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+---- Thread: Easy Learning (/Thread-Easy-Learning)
Easy Learning - John Nicholson - 01-08-2007
[SIZE="7"]Essential learning
Appropriate learning
Incidental learning[/SIZE]
:tourist:
At all stages of human life we are subjected to three forces in understanding.
I use the term understanding in place of education which implies something inflicted on us, which it is.
If a child can identify each of ten fingers with the correct number name and use an abacus to add and subtract any combination of three figure numbers, it will be in a position to take advantage of any appropriate mathematics education it is given.
In a similar manner a child that is unable to identify every letter of the alphabet, in the alphabet sound, and then recognise as a picture every one two and three letter word in common use as a picture, as well as at least one hundred words for common objects and animals, it has little chance of further natural reading progress.
One, as no resemblance to the alphabet sound of o and n and e, but with comprehension of the letter, alternative sound recognition can be built up in the childs brain automatically, as with all human endeavor practice makes perfect.
These things are essential learning, there is very little point in wasting any childs time learning anything else until these things are perfect.
------------:pcprob: ---------------:pcprob: -------------:pcprob:
Easy Learning - John Nicholson - 12-08-2007
Educational Videos Drain Baby Brains
By Matt Kaplan
ScienceNOW Daily News
7 August 2007
Buyer beware: Videos aimed at improving infant and toddler language skills are not as beneficial for language learning as they claim to be, according to a new study. Rather than helping youngsters, such products may actually hurt their vocabularies.
Videos like Brainy Baby and Baby Einstein have been marketed to parents since 1997. They feature simple lessons in music, math, and vocabulary, and their makers tout them as important educational tools that will help young children build skills in each of these areas. But none of these claims has ever been verified, says Frederick Zimmerman, who studies the relationship between child development and the economy at the University of Washington, Seattle. "In many cases, the corporations making the educational videos are not even testing their own products," he says.
So Zimmerman and colleagues decided to test the videos themselves. The researchers interviewed the parents of more than 1000 U.S. children between the ages of 8 and 16 months, gathering information on the children's vocabulary and how frequently they watched videos like Baby Einstein. When the team controlled for factors such as socioeconomic status, race, and parental education, it found that Baby Einstein and his ilk are not the geniuses they're cracked up to be. For every hour per day spent watching the videos, children understood an average of six to eight fewer words than did those of the same age who did not watch them--a 17-percentile drop in vocabulary, the team reports online tomorrow in the Journal of Pediatrics. "There is no clear evidence of a benefit coming from these videos, and there is some suggestion of harm," says Zimmerman.
As for why the videos hurt vocabulary when they're supposed to help it, Zimmerman can only speculate. One possibility, he says, is that the videos simply pacify children without teaching them anything. "It's like empty calories for the mind," Zimmerman says. Meanwhile, children not watching the videos are reading, interacting with their parents, or building with blocks.
"The negative effect is a real surprise," says Rebecca Collins, a behavioral scientist at the RAND Corp. in Santa Monica, California. "There is so much consumption of these videos, and nobody has any idea how effective they are."
SURPRISE SURPRISE
HOW LITTLE WE KNOW ABOUT A CHILD'S BRAIN
IN VISUAL AWARENESS THE PICTURE OF WHATEVER ON TELEVISION IS INTERESTING
WATCHING CARS RACING AND CRASH! ------------- PEOPLE FIGHTING! ---------- ANIMALS KILLING EACH OTHER!
OR EVEN PEOPLE KILLING EACH OTHER! ---- MAY PREPARE A CHILD FROM TOTAL SURPRISE ABOUT THE WORLD AROUND IT
BUT ANY HALFWIT SHOULD NOT EXPECT IT TO ASSIST IN DEVELOPING VOCABULARY
Easy Learning - John Nicholson - 17-08-2007
THIS WILL NOT BE THE LAST THING I EVER SAY BUT IT WILL ALWAYS BE THE MOST IMPORTANT THING I EVER SAY
------------:tourist: ------------- HERE IS THE MAP READ IT
[COLOR="Red"]SHOWING DOING KNOWING
Just how can you end up doing something well?
You simply start by doing it badly![/COLOR] How did David Beckham get to the top of his career in football?
He simply started kicking a ball around and practising until it could handle it perfectly. It is not the quality of our finished results which are important in life, but the beginning and the training we need in order do anything, the human child teaches itself to speak simply by listening, copying and association, what is the most important thing your child will ever learn? after 12 years of research vast amounts of reading of research papers trialling various methods of education and thousands of hours off thinking in minute detail an East Riding farmer whose business was severely crippled by what he considers to be an illegal association between a British bank (now taken over) and an international trading company. He Claims that the answers to the human future rests clearly within our own hands, for it is within our hands that the ability to count, is first acquired, simply place your hands flat on a table in front of you, there is a clear basis for numeracy. The beginning of arithmetic knowledge, leading to the whole world of mathematics, physics, science and education in general begins with understanding the number name of every finger, it is his considered opinion, that simply by KNOWING the number name of every finger in whatever language the child has been brought up in, is the most vital piece of education, that the child will ever have to learn.
Just look at your fingers, you are clearly looking at the twin representation of five, touch the tip your fingers together and you have the perfect ten.
Technical education starts simply by knowing the number and name of each finger.
Nicholson's awareness of the value of mathematics, as a starting point in education, was made clear to him by a ten minute television programme. Watching children in Hong Kong shouting the answer to a masters collection of numbers just as quickly as he wrote them on the blackboard, alarmed him to the fact that these children clearly displayed advanced mathematical ability in comparison with European children, the television article, then illustrated the children using the Chinese abacus, a sense of relief in understanding their ability, but when the children were asked to do the arithmetic without the abacus, he clearly recognised that utilisation of the abacus had developed a mental map of mathematics.
Working now for over 12 years on this project. This East Riding farmer is proposing that simple education based on the principles of Maria Montessori should be available to every child in the world, he sees simple education as the right of every child, he claims the most important thing in human existence is without doubt Justice. He believes that only world democracy in the beginning on a country by country basis, will lead to a peaceful world.
His observation is that he has never seen a cat that could speak, a horse that could read, or a dog that could drive a car.
We are clearly the most able animal on the face of the Earth. Capable of teaching ourselves to speak our natural language, our children are capable of teaching each other mathematics, our parents and teachers are capable of together providing every healthy child, with the ability to read reasonably well by they are six years old, if we simply start by teaching our children the number name of each finger just as quickly as possible, moving on to utilise the properties of the abacus, and developing their ability to recognise the 26 letters of the alphabet in low case, utilising simple chanting of the alphabet, overlying the letters of the alphabet, utilising a modern colour pen to trace the letters in lowercase, rubbing out and retracing, utilising simple everyday objects to illustrate the letters of the alphabet, so building up natural ability to effectively understand the manner in which the alphabet is utilised, providing children with a starting point of alphabet sound, and clearly moving on, simply through natural association to understand the alternative sounds of the alphabet, from the natural association of objects associated with the individual letters of the alphabet as a starting point.
Every primary school and every nursery school, in our area, will have the opportunity to be provided with direct lessons, from a highly qualified, and gifted former primary headmistress, who has specialised in special needs education over the last ten years of her career. Sue Harrison working with well-qualified undergraduates freely offers free training and advice to local primary and nursery schools, in order that they may lead British education through the simple steps of showing doing and knowing, education in the manner of Maria Montessori, education has it has existed naturally throughout the development human existence.
STILL------:pcprob: --------:pcprob: ---------:pcprob: ------HAMMERING
Easy Learning - segarama - 19-08-2007
We see a great number of books and articles being writting on memory. I would like to suggest a stellar book to top all books that have been written on this subject to date. Larry R. Squire and Eric R. Kandels' MEMORY FROM MIND TO MOLECUES is the one you can take to the bank.
"A masterly and enthralling snythesis." __________ Torsten Wiesel, Professor Emeritus, Rockefeller University.
If you are writing books or teaching classes about memory and have not read this book, you really should. If we are planning to create materials for students that are from the works conjoined by neuroscientists and educational practitioners then, this is the book.
Too busy to learn...hummmmmmmmmmmm.
