+- Teach the Brain Forums (https://www.teach-the-brain.org/forums)
+-- Forum: Teach-the-Brain (https://www.teach-the-brain.org/forums/Forum-Teach-the-Brain)
+--- Forum: How the Brain Learns (https://www.teach-the-brain.org/forums/Forum-How-the-Brain-Learns)
+---- Forum: John Nicholson (https://www.teach-the-brain.org/forums/Forum-John-Nicholson)
+---- Thread: Using Our Imagination To Develop The Teaching Facilities Necessary For The Future (/Thread-Using-Our-Imagination-To-Develop-The-Teaching-Facilities-Necessary-For-The-Future)
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - segarama - 10-02-2008
John, you are familiar with the following:
Lovers and madmen have such seething brains,
Such shaping fantasies, that apprehend
More than cool reason ever comprehends.
The lunatic, the lover and the poet
Are of imagination all compact...
William Shakespeare
A Midsummer Night's Dream...
This passage was inserted as part of the text that has been the leading text in experiential learning through out the world. It is called EXPERIENTIAL LEARNING:Experience As the Source of Learning and Development by David A. Kolb...He is the foremost authority in the world.....
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 22-02-2008
Hi Rob glad to have you back digging
[SIZE="4"]i have been thinking was i a lover or a lunatic
i like the piece and the referal.
The Eloquence of Human Thought
In what manner, in what shape, in what order, for what purpose does the majority of human thought take place?
Simply in the manner of reason, of course we can think without words
but we can not reason without language.
It is to the value and purpose of personal reason, that I address you now, I have sent you my ideas a gift for every child in order that you may consider them.
You will see that you are, one of one hundred people in the world today that I consider has the personal power to be most likely to ensure that our gift is passed without cost to every child already born, or still to be born, on its fourth birthday.
Why is this so vital, and why should this gift need the eloquence, that makes your support so vital in ensuring that it is given.
I have only words to enlist your support for my mission.
So let every one be clear what my mission is.
“To insure the possibility of equality within education”
The equality of opportunity that comes directly from our ability to reason.
The natural ability to reason is the most important human gift we share, we cannot reason without language so let us use our ability to reason.
From over a thousand languages in common use, it is no accident that mathematic shares the same language. It is an evolutionary truth whose very simplicity, has earned this common position.
It is to the simplicity of understanding number, relating it to our two hands developing the factual and symbolic representation of the base ten system from which we have developed our common numeric awareness.
Why do we humans learn best by simple association and assimilation, how do we teach ourselves language, for therein lies the proof of method. Our natural language is the first thing we teach ourselves our multiplicity of natural languages and accents proves this fact irrefutably.
We human beings have only three modes, listening, speaking and considering. When we are speaking we are teaching or making enquiry, when we are listening we are learning, when we are considering, we are reasoning. Our whole life is based on language.
Every human being is designed by evolution to teach learn and think.
How do we learn?
By association and assimilation.
OK but what does that mean.
We copy until we are perfect, we imitate sound, and assimilate knowledge to create meaning. So reason tells me, that the number and name of every finger, is a vital piece of early learning.
Consider the physical abilities of human beings, eventually everything we see we may do. Some simple things we can do quickly, standing upright one year, feeding ourselves, two years, speaking clearly up to three years or more.
At two years of age, we can watch someone kick a ball and do it immediately, we learn thus quite naturally, it is instantaneous, with seeing and doing, we need no explanation, it is the natural way we learn.
The utilisation of mirror neurons is our primary source of human learning.
It may take a further twenty years to perfect that ability to score the winning goal in the world cup, but the two-year-old child can see the ball and kick it, and therefore conceive it.
The abacus turns the conception of number into a physical reality, my philosophy of education rests on this principle, just like the two-year-old child kicking the ball, we copy the action to conceive the principal.
Virtually every four-year old child can move a counter on an abacus, making a count in its natural language from one to ten and therefore immediately conceive it. Turning a simple physical ability into a mental concept through the utilisation of mirror neurons.
And so it is that every four year-old child can easily assimilate every principle used within in arithmetic in a very short period of time.
At four years of age the average language ability of every child allows it to benefit instantly from abacus utilisation, principles of arithmetic are acquired effortlessly. Abacus one can be produced in any language, every child can learn arithmetic read and remember the words we use for numbers in its natural language and simple stickers can convert it to the starting point of foreign language acquisition.
The neural pathways of language are built systematically utilising the childs own written language, where essential written numbers are effortlessly assimilated through the simple acquisition of physical addition, subtraction, multiplication and division of numbers.
Four years of age, for every child on earth is where my gift to you should become our gift to them, whether or not they are in a western school or without any school whatsoever, the abacus will endow them all with the possibility of equality of opportunity within education.
My concept of education envisages that one child shall teach another, virtually everything within mathematics can be taught best by example and appreciation of technique, there is nothing that can prevent a child to child systematic learning program replacing traditional education for all mathematics subjects preuniversity.
If we ensure that every child is taught by other children to play and enjoy the game of chess alongside these arithmetic and mathematic lessons, we would be ensuring that every child quite easily without stress without any thought of failure, be developing the vital spatial and conceptual background to reason.
Only reading and the comprehension of what we read can develop our minds fully. Learning mathematics comes naturally at a time where reading development is taking place for every child. Comprehension of numbers requires utilisation of the same neural pathways by which we translate/read the code of our natural language.
It is self evident that knowledge is created piecemeal, the majority of things we wish to know and the need to know, comes from what the world already knows. It therefore follows that knowledge is the natural right of all mankind. We share our knowledge virtually as it is created, that I should recognise the ability inherent within every abacus, simply by watching children being taught with it, then working with out it, understanding its ability to form a mental working map, took only minutes of my time.
BUT
It has taken me nearly 13 years to understand the workings of the human brain, to redesigned the abacus for instantaneous teaching/awareness, to be able to present to you irrefutable proof of what I learnt in 10 minutes.
The 13 years of my life is of no consequence, should one hundred of the world's senior thinkers ignore what I have to say, which can be proved simply by utilisation in the manner in which I give explanation, then I would consider that there is little hope of giving every child born on earth its natural right of equal opportunity within education.
Which of course would be followed by little hope of equal opportunity in life. Our combined human future is utterly dependent on individual education, it is only by individual reason that any hope exists for us to be able to contemplate that a world fit for our children can be created.
Let reason be our watchword, and mathematics be scaffolding on which reason is built.
EPILOGUE
when I clearly understood how the mind quickly built a mental map for understanding and doing mental arithmetic, by simply using an abacus. I asked myself the question how do we learn everything that we as human beings can learn teach and accomplish.
In short how do we do everything we do do?
From walking and talking to the highest levels of philosophy and physics.
I used the same friends we all use within reason, what, why, when, who and how.
As a practical person with no qualifications other then my farming and business life (I cut to the chase) my main concern was, and still is, with HOW.
Although I have explored , what, why, when, who and how.
I concentrated always on how.
Howard Gardner has provided all of us, an initial template of what.
Howard has clarified our perception of multiple intelligence.
WHAT it is, that we need to develop, WHAT it is natural within our intelligence.
To some extent, why, when and who will always be contained within the realms of associated philosophy.
Reasoning is natural, it is, in the end game, all we personally utilise.
BUT
it is by our common existence and our communal needs that this can only be served by a broad consensus within personal reason.
Only reason individual and communal together can provide the will to manage our existence peacefully on this planet.
The last 100 years has provided us with an explosion within both communal and personal knowledge.
Simply because we understand our human capabilities better, we stand at a crossroads where only the exploitation of our human capabilities is the only valid choice. If we fail to create equal opportunities within all educational possibilities then clearly we have failed to secure the very basis of democracy.
The basis of all democracy has to be that of equal opportunity.
**************:holiday: ***********:holiday: ********:holiday:
*************:choc:
[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 25-02-2008
**************:holiday:
THE RATIONAL OF USING ABACUS ONE IN EARLY LEARNING
A BULLET PIONT PRESENTATION
1 Association of sound and meaning is how a child teaches itself to speak perfectly.
2 Giving the childs fingers left to right, one to ten, a name is the first use of this.
3 Visual copying is far easier then verbal copying, Abacus One is a visual simplicity.
4 That turns number into meaning exactly in the manner we use. Columns of ten.
5 The picture of the words used to give the exact meaning of number is for free.
6 Association and natural Assimilation is how any child should teach on Abacus One.
7 A child needs to be able to add any pattern of numbers 1-10 (33) at a sum a second.
8 Thirty separate words with natural sound connections give us meaning to 1,000,000
9 With one million separate meanings created from only thirty words where do we start?
10 Perfect memory is inherent within speech, simple explanation to number from abacus.
11Precision within memory is vital in arithmetic perception, it is the gift of Abacus One.
12 Learning instantly is a human possibility in much of what is vital for us to know.
13 Years I have spent on observation and development of vital memory tools/ techniques.
14 Mathematics is built on logic, one language, one truth, one to one explanation 1 order.
15 By combining limited rote learning with instant awareness perfection is gaurenteed.
****:pcprob: ************:pcprob: *********:pcprob:
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 26-02-2008
[SIZE="4"]****************:holiday:
RECOMMENDATIONS FOR PARENTS IN PREPERATION FOR SCHOOL
WHOULD You let your children, take your car onto the road at 17 years of age, without
checking whether they could drive it or not.
