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| info about attention training |
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Posted by: andrea - 02-12-2009, 04:26 PM - Forum: Info and Intros
- Replies (2)
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Hello,
I'm new to this site. I come from Holland, so my English is quite poor:redface:, but still I've some questions to ask about this site.
There's a Learning Tool on this site, which is called Attention Training.
There's an instruction manual - a Word document named 'Playing the Games'- that tell's you how to play these games en in which specific rank.
But the instruction manual tell's nothing about game number 3 (Pursuit) and game nr. 9 (Visual Search).
Can somebody tell me the instruction of these specific games and in which session the child is supposed to play these games?
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| Count On Me With System One |
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Posted by: John Nicholson - 02-12-2009, 01:43 AM - Forum: John Nicholson
- Replies (12)
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[SIZE="6"] COUNT ON ME WITH SYSTEM ONE [/SIZE]
[SIZE="5"]OK Why can you count on me with system one? Simply because you will take years to count properly if you think you can learn to count in the manner you learnt to speak and the manner you continue to learn most of what you need to know on a daily basis.
No system is involved just haphazard realisations you learn a bit here see a little there think about it all, use reason to work some of it out and then we go to sleep and our subconscious brain takes over, the information is naturally filed properly in the usual visual files which we are creating daily from both what we see and what we hear and what we think, simply the natural functions that have evolved over millions of years between that spark that ignited life initially and the human beings that we are today.
What happens then? we simply fall asleep and ideas are generated subconsciously where by the strands of information we have gathered haphazardly are presented to us in a creative manner concepts we would not consider consciously are being played out during our resting period we simply call it dreaming and take little conscious notice of it, but occasionally an idea springs to mind, the right idea at the right moment in time, something that had not occurred to us previously.
New information these days bombards us from television radio newspapers and today from the internet that takes over every one of us, we are continually learning.
FACTS, concepts, realisations and unsolved problems are all churning around within our conscious minds. We call that thinking.
Consider this? you are sat at world’s most beautiful piano, you clearly remember the most thrilling music you have ever heard and you wish to play it for your mother, without being trained to play the piano you cannot play her one note. She had no money for a piano or the opportunity to learn to play one, so the piano remains silent.
Your mother was unable to show you how to play and only by a sustained effort will you be able to learn to play it.
To play the piano we have to teach our brain to recognise the music and how to recreate every sound, utilising the order the creator of that music worked out was best achieved by his own fingers, before he gave it to us.
Before we can play the piano we have to be taught a great deal, before we can create music like Elder we have to know even more.
I do not know how to play the piano but I do know that every child should be taught how to play the piano.
It only took me ten minutes to realise that by utilising an abacus any child could conceive the patterns and processes we utilise to record numbers and easily understand and achieve every type of arithmetic calculation.
But it has taken me over thirteen years to understand our human brain function sufficiently in order to develop an infallible system of teaching every healthy child to count and calculate both mentally and by notation, alongside developing virtually perfect reading ability when ever stage of vital pre reading perfections have been actively proved to be part of the child’s permanent memory.
Quite obviously no one can play the piano without being taught properly as to where the notes are and just what they sound like, it would obviously be harder for someone stone deaf to play the piano than someone clearly able to hear when they made a mistake. The natural self correction ability has to be a vital part when teaching a normal child. Comparing a stone deaf pupil where the physical perfection would require perfecting under supervision.
Turning now directly to teaching a three year old arithmetic.
We simply use the two hands to build initial understanding of meaning.
That understanding obviously needs each finger to become an integral part of numeric meaning in the range of numbers one to ten. We start this quickly by naming the two thumbs as Mr Five and Mr Six, this memory is perfected easily within two weeks with any speaking child.
Once the child is able to then chant the numbers one to ten we encourage them to tap the finger being identified alongside the chanting. The initial meaning of five is a child’s first realisation of five fingers on the left hand, the child then proves with no fuss that there are two fives a second realisation, realised simply by putting their two hands together.
The main emphasis still requires the child to identify every finger. To avoid the child mixing numbers we teach them only two fingers at a time.
The second pair are the long fingers 3 and 8.
For the third pair clench your fist`s side by side then poke out number 1 and 10. Always get the child to copy the process, as with the forth pair we simply add two and nine. The child then easily recognises the visual position of 2&9.
When you are following these written instructions always make sure you can do it physically you will also then remember it perfectly.
Prove this to yourself show yourself Mr Five and Mr six, then reform your hands into fists and then stick out forwards the adjoining thumb and finger on each hand and there we easily visually identify our final numbers 4 and 7. [/SIZE]
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