actually part of "supervise" and the "verbal".
But you know that for years I have problems with his teachers for this? In fact my daughter is a very special girl:
the first hour, pull out the history book. In the second hour
overlaps book, book and vocabulary of Latin.
philosophy .... the third ... until the end of the morning.
Alle 12,45 il banco è una montagna di roba e lei scrive col quaderno sulle gambe!
A casa...uguale!
Dicevo che ho sempre avuto problemi.
Sono professori che non credo abbiano mai fatto discorsi come quello che stiamo facendo noi due.
Frasi che mi hanno detto:
"Sua figlia è molto intelligente...però quando spiego è distratta! Sì, se le chiedo cosa sto dicendo...risponde...ma io voglio che mi ascolti!!!"
oppure
"Prima dello studio viene l'educazione!
Sua figlia, mi spiace dirlo, con me non è educata perché non mi guarda in faccia!"
oppure
"Io non so come faccia a prendere otto!
Quando parlo fa i disegnini!!!"
oppure
"E' brava: con me ha otto...ma se mi ascoltasse mentre parlo...avrebbe nove!!!"E rispondo a questi professori: “Certo, ha ragione, glielo dirò!”
Ahahah Povera figlia mia!
VITTORIA: Comunque tu ed io siamo davvero bravi:
in prima analisi partiamo dall'idea che l'alunno sia un “non visivo”...e solo dopo, con grande delicatezza, ammettiamo che semplicemente è distratto! Ahah"Scusa Alessandra...non vorrei classificarti erroneamente come “non visiva”...per fugare ogni dubbio...potresti gentilmente ripetere ciò che ho appena detto? Grazie."
VINCENZO: Sai cosa mi viene in mente parlando della questione dei “visivi” e “verbali”?Mi viene in mente che saperli cercare e riconoscere somiglia a ciò che fa la protagonista di Ghost Whisperer! :-)
Come i fantasmi, prima non pensi che esistano...poi...li vedi dappertutto...o forse...siamo solo noi a vederli perché effettivamente non esistono?
VICTORY: I understand Vincent, the boys "visual" sometimes do not realize how crazy people who study and perform poorly because they do not accept this reality.
VINCENT: However, it is fun to try the students 'records' within a class. You will find them easily?
I will try very hard but not always find them right away.
VICTORY: Oh, yes, it is a kind of drug!
It 's the first thing I do every year when I enter in a new class. I enjoy a lot and almost always spot on.
VINCENT: The first days of school are those most likely to find them.
VICTORY: Actually we should talk about students' non-visual "because they define only" verbal "is highly simplistic.
VINCENT: Actually there are many different types of learning and pupils express themselves in sometimes very blurred.
not always easy to distinguish.
The only sure thing is that it is absolutely wrong to treat students' non-visual "as being" visual ".
VICTORY: Wrong and cruel!
It 's like speak different languages!
The trouble is that we professors are "visual" or "verbal".
VINCENT: The students 'vision' are the majority.
I am "visual" and you too ... if I remember correctly.
VICTORY: Yes, yes, they are "visual". Think
while attending the university, to clarify our ideas on cell cycle mechanism invented absurd overlapping circular sectors, colored and transparent!
Remember?
We need to understand the phases of the cell cycle.
VINCENT: And 'veroooo! The book does not
There were figures and the experiments were quite complex.
The different phases of the cell it appeared clear to read.
VICTORY: After many years but I remember his eyes we knew what our ears find difficult to understand.
VINCENT: Absolutely!
We read thousands of times those pages ... and then we realized our funny looking mechanism circular sectors.
VICTORY: More visual than this!
VINCENT: Visual and color! Haha
Yes, you are definitely visual like me.
VICTORY: According to me, in a class there are at least 25 visual su 28 alunni totali...
VINCENZO: Eh, sì: i “verbali” sono proprio pochi.
VITTORIA: ....ma....è meraviglioso scoprire quei pochi “non visivi”.
VINCENZO: Oh, sìììì, è davvero meraviglioso!
I “non visivi” sono quegli alunni che non hanno bisogno di guardare sulla carta geografica gli affluenti di destra del Po.
Di solito i “non visivi” sono chiamati banalmente “verbali” proprio perché riescono ad imparare e a comprendere ascoltando le sole parole.