Why let your child starts school at five years of age without preparing it for school..
for most children, starting when they are four years of age, and working regularly with them for 20 minutes, will ensure that they can read and count adequately before they are five years of age. If they prove difficult to teach the same techniques will ensure that virtually every child reads adequately by the time they are six years of age.
Very few teachers with a class of 30 children are able to guarantee that every child will read and count adequately by six years of age without parental assistance. Your children are your children, and the final responsibility for this, is you yourself..
Obviously there are many things, you cannot teach your own child, but reading and arithmetic are not difficult to teach.
Reading writing and arithmetic are the most essential things that the child ever has to learn. Within the childs home and school life it is learning a great many things without you or your child realising. A vast amount of information is immediately acquired through visual understanding of what is happening, although the television takes up a great deal of modern lifetime, we do understand many things instantly from it and of course our children are just the same.
Reading writing and counting are all closely associated with language development, number appreciation is far simpler to acquire then reading ability, but letters and sounds associated with letters and syllables have to become part of the childs perfect natural memory. When parents realise the vital benefits of early learning, very quickly they find the time and techniques to ensure that their children are up to scratch. It is clearly obvious that any reception teacher benefits greatly from utilisation of techniques which can be easily adopted within the childs home and school life in a combined manner.
Building a bond between the school and the children's parents at this time, assisting the parents to perfect their own child within Reading writing and counting is most likely to effect a close relationship between parents and school during the whole the childs education. It is a two-way relationship which is best served by being an open and regular contact.
I consider in the main, the area of time between the fourth birthday and the eighth birthday, only perfection is good enough. By the time the child is eight years old it should be able to do advanced arithmetic beyond anything the school considers previously possible. All the times tables should be naturally available, all maths techniques needed to achieve an advanced standard should be part of the child's natural memory. The child should be able to read well-written and uncomplicated novels by the time they are eight years old.
Three years of primary school will enable the child to benefit from its initial computer awareness, Western schools will guarantee computer awareness through availability, and considering our rate of skill in the development of computers, and the associated benefits from mass production we are looking towards a time where every eight-year-old child in the world will have its own personal laptop by the time it is that age.
With programs specifically designed to drag and drop countries into a flat projection of the world, simple Association and assimilation will guarantee that every 8-year-old child will be able to recognise the spatial position of every country in the world, read and understand the population of the country , read and understand the square miles or killomiters and dived with its computer the numder of peple into the sqare miles of the country.
Computer programs are easily computer programs can be easily developed where a child is using one language to describe an event which a child in another language can see and fall in its own language twinning whatever is done in both languages for instance here is Peter in English, here is Peter in francs Peter is riding his bicycle.
Simple short sentences will provide the childs with the sound of another language. Whilst the simple comparison of sentence will provide the meaning in the child's mind.
We need to study languages early, we need to study languages simply, we need to avoid mixing up the child as regards reading initially, but if we imitate a child learning its natural language by association and assimilation we will be able to construct through computers and natural world using any language.
Thankfully I have had enough work ensuring that I understand how every child on the earth can learn arithmetic easily and give explanation of it. SO THE JOB IS FOR EVERY THINKING ONE OF US TO DO YET, I have just had six days with five young grandchildren,t he cleaverist is the most bolshi behind the easy going ones, one youg boy of two amd a half doing thumbs up for Mr five and six mr five shows us L for left, little one to start and big one with a circle for a belly shows ten then end of the fingers. so i left him with four numbers perfected how long will he need to secure three and eight the long fingers, very visual very imagery very memorable.
I have reverted to in speech recognition system, for-speed , only by experimentation and constant imagination application will we be able to build the teaching systems for the future, that should enable our children to live peacefully on the earth,
Adequately feeding everybody
Adequately housing everybody
Adequately teaching everybody
Adequately ensuring safety for everybody to our best standards.
I consider that only perfect primary education in reading and writing hold the key to education in the future, virtually everything else we need today we will be able to do, once we have been told how to do it, and shown how to do it at the same time.
*****:autumn: ************:autumn: ***********:autumn:
GRABBING THE LEAVES OF KNOWLEDGE[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 13-03-2008
[SIZE="6"]I am not alone with chess***************:any one: for chess
3/11/2008
Asian Chess Academy Launched in Al Ain, UAE
The Asian Chess Federation launched the Asian Chess Academy with its initial project of teaching chess in schools in Al Ain, United Arab Emirates. Asian Chess Federation President Sheikh Sultan bin Khalifah Al Nahyan signed the memorandum with Ministry of Education officials last week to introduce chess in schools. The Asian Chess Federation shall assist national federations in establishing their own Asian Chess Academies in their respective cities. Read more.
More.
----------------- http://www.fide.com/news.asp?id=1614
********:pcprob: **********:pcprob: **********:pcprob: [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 14-03-2008
[SIZE="5"]------------------
unny: http://sciencenow.sciencemag.org/cgi/content/full/2008/307/1?etoc
Psychologist Ruben Gur of the University of Pennsylvania calls the study "an important contribution." There are a lot of studies on sex differences in cognition and a lot of studies showing sex differences in the brain, he says. "But it's very rare" to have a study in which the two types of findings are correlated. Brain imager Richard Haier of the University of California, Irvine, adds that the conclusions "fit nicely" with findings he has reported on sex differences in the brain areas used in intelligence tests. "This paper is part of a growing awareness that not all brains work the same way," he says.
DRAWN FROM ELSEWARE
BUT WITHIN MY WORK I ALREADY UNDERSTAND IT
What’s odd is that when things are most confusing, I’ll often suddenly wake up from sleep with the mental clarity that had eluded me while writing during the day. I have no explanation for this, except that my thoughts about current tasks seem to continue at a subconscious level, whether awake or asleep. We’ve all experienced this when we can’t recall a familiar name. We go on with other thoughts, and then hours later the name suddenly pops up in our mind.
This suggests that while thought and language are perhaps two sides of a single coin, thought can occur without language—and alas, a lot of language occurs without thought.
Pinker’s 439 page book is a lot of good writing about a lot of good thinking.
He concludes his book with this thought provoking comment, “The goal of education is to make up for the shortcomings in our instinctive ways of thinking about the physical and social world. And education is likely to succeed not by trying to implant abstract statements in empty minds but by taking the mental models that are our standard equipment, applying them to new subjects in selective analogies, and assembling them into new and more sophisticated combinations.”
MY OBSERVATIONS ARE THAT
regular consistent association and assimilation will beat most technical brain
problems,
our brains contain many possible routes association and assimilation provide us with the tools to develop these thinking routes.
MATHEMATICS PROVIDES OUR FIRST CLEAR TECHNICAL SCAFFOLDING
A NEUROLOGICAL PATHWAY THAT PROVIDES EVERY CHILD WITH THE POSSIBILITY OF QUICKLY ASSIMILATING EVERY VITAL PIECE OF READING
ESSENTIALS
ONE tree leaf can obscure a planet Richard Jeffrey's,
so gather the leaves to clear our neural pathways
-------:autumn: -------------:autumn: ------------:autumn: [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 14-03-2008
[SIZE="4"]--------------------------------:holiday:
LINKING NUMBERS WITH WORDS
Whether it be Einstein, or any four year old reading any number, means converting a simple easily identifiable, pattern of symbols into the natural language of the READER, we can read and understand the simple structure of numbers, long before we can read our own language.
We have to use our natural language to express those easily read patterns, in order to give those words meaning within our mind.
Understanding language is what our brains are about.
So I asked myself why is understanding the numbers just as quickly as is humanly possible the right thing to do.
If we leave most children to their own devices, the older they get in the range of four to eight years the easier it is to conceive numbers, everyday contact with money and the number rich activities helps the children, build an awareness of number and human activities dependent on it.
I believe from experience observation and reason that perfection of concept in numbers is possible for every healthy normal child if we teach it well.
I believe in a common ability throughout the world to perfect the teaching of mathematics if we take relatively simple steps at the right time.
Understanding the word's one to ten is vital.
First of all we simply chant it, long before we really understand it.
Simply because the child's mother is in the main the initial and most vital educator the child has available.
Chanting to 100 is the most usual level for the child to achieve before it starts primary school at five years of age.
Mothers understanding of her childs need it most often concerned with keeping the child safe and well and keeping ahead of the child's curiosity and taking into consideration the care of a curious and adventurers being.
Where teaching is of a high priority reading usually takes precedence over mathematics.
By using an abacus, any abacus it is possible to help a normal child, to count to 1000, count to 10,000, count to 100,000, count to one million, but even though the child can count that much, it will be likely, to not really understand the significance of numbers beyond a thousand.
BUT language and pattern will become a permanent memory.
First of all the child has to understand ten, not by counting, but by pattern recognition, if you ask a non abacus aware child to add two numbers, with an answer from six to 10 the child will most likely count it right through on both hands.
Where as an abacus aware child will start from five, counting on the second-hand, and very quickly give you the correct sum total from its imagination.