Be well,
Rob aka segarama
Easy Learning - John Nicholson - 13-09-2007
:holiday:
THE DEVELOPMENT OF INTELLIGENCE
There is an acceptance of Howard Gardners seven separate concepts in intelligence, but I want to explore the links within these seven intelligence's, considering the effects of natural development on those seven concepts on each other, and of course the possibilities
of critical enhancement, when we intervene by teaching, especially when we create that education, to best enhance these natural human concepts.
“Once this broader and more pragmatic perspective was taken, the concept of intelligence began to lose its mystique and became a functional concept that could be seen working in people's lives in a variety of ways. Gardner grouped these capabilities into seven comprehensive categories or "intelligences":
• Linguistic Intelligence: The capacity to use words effectively, whether orally (e.g., as a storyteller, orator, or politician) or in writing (e.g., as a poet, playwright, editor, or journalist).
• Logical-Mathematical Intelligence: The capacity to use numbers effectively (e.g., as a mathematician, tax accountant, or statistician) and to reason well (e.g., as a scientist, computer programmer, or logician).
• Spatial Intelligence: The ability to perceive the visual-spatial world accurately (e.g., as a hunter, scout, or guide) and to perform transformations upon those perceptions (e.g., as an interior decorator, architect, artist, or inventor).
• Bodily-Kinesthetic Intelligence: Expertise in using one's whole body to express ideas and feelings (e.g., as an actor, a mime, an athlete, or a dancer) and facility in using one's hands to produce or transform things (e.g., as a craftsperson, sculptor, mechanic, or surgeon).
• Musical Intelligence: The capacity to perceive (e.g., as a music aficionado), discriminate (e.g., as a music critic), transform (e.g., as a composer), and express (e.g., as a performer) musical forms.
• Interpersonal Intelligence: The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people.
• Intrapersonal Intelligence: Self-knowledge and the ability to act adaptively on the basis of that knowledge.
When Howard Gardner wrote Frames of Mind in 1983, he deliberately limited his examination of human capacities to seven intelligences. Are there more? Yes. In fact, after this book was published Gardner added an eighth intelligence to the list. The Naturalist Intelligence is the ability to recognize plant or animal species in one's environment.
I HAVE STOLEN THIS EXPLANATION TO CONSIDER OUR NATURAL INTELLIGENCE IN ORDER TO ENHANCE IT
SO LET US EXAMINE NATURAL INTELLIGENCE
• Linguistic Intelligence: The capacity to use words effectively, whether orally (e.g., as a storyteller, orator, or politician) or in writing (e.g., as a poet, playwright, editor, or journalist).
Looking at each intelligence on an individual basis, exploring the natural effect on other intelligence's and what can be our most effective human intervention (teaching) to enhance the concept itself, and even more important the effect of that enhancement on the six other concepts.
First of all we look at how language develops naturally, we adopt the language of those around us, proven easily by our individual language and the local accent we use, individual family and schools may enhance our childhood language, the type of job we take will have a natural effect on our language development.
These are the natural effects on language, what can education provide to enhance language ability, first of all effective reading ability at an early age will develop our contact with words expanding our vocabulary our ability to read widely, understanding every thing we read easily.
[SIZE="4"]“I consider fast logical teaching of reading our first education priorityâ€[/SIZE]
• Logical-Mathematical Intelligence: The capacity to use numbers effectively (e.g., as a mathematician, tax accountant, or statistician) and to reason well (e.g., as a scientist, computer programmer, or logician).
What part has our linguistic intelligence to play in mathematics, obviously without the ability to use and understand words understanding the processes in mathematics is impossible.
Conversely what part as mathematics to play on linguistics,
my personal view is that early mathematics is the most essential intervention (teaching) we humans can involve our selves in, within teaching. NOTHING IS AS ESSENTIAL or as quickly achieved as early mathematical awareness
a child as simply to understand every aspect of ten, in spatial terms (natural spatial memory) ten single marks have thirty three separate patterns.
Natural spatial awareness combined with the knowledge of the columns we use in numeric symbol arrangements provide us with the easily understood concepts in describing numbers in words.
The simple arrangement of numeric patterns are easily converted into meaning by use of only thirty words, the brain can understand the meaning of any number by language, it is therefore inherent that language development is interrelated with logical numeric awareness.
Where Asian and abacus educated Europeans are using language to describe and think numerically, spatial control areas of the brain are fired up, clearly visible in research on brain activity experiments, as opposed to Europeans with none spatial understand of numbers who consider numbers within the normal brain activity areas utilised for the usual word decoding, in normal reading thinking and conversation.
[SIZE="6"]AT THIS POINT IN CONSIDERING THE BRAIN
LET US CONCENTRATE ON JUST
HOW WE TEACH THE BRAIN[/SIZE]
Howard Gardner has identified seven natural concepts in human intelligence, I am typing this with one finger in order to ensure my best verbal explanation of the natural combinations of these differing aspects in human intelligence, that we as individuals combine naturally in considering anything.
Firstly we have to be aware of these natural human intelligence's, then we have to understand how they interlink in natural thought.
We human beings, are empowered with the most incredible working tool the human brain, millions of years of evolution have perfected our human potential.
My personal belief is that the concept of measuring that potential is impossible,
I believe that the normal human mind is very rarely stretched but without a basic concept of numbers being established perfectly at the earliest possible time in any child's life, we are inhibiting that child's potential,
it is so easily achieved and so vital in building neural pathways in reading development.
Visual understanding is our greatest gift it allows us to keep ourselves safe in the most part quite naturally.
Reading however, gives us the most potential to develop the human mind in total or overall understanding of any human activity we can consider.
[SIZE="6"]
Why?
Simply because it mimics human communication,
LANGUAGE
[/SIZE]Simply because it mimics human communication,
LANGUAGE
Easy Learning - John Nicholson - 15-09-2007
• Spatial Intelligence: The ability to perceive the visual-spatial world accurately (e.g., as a hunter, scout, or guide) and to perform transformations upon those perceptions (e.g., as an interior decorator, architect, artist, or inventor).
[SIZE="5"]JUST TO PERSONALISE THIS PIECE OF WRITING[/SIZE]
[SIZE="4"]It is six thirty am on the 15th September 2007 my 67th birthday.
67 years since the day recognized as the Battle of Britain day.
A day described by Winston Churchill as being one, when [/SIZE]
[SIZE="6"]“Never in History have so many owed so much to so few†[/SIZE]
For all of us, we can spare a moment to consider the sacrifice of those young pilots who lost their lives keeping Great Britain free from German invasion, a base from where the English speaking nations and their allies could control the ambition of one Man and his desire to control the world,
in these following years we have seen two other individuals try,
"Disastrously for those around them and the world in generalâ€
[SIZE="4"]First Adolf Hitler then Joseph Stalin followed by Chairman Mao.[/SIZE]
[SIZE="4"]What have they got to do with developing intelligence, you may ask [/SIZE]
[SIZE="4"]Hitler and Stalin where clearly identifiable as responsible for at least twenty Million deaths each, Chairman Moa at least Seventy Million. [/SIZE]
Their collective record of destruction and the personal despair inflicted on Billions of Human Beings,
[SIZE="4"][SIZE="3"][SIZE="4"]“Cries out to me, the value of individual Knowledge,â€[/SIZE][/SIZE][/SIZE]
Collective intelligence carried out in a democratic manner may save the Human Race, nothing else is worth considering.
Our evolutionary characteristics leave us with nationalism as our strongest instinct, working to protect the Tribe as kept us safe in the past, but the concept of the tribe has to be expanded to include all Nations.
[SIZE="4"]It is simply the human race against Natural Adversity.[/SIZE]
[SIZE="4"]“The starting point has to be, individual Knowledge.†[/SIZE]
When we can read well, we can consider the ideas and concepts that just may save the Planet Earth.
My tribe is those freemen that till the earth, those husbandmen that take care of our domestic animals, it is to their skills and knowledge that the world needs to turn to, if they expect to survive.
So to spatial intelligence, let us think naturally, consider quickly every place you have lived, been to school at, worked at, traveled to, or visited in any capacity whatever.