Il docente pensa che abbiano solo un'ottima memoria...ma a volte hanno molto di più: sono "Nonvisual"!
usually really have a very good memory. The
Professor of Geography (visual) lists the right tributary of the Po .. peeking from the corners of the map ... like it does every year for 30 years!
The prof is so "visual" that should at least have to list at the bottom of the class a small map of northern Italy to stimulate the right neuroni.Se the map is not right, prof. must make an enormous effort to see it in his head ... at least as an outline map ... and then got out the names of the tributaries of the right! Haha
VICTORY: Poor Professor of Geography!
After all, most of us are like that.
VINCENT: E ' true.
The "non-visual" know them by observing the class carefully. Enter
classroom and all behave the same way: We greet you, sit down, take the material ... but then everything changes.
The "eye" looking at the fountain pen instead of the book ... is simply distracted! Understand that now is a "visual" like us ... and distracted at that.
If you ask what you said ... stutters, laying the pen, turns red, lowered his head to the fool, run and watch the figure on the book.
VICTORY: Exactly!
not respond and do not know what you're talking about.
VINCENT: The student "nonvisual" instead respond promptly and in great detail, the tributaries of the Po bowl or cell organelles as if he had closely observed and carefully map of northern Italy or outline of the cell.
WIN: The first day, I'm very careful with the tone of voice: if attacks a "non-visual" wondering what you're saying, you risk making a fool with the whole class.
VINCENT: How do you get it.
The "non-visual" seems at first sight an inveterate casual, bordering on rudeness to the teacher!
VITTORIA But ... just listening to understand.
To be honest, I think that often the "non-visual" sia in realtà un “supervisivo”: non ha bisogno di foto e schemi perché li costruisce facilmente nella sua mente.
Io mi sforzo di fare disegnini carini alla lavagna e tutti li apprezzano ma un alunno si guarda le unghie, fissa il vuoto.
Gli chiedo: Roberto, hai capito la spiegazione?
E quello mi ripete tutto alla perfezione.
VINCENZO: E allora dovresti vedere i “non visivi” quando svolgono i problemi di geometria: sono a dir poco straordinari!
Molti sono davvero dei “supervisivi”.
Perdo una marea di ore per fare disegnare poligoni decorosi e per insegnare che devono guardare a lungo la figura, dopo aver scritto i dati forniti dal problema. Ripeto provided that the brain sometimes can not see now ... I see your eyes.
in the back there is always a student who has already finished the problem!
course is perfect! With air
smiling says, "Prof, I come!
I just have to draw the figure and it is complete! "
VICTORY: I am not surprised at all.
Quell'alunna has done this without the picture.
The difficult question is this:
the words were enough to find a logical process (students 'verbal') or the polygon has displayed in his mind and then carried out the problem (students 'supervise') ?
VINCENT: Hard to answer but you made me remember the famous story of the prodigious pupil of the legendary Emma Castelnuovo (idol teacher of mathematics teachers of secondary school).
The legendary Emma was very good because he had devised simple methods to understand the geometry to his pupils "visual".
has written books on the subject.
I've always considered a true science of teaching.
Emma Castelnuovo was amazed by his pupil "nonvisual" who was actually in a 'supervise'.
WIN: I've heard of this Emma Castelnuovo.
But what did that ally?
VINCENT: Wait.
Here, I found the book. Carry
that page of the book by Emma Castelnuovo.
WORK OF PAOLA FERRETTI as 1951-1952.
We talked about the pyramids and prisms and the boys were impressed by the simple and intuitive way with which one can determine the formula for the volume of a pyramid particular dividing a cube into six equal pyramids whose base is a face of the cube and to the summit cubo.Parlavo center of the regular polyhedra, that argument can always particularly interesting because of the lack of similarity it has with the polygons regolari.Avevamo seen that, in a very easy, you can calculate the volume of a regular octahedron, given the length of the edge. Then
Paola Ferretti question how one can calculate the volume of the icosahedron.
I have not even had time to reflect on the most appropriate way to set the problem, that this little girl adds:
"Ah, I see!
Just break the icosahedron in twenty pyramids with equal base for one of the faces of the polyhedron and the top center of the polyhedron itself. "This procedure can clear all of us.
"But - I say - how do you determine the height of one of those pyramids?"