Image in action, what I consider the main purpose of education.
Independent knowledge creation. “Reasonâ€
So we have the perfect concept/pattern of five, as a starting point and two fives as the perfect concept of 10.
Counting on an abacus in order to understand the process of addition. The physical effect of counting on abacus allows the understanding of process without initial understanding of the concept of addition.
By simple association and assimilation, every child and any child that is of normal health will physically recognise the patterns of five plus 5, the concept of 10 and quickly understand the transfer of 10, from right to left continuously, in building higher numbers.
Knowledge gained from physical transfer within a conceivable pattern and the associated use of language.
For a child using an abacus regularly, it is quite easy to count in any number from one to 12 to whatever mentally.
It is harder to remember/conceive perfect times tables which do deliver perfection, as regards the individual sums, but are far harder on the memory/perception basis, against the naturally acquired ability from using an abacus.
Combine the two concepts and perfection in the mental arithmetic is guaranteed.
So I have talked through and written at length of the possibilities of a mathematic understanding, being easily achieved through universal abacus use.
Something I described simply as “easy learning.â€
We can see the results in arithmetic conception.
BUT
That is the least of the benefits that an early abacus based education endows.
What happens to the child's brain during this process, conception of meaning, regarding the words used in recognition of numbers, has a far greater effect on building the neural pathways, then any other mechanical or intellectual process we can utilise, for a child of four, five, or six years of age.
Every child of normal ability has a clear opportunity of achieving perfection in primary mathematics when taught regularly with an abacus.
So even more importantly, every child taught mathematics on an abacus will find the basic essential principles needed, to learn to read quickly, quite easily understood.
We begin exactly as we taught the child to count, in the simple manner of chanting numbers from one to 10
We chant the 26 letters of the alphabet in the alphabet sound that has been established in the English language, for hundreds of years.
There are no shortcuts, once the child has learnt to sing the alphabet in alphabet sound, welding those initial sounds with the initial symbols begins.
These are the first two steps in learning to read, very easy for every child to learn, when we utilise our standard layout of the rhythmic alphabet.
The consistent spatial layout of the alphabet, assists the primary memory building the child has to do, consistent utilisation of my point and prove principles, quickly ensure that every child can do this perfectly. Once the majority of every class can master recognition of every letter, we simply use three-dimensional objects, that child is already aware of, in order to utilise the subconscious awareness of alternative sounds, used when letters are combined in different circumstances.
Place an oxo cube on the letter X. the child will quickly understand the word, remember the word, the use of x and the natural sound of o within that small word.
The vast amounts of evolutionary ability within our personal ability to teach ourselves to speak, are at work quite naturally, when we teach ourselves to read in this manner.
Use your imagination, to change the objects illustrating the letters and sounds around, so illustrating their use in reading with little strain on the child's mind.
Always use lowercase letters, the child will pick up capitals quite easily, utilise lowercase letters on three-dimensional objects where you can write the name of the object, for instance write the word egg on an egg, place it on the e, do you really think that any child will fail to remember the word egg, the letter e and its spatial position on our regular point and prove layout of the rhythmic alphabet.
These principles I have learnt from thinking through, the rapid acquisition of numbers, available for every child when utilising an abacus. Creating the written in the word's abacus a unique teaching tool, where every child in the world can quite quickly understand its own language, numbers in written form, from their spatial position on the abacus, and the assimilation of visual knowledge of words is easily possible, many words can be remembered as pictures alone, but even in pictures of words, letters and there associated sounds have to be decoded.
Numbers are a simple code of language, every child can understand them, words are a simple code of language, starting in the correct order, utilising the correct methodology will ensure that every child in the world will read easily and quickly with the help of those around us, even without the need for trained technical teachers.
It is clear that many concepts can be understood from having a perfect mathematic background, but only by reading and experience can we develop the true potential of any single individual, in what is essentially a cooperative world.
We need to read early and easily, just as quickly as we are able, most of the initial reading tools, that guarantee permanent memory for every child, cost very little, and need very little teaching experience to utilise.
Understanding numbers is an essential first step in reading, we are combining visual signals which create sounds in our language, by which we are immediately converting to meaning.
A mathematic language common to every country, usable in every language. Standardised as a pattern perfect memory, convertible to any language.
By combining visual understanding of mathematics with every natural language it assists the learning of English as a first or second language.
By adoption of one method in teaching mathematics, where one child Transfers knowledge to another child, quite simply using the golden rules of knowledge transfer, association and assimilation. From mathematics taught throughout the childs life, from one child to another, we can add the game of chess and the necessary listening and correcting sounds of words, vital to assist every child in reading quickly, a stage they quickly move on from, to reading and a self correction.
Obviously I believe that my 13 years of consideration in establishing a process ensuring
“the possibility of equality within education,â€
and finding myself blocked by ignorance from those who would dictate procedure most frustrating, to say the very least.
This report is part of an essential report I propose to make to 100 of the world's leading thinkers and activators, in procedural world change.
Starting with the group created last year “THE ELDERSâ€
Of course I cannot rest my case, I shall be still hammering away at early education and the abacus within my box.
but not today.******
unny: **********unny: *********unny: [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 25-03-2008
-------------------------------:holiday:
Monday February 13, 2006
The number of classroom assistants employed by primary schools in England rose by more than 26,000 between 2002 and 2005, from 69,310 to 95,460. In contrast, when Labour came to power in 1997, there were just 39,750 teaching assistants in English primary schools.
Over the same period, the number of nursery and primary school teachers fell by some 3,000, from 193,080 to 189,920, according to government figures
"The slight reduction in primary teacher numbers simply reflects the fact that primary pupil numbers are declining by 50,000 per year over the next few years.
"Teacher numbers are at a record level of 431,900, and the pupil teacher ratio has improved since 1997 to 17.4 pupils per teacher."
LOOKING AT UK TEACHER NUMBERS
[SIZE="6"]I have been working with children aged Two To Five
MY own grandchildren and those of friends since JAN 2008
in order to perfect order
what do we tell them first
Mr Five And Mr Six
Simply two thumbs up and show the L that five can make for LEFT
THREE VITAL FACTS
THEY HAVE TO BE THE FIRST THREE STEPS IN NURSERY EDUCATION
Is it possible to adopt such a standard practice universally
YES
WILL EVERY CHILD REMEMBER MR FIVE AND MR SIX
AND THAT MR FIVE IS ITS LEFT HAND
YES
A SIMPLE QUESTION
What is the average number of times a mother has to count to ten for the child to follow and perfect?[/SIZE]
---------:pcprob: -----------:pcprob: --------------:pcprob:
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 27-03-2008
[SIZE="5"]JUST READ THE CHESS MAP --------:tourist:
I have a confession to make, I simply hate chess, yesterday I was visiting my brother, he is nearly 65 years old, has become a very successful farmer owning his own farm of 700 acres also of land and running and enterprise rearing 40,000 ducks at any one time, growing potatoes on 200 acres of rented land, he has two sons who with a little outside help manage all these enterprises. Unfortunately my brother’s last four years of his life has been plagued by depression, I have tried to do the best I could do relieve this depression, I bought him a chess set, neither of us had ever learnt chess as young people, our father always said he had played chess, but he never taught either of us how to play. Consequently we were hardly familiar with the rules of the game, trying to pick it up from our meetings together, was not very successful and in the end we dropped any attempt to play chess together.
Yesterday however while visiting my brother his eldest grandchild was spending the day in their farmhouse, he was nine years old and told me that he had been playing chess in his school which is a primary school in the local village, he had accomplished becoming the second in a chess championship run by the school, in an effort to attract my brother's attention I tried to organise them into a game of chess. My brother absolutely refused to play chess with his grandson, and so of course it fell to me to play chess, I was playing in partnership with the nine-year-old boys younger sister who is five years old, between them we played five games in an hour, and I became much more knowledgeable on the rules of chess, but more importantly than that I became much more knowledgeable about the likes and dislikes of these two children, how many times what they need to teach me before I was as good at chess as they were.
These two children and their ability in playing and understanding the rules of chess reinforced my personal concept of a chess as a game which every child in the world should be taught as a common denominator. In just the same manner as I believe children should learn arithmetic and move through the mathematics education basically on a child to child basis.
Both chess and mathematics involved hard fast principles and rules principles have to be fully understood and part of every child in memory, following through from my last posting where I identifying my current belife that mathematics starts with Mr Fife and Mr six and the only demonstration necessary to any child in the world to identify the left and only left using Mr Fife the perceived L. and hammer the three principles into the mind of every child as a starting point in education.
We cannot be with every child at 2 1/2 years old, and it is that that age all when the child housed in a speech ability to understand Mr Fife and Mr six that these basic lessons in numerousity are established permanently.
It is already past one year when realised without understanding and naming the fingers with each name and number was the beginning of arithmetic/mathematics education.
In the early days of studying just how a child learns to read, I developed what I described as A WORD WHEEL it consisted of three plastic discs, of differing sizes, with the beginnings the middles and the ends of words.