In less then fifteen minutes you can visit most of the individual scenes that have been part of your individual life, not a word is needed to use your mind on this reflection, exiting moments are tied together with place memory our natural memory working. In the manner of stored memory virtually everything we have seen with our eyes we can remember, when it is needed we can recall it, if it is special to us.
As well as these readily recallable memories of place that we store naturally, the mind stores vast areas of totally un recallable visual and verbal memory that are recognisable when we encounter a fleeting glimpse of an old film or a road we drove on fifty years ago.
[SIZE="5"]The latest neurological research identifies the fact that the human brain can consider many things quite naturally without our awareness at a particular time. Within our dreams, but also during both sleep and consciousness.[/SIZE]
The brain as both natural consideration carried out subconsciously and consciously at the same time, eventually I believe we will understand more of the brains immense subconscious ability, at the present time [SIZE="5"][COLOR="Black"][SIZE="5"]
natural speech is the best illustration of instantaneous ability of the brain working to produce both questions and answers without apparent forethought. [/SIZE][/COLOR][/SIZE]
Easy Learning - John Nicholson - 23-09-2007
----------------------------:holiday:
[B][SIZE="4"]easy readin
THREE DIMENSIONAL COUNTING AND READING
The principle of revolving columns of ten is easily understood, by a three year old child.
Show yourself how to do this by writing two columns zero to ten with numbers, then use both forefingers. Start with the right forefinger on zero then count to eight marking each number to eight, add nine by starting to count from one again simply say one and point to nine two and point to ten, then raise the right arm and say please Mr Decimal give me ten.
Then place the left hand finger on zero moving that forefinger to ten
continue counting by moving your right hand finger from zero to number one counting out loud three you rest the left hand on one right hand counting on to nine finally resting on Seven, imagine it with stones, and you can the see the simplicity of the abacus.
We should be endeavouring to teach children the name and number of every finger, simple symbol awareness utilises the same mental pathways that are needed to understand numbers, they are also required to establish automatic recognition of letters when they are used in words more complicated than the words one to ten.
There is no mental progress, without some understanding of numerals, therefore we should teach it first, and simply regard it as the first part of teaching a child to read, it is so simple, a natural precursor to learning the letters.
What can be simpler than the international sign for one. 1
On the back of my Abacus One map which is no more than a plastic page, I have written the alphabet in a rhythmic chant order, I have now decided to call it the Alphabet Map. I can also see the value for a four year old of writing without ink. The child simply traces the letter with it forefinger the letters contain a guide for writing which can be used effectively by a forefinger.
The Alphabet Map is a good demonstration of the value of spatial intelligence, by using the same layout, a child can overly a simple copy of this layout with instructions to parents written around it, the child simply has to drop playing card sized cards on the appropriate letter.
So visually the child starts naturally with abc then use the physical demonstrations an Apple on the a and ping-pong ball on the b
The child needs to work constantly in lowercase only, they naturally pick up capitals as they proceed.
I want to lock in another piece of thinking here, I always utilise the fact that speech is quite natural, it is our best demonstration of the brain working on its own, expressing the mental concept we are thinking of.
Children teach themselves to speak by simply listening and associating the words with something practical.
I constantly endeavour to understand the reading process. I believe that it is very much like the process of speech.
Once the child has learned the alphabet name and sound of the letter, by concentrating only on twenty six essential symbols, the alternative sounds follow.
My recommendations on reading are based on observation and logic, most of us will only teach our own children to read but it is a basic truth that only effective individual letter recognition must be the starting point.
Three Dimensional Reading is based on the assumption that children automatically understood the alternative sounds of letters from using words naming objects that they are familiar with, the child naturally uses words with these to describe the objects as pictures of words.
My system of reading depends entirely upon the logical process of learning, we all need to think of the alphabet, virtually every day, if we open a telephone directory we need it, if we need to correct spelling we need it to open the dictionary properly.
Because I am so near to the crux of reading, to the crux of education in general I am sharing my every thought with you.
I am now comparing automatically learning to speak, when we listen to and copy sounds, with automatically learning to read, where we have to learn what the sound of each letter is first, it is essential knowledge in different circumstances sounds created by symbols before we can automatically proceed to read with the least outside interference.
It is my belief that my version of three-dimensional reading, gets over most of the problems in establishing the permanent memory of the sounds we use when the letters are used in association with the differing vowels and consonants as they are arranged within words.
The final crux of my thinking in regards to reading, is that if we simply teach a child approximately 100 essential words, which would of course contain most of the alternative sounds utilised within the letters naturally.
Virtually every healthy child will learn to read quite naturally, almost automatically, simply utilising the brains automatic abilities as in speech, taking over as in reading.[/SIZE][/B]
----------------------:choc:
please teach our children properly
--:pcprob: ---------:pcprob:
Easy Learning - John Nicholson - 26-09-2007
----------------:yes: -----------:dazed:
TIME FOR A CHANGE IN SCHOOL PROCEDURE
Just what is it that makes it so important the child is taught to read quickly at the earliest possible age.
There is vast neurological evidence that early reading and persistent reading provides the child with the obvious brain development necessary to achieve the highest of standards within the intellectual thinking demanded of today's highest achievers.
The most important thing about a school for the very young, has to be safety. The second vital aspect, has to be teaching efficiency. Our new Prime Minister Gordon Brown has announced 300,000 children are to be taught on a one-to-one ratio, for some of the time, that one-to-one teaching could involve five children per teacher for one hour a day a least three months of their school year taking a figure of 75,000 children and dividing it by five gives as a figure of 15,000 extra teachers in order to give each child ten to twelve hours personal tuition.
I regard to the human state, it is one where we are all either teaching learning, or reasoning constantly within our daily lives, because we teach naturally, would it not be a simple matter to reconstruct our schools internal teaching procedure, to enable this to be advantageously utilised.
Even within kindergarten it is most likely that we are teaching children over a three year period, watch any group of children left to there own devices within kindergarten and you see the adventurous ones giving explanation and leadership to the younger and more timid children.
Working children in pairs with the most able assisting the least able, for some of the time and all the children within any school being allowed to work together on a constantly changing basis, will provide naturally the one-to-one teaching necessary for today's children, and the social experience that comes from the exchange of conversation at whatever level it takes place, and the benefits of that social exchange, being carried out in the safety of a modern school and watchful teaching staff, it can only be to the benefit of those children that are teaching and those children that are learning, it is simply a replica of human existence within the safety of adult supervision.
Especially with arithmetic, it is possible to consider a teaching situation, where very few skilled teachers were required to teach a thousand children of different ages, our Prime Minister has stated that NINTY million children a day are without education facilities of any type, organising children to teach each other at the same time as they are being taught will eliminate the disadvantaged That NINETY million children have,
Teaching a child perfect arithmetic is the very first part of teaching a child to read, you are developing language ability needed within mathematics, to assist with the natural ability of the child learning symbol awareness at an early age through the association of familiar three dimensional objects.
Let us use our imagination to develop a concept school. A school where children play chess with each other. A school where they teach each other to read, a school where they teach each other to paint and write, a school where they teach each other to play musical instruments, a school where they look after their physical education simply by utilising the older and more experienced children within the management of those well supervised operations.
Children learn best from seeing and doing, audio/visual and kinesthetic learning is the buzzword of the future, simple arithmetic will prove its value in reading within one day of its application, standard practice within child to child teaching and learning situations can quickly be developed experimented with and perfected.
Voluntary educationalists, assisted through a gap years, can quite easily provide a basic education for the whole world, which it requires quickly and at low cost. The development of individual low cost computers with universal access to the Internet, is totally without value to a child that is unable to read.
----------------:tourist:
Easy Learning - John Nicholson - 29-09-2007
--------------------:holiday:
READING COUNTING AND WRITING FOR ALL CHILDREN
SHOWING EVERY PARENT JUST HOW TO USE ABACUS ONE
USING ABACUS ONE
Start with a child that knows the name and number of every finger.
Start with every pattern of numbers on abacus one, copy with the hands.
Please pay attention Mr Brown.
I have spent almost thirteen years perfecting simple teaching resources, and logical easy learning/teaching demonstrations.
Abacus One
Is a unique development, low in cost, easy to use. Capable of being written in any language, it will become a starting point in universal education.