"It 's easy - he replies, with that look of one who sees with his mind's eye - I tallow icosahedron with a plane passing through the center and perpendicular to an axis of symmetry, so I a regular decagon. Then there is a triangle of which a catheter is the height of one of those twenty pyramids and the other catheter and the distance between the midpoint of the side of the decagon and the center of the equilateral triangle and the hypotenuse is the 'slant of decagono.L' slant of the decagon can be calculated with the Pythagorean theorem, the distance between the midpoint of the side of the decagon and the center of the equilateral triangle is also easy to calculate when you know the height of the equilateral triangle, using So, once again the Pythagorean theorem determines the other catheter, and that is the height of the pyramid. "
confess that both I and his companions was very perplexed by this explanation, plus the modestissimo modello in cartone dell'icosaedro che avevamo davanti non ci aiutava affatto; non riuscivamo a "vedere dentro".Paola Ferretti andò alla lavagna ma il suo disegno mal fatto non ci illuminò per niente.
I compagni, uno dopo l'altro, rinunciarono a capire la dimostrazione di Paola; io non volevo arrendermi, tanto più che sentivo che in quanto aveva esposto doveva esserci qualcosa di giusto.
A casa compresi la semplicità di quel procedimento.
Cominciai allora una serie di ricerche bibliografiche al fine di rendermi conto se questa dimostrazione si trovasse in qualche scritto: no, la dimostrazione data da Paola Ferretti non risultava in nessuna pubblicazione e rappresentava di gran lunga la più semplice determinazione del volume dell'icosaedro regolare.Il suo lavoro fu così pubblicato nel "Peridico di Matematiche".
L'anno era terminato e le suggerii di pensare, durante l'estate, a un procedimento analogo per la determinazione del volume del dodecaedro regolare. Quest'ultimo lavoro fu pubblicato nel 1953.
VITTORIA: E' fantastico!!!
Sì, Paola Ferretti era decisamente una “super-visiva”.
Questa cosa degli alunni “visivi”, “non visivi”, “verbali” è interessantissima.Io sono estremamente “visiva” e commetto spesso l'errore di dare per scontato che tutti pensino per immagini come faccio costantemente io. E' da qui che is my obsession with PowerPoint and a lot of my other fixations. But it interests me a lot to think about "non-visual."
I think some are, as we said, the "super-vision", that have a special ability to imagine pictures and study them as we would with real images.
But others are just ... "non-visual", or "verbal", "Aids", "kinaesthetic" (motion sensitive) or more.
VINCENT: We are not able to cover all existing types!
But you're right: some are "hearing".
are most sensitive to movement (human and animals) it is often used movements of geometric figures to understand concepts that otherwise do not understand. Emma Castelnuovo was a true teacher in the movement of geometric figures. For years, the
imitate to understand some concepts about triangles and parallelograms. You said
of your diagrams and slides to the PC, remember that you were good at making difficult concepts to understand with ease.
remember such a time, studying biochemistry, I was going crazy on a question of dynamic enzyme. Within minutes you are unable to clear up some obscure concepts. I was astonished to your clarity.
VICTORY: I do not remember.
Returning to the speech, often the "non-visual" are "super visual "as Paola Ferretti.Secondo me 'supervise' also has a very good memory because it is 'supervise' and not the other way.
The 'supervise' can you get the memory it is amazing" supervise ".
VINCENT: , I agree.
I think they also oversaw the ones that are in mind as a huge multiplication 23765045 x 657890 or those who can say what day of the week will be April 23 2019.
One certainly supervise and Roberto Benigni.
The Did you see a song as he explains the Divine Comedy?
It 's great!
Well, at the end of the explanation of the song he reciting the entire canto.Guardalo on Youtube!
His eyes go from left to right as if reading the teleprompter ... but there is no teleprompter ... just the audience!
I see that the verses one by one!
One year, I think in 1990, I had a student who was not "supervise" but it seemed that ... in fact only had a remarkable memory visiva.Questo student several times during the year, looked at the text of a long-term for ten seconds and then came to the blackboard to write among the astonished gaze of his companions.
Over time I realized that was not clever nor 'supervise' the least because he could not imagine the next steps ... even if the expression was already the penultimate step to the end and was just two centimeters long.
knew the rules but must apply in strict sequence without skipping a comma.
short, a "visual" disguised "supervise"!
VICTORY: Funny picture of the "visual" disguised "supervise".
You know what? Let me know what makes a prof. a good "EXPLAINER. What, exactly? Because otherwise ... is a natural talent, yes, but a bit 'like the horse who can jump, but do not know how to do it!
Well, sometimes I feel a bit 'like the horse: I explain, people understand.