I have spent thousands of hours perfecting these discs for manufacturer, at the very point where I perceived this new resource ready for production, the final realisation came to me 100% clearly, that without understanding of the letter, and the different sounds that it makes when joined in differing syllables there was no point in utilising the beginnings and middles and end of words to make words with.
My concentration in reading, that is teaching a child to read now lies basically with ensuring that the child can chant the rhythmic alphabet, recognise a consistent layout of this alphabet, and utilise three-dimensional objects to identify every separate letter and the alphabet sound of that letter, also by using differing three-dimensional objects the child can quickly recognised the differing sounds within differing syllables.
Much of the child's ability to teach itself to speak and understand the words of its natural language, come into play quite naturally when we start to teach them to read in this manner, and it is very quickly possible to teach them to read simply before they go to school at five-year of age. Of course I believe for the simple word recognition of number i that is written on abacus one, our quickly assimilated as pictures by children that have not yet learned to read properly, very much of reading is learnt quite naturally by the child in an automatic manner.
Within the area of accelerated early and easy learning we have to identify what it is vital and simply find the best process to provide the vital knowledge.
______:adder: but it still needs the hammer -----:pcprob: ------:pcprob:
[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 27-03-2008
[SIZE="5"]JUST READ THE CHESS MAP --------:tourist:
I have a confession to make, I simply hate chess, yesterday I was visiting my brother, he is nearly 65 years old, has become a very successful farmer owning his own farm of 700 acres also of land and running and enterprise rearing 40,000 ducks at any one time, growing potatoes on 200 acres of rented land, he has two sons who with a little outside help manage all these enterprises. Unfortunately my brother’s last four years of his life has been plagued by depression, I have tried to do the best I could do relieve this depression, I bought him a chess set, neither of us had ever learnt chess as young people, our father always said he had played chess, but he never taught either of us how to play. Consequently we were hardly familiar with the rules of the game, trying to pick it up from our meetings together, was not very successful and in the end we dropped any attempt to play chess together.
Yesterday however while visiting my brother his eldest grandchild was spending the day in their farmhouse, he was nine years old and told me that he had been playing chess in his school which is a primary school in the local village, he had accomplished becoming the second in a chess championship run by the school, in an effort to attract my brother's attention I tried to organise them into a game of chess. My brother absolutely refused to play chess with his grandson, and so of course it fell to me to play chess, I was playing in partnership with the nine-year-old boys younger sister who is five years old, between them we played five games in an hour, and I became much more knowledgeable on the rules of chess, but more importantly than that I became much more knowledgeable about the likes and dislikes of these two children, how many times would they need to teach me before I was as good at chess as they were.
These two children and their ability in playing and understanding the rules of chess reinforced my personal concept of chess, as a game which every child in the world should be taught as a common denominator. In just the same manner as I believe children should learn arithmetic and move through the mathematics education basically on a child to child basis.
Both chess and mathematics involved hard fast principles and rules. Principles have to be fully understood and part of every childs memory, following through from my last posting where I identifying my current belife that mathematics starts with Mr Five and Mr six and is the only demonstration necessary for any child in the world, to identify the left and only left using Mr Five and the perceived L.
LET US ALL hammer thes three principles into the mind of every child as a starting point in education.
We cannot be with every child at 2 1/2 years old, and it is that that age or when the child has the speech ability to understand Mr Five and Mr six, that these basic lessons in numerousity are established permanently.
It is already past one year when realised that understanding and naming the fingers with each name and number was the beginning of arithmetic/mathematics education.
In the early days of studying just how a child learns to read, I developed what I described as A WORD WHEEL it consisted of three plastic discs, of differing sizes, with the beginnings the middles and the ends of words.
I have spent thousands of hours perfecting these discs for manufacturer, at the very point where I perceived this new resource ready for production, the final realisation came to me 100% clearly, that without understanding of the letter, and the different sounds that it makes when joined in differing syllables there was no point in utilising the beginnings and middles and end of words to make words with.
My concentration in reading, that is teaching a child to read now lies basically with ensuring that the child can chant the rhythmic alphabet, recognise a consistent layout of this alphabet, and utilise three-dimensional objects to identify every separate letter and the alphabet sound of that letter, also by using differing three-dimensional objects the child can quickly recognised the differing sounds within differing syllables.
Much of the child's ability to teach itself to speak and understand the words of its natural language, come into play quite naturally when we start to teach them to read in this manner, and it is very quickly possible to teach them to read simply before they go to school at five-year of age. Of course I believe for the simple word recognition of number i that is written on abacus one, are quickly assimilated as pictures by children that have not yet learned to read properly, very much of reading is learnt quite naturally by the child in an automatic manner.
Within the area of accelerated early and easy learning we have to identify what it is vital and simply find the best process to provide the vital knowledge.
______:adder: but it still needs the hammer -----:pcprob: ------:pcprob:
[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 28-03-2008
[SIZE="4"]jUST READ THE HAND MAP 1 2 3 4 5 6 7 8 9 10 :adder:
THE SECOND FINGER EXORCISES
After practising our first lesson, perfecting Mr Five and Mr Six until they are memory fast, including the left hand thumb making an L and also becoming part of the child's permanent memory bank, daily confirmation every meal time for two weeks initially will most probably fix it for life.
Our next two characters are Master Odd 3 and Miss Even 8, by this time the Child will already have learnt to count to ten.
Fix the memory of the child regarding the longest fingers three and eight permanently, a visual language and picture memory.
Created by using the side of a table or dancing on a table.
The far right column of a ten symbol abacus is always representative of the two hands together. THE FINGER COLUMN
The middle column of abacus one, or the first column to the left, on a larger abacus, needs a name for a three four or five year old child, in order to assist the visual memory.
It has a name, we call it the cat column. Why do we call it that?
Simply the two hands together can become clenched fists held flat together, with number one and number ten fingers as ears, also the cat can become two hands representing twin kittens called five and six.
When we use the abacus to chant and move the centre column of abacus one, push the counters up with two thumbs and express the ten fingers as the concept of ten, simply by opening the fingers and touching the thumb tips together.
The child has four numbers fixed in the correct position within the row of ten.
ALSO
Obviously the first and last fingers are one and ten.
Two and four alongside seven and nine NEED NOT BE FIXED AS A PERMANENT MEMORY THEY WILL FALL INTO PLACE NATURALLY.
THE SPREAD LEFT HAND IS OUR FIRST NATURAL PATTERN OF FIVE, MR FIVE PERMANENTLY IN CONTROL.
-----:autumn: ----------- :autumn: ----------- :autumn: [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 30-03-2008
[SIZE="4"]storing these thoughts
Playing chess
(thought just as i start to write,) reading or vital instinctive memory abilities needed to read are totally unnecessary to learn formally just as it is impossible to teach a child to speak properly (with the exception of limited correction or a foreign language that the child does not hear naturally)
what i am trying to say is this, once we have taught a child the alphabet however young it may be, picking up the meaning of the written word is quite natural, the differing sounds of letters are quite naturally assimilated as the child develops increasing association with the written word.
very young children love the association between pictures and words
we see from using an abacus with written words on it just how quickly a child can tell five six or seven
both as a picture and as a reality.
when the child sees one word as a picture and a reality it retains a memory of differing sound in relation to the changing circumstances as regards the individual letter.
so two things are obvious, building a reality of numbers and meaning assosciation. just as quickly as possible are step one in reading.
step two, build the childs picture of word anf picture of meaning together O is ball
leaving these things beyond the first time the child is able is dangerous.
the pull of the television and the fear of failure combined with an older failed readers total lack of intrest,
combine to reverse the principle the older the child the easier it is to understand.[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 01-04-2008
***************:holiday:
http://www.teach-the-brain.org/forums/showthread.php?t=597
BUT WE MUST**********:pcprob: *:pcprob: *:pcprob: KEEP HAMMERING
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 02-04-2008
[SIZE="5"]_________:anyone: _____________ CHESS
Playing as a partner of a five year old against a pretty slick nine year old, we evolved a routine of follow my leader just as long as we could, Doing this for five games in one hour both of us learnt quite a lot. I would expect playing with five different partners for an hour every day would be enough to grasp the basic rules for most 5/6 year olds, but more importantly then that, they would have had a useful introduction to five older pupils within their primary school.
It is a brilliant mirror Neurone experience, the five year old just copies every move the more experienced player makes, just as long as they can, playing regularly would cement all the basic rules over one month or so,stratergies could be introduced after the basic rules were BRAIN FAST
THE CLOSE DEVELOPMENT OF NEW RELATIONSHIPS BETWEEN PUPILS IS AS VITAL TO THE CHILD'S GROWING EXPERIENCES AS THE CHESS GAME ITSELF
This is as far as i can go imaginatively until i gain more experience in Chess.
Of course it is Just another __:tourist: ____we need to Knock in :pcprob: [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 02-04-2008
[SIZE="4"]Child maths prodigy exposed as working girl
By Lee Harvey, MSN Search Editor
A child prodigy who was one of the youngest students to be admitted to Oxford University is now working as an escort girl in Manchester, according to reports in a tabloid newspaper.
Sufiah Yusof was just thirteen years old when she gained entry into St. Hilda's College at Oxford to read mathematics in 1997. A decade later, the News of the World has revealed that she is now working as a £130-a-night escort girl.