BUT IT IS TOTALLY USELESS UNLESS THE PARENT/TEACHER KNOWS JUST HOW TO DEMONSTRATE AND UTILISE ITS IMMENSE VALUE IN TEACHING/SHOWING
Children quickly grasp the principals of the abacus, subconsciously they build an awareness of the picture of every word, reading it by picture recognition in their early daily experience with it. It is a perfect resource for child to child demonstration. The brain training hour should be a first daily experience for every child, where children share their knowledge and work in pairs or groups to consolidate their own knowledge and so develop their own abilities, TEACHING AND LEARNING in an interesting manner.
WHERE THEY CAN SAFELY DEVELOP THE NATURAL ACQUAINTANCE OF EVERY CHILD IN THEIR SCHOOL
Acquaintance from a human point of view is natural, it is an automatically carried out experience based on fear of the unknown.
This is the rationale of my easy learning systems, hopefully leading to parent, child, school and teacher, links which assist both the child's rate of intellectual development and personal confidence.
THE THIRTY THREE PATTERNS OF TEN
Mr Brown I have spent thirteen years thinking about universal education and its effective value as to the only possible starting point in securing World peace. Your son John is three in October, I hope you will take part in his early education, testing my hypotheses, that early arithmetic awareness, creates neural pathways ensuring early reading ability.
Just what are the important things to know about abacus one.
Clearly it is as a visual representation of numbers, at 3.4. 5. and six years of age it is extremely easy for a child to build the spatial memory of
Abacus One.
One obvious observation is that it is manufactured in black and white,
it represents a moving page. That moving page is under the strict control of the user, but it can be under the guidance of a tutor.
The one-page resource, contains one thousand one hundred and ten answers to arithmetic problems. It will take a considerable amount of time before any competent mathematician will be able to even estimate the number of questions that it is possible to formulate on the one-page.
To illustrate quickly the possibility of 33 patterns within the number ten it would need eleven models of abacus one viewed from the side.
We should always start this demonstration in the following manner, the top row of the abacus would indicate to the back of the two hands five together at each end of the row.
The two human hands always begin any demonstration of numbers.
We always carry with us two perfect illustrations of five.
In the second row we have ten counters together, we illustrate this perfect ten, has a Hindu greeting or the Christian hands in prayer. The third pattern of ten is obviously ten separate fingers.
Looking at the two hands place the two left fingers together, then three together, four together, five together six together seven together eight together and finally nine and one.
This is a demonstration where it can be copied by one child or fifty thousand children. I will settle only for every child.
Separating the two hands we then demonstrate every possibility within five in the Twin situation.
It is extremely simple and perfectly natural to demonstrate fOUR fingers and one thumb.
Illustrate two and three and the reverse three and two.
Illustrate two one two utilising both hands separately.
Before you can effectively teach these visual demonstrations you obviously have to perfect them yourself. I am attempting to develop the natural flow within the demonstration, gathering the fingers together from the left from one to nine gives a GROUP OF EIGHT separate patterns of numbers which can create 10
So we moved naturally from three clear demonstrations of ten patterns, utilising the last pattern 10 singles to create eight visual patterns as an entity.
Returning to a starting point of two separate five's we demonstrate every possibility within the number five. Five together twice this is always a starting point demonstration. Then five fingers singly but with the hands apart. Ten separate digits but arranged as a different visual pattern.
The crux of this training programme, is the permanent creation of memory, the spatial awareness of “the 33 patterns of 10â€
Obviously the teacher has to perfect this themselves, before they can teach or demonstrate. The more naturally we can develop the flow of this demonstration the more effective the demonstration.
THISThe creation of this permanent memory can be thought of as the most valuable memory in mathematics, achieved automatically, quite naturally by copying and doing.
Standing at a point of realisation, just watching this demonstration will never establish the memory permanently. Maria Montessori made this realisation 100 years ago, in order to create permanent memory automatically in the simplest and easiest human manner we only have to copy the demonstration ourselves.
AND SO TO THE THREE MOST IMPORTANT WORDS
IN ANY LANGUAGE
SHOWING and DOING is KNOWING
[SIZE="5"]UNLESS TEACHERS EVERYWHERE ARE TAUGHT THIS THEY ARE WASTING
THE CHILD'S TIME and of course their own time.[/SIZE]
--:pcprob: -------:pcprob: ------------------:pcprob:
Easy Learning - John Nicholson - 07-10-2007
-----------------:holiday:
[SIZE="5"]JUST WHY HAVE YOU RECEIVED THIS LETTER TODAY
WRITTEN SUNDAY 7TH OCT 2007
The latest news is that Gordon Brown is not to hold a snap election at this moment.
As a keen political watcher, I think he has made the correct decision, both for himself and for the United Kingdom.
Initially this letter is for three people, firstly Gordon Brown, secondly Lord Adonis, and Steven K. Green Chairman of the HSBC.
This letter is to inform you of my research work, I am seeking your assistance, in order to develop a low cost educational systems on a universal basis.
“Easy learning,†is the explanation and the purpose of my research.
My research was initiated, immediately following the realisation that the utilisation of an abacus, guarantees that any child can understand arithmetic easily and quite naturally.
Following a ten minute realisation that the abacus built within any user, a mental map of mathematics, it has taken me at least another twelve years, in order to be able to prove the value of the abacus as an essential in basic skills acquisition.
The ability to read easily and efficiently is at the forefront of education.
Why does the abacus, assist any child to read easily?
To be able to understand this, you have to consider natural memory, which is part and parcel of our human gift, the ability to recall visually thousands of personal experiences, and our extraordinary ability, to teach ourselves to speak, by simply copying the sounds of our natural language and associating those sounds with the every day items around us.
This natural thinking ability as to be considered against the technical ability you are using to read and consider this concept. You are using your technical ability to convert symbols into meaning, nothing ever developed by any human does this more efficiently then an abacus does, in relation to understanding numbers, it efficiently creates understanding of all written numbers in both words and numerals, using only thirty words or ten symbols in adjacent columns.
The processing of understanding numerals utilises the neurological pathways that you are using to read this with.
The abacus provides us with a tool which simply uses natural ability to create technical ability, converting visual memory into meaning at the speed of light.
I have now developed a simple reading system which ensures every child will read quickly and quite easily.
If my research is valid it is as relevant in our developed western world as it will be in the third world.
By adopting Abacus One in standard UK teaching practise, we shall ensure that it will utilised quickly throughout the third world.
My resources are simple, low cost and easy to use.
Any unskilled teacher can be taught how to utilise them in one days tutorial.
These teaching processes are logical and interdependent.
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Easy Learning - John Nicholson - 08-10-2007
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[SIZE="5"]THE CONCEPT OF THREE DIMENSIONAL READING
THREE DIMENSIONAL READING
The rationale for “THREE DIMENSIONAL READING”
Is based entirely on logical knowledge acquisition, and of course the perfectly natural abilities we all possess.
Our human abilities have to be utilised in conjunction with logical learning, in the manner of a leaf obscuring a star, extremely simple things prevent children learning many things quickly. Reading starts with numbers, one finger is of course one mark, 1 or l or I to a child there is no difference in these symbols, the first was a printed number, the second a low case l and the third a capital i.
SO TEACH YOUR CHILD THE NAME AND NUMBER OF EVERY FINGER LEFT TO RIGHT FIRST
Of course only ten uses two symbols, SHOW is a word I shall endeavour to use instead of teach.
SO SHOW your child a horizontal row of numbers a vertical column of numbers and the number written on each finger when you or the child draws round its fingers.
The visual meaning of marks, in relation to the number those marks represent, is reinforced every day of a childs life, with little further effort.
In a very few showing sessions a child will grasp the significance of columns in relation to numerical meaning.
So by using Abacus One or a map of abacus one the child will understand the significance of columns and the rotation of counting by adding the concept of x ten by counting one
On the column to the left.
Words are always pictures, even before a child can read, it can recognise the difference in the picture of one and the picture of ten.
Maths needs only thirty pictures to comprehend a million million, plus of course a couple of years familiarity with an abacus. Abacus One IS AN ESSENTIAL from four to six,
It is natural showing with extras.
Abacus One provides a child with a one page physical possibility of one thousand one hundred and ten answers, alongside the possibility of thousands of answers beyond
1 x 1110.