Why? What is the difference?
's not just that we can think of visual examples, funny, surprising, that "wake up" the attention and memory.
Sometimes I think it is a mechanism that allows us to mentally from the condition of those who did not understand. That is, we imagine you do not understand that thing, and instinctively as if we sought a way out, the key to the problem, and ripercorressimo one step after another. And our explanation is this gradual move towards the light. A sort of intellectual empathy. What do you say?
VINCENT: Stand in the shoes of those who do not understand is the starting point. What makes a professor
clear?
If we knew we would have already opened a school for "teaching of teaching". Haha
WIN: And we would become rich!
Yes, I saw something Benigni and the Divine Comedy and I too was impressed by the memory of man.
But then, you recognize as a "supervise" a "verbal"?
VINCENT: A few years ago I had a "purely verbal."
was not a "supervise" because in geometry was normal, and sometimes drew the figures had to reflect and find your way.
was a verbal explanation during pure because I never looked at him, but when I said funny things and wanted to look at my expressions to laugh with others.
at any time of the lesson I could ask him what he was saying and he repeated the last ten sentences to perfection!
not one sentence: ten!
The rest was a very normal guy.
If you can affect, when I did the questions, answers with age-appropriate terms, but in the most complex and rich as possible:
the "Minutes" enjoys hearing the words.
I once asked
"Excuse me Professor, but it is true that people who have lost a hand sometimes feel itchy hands that no longer exists?"
My response was:
"Yes, indeed.
We talk about sensitivity of the limb mancante.
L'amputazione toglie fisicamente la parte anatomica e recide muscoli e nervi ma non elimina la rappresentazione sensoriale della mano che si trova nella circonvoluzione sensoriale.
Permane, a livello del cervello, la perfetta rappresentazione della mano sia per quello che riguarda la sensibilità tattile sia per quello che riguarda la sensibilità profonda (muscoli e strutture interne).
I medici si chiedono perché a volte le persone sentano dolore: probabilmente dipende dalla memoria dell'evento traumatico che ha portato all'amputazione. Il cervello ricorda il dolore del taglio.”
Al di là dell’imprecisione della mia risposta, in quel momento ho spremuto i miei neuroni per dargli la più completa possible answer without being able to see a text.
I mean?
to the minutes do to feed all the words that I can dish out on time.
VICTORY: If this is a vague answer ....
VINCENT: My daughter is "not visual."
It's actually part of "supervise" and the "verbal".
But you know that for years I have problems with his teachers for this? In fact my daughter is a very special girl:
the first hour, pull out the history book. In the second hour
overlaps book, book and vocabulary of Latin.
philosophy .... the third ... until the end of the morning.
Alle 12,45 il banco è una montagna di roba e lei scrive col quaderno sulle gambe!
A casa...uguale!
Dicevo che ho sempre avuto problemi.
Sono professori che non credo abbiano mai fatto discorsi come quello che stiamo facendo noi due.
Frasi che mi hanno detto:
"Sua figlia è molto intelligente...però quando spiego è distratta! Sì, se le chiedo cosa sto dicendo...risponde...ma io voglio che mi ascolti!!!"
oppure
"Prima dello studio viene l'educazione!
Sua figlia, mi spiace dirlo, con me non è educata perché non mi guarda in faccia!"
oppure
"Io non so come faccia a prendere otto!
Quando parlo fa i disegnini!!!"
oppure
"E' brava: con me ha otto...ma se mi ascoltasse mentre parlo...avrebbe nove!!!"E rispondo a questi professori: “Certo, ha ragione, glielo dirò!”
Ahahah Povera figlia mia!
VITTORIA: Comunque tu ed io siamo davvero bravi:
in prima analisi partiamo dall'idea che l'alunno sia un “non visivo”...e solo dopo, con grande delicatezza, ammettiamo che semplicemente è distratto! Ahah"Scusa Alessandra...non vorrei classificarti erroneamente come “non visiva”...per fugare ogni dubbio...potresti gentilmente ripetere ciò che ho appena detto? Grazie."
VINCENZO: Sai cosa mi viene in mente parlando della questione dei “visivi” e “verbali”?Mi viene in mente che saperli cercare e riconoscere somiglia a ciò che fa la protagonista di Ghost Whisperer! :-)
Come i fantasmi, prima non pensi che esistano...poi...li vedi dappertutto...o forse...siamo solo noi a vederli perché effettivamente non esistono?
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