The newspaper claimed it sent an undercover reporter to the 23-year-old's home, where Miss Yusof allegedly works under the name Shilpa Lee. The former child prodigy had also advertised her personal services on a website that has subsequently been shut down.
Cursed by genius
Sufiah’s life has spiraled out of control since her admission to Oxford. In 2001, she sparked a massive police hunt after running away from the university upon the completion of her final exams. She sent an email to her family accusing her father Farooq of making her life a “living hell†by making her adhere to his Accelerated Learning Techniques.
Sufiah was missing for two weeks but police eventually found her working as a waitress in an internet café in Bournemouth. She had been posing as a student among the 30,000 foreigners who go to the seaside resort each year to study English. She refused to go back to her parents and instead was taken into the care of social services.
MUCH AS I WANT US TO TEACH CHILDREN EFFECTIVLY I BELIVE THAT WE MUST NOT ROB THEM OF THEIR CHILDHOOD
***********
ickly: my one hour of intensive RULEplaying chess by copying would not be regarded as intensive
but it is easy on the brain pure natural behaviour easy learning.
BUT IT EFFECTIVELY KNOCKS IT WITHOUT THE PUPILS AWARNESS
IT REPRESENTS EVERY THING I AM TRY TO SAY ABOUT THE BEST NATURAL TEACHING
JUST KNOCKS IT IN ___:pcprob: _______:pcprob: :choc: easy[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 02-04-2008
[SIZE="4"]FOR YOU TO READ AND REASON
The Human Brain - With one hundred billion nerve cells, the complexity is mind-boggling. Learn more in our cutting edge special report.
The brain is the most complex organ in the human body. It produces our every thought, action, memory, feeling and experience of the world. This jelly-like mass of tissue, weighing in at around 1.4 kilograms, contains a staggering one hundred billion nerve cells, or neurons.
The complexity of the connectivity between these cells is mind-boggling. Each neuron can make contact with thousands or even tens of thousands of others, via tiny structures called synapses. Our brains form a million new connections for every second of our lives. The pattern and strength of the connections is constantly changing and no two brains are alike.
It is in these changing connections that memories are stored, habits learned and personalities shaped, by reinforcing certain patterns of brain activity, and losing others.
Grey matter
While people often speak of their "grey matter", the brain also contains white matter. The grey matter is the cell bodies of the neurons, while the white matter is the branching network of thread-like tendrils - called dendrites and axons - that spread out from the cell bodies to connect to other neurons.
But the brain also has another, even more numerous type of cell, called glial cells. These outnumber neurons ten times over. Once thought to be support cells, they are now known to amplify neural signals and to be as important as neurons in mental calculations. There are many different types of neuron, only one of which is unique to humans and the other great apes, the so called spindle cells.
Brain structure is shaped partly by genes, but largely by experience. Only relatively recently it was discovered that new brain cells are being born throughout our lives - a process called neurogenesis. The brain has bursts of growth and then periods of consolidation, when excess connections are pruned. The most notable bursts are in the first two or three years of life, during puberty, and also a final burst in young adulthood.
How a brain ages also depends on genes and lifestyle too. Exercising the brain and giving it the right diet can be just as important as it is for the rest of the body.
Chemical messengers
The neurons in our brains communicate in a variety of ways. Signals pass between them by the release and capture of neurotransmitter and neuromodulator chemicals, such as glutamate, dopamine, acetylcholine, noradrenalin, serotonin and endorphins.
Some neurochemicals work in the synapse, passing specific messages from release sites to collection sites, called receptors. Others also spread their influence more widely, like a radio signal, making whole brain regions more or less sensitive.
These neurochemicals are so important that deficiencies in them are linked to certain diseases. For example, a loss of dopamine in the basal ganglia, which control movements, leads to Parkinson’s disease. It can also increase susceptibility to addiction because it mediates our sensations of reward and pleasure.
Similarly, a deficiency in serotonin, used by regions involved in emotion, can be linked to depression or mood disorders, and the loss of acetylcholine in the cerebral cortex is characteristic of Alzheimer’s disease.
Brain scanning
Within individual neurons, signals are formed by electrochemical pulses. Collectively, this electrical activity can be detected outside the scalp by an electroencephalogram (EEG).
These signals have wave-like patterns, which scientists classify from alpha (common while we are relaxing or sleeping), through to gamma (active thought). When this activity goes awry, it is called a seizure. Some researchers think that synchronising the activity in different brain regions is important in perception.
Other ways of imaging brain activity are indirect. Functional magnetic resonance imaging (fMRI) or positron emission tomography (PET) monitor blood flow. MRI scans, computed tomography (CT) scans and diffusion tensor images (DTI) use the magnetic signatures of different tissues, X-ray absorption, or the movement of water molecules in those tissues, to image the brain.
These scanning techniques have revealed which parts of the brain are associated with which functions. Examples include activity related to sensations, movement, libido, choices, regrets, motivations and even racism. However, some experts argue that we put too much trust in these results and that they raise privacy issues.
Before scanning techniques were common, researchers relied on patients with brain damage caused by strokes, head injuries or illnesses, to determine which brain areas are required for certain functions. This approach exposed the regions connected to emotions, dreams, memory, language and perception and to even more enigmatic events, such as religious or "paranormal" experiences.
One famous example was the case of Phineas Gage, a 19th century railroad worker who lost part of the front of his brain when a 1-metre-long iron pole was blasted through his head during an explosion. He recovered physically, but was left with permanent changes to his personality, showing for the first time that specific brain regions are linked to different processes.
Structure in mind
The most obvious anatomical feature of our brains is the undulating surfac of the cerebrum - the deep clefts are known as sulci and its folds are gyri. The cerebrum is the largest part of our brain and is largely made up of the two cerebral hemispheres. It is the most evolutionarily recent brain structure, dealing with more complex cognitive brain activities.
It is often said that the right hemisphere is more creative and emotional and the left deals with logic, but the reality is more complex. Nonetheless, the sides do have some specialisations, with the left dealing with speech and language, the right with spatial and body awareness.
See our Interactive Graphic for more on brain structure
Further anatomical divisions of the cerebral hemispheres are the occipital lobe at the back, devoted to vision, and the parietal lobe above that, dealing with movement, position, orientation and calculation.
Behind the ears and temples lie the temporal lobes, dealing with sound and speech comprehension and some aspects of memory. And to the fore are the frontal and prefrontal lobes, often considered the most highly developed and most "human" of regions, dealing with the most complex thought, decision making, planning, conceptualising, attention control and working memory. They also deal with complex social emotions such as regret, morality and empathy.
Another way to classify the regions is as sensory cortex and motor cortex, controlling incoming information, and outgoing behaviour respectively.
Below the cerebral hemispheres, but still referred to as part of the forebrain, is the cingulate cortex, which deals with directing behaviour and pain. And beneath this lies the corpus callosum, which connects the two sides of the brain. Other important areas of the forebrain are the basal ganglia, responsible for movement, motivation and reward.
Urges and appetites
Beneath the forebrain lie more primitive brain regions. The limbic system, common to all mammals, deals with urges and appetites. Emotions are most closely linked with structures called the amygdala, caudate nucleus and putamen. Also in the limbic brain are the hippocampus - vital for forming new memories; the thalamus - a kind of sensory relay station; and the hypothalamus, which regulates bodily functions via hormone release from the pituitary gland.
The back of the brain has a highly convoluted and folded swelling called the cerebellum, which stores patterns of movement, habits and repeated tasks - things we can do without thinking about them.
The most primitive parts, the midbrain and brain stem, control the bodily functions we have no conscious control of, such as breathing, heart rate, blood pressure, sleep patterns, and so on. They also control signals that pass between the brain and the rest of the body, through the spinal cord.
Though we have discovered an enormous amount about the brain, huge and crucial mysteries remain. One of the most important is how does the brain produces our conscious experiences?
The vast majority of the brain’s activity is subconscious. But our conscious thoughts, sensations and perceptions - what define us as humans - cannot yet be explained in terms of brain activity.
lets learn easy like this :tourist: but lets use only the best ideas.
FOR :pcprob:[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 03-04-2008
i am writing this as i watch a lame London Lady in Plymouth trying to turn round a terrible Plymouth block of flats.
SHE IS KNOWN AS THE POCKET ROCKET
ALL THE BRAINS IN THE WORLD CAN NOT BEAT AN OUNCE OF COMMON SENSE
Starting with the children, creating events to let the children meet naturally.
IF WE DO NOT CARE ABOUT ANY ONE ELSE WHY SHOULD ANY ONE CARE ABOUT US
THIS IS THE BEST EXAMPLE OF URBAN REGENERATION I HAVE EVER SEEN
THE ESTATE WE ARE IN
a bbc program about urban regeneration
How will any one be safe in a community where no one knows or cares about their neighbours
we have to evolve a community spirit where every one knows every one else around.
she starts with a communal litter pick up campaign
we have to get to know each other in every circumstance we are in,
AS a person brought up in a village i am well aware of the value of community spirit, it occurs quite naturally.