Two years of being shown how use an abacus, doing sums with it and showing other children just how to use it, results in a thorough grounding in mathematics, pure technical brain development.
The Abacus One teaching/showing manual is still to be perfected.
French schools are not afraid of wrote learning, the understanding of thousands of words can be regarded as wrote learning, chanting the count one to ten is wrote learning, realisation follows hand in hand with wrote learning when the child is physically shown just how.
After any child can name the number of each finger it is ready to begin early reading, just as soon as the childs language is developing.
All children can be taught reading three dimensionally.
First we use our musical/rhythmic natural intelligence.
Rhythm is proven to establish ten times the memory of words for any given time learning then the cold dish of Prose.
We simply chant and touch a six line picture of lower case letters. We overwrite the alphabet map, without ink using our forefinger.
Clear lower case cards can overly this alphabet map, until the rhythm and the symbol are welded mentally for eternity.
The three dimensional aspect is used to perfect the alphabet letter and sound when we place real objects on the letters, a collection of small toy animals and real objects can provide the final lowercase letter and alphabet sound with a practical awareness of the alternative letter sounds.
A committed parent and teacher team should weld the lowercase letter and alphabet sound of every letter within one week of any five year old that can speak.
I rest my case for easy learning.
After almost thirteen years John Nicholson[/SIZE]
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Easy Learning - John Nicholson - 13-10-2007
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[SIZE="5"][/SIZE]
TEC PROOF
I3 YEARS TO FIND IT
ON THE 13TH VIVA JOHNNY WILKINSON
Prediction 2: Learning difficulty should depend on the distance between the initial function and the new one.
It should possible to account for the difficulty of acquiring
a new cultural tool based on the amount of transformation that separates the initial, evolutionarily inherited function of the underlying brain circuits and the new, culturally acquired one.
The recycling hypothesis predicts that pre-existing biases should often speed-up the cultural acquisition of novel material. In arithmetic, for instance, the availability of a preverbal analog representation of number magnitude is thought to facilitate the acquisition of Arabic symbols and the counting sequence, because it provides even very young children with an intuitive grasp of the number domain and its basic principles.
(Dehaene, 1997; Gelman & Gallistel, 1978).
In reading, similarly, the properties of size and location invariance that are intrinsic to the visual system are likely to considerably speed up reading acquisition because they provide a stable visual representation of letters to correlate with phonological representations of word sound. The ease or “transparency†of this mapping may then become a crucial determinant of speed and efficiency of learning to read in different languages
(e.g. Paulesu et al., 2001).
More generally, the efficiency of education should be greatly enhanced by using teaching strategies that capitalize upon the pre-existing representations that young children possess prior to entering school. For instance, finger counting, token counting, and the abacus may provide excellent support for early arithmetic learning, since they rely upon small sets of movable objects whose numerosity is perceivable in infancy, to support the acquisition of
more abstract arithmetic computations.
Occasionally, however, some of the child’s pre-existing cerebral representations may run counter to what needs to be learned. The necessity to unlearn features that were useful in our evolution, but are now counterproductive for the current cultural use of a given brain area, may explain the striking difficulties that some school topics pose to all children. In arithmetic, negative numbers and fractions are good examples of difficult concepts that may go
significantly beyond the existing representational capacities of the preverbal primate brain, because they violate basic principles of integer arithmetic (for instance, that adding and multiplying always result in a larger number).
Similarly in reading, letters that are mirror images of each other may pose a special challenge for our visual system. Inferotemporal neurons appear to generalize spontaneously across left-right symmetry, preferring the same object whether it is facing left or right.
(Rollenhagen & Olson, 2000).
Contrary to location and size invariance, this invariance across mirror symmetry, although useful in object recognition, may be deleterious for reading as it may lead to confusion of the letters p and q, or b and d.
This may explain the peculiar errors that young children make, sometimes writing single letters or even entire words in mirror image without noticing it (Orton, 1925).
If my hypothesis of a recyling of the ventral object recognition system for reading is correct, this form of mirror-image generalization needs to be unlearned during the acquisition of reading.
Prediction 3: Cultural learning may reduce the cortical space available for previous abilities.
In many cases, cultural learning improves on an existing biological function. For instance, in the arithmetic domain, new symbolic and linguistic representations of numerals become connected to the analog quantity representation. These new connections make quantity information quickly available in a broad variety of multimodal contexts, and
they may even improve the precision with which two numbers can be discriminated. In other cases, however, the invasion of an evolutionary older circuit by a new cultural tool may have a measurable cost. This may happen when the old and new functions are incompatible. In such cases, through competition for cortical space, the evolutionary older competence may be reduced or even lost. Learning to read, for instance, may partially displace and reduce objectrelated
activations in the left inferotemporal sulcus. This should have a small cost on the speed or accuracy of visual recognition.
Such a competition effect may not be of much practical import, since it is likely to be detectable only under laboratory conditions. However, it would provide a clear test of the recycling hypothesis. While this prediction does not seem to have been evaluated in the reading domain, it may not be as implausible as it may seem. Indeed, acquisition of visual expertise for cars, which is known to engage inferotemporal cortex within or close to the fusiform face area, was recently shown to interfere with face perception. In comparison to control subjects, experts in car recognition who were asked to memorize cars and faces on
alternate trials showed evidence of reduced holistic processing of faces, both in behavioral performance and in the amplitude of the right-hemispheric face-evoked event-related potential (Gauthier, Curran, Curby, & Collins, 2003).
If replicated, this result may indicate that the acquisition of car expertise interferes with some components of face recognition processes.
Conclusion
The “neuronal recycling†hypothesis emphasizes that cultural acquisitions must take place within the limited surface and bounded plasticity of the human cortex. The examples of
reading and arithmetic indicate that there is more reproducibility in the cortical implementation of those functions than might have been expected based on standard
assumptions of large-scale brain plasticity and inter individual variability. A similar degree of anatomical regularity, indicating the existence of significant evolutionary precursors, may exist for other currently understudied cultural domains of human competence such as geometry, algebra, music, or art.
A basic issue remains: Why is it that among primates, only humans invent complex cultural systems such as reading and arithmetic? Various species of primates can be taught to
recognize Arabic digits and map them onto quantities.
(Boysen & Berntson, 1996; Matsuzawa,
1985; Washburn & Rumbaugh, 1991).
Thus, the crucial difference may not lie in the capacity
to reconvert brain circuits through learning, but in the very ability to create new uses for evolutionary older circuits. According to a hypothesis exposed in detail elsewhere
(Dehaene, Kerszberg, & Changeux, 1998; Dehaene & Naccache, 2001; Dehaene, Sergent, & Changeux, 2003),
the radical expansion of prefrontal cortex and of cortico-cortical connections in our species (see e.g. Zilles, this volume) may have generated a new ability to mobilize existing processors in a top-down manner within a conscious neuronal workspace. This new circuitry would enable us to tentatively try out new mental syntheses and select them according to their usefulness. Such mental flexibility might have been one of the key factors that lead our ancestors to first try connecting visual recognition processes with phonological and quantity representations, thus making the first crucial steps on the road to reading and arithmetic.
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Easy Learning - John Nicholson - 15-10-2007
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unny: OBSERVATIONS
THIS REPORTED RESEARCH is most likely to be the closest we can get to supporting my hypotheses’ that building early arithmetic perfection in visual/mental arithmetic, assists symbol recognition in reading, alongside my easy learning three dimensional reading system.
A rhythmic map of low case letters is used as a visual assistance to the childs memory, in welding the low case symbol with the alphabet letter sound, three dimensional objects are placed on the letters to perfect the memory, the repeated laying out of these twenty six familiar objects quickly welds visual automatic memory with the rhythmic memory of the alphabet chant and the spatial memory of the letter layout.
THIS IS EASY LEARNING/ ACCELERATED LEARNING INTELIGENT/SHOWING/LEARNING: UNIVERSAL LEARNING
IF A CHILD CAN SEE A AND SAY A: CAN SEE 1 AND SAY ONE
It will read write and count quickly. Simply try the abacus& alphabet.
