Dyfyniad arall o'r We:
"What we at Project Renaissance call "pole-bridging the brain" is the
principle of taking functions which are found in widely separate, usually
not very related regions of the brain (the "poles," if you will) and
expressing those brain functions externally in some combination way which
requires their coordination. The much faster external sensory feedback from
those expressed-coordinated functions forces a more and more immediate
relationship between the respective regions of the brain so involved. Once
that faster bridge for brain traffic is built, the resources and abilities
of each region of the brain so involved will be that much more accessible to
the other involved regions, and vice-versa. "
Mae'n ymddangos bod "pole-bridging" ei hun yn golygu sawl ffordd o bontio
gagendor dwy ochr yr ymennydd neu gysylltu pegynnau'r ymennydd, ffurfio
cysylltiadau yn yr ymennydd. Efallai byddai "meddwl yn uchel wrth wneud
rhywbeth" yn gwneud y tro unwaith, ond os ydych chi'n ysgrifennu ar gyfer
athrawon sy'n mynd i fod yn defnyddio'r syniad yn aml, mae angen rhywbeth
mwy penodol a haws ei ddweud. Yn anffodus, allwch chi ddim dweud "pontio
pegynnau", gan fod pont yn pontio bwlch, nid y pethau ar y ddau ben, felly
mae Bruce yn awgrymu "cysylltu pegynnau" - ond a oes 'na bobl yn y maes sy'n
defnyddio rhywbeth arall eisoes?
Mae'n hen bryd i mi roi'r gorau i sgwennu cymaint - lle mae pawb arall
ddylai fod yn ateb y pethau 'ma? 'Dw i'n mynd i weld pa lyfrau rhad sydd ar
ol yn Booklands, diwrnod olaf cyn cau unig siop lyfrau tref brifysgol
Bangor. Penwythnos da ichi i gyd.
Ann
----- Original Message -----
From: "Angharad Watson" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Friday, June 27, 2008 12:58 PM
Subject: Pole-bridging
unrhyw syniadau? - diolch yn fawr
Pole-bridging talk is when:
▪young children think aloud and produce a spoken running commentary as
they
play (definition)
When young children engage in pole-bridging talk they are beginning to be
aware of their own thinking. Adults can engage in pole-bridging alongside
children to support them in their development, use and understanding of
language i.e. encouraging them to think aloud. As children develop/get
older they cease to pole-bridge and it becomes internalised as thought.
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