IN our modern cities it needs to be engendered by community action on behalf of our children.
WE HAVE NO SAFE ALTERNATIVE TO Cilia HAMOND MOSAICS to building our communities from the bottom up publicity is where we shyould start with this project,
every good communal idea needs publicity and assistance
I HAVE WORKED FOR THIRTEEN YEARS FOR SOMETHING I CONSIDER TO BE VITAL
THE POSSIBILITY OF EQUAL EDUCATION FOR ALL CHILDREN
CILIA HAMMOND does not believe in failiure,she does not believe in council/ public servant stupidity
without co-operation she threatens them with their stupidity exposed to public to the public glare.
PETER KENDAL needs to take a leaf out of her book.
tell the Ba----ds what you want and get it, she is a normal human being showing extreme Leadership abilities.
HOW CAN WE LIVE WITH OUT LEADERSHIP
CHURCHILL IS THE WORLDS GREATEST EXAMPLE OF LEADERSHIP
WITHOUT HIM WE MAY HAVE HAD TO WAIT FOR HITLER STALIN and CHAIRMAN MAO to die
PETER KENDAL DO YOU WANT TO BE A MUGGABE
OR A CHURCHILL
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 04-04-2008
[SIZE="4"]Shin'ichi Suzuki basis his education theory on the very same precept that i base my own after thirteen years of reading and reasoning.
the individual demonstration of ability within speech aquisition in any and every language leads him to belive that if we can do anthing as complicated as that, at an extremly early age we can all do virtualy anything we we wish to do do.
I see not one sliver of differance between the basic tenants of Maria Monissori or Shin'ichi Suzuki or the concusions i reached from research instigated by the realisation of educational possabilities that spring from the abacus which leads directly to ease in leraning to read as a direct result of neural pathway development of arithmetic.
ME JUMPING FOR JOY ABOUT THIS :autumn:
I am looking into a recommendation by Howard Gardiner
The only positive point i have Read By Howard i would imagine that he wish`s to avoid meaningless controversy
“ ...all children can be well educated... ”
—Shin'ichi Suzuki
The central belief of Suzuki, based on the evidence of universal language acquisition, is that all people can (and will) learn from their environment. Thus, the essential components of the method spring from the desire to create the "right environment" for learning music (he believed that this positive environment would also help to foster excellent character in every student).
It was invented in the mid-20th century by Shin'ichi Suzuki, a violinist who desired to bring some beauty to the lives of children in his country after the devastation of World War II. Suzuki noticed that all children pick up their native language very quickly, and even dialects which adults consider "difficult" to learn are spoken with ease by people of 5 or 6 years. He reasoned that if children have the skill to acquire their mother tongue, then they have the necessary ability to become proficient on a musical instrument. He pioneered the idea that any pre-school age child could begin to play the violin if learning steps were small enough and if the instrument was scaled down to fit their body. He modeled his method, which he called "Talent Education" (才能教育, sainō kyōiku?), after the process of natural language acquisition. Suzuki believed that every child, if properly taught, was capable of a high level of musical achievement. He also made it clear that the goal of such musical education was to raise generations of children with "noble hearts" (as opposed to creating famous musical prodigies).
The Suzuki method was first developed in Japan. It spread from there to other Pacific Rim countries, and then to Europe. The method has also begun to be taught in a few places in Africa. Although it originally used the study of the violin to achieve its goals, it has also been adapted for other instruments: flute, recorder, piano, guitar, cello, viola, bass, organ, harp and voice. In addition, there are a few "Suzuki Preschools" which have adapted Suzuki's philosophy to use in the non-musical disciplines of early childhood education.
**********
unny: ********** unny: ********* unny: [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 07-04-2008
[SIZE="7"]__________
unny: ---------------- unny: ------------------- unny: HSBC BANK
I AND THE WORLDS CHILDREN
NEED YOU NOW
PROVIDE EARLY EDUCATION
FOR EVERY CHILD
JUST GIVE THEM THE MAP :tourist: [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 12-04-2008
**************
unny: ************** unny: WE have to have a fool proof method of education, there is not enough time or money available to insure a first class education for every child on earth.
My work is entirely concerned with building the individual child's ability, to continue to teach itself, once it has learnt to speak its natural language.
we are equipped naturally to learn our own language.
BUT WE HAVE NO NATURAL ABILITY TO READ OR DO MATHEMATICS WITHOUT AN EFFICIENT STRUCTURE.
As farmers we see children learning many things quite naturally, simply by absorbing everything around them. Compared to life in a mud hut with poor water or a two up and two down English terraced house or a high rise flat, our children have a magnificent rich natural environment to grow up in.
BUT THEY MUST BE TAUGHT TO READ AND COUNT EFFICIENTLY JUST AS QUICKLY HAS IS POSSIBLE
We learn teach and think we have no other mode.
BUT WE HAVE A LOT TO LEARN
Reading is the manner of increasing our thinking ability, as we read, where John Lock tells me that every word is a separate Idea, it follows that those separate ideas are being translated into concepts.
We understand these concepts by translating the ideas into images in action at the speed of light,
Our brains work at many levels the conscious and the subconscious, they control our bodily movements without any virtual realisation in the main part.
We are the worlds and most likely the universes most intelligent living form, the only animal developed by evolution able to record our history or contemplate our joint future.
WE ARE GREEDY AND INTERDEPENDENT ON OUR TRIBE but our intellectual possibilities are enormous, i see modern education as more or less a complete waste of time, it needs reform from top to bottom, my work will never be substituted by computer, but also what we individually need to know will only come from hands on experience.
**************** :tourist: *************** :tourist:
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 18-04-2008
Process Practice Perfection
Two thumbs Mr Five Mr Six
Two middle fingers the Odd Three The even Eight
PROVE PATTERN PERFECT
A sum a second, child copies and instantaneously recognises the patterns.
The above exorcises are vital to perfect, they can be introduced before the child, or after the child is given an Abacus One model of its own or a flat abacus one map.
WHY ARE PATTERNS SO IMPORTANT ?
The basis of all mathematics is arithmetic. Every child of three can be taught to recognise the patterns on its own two hands. High speed addition is automatic when children are pattern perfect. I perceive at least thirty three patterns of ten.
Neither the child nor the teacher needs to remember every pattern, but they need an overall awareness of them.
A SIMPLE EXPLANATION |||||||||| --- || || || || || --- ||||| |||||
Three very simple patterns of ten, in fives we automatically point with five fingers, so we can not count at a glance ten, we can count five pairs instantly and visually recognise twin fives.
A sum a second produced on the two hands teacher to child, and then child to child is the basis of
INSTANT ARITHMETIC
Process Practice Perfection
Abacus one will
PROVE PATTERN PERFECT
A child of four years of age, can grasp a great deal of information about numbers in a one day session on an abacus one, it will recognise the simple process’s of addition and subtraction, It will be able to say five hundred and fifty five and recognise the difference between six hundred and sixty six and 555 reading words as pictures, built by constant position awareness.
BUT EVERY CHILD IN THE WORLD CAN PERFECT THEIR MATHEMATIC BASE KNOWLEDGE OVER TWO YEARS WITH ABACUS ONE
There is a natural time to stop using the Abacus One resource, when the child feels safe without it.
When every thing possible to be shown on Abacus One is capable of being done mentally, the child will be able to read naturally and do everything that the abacus can do with pattern recognition and mental arithmetic.
(Two Years 4 – 6 Av)
ONE AND ONLY ONE STEP BY STEP WAY TO
Process Practice & Perfect
Hi Steve
Churchill would be proud of my brevity.
HSBC can build the best free mathematics website in the world, all things to all men women and children.
We can utilise every trick in the book wonderful graphics.
APPROPRIATE WORKSHEETS TO COPY EVERY APPROPRIATE MATHEMATICS GAME CAN BE INCLUDE
ALL APPROPRIATE MATHS PUZZLES CAN BE INCLUDED
IT CAN BE CHANGED AND ADAPTED AT WILL THROUGH TRIAL EXPERIENCE
But UNLESS WE GIVE EVERY CHILD IN THE WORLD AN ABACUS and simple directions in reading
It will all be a waste of time
Give them an abacus a flat abacus and the alphabet rhythmic layout
And a savings account
John
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 28-04-2008
[SIZE="5"]---------------------------:holiday:
Hand waving boosts mathematics learning
11:48 18 February 2006
NewScientist.com news service
Roxanne Khamsi, St Louis
Gestures that complement rather than simply illustrate verbal instructions can boost children's ability to complete problems in mathematics, researchers report.
"The teachers are giving the kids two different approaches to the problem - one by hand and one by mouth - and somehow they seem to complement one another," says Susan Goldin-Meadow of the University of Chicago, US. She adds that early findings also show that students who copy the gestures of their teachers are more likely to learn.
Goldin-Meadow and her colleagues gave 160 children between the ages of 8 and 10 a set of mathematical problems to solve. The students were randomly assigned to receive either verbal instructions alone or also with gestures. Those in the latter group either received gestures that copied or complemented the spoken guidance.
As part of the experiment students had to complete the equation “7+6+5=?+5â€. Teachers told the youngsters that they had to make one side of the equation match the other side.