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Easy Learning - John Nicholson - 28-10-2007
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Science 19 October 2007:
Vol. 318. no. 5849, pp. 410 - 412
DOI: 10.1126/science.1141754
Prev | Table of Contents | Next
[SIZE="6"]Review
Mathematics and Complex Systems
Richard Foote
Contemporary researchers strive to understand complex physical phenomena that involve many constituents, may be influenced by numerous forces, and may exhibit unexpected or emergent behavior. Often such "complex systems" are macroscopic manifestations of other systems that exhibit their own complex behavior and obey more elemental laws. This article proposes that areas of mathematics, even ones based on simple axiomatic foundations, have discernible layers, entirely unexpected "macroscopic" outcomes, and both mathematical and physical ramifications profoundly beyond their historical beginnings. In a larger sense, the study of mathematics itself, which is increasingly surpassing the capacity of researchers to verify "by hand," may be the ultimate complex system.
Department of Mathematics and Statistics, University of Vermont, Burlington, VT 05405, USA. E-mail: foote@math.uvm.edu [/SIZE]
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Easy Learning - John Nicholson - 31-10-2007
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[SIZE="4"]THE PHILOSOPHY OF ABACUS&ALPHABET
TO DEVLOP THE MIND OF EVERY CHILD
UITILISING COLD LOGIC IN ORDER
TO
ESTABLISH 36 THINKING TOOLS
SIMPLICITY
LOW COST RESOURCES
UNIVERSAL IN CONCEPT
PARENTS AND TEACHERS TOGETHER
ESTABLISHING PERFECTION IN EVERY CHILDS MIND.STARTING WITH THE
PERFECT TEN
How
Rhythmically tap the fingers from one to ten.
Teach every child as soon as they speak, the name and number of every finger. Show every pattern of five and ten.
Then transfer every pattern of five and ten to abacus one.
Abacus One illustrates one thousand one hundred and ten possible answers to over one billion possible arithmetic questions, any normal adult can learn everything they need to know in order to show any child every arithmetic concept they need initially in one day.
WHY IS PERFECT COUNTING THE
FIRST VITAL STAGE IN READING
Simply because the recognition of numbers utilises the same neural pathways that identify the symbol/sound for letters.
Perfection in reading a number leads directly to perfection in reading a letter, when we read, we establish meaning with a sound signal as in speech (a mental signal) to give meaning.
The majority of our brain activities needed to read, are all ready in place within speech acquisition, we simply use our natural human abilities to learn the visual code of speech.
We should use a logical learning process to save time and effort.
Reading a number accurately, depends on perfection in understanding the arrangement of the number, a far easier process then the arrangement of letters within a word.
Today, and every day, we learn many new things quite naturally. Perfection in symbol recognition alongside good mathematic awareness, (relative to age) are vital in easily understanding the words and concepts needed to establish basic skills as soon as the child is able.
Why is mathematics so easy.
Because it is so visually simple.
A great deal of arithmetic is pattern perfect.
WE ONLY NEED THIRTY WORDS TO GIVE VALUE TO A MILLION MILLION
Only ten symbols are required to establish meaning.
Left to right our first nine fingers are identified by only one symbol, and the tenth finger draws on zero, which we use to complete any column without a countable number, it serves to work as our column position identification.
The abacus is an exact copy of the way we understand numerals in columns of ten, it preceded numerals, they were developed in order to utilise the concepts of columns and that simple arrangement of numerical meaning, where the column to the left is no more or less then ten times the value of its right hand neighbor.
I discovered the value of the abacus in importing spatial mathematics ability in ten minutes, it has taken twelve more years to develop a system of teaching any child to read, in a simple easy manner, a system I describe as
“Three Dimensional Reading,”
it starts with rhythmic intelligence, learning to chant the alphabet, overlying printed low case letters, overwriting printed letters and finally using easily recognised three dimensional objects, fruit or small toys models easily recognised by any child, to cement the lowercase printed/written letter in every child's mind.
EVERY CHILD CAN REMEMBER THE SPATIAL PLACEMENT OF THREE DIMENSIONAL OBJECTS ON A RHYTHMIC MAP OF LOW CASE LETTERS.
Perfecting the instant recognition and name of every letter and number, in the mind of every child, in the simplest and most memorable manner has been my major interest and pleasure over the last twelve years, as I am writing this three days after my Sixty Seventh birthday, it may fall to others to develop these simple human procedures, essential building of human intelligence, the natural right of every child.
Let my work be examined by so called educationalists alongside a revisited examination of the whole of the life's work of Maria Montessori.
Let us move on in this study on the possibilities of building human intelligence, by specifically looking at kinesthetic bodily intelligence.
When a child learns to use an abacus, every physical movement is considered, exchanging a symbol of 10 for the reality of ten counters is the first thing any child learns on the abacus, the process of exchanging ten in addition or subtraction, quickly becomes automatic in the child using an abacus to count with.
The combination of visual and kinesthetic movement establishes within the mind an automatic map where the process of addition or subtraction is carried out visually.
The Japanese nation still educate some children for over five years in manipulation of the Japanese abacus, long beyond the application necessary to turn abacus manipulation into efficient arithmetic notation Japanese children may be required to develop a mental abacus where they are able to perform outstanding feats of multiplication and division that themselves would be difficult in pure notation.
Early use of the abacus will endow every child, with the mental picture of the mathematical processes, used in counting. By ensuring your own child can utilise the three Strand abacus, teaching it to count every number from one to ten, chanting the number, as for counting in tens, ten twenty thirty, you are locking in an awareness, once the child can count to 100 in any number, the same process can be applied to chanting the times tables, of course one ten is ten and two tens are twenty, it is exactly the same process as counting, except that when we understand the times tables properly, establishing it as a permanent life memory, it is easier to recall instantly, that seven times nine is sixty three. The times tables presents an instant answer, counting in sevens one simply knocks seven from 70 to achieve the answer of nine times seven.
Every automatic answer in UK education is valuable, especially when you have been taught clearly to understand the process involved in achieving the answer, by simply using an abacus in arithmetic terms.
Human movement becomes automatic process, neural pathways develop to assist those processes, the neural pathways of learning associated with understanding simple arithmetic, are of immense value when teaching a child to read. The latest neural research, identifies the benefits within memory assimilation, by the utilisation of every technique associated with the teaching of reading.
We need reading to be efficient, when a child reads the abacus one clearly, it is looking at the picture of a word, which originally it may not be able to decode letter by letter, but the sense of achievement for the individual child in being able to read and understand the words on the abacus, provide every child with sufficient encouragement to undertake the simple steps necessary within the processes of efficient reading acquisition.
When we present the child with a map of the rhythmic alphabet, the child has no problem whatsoever in memorising the lowercase letters, especially when we utilise the three-dimensional processes, of establishing every letter with a physical reality.
Placing an apple on the letter a secures a lifetime memory of the physical link between the letter a h---and the Apple.
Placing an egg on the letter e even writing egg on the egg is an efficient manner to retain the e in both the alphabet sound and the phonetic sound in the combination of e g g
O----- n------ e These three letters have no relationship with 1 until we place them together and memorise the sound. [/SIZE]
Easy Learning - John Nicholson - 27-12-2007
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IN SEARCH OF PERFECTION
Within the narrow area of early arithmetic awareness and reading ability, especially the preparation of it, we must demand and achieve perfection, nothing other then lack of perfection in these two areas prevents personal educational progress from developing at their natural pace, drawing down again on the statement
“how can we read to learn, when we have not learnt to readâ€
Even an elementary introduction to neuroscience would confirm the value of early arithmetic teaching, as essential brain preparation in symbol awareness.
Consider one finger, compare it with two fingers, and ask yourself what brain signals have been used to identify the two separate concepts, of one and two.
We have situation within numbers where a very simple structure identifies meaning, but that meaning is naturally confirmed as a brain signal involving words, so in simple terms whether we consider a written number in either numerals or words the brain signal is always registered as silent or spoken words.
We can recognise the many patterns of numbers physically from one to ten and add any pattern from one to ten at the rate of a “sum a secondâ€
Most four year olds can read the pattern on any five column abacus in less then one days tuition, they use words to express meaning, the simplicity of the pattern and the ease of verbal expression, (only thirty words are needed to express a million million separate ideas of number) allow them to proceed rapidly in arithmetic awareness.