The gestures simply duplicating these directions involved the instructors pointing to the left-hand and then the right-hand sides of the equation. When using complementary gestures, however, the teachers pointed to each of the numbers on the left and then signalled the subtraction of the five on the right side by scooping their hand away from the number.
Sign of success
Children who saw the complementary gestures did best, solving three of the four addition problems correctly, on average. By comparison, those children who witnessed simple illustrative gestures typically solved fewer than two of the problems correctly. And students who received only verbal instructions solved only one of the four problems correctly, on average.
Hannes Vilhjalmsson of the University of California, Los Angeles, US, who studies the use of gestures, says that the results are important as one would not expect complementary hand signals to be more helpful than reinforcing signals. "It's counter-intuitive," he says.
The work presented by Goldin-Meadow at the 2006 American Association for the Advancement of Science annual meeting in St Louis, Missouri, on Friday also suggests that children also learn better when they use gestures as well. "When we get them to gesture more it turns out that they learn more, so gesture, in general, is good for learning," she says.
THE RELEVANCE John Nicholson
Something as insignificant as this piece of research appears, is vital in the insuring of full understanding.
IT IS CONSTANTLY AN ADULT FAULT TO IGNORE THE FACT THAT EVERY SMALL PIECE OF INFORMATION IS NOT ETCHED INTO THE BRAIN OF EVERY CHILD WITHOUT
"Perfecting by practising and Proving"
THE LINK
Copying the teachers hands in the Sum a Second routine
************ :pcprob: ********** :pcprob: *************:pcprob: [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 28-04-2008
[SIZE="5"]---------------------------------------:holiday:
Dyscalculia in children: its characteristics and possible interventions
(Paper presented at OECD Literacy and Numeracy Network Meeting,
El Escorial, Spain, March 2004)
Ann Dowker, Department of Experimental Psychology, University of Oxford
It is well known that individual differences in arithmetical performance are very marked in both children and adults (Dowker, 1998). For example, British studies separated by 20 years, and by radical changes in mathematics education, have revealed a gap of about seven years in 'mathematics age' between the highest and lowest achievers in an average class of 10- or 11-year-olds (Cockcroft, 1982; Brown, Askew, Rhodes et al, 2002). Individual differences in arithmetic among children of the same age are consistently found to be large in most countries that have been studied. The average level of performance tends to be higher in Pacific Rim countries (TIMSS, 1996), though individual differences are high in these countries as well (Schmidt, McKnight, Cogan, Jackwerth and Huang, 1999). In all countries that have been studied, a significant number of children have real difficulty in mathematics (TIMSS, 1996).
Children's numeracy difficulties can take several forms. Some children have difficulties with many academic subjects, of which arithmetic is merely one; some have specific delays in arithmetic, which will eventually be resolved; and some have persisting, specific problems with arithmetic. It is the latter group for whom the term 'dyscalculia' may most appropriately be used.
It must be noted that there is continuous variation in arithmetical difficulties in the population; and that many people who would not be regarded as having severe and specific dyscalculia do have major and disabling problems with numeracy.
For example, Bynner and Parsons (1997) gave some Basic Skills Agency literacy and numeracy tests to a sample of 37-year-olds from the National Child Development Study cohort (which had included all individuals born in Britain in a single week in 1958). The numeracy tests included such tasks as working out change, calculating area, using charts and bus and train timetables, and working out percentages in practical contexts. According to the standards laid down by the Basic Skills Agency, nearly one-quarter of the cohort had 'very low' numeracy skills that would make everyday tasks difficult to complete successfully. This proportion was about four times as great as that classed as having very low literacy skills. Most of the adults with numeracy difficulties had already been experiencing difficulties with school mathematics at the age of 7.
The origins of these numeracy difficulties were presumably varied, though these were not examined. Presumably, only some of these adults would have been describable as 'dyscalculic': some would have had generally below-average IQs; some would have had limited or inappropriate instruction; and some would have had emotional and social problems affecting their performance in arithmetic. Nonetheless, the study shows the pervasiveness of numeracy difficulties and their importance in adult life.
Arithmetical ability is made up of many components
In order to study the nature of the arithmetical difficulties that children experience, and thus to understand the the best ways to intervene to help them, it is important to remember one crucial thing: arithmetic is no ta single entity: it is made up of many components, including knowledge of arithmetical facts; ability to carry out arithmetical procedures; understanding and using arithmetical principles such as commutativity and associativity; estimation; knowledge of mathematical knowledge; applying arithmetic to the solution of word problems and practical problems; etc.
Experimental and educational findings with typically developing children (Ginsburg, 1977; Dowker, 1998) and adults (Geary and Widaman, 1992) have shown that it is possible for individuals to show marked discrepancies between almost any two possible components of arithmetic. For example, Dowker (1998) studied calculation and arithmetical reasoning in 213 unselected children between the ages of 6 and 9. She reported (p. 300) that (1) individual differences in arithmetic are relatively marked; (2) that arithmetic is indeed not unitary and that it is relatively easy to find children with marked discrepancies [in either direction] between [almost any two] different components; and that (3) in particular it is risky to assume that a child does not understand maths†because he or she performs poorly in some calculation tasksâ€.
Studies of adults with acquired dyscalculia (Warrington, 1982; Dehaene, 1997; Butterworth, 1999; Delazer, 2003) show that almost any component of arithmetic can be selectively impaired: e.g. patients can show double dissociations between estimation and calculation; memory for facts and following procedures; written versus oral arithmetic; different arithmetical operations such as subtraction versus multiplication; etc.
It would thus be expected that at least some dyscalculic children might also show shown extreme discrepancies between different types of mathematical ability; and this has indeed been found when investigated. For example, Temple (1991) reports one child who could carry out arithmetical calculation procedures correctly but could not remember number facts, and another child who could remember the facts but not carry out the procedures.
Macaruso and Sokol (1998) studied 20 adolescents with both dyslexia and arithmetical difficulties, and found that the arithmetical difficulties were very heterogeneous, and that factual, procedural and conceptual difficulties were all represented.
Such findings are important, as they demonstrate that dyscalculic children need not have problems with all aspects of arithmetic, but may have strengths that could be used in intervention programs to compensate for and overcome their weaknesses.
JN. My own view is simple, any child clever enough to teach itself to speak is quite able to be taught perfectly in early arithmetic, by use of the abacus and using its fingers to perfect the concept of ten, by the time it is five years old. Teaching the child to chant, first from one to twenty, just as soon as it can speak properly, perfecting chanting the tens, by opening ten fingers ten times or pushing up the tens on the abacus, OR BOTH WAYS.
Before a child can physically speak it will understand the sound of many words, once it can speak the ability to make the sound of words simply by copying the sound far exceeds the childs ability to understand the meaning of many of those words, by using Abacus One and rapid pattern recognition with the fingers, every speaking child will perfect its understanding of numbers. ALL CHILDREN WILL VARY IN THE TIME TAKEN TO PERFECT THEIR AWARNESS AS TO THE MEANING OF NUMBERS, but every speaking child can perfect their understanding of numbers when they are taught systematically. MY WAY
Abacus One is a perfect Physical Copy in written numbers of the way we write numbers with numerals. We can use a flat printed copy as a substitute if an Abacus One is not available. I designed a flat counting board for copying and use with seven stones for children without any other resources, orphan Indian children.
THE ABACUS ONE WRITTEN MAP
Printed from an OECD website can become a world standard mathematic resource, Just as chess as become a world standard tool for developing spatial strategy teaching and metal development so can the Abacus One map teach Basic Arithmetic.
First the child can read in its own language, the words used in expressing arithmetic counting by starting to use it as a simple Abacus, counting and moving stones to add and subtract numbers.
Every mathematic principle can be explained by simple demonstration on the Abacus One Map, so I and any other concerned parties need to perfect processes and simple four child, or less games, to perfect these valuable mathematic concepts that will
[SIZE="6"] PROVIDE EVERY CHILD ON EARTH WITH THE MENTAL STRUCTURES OF MATHEMATICS READING IN ENGLISH[/SIZE]
Start as soon as the child can speak.
Perfecting the sound of the alphabet by chanting,
THERE IS NO OTHER WAY.
Cement a with the sound of a and b with the sound of b
Low case letters only in the rhythmic lay out, where the visual memory
Is assisted by the physical layout, where the easily remembered like o
Link the difficult p and q.
THREE DIMENSIONAL READING
Placing cards on letters to perfect the memory can be augmented by a
Daily POINT & PROVE exercise for one or 101 children at once.
Perfecting the sounds of letters as they are naturally used can become
Automatic by using small three dimensional objects to assist the
Memory of letters, an oxo cube, an apple for a, a potato for p, and so on.
ABACUS ONE provides every child with pictures of words that are
LEARNT NATURALLY as a meanings before they are recognized as
A PICTURE. There are twenty one different words on ABACUS ONE
ONE HUNDRED WORDS AS A PICTURE
and
one thousand or many less perfect pictures of low case letter groups,
WILL GIVE PERFECT EARLY READING ABILITY FOR MOST OF US.