Arithmetic awareness builds and reinforces the neural pathways, for learning the multitude of symbol combinations, that are needed, as the child learns to read perfectly.
READING FOR LIFE ONE STEP AT A TIME
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Easy Learning - John Nicholson - 29-12-2007
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something i found intresting
-- http://www.happychild.org.uk/pnrefer02.htm
also this
http://www.radicalanthropologygroup.org/pub_bickerton_on_chomsky.pdf
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Easy Learning - John Nicholson - 17-01-2008
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If we consider that every one on the planet has a connection with every other person on the planet, in multitudes of areas of common interest, it is vital that we expand our common areas of communication as rapidly as possible.
Of course we are all rapidly becoming aware that food will become a serious issue. Crops being transferred into fuel will eventually affect every one of us in some manner.
Indian/Arabic Numerals are already universal, what better point can there be to insure common understanding of numerals in the simplest manner possible.
Except for primitive isolated groups of Humans who utilise their fingers and points of their bodies to represent numbers, virtually every other civilisation has utilised an abacus to count with, and to teach with.
Common notation has superseded the abacus in numeric efficiency for well schooled children and adults. Those countries like China Japan and Russia that retain populations that have been taught on an abacus have a clear advantage in numeric awareness and mathematic education.
Any current comparison in educational statistics will prove that fact.
I consider my development for the abacus, as a vital simple introduction for any child in its own language, just like numerals a common starting point. One thousand one hundred and ten possible answers can be provided for over a billion questions clearly shown on one page. Surely every teacher should examine it. Surely every parent should be aware of it.
SURELY EVERY CHILD SHOULD BE GIVEN IT ON ITS FOuRTH BIRTHDAY
OR BEFORE THAT
LET THE WORLD GRAB IT WITH BOTH HANDS
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Easy Learning - John Nicholson - 20-01-2008
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I have just left two of my Grandchildren one is just three and the elder four and a half, in counting the elder child had a block at thirteen the young one was right behind him.
so today we simply started four ten fiveten sixten
seventen eightten nineten tenandten is twenty.
no more block.
children are all diferent but what they need to know is always the same. perfect arithmetic.
You can lead a horse to water but you can not make it drink however slow to perfect basic maths we simply have to do it.
just as we have to have perfect letter recognition,
PARENTS NEED HELP AND IDEAS TO DO THIS IT IS THEIR JOB TO FINALY PERFECT THE 36 vital symbols.
just as quickly as they can with teachers help.
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Easy Learning - John Nicholson - 05-02-2008
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CONGRATS ROBERT
Showing your own and every child how to use Abacus One
Obviously teachers Grandparents and others that are interested in universal education, also need to understand the possibilities of perfecting early mathematics, through using and teaching with Abacus One, but from my perspective I shall consider that I am talking directly with the childs mother.
In the first instance you need to know how to use it yourself, naturally you will learn as your child learns but you need to be able to add and subtract as a starting point. I have developed a simple adult awareness’ program that provides instant awareness enabling you to do this.
Every working Abacus has its own special recognition system, in the case of my abacus it is words. There are three main designs of abacus still in regular use, Chinese Japanese and Russian.
One third of the world still utilise an abacus within their early education, which guarantees a broader based understanding of mathematic principles.
It is now thirteen years since I found out why they still do this,(the abacus builds a mental mathematic map) the trigger for my study of our human mind and the vital steps needed for perfection. Perfection in reading and arithmetic, that will ensure that every child will read count and think clearly and easily.
My research, confirmed by a leading theoretical Physicist, identifies the benefits that come from developing early arithmetic, alongside step by step perfection, in pre reading exercises.
I have also developed low case playing card sized letters for over –lying a standard rhythmic map, where seven clear steps in reading need to be undertaken at the same time as your child is introduced to the Abacus. I believe four years of age is an ideal age for starting these perfecting exorcises, some children may be ready before this, up to a year earlier some a year later but all children will benefit from daily abacus and reading routines.
How do we learn anything and everything, quite simply by association and assimilation.
Abacus One or any abacus will only guarantee a thorough grounding in basic arithmetic when it is demonstrated correctly.
This is the demonstration I recommend, no previous knowledge is required.
Lay the abacus flat and push all the counters to the top.
Read the bottom line, one thousand one hundred and ten, which is the amount of answers we can create with our moving one page map.
The questions we can ask on this one page is beyond comprehension, I believe it to be substantially more then one million.
We are looking directly at the worlds earliest counter, our notation system is based on it, columns of one to ten, each column being ten times greater then the column to the right of it, only the column on the right is a direct reality of numbers, every written number is an expression of one, we perfect our understanding of numbers by ensuring that every child can relate the name and number of every finger on its two hands from one to ten, the right hand column of the
Abacus is a direct representation of those two hands, the repetitive columns are a human development to simplify our understanding of
Number.
Your abacus question is already set, in the language we use to create the answer 1+1 a thousand a hundred and ten times.
I want you to consider this, you are showing every child on earth,
how to divide that number by two.
You simply half that representation in front of you.
Association and assimilation but with the benefit of millions of years of evolution and the high point in human educational development, something I was fortunately able recognise modernise and publicise.
And read the answer.
LET US JUST KEEP ON HAMMERING***:pcprob: ***:pcprob: ***:pcprob:
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Easy Learning - John Nicholson - 08-02-2008
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building the perfect map
I am reading and rereading Stanislas Dehaene his book Number Sense comparing his observations with my own, of course I am not a mathematician in his sense of previously having been a math’s graduate, nor am I a fully trained Neurscientist,but I have observed children, and human behavior in minute detail as regards Learning, alongside considerable consideration of it..
Read and interpreted correctly his hypothesis on the difficulties in learning the times tables, exposes the modern myth that learning things by rote is wrong.
Clearly the perfect lifetime memory established without understanding that
“Seven sevens are forty nine”
UITILESD FOR CENTURIES has been a perfect way of teaching.
With an abacus it can be proved at the same time as the rote memory is established.
Counting itself can only be established in a rote manner.
Counting in twos up to tens is part memory part rote.
BUT PERFECT ROTE WILL ALWAYS WORK BEST FOR GIVING THE INSTANT CORRECT ANSWER IN MULTIPLICATION
We must utilize this ancient skill were ever possible.
Rhythm improves memory absorption in comparison with prose by a factor of ten to one in ease and perfection of memory.
Clearly we should use it where ever possible, rhythmic memory of the alphabet, has to always be the best starting point in reading, natural understanding in sound can be simply acquired through simple words used as illustrations,
Apple and ape at ate again as an answer.
http://en.wikipedia.org/wiki/Rote_learning#Rote_learning_vs._thinking
Continuing Abacus Demonstrations
O K Why was it so easy to show five hundred and fifty five, times two, equals one thousand one hundred and ten to a four year old child that can not read or write.
It can see it, it can copy your movements, it can remember the word five and associate it with five hundred and fifty.
The child can divide the total into five sub totals, so that is our next step division by five.
When we divide ten by two we get five physical groups of numbers, in our first demonstrations it is helpful to work with all three columns of numbers at the same time. The child is perfecting their language development, as they recite two hundred and twenty two they are building the column recognition they need.
Next illustrate division of the total by ten simply by leaving a gap between each row of counters, add those rows into twos and finally into the whole total.
The child needs to then count upwards column by column shouting out the totals. Then have a session of point and prove random number naming.
Even a child that has never attempted to read anything can quickly remember each counter value as a picture, they are always in the same place. Get the child to write the numerals on paper left to right,
And in columns as well.
You will have learnt a lot about the abacus, but it is only by repeating numbers that we can teach a child to count , only by repeating movements and giving explanation that the child can grasp the significance of formal arithmetic, they learn easily and perfectly in this manner. We are working towards the child working with the abacus to perform simple sums, progressing independently to being able to do every thing it is eventually able to do on the abacus with in its head.
Used daily the abacus will deliver perfect mental arithmetic effortlessly to virtually every child. WHEN YOU SHOW THEM HOW.
Every child need to perfect their times tables, and to count mentally in all the numbers from one to twelve.
So we start counting in tens simply using the centre column, this can be where we first exchange ten tens for one hundred.