----------------------:pcprob: ------------------:pcprob: -------------:pcprob: [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 01-05-2008
*
____________________________________________:holiday:
[SIZE="4"]Given the importance of preschool interventions with at-risk children, it would be desirable to have more investigations of methods of assessing preschool children’s early mathematical abilities; of predicting different forms of mathematical difficulty; and of targeting early interventions to have maximum impact in preventing, or at least reducing the subsequent impact, of such difficulties.
Greater communication and collaboration between scientists, teachers and policy-makers is vital. This was indeed pointed out by Piaget (1971), but has only rarely been put into practice.
IN NORMAL HEALTH WITH NORMAL EYESIGHT EVERY CHILD USING ABACUS ONE WILL DEVELOP VERY GOOD MENTAL ARITHMETIC AND READ TO THE BEST OF ITS AGE STANDARD
STARTING AT FOUR YEARS OF AGE. WORKING IN LESS THEN ONE HOUR DAILY BY THE TIME IT IS SIX YEARS OF AGE.
John Nicholson
My message to HSBC is quite simple, starting every child with an abacus is quite straight forward, Making Abacus One in any Language is possible. Utilising stickers for learning a second language is also possible.
With my visual exercises in the sum a second routines carried out in Nursery schools, the children’s own home and the reception classes in primary schools, it would be unlikely that any child was less then perfect in understanding ten. Any child that is not pattern perfect with adding any numbers to total ten or less is not ready to stop these exercises.
THE SAME RULE OF “PERSISTANCE TO PERFECTION THROUGH
PRACTICEâ€
IS THE RULE FOR EVERY CHILD TO FOLLOW IN ALL MATHEMATICS TRAINING
The finger exercises in showing any child how to add instant patterns at high speed is utilising the childs ability to copy the pattern, to instantly add two totals of five or less together automatically and in turn to teach any other child.
THIS TOTAL PROVEN AWARNESS IS A VITAL RULE IN ALL MATHS
USING ABACUS ONE
The second perfection will take longer then the sum a second routine. Every child that is already perfect in number recognition will make rapid progress with the abacus. A four year old given the abacus would be taught the sum a second routine as a part of that initial experience. Counting to add and subtract is the next experience, quickly understood by the child. Visually it is possible with a four year old to work in three columns, establishing one hundred and ten and one, which turns quickly into 111 one hundred and eleven, once the language is understood, which it is quickly understood without realisation, simply adding and subtracting, 1 to 9 blocks of 111 can be achieved without any further training. Visually we can only recognise large numbers by patterns. We have to use words where numbers larger then ten are involved, whether they be understood visually or written words or in numerals when we describe those numbers.
WE DESCRIBE THEM IN WORDS using those vital words is second nature to any child working with an abacus. Long before a child can read either 1 or one or even recognise them as a picture the child will speak the number and know the number.
The abacus one is an exact replica of the way we right numerals, but written in words, there are one thousand one hundred and ten written in words answers on one moving page, there are some hundreds of thousands of possible questions to be asked on that page.
The abacus one map has eleven million one hundred and one thousand and ten answers as a flat counting board, where these two items are used together for at least two years every normal heath status child will become number and word perfect in reading and performing arithmetic.
They will never lose there visual ability to calculate mentally and understand millions of arithmetic sums, and will simply be able to utilize standard processes to calculate the more intricate numbers they encounter with the mental scaffolding of the abacus and the worlds common numeral system.
IN PERFECTING NUMBER EFFICIENCY
The abacus is over five thousand years old, the efficiency of our world standard numeral system has superseded abacus in practical calculation and record keeping. BUT AS A TEACHING TOOL IN EARLY ARITHMETIC IT HAS NO EQUAL
Why are our Asian friends better at arithmetic in schools then we are?
They still continue to teach using their national abacus
Sau Pan in China Sorobon in Japan Schoty in Russia
My Abacus One is unique not only will it teach instantly many things, simple regular use endows the child with the pictures of the words used in counting, only just over thirty words provide us with billions of meanings in mathematics every child in the world deserves to use the best possible teaching resources.
HSBC can provide a clear teaching program from five fingers to infinity
Simply by giving every child born an Abacus an Abacus map and the words best mathematically perfect training website, where our older children can practice perfect and teach by proving mathematic processes.
Some steps are small but our learning ladder will always fail us when the steps are missing.
HSBC Will dominate mathematic and science training, but more importantly then that. they will make it possible for every child on earth to read and speak English as well as their own national language.
STARTING TODAY with the simple idea “the possibility of equal education for every child on earthâ€
-----------------------:yes: -------------:pcprob: help me knock it in:adder:
[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 18-05-2008
[SIZE="4"]---------------------------------------------------
***** ***** ***** LOOKING FOR NEW NEURAL HIGHWAYS :tourist:
As usual in the normal periods of my life when I am not considering anything in particular, I find myself thinking about thinking.
Of course I am always trying to ensure that what I have thought about over the last 13 years of my life, basically the ensuring of universal education, in order that we leave no child without assistance, wherever and whatever that childs circumstances are.
So with thinking about thinking, I found myself considering the fact that we can tap into our computers, virtually any request for knowledge we so wish.
Why therefore is it that we need to go to school, to learn anything that we can learn from using a computer. Obviously we do not therefore need schoolteachers in a traditional sense nor do we need schools in their traditional sense.
But we do need people to develop ability, the latest research indicates as always that the younger we develop ability, the greater those abilities are, as always again i will use my mentor. Maria Montessori as the best exponent of this situation, the sad thing is that she realised all this 100 years ago.
We really have to wake up to the changing circumstances of the world, in areas of the world where we do not have schools already they will never need to be built, in areas of the world where we do not have universities already, they will never need to be built also.
What we do need are communication centres where individuals are taught skills, where individuals are able to discuss with other individuals developing ideas on just how to make the best demonstrations leading to skill enhancement.
Obviously once again what does skill enhancement mean, it means that our children have to have a structure of numbers built into their mentality, it means they have to be able to understand everything there is too know about mathematics, my belief is that even the very slow among our children would not need more than 10 years for this to be achieved on a child to child basis by way of daily exercises and demonstrations,
if we consider my one hour a day of intensive work, as to be the most that we inflict on our children, and that freewheeling behaviour participation in sports participation in discussion with other children participation within doing some outside work participation in cooking there own food and cleaning their own cloths.
Developing brains, is something we have to think about, reports have appeared in English newspapers, where neurological decisions have been implemented based on research work, children are being taught something for eight to 10 minutes doing something else for 20 minutes and returning to their subjects, in every case that are being applied, the retention of information is better.
I believe we have to return to the story, in order to enhance children's attention ability. Before we understand facts clearly, we need to understand concepts, understanding concepts, leading towards understanding the specific items within those concepts. So for instance within history we need to understand timescale, we need to understand the circumstances of any action that has been taken, we need to consider each and every piece of information in relation to other information around the concept.
So my realisation is that children have to teach the children as quickly as possible, that way they will know they are achieving something useful.
I believe that we can use mathematic games, in order to allow children to enjoy learning, while they are mixing with other children.
Heterogeneous mixing of children where they are being looked after by adults, has got to be the safest way that children become aware of the different viewpoints other people hold.
My research leads me to believe, that a simple arithmetic awareness leads to simplicity in understanding all maths subjects, and that development of mathematic awareness, clearly leads to ease in developing the reading ability of every child.
By utilising this speech recognition ability, I am able to develop ideas on the run, just as quickly as I can understand the concept and formulate the words to identify the concept I can actually commit those ideas to paper.
If I can do this, so can every other child on the earth, if we think at the speed of light, let us at least be able to write at the Speed of electronics.
Consider mathematics and chess as central in building ability.
The simple arithmetic is especially a precursor to reading. Once children learn to read, we then need to consider what would be most helpful for them to read.
One of the structures, which I believe should be inbuilt quickly into every child's mind, is the structure of the position and name of every country in the world, I have attempted to identify them in relation to numbers, and develop a simple chant to give it back ground.
This is only a starting point, in every school yard, children need to have a large map, that they can walk over, showing each other the two hundred or so countries in the world,
Games can be developed, to assist the building of permanent memory of every country's name and position.
Of course it will take a few years before every child is perfect.
So during that time, children need to read about other children and other parts of the world, where they can develop their understanding about just how all children live.
I believe that the likes of the author of Harry Potter, would be able to develop interesting themes, were travel and the meeting of all the worlds children were involved, so developing this method of education.
Reading in order to be able to understand concepts, which in themselves lead to understanding facts within those concepts.
So what is now essential, rapid teaching and ability development in arithmetic, consistent simple reading development based on the leading research proven by time and effort,
Developing the individual child’s structure of the world, and all the people that inhabit the world.
Developing ability, in mental ability, we need to understand, just how a physical activity, the likes of table tennis, maybe even throwing darts at numbers, develops the mentality more actively on an individual basis, rather than working in large classes where attention is easily deviated, from outside circumstances.
We cannot stop children learning, we cannot stop teaching each other. But more importantly than these two observations, we have to provide the essential steps where knowledge and ability can not be gathered, without them being in place.
*********** :pcprob: *********** :pcprob: ************** :adder: [/SIZE]