Exchanging ten in a group for a single ten or visa versa is the principle procedure of any abacus except the Japanese Sorobon where nine singles are exchanged for one ten upwards and the op-posit downwards.
Looking at the ten times table moving from counting to times table is the simplest process of all, after ten tens are one hundred we make the exchange and simply say eleven tens are one hundred and ten twelve tens are one hundred and twenty, WE CAN READ IT.
The next simple counting and times tables exercise has to be in fives, so we can first count in fives then simplify it by counting thus, two fives are ten four fives are twenty six fives are thirty eight fives are forty ten fives are fifty and finally twelve fives are sixty.
Count and exclaim the times tables for eleven simply by using two fingers to move the numbers upwards together, producing 10 times eleven will do at this stage,
Produce the nine times tables simply by adding ten and subtracting
One. Eight times tables as with nine it helps in giving perspective.
As does working the twelve as one did with eleven,
Demonstration of two times tables and counting in two relates directly to our original division of the total including an exchange of ten.
Where it is not possible to be slick just count simply with the correct exclamation of counting or times tables, exchanging ten appropriately
DO NOT EXPECT PERFECTION IMMEADIATELY
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unny: **************unny: *********unny: [/SIZE]
Easy Learning - John Nicholson - 22-02-2008
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unny: [SIZE="4"]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 your support is 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.
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Easy Learning - John Nicholson - 08-03-2008
another effort at explanation--------------:holiday:
[SIZE="5"]MY CHILD
An Idea
THE POSSABILITY OF EQUAL EDUCATIONAL OPPORTUNITY FOR EVERY CHILD
John Nicholson
HOW DO WE ENSURE THAT?
SIMPLY BY ENSURING PERFECTION
WITHIN READING AND ARITHMETIC
THE PERFECTION OF MENTAL STRUCTURE
THE CREATION OF NEURAL PATHWAYS
THE PERFECTION OF HUMAN ABILITY
Developing the perfection of every Childs vast mental evolutionary inheritance, creating perfect memory by natural steps. We use the patterns of arithmetic to establish the basic meaning numbers.
We need
perfection in basic number conception & near perfect reading ability before we can benefit from formal education.
“ The central purpose of education is to allow us to understand the world we live in and to think about our personal and collective actions in order to enhance them.â€
SIMPLY TO SUSTAIN THE PLANET EARTH
Perfection in basic number conception
We conceive/understand numbers in the form of a pattern, and to make it really easy we describe the pattern with words. Only thirty words are needed, to fully understand any number from one to one million.
Columns of numbers repeating only ten symbols identify any number. Very simple symbol recognition, provides us with a universal language to quickly understand and share information within mathematics.
Abacus One links patterns with words, allowing every child to develop a rapid understanding of arithmetic by simple pattern and physical process. Imagery in arithmetic.
We are born inherently able to process language into meaning, mathematics is the ultimate example of this.
Abacus One, a pictorial structure for words, gives explanation of meaning within numbers by which we all can understand a number.
FOR ANY CHILD A PERFECT CONCEPT OF NUMBER
LINKS NEURAL PATHWAYS WITHIN EARLY READING.
ONE IS ALWAYS ONE AND ONE MILLION ALWAYS 1,000,000
THE TOOL BOX
Draw a tool box
Or
Imagine a tool box with millions of minute brain cells joined together by electrical and chemical connections, imagine the possibility of remembering everything you ever see or hear or do.
Consider everything you have learnt about the world in an instant, open any box at will and explore the memories with in it, images of things long forgotten, images which create and link memories that are perfect recollections of events as they happened, consider that every word you use is an idea that may instantly be combined with others in order to explain and understand a concept, or even be a concept that creates imagery itself. Think of a one letter word I, it has meaning your own image of yourself, start a concept with it, I believe I was born perfect, I understand that I had no hand in it, I understand that I was born with many abilities, I could see and hear and reason, slowly I heard sounds from my mother and from those sounds which I copied I learnt my natural language, with that language many things were explained to me, I was taught to count on my fingers in order to understand numbers.
This is my first point of intervention
Every one around me talked to me and told me things, my natural senses brought understanding of multitudes of single ideas and many concepts, but I needed to read of other places and other ideas, so this is obviously my second point of intervention. [/SIZE]
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Easy Learning - John Nicholson - 04-04-2008
[SIZE="4"][/SIZE][SIZE="4"]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... â€
—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.
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BUILDING THE MUSIC MAP FOR EVERY CHILD[/SIZE]
Easy Learning - John Nicholson - 03-05-2008
[SIZE="4"]I SEE WORLD EDUCATION LACK OF FAIRNESS AS BEING
ickly: Rose Cottage
The Green
Bishop Burton
Nr Beverley
East Yorkshire
HU17 8Q F
1st May 2008
Dear Mrs Brown
I have chosen to write to you as a possible leading influence on world behaviour. As the wife of our Prime Minister you will be very concerned with education and equal opportunity.
I believe you and your husband share one of my precious ideas, that we and I think thousands, probably millions of us believe, that our children should have equal opportunity of education, wherever they are in the world and whatever their status may be.
To that end I have read and thought and trialled for almost thirteen years. You have two sons the eldest one is ready to take advantage of my research, he is approximately three and half years old.
This is where my ideas are of greatest value. I have developed an essential easy learning system that if taken up successfully by one country will influence world education for the better.
Thirteen years ago my own youngest daughter was four years old, I was watching a television programme from Hong Kong, Chinese children of five years of age were shouting the answers to maths questions just as quickly as their master wrote the questions on the blackboard.
I was amazed by this, my own maths was very quick. but I had never encountered children so fast, I thought they must have a massive genetic advantage over our British children.
Then the programme showed them using a Chinese abacus, I was greatly relieved by this, but when the abaci were removed the children were just as quick. I realised they had retained a mental picture of the abacus and were able to utilise this memory to achieve the rapid ability that I had witnessed.
The following morning I bought a five strand abacus with ten counters on each column for my daughter. The first thing I had to work out, was how to use it, I very quickly wrote on it, all of the number values on the top of every column.
Simply by counting and the memory of the words used My four-year-old daughter Hattie was able to put up and count 55,555 after only a few hours training.
This created my interest in changing our early learning concepts, I discovered the work of Maria Montessori, I had become fascinated in the human brain and in learning just how we are able to do all the things we are able to do.
I was years away from coming across research where mirror neurons were identified and recognised by the likes of Richard Dawkins as having as much or even more influence on human behaviour then the breaking of the genetic code.
Consistently I read and thought about just how we learnt everything we had to do and how we stored information. Once you have read this letter, the points I am trying to make will be stored within your mind as part and parcel of the story I am telling you.
I am extremely proud of my research, my understanding of the human brain, my designs for easy education and the personal understanding of our human behaviour and the problems we encounter.
My only mentor is a theoretical physicist Winston Hagston, Emeritus Professor of theoretical physics from Hull University a personal friend of the late Richard Feynman of reluctant atomic bomb fame.
Seeking assistance establishing clear proof of what I had learnt I sought help from Winston, an old friend, he had never used an abacus but they were no problem to him, I gave him a number of abacus, an earlier version of the ones I am enclosing for your children. He has a number of grandchildren, at that time he had two twin girls that were six years of age, who had been diagnosed as dyslexic.
With the abacus he was able to advance their abilities in arithmetic far beyond their classmates, but the most interesting thing to me was the ending of their dyslexic branding by the end of the term, they also had a transformation in their abilities over all subjects.
Having designed a perfect teaching tool for mass primary mathematic education and having it ignored by the education authorities, even with the help of a notable educational exponent my mind turned to improving my abacus to the point where I now consider it is perfect, I include a model each for your two boys with their names on them.
I was often asked by parents of children who I had given an abacus to, was there anything I could to do to help with reading. I have always been an avid reader, I read the children of the New Forest when I was only six years old and I have read widely for a further sixty two years.
So I conceived another teaching resource, I thought it would be as simple and as effective in reading as the abacus was in mathematics.
A Word Wheel, three plastic discs, which could be manipulated to read the beginnings, the middles and the ends of words after years of perfecting it I finally had my three discs written so they could produce thousands of words.
Finally I realised I had not started at the beginning, how could a child read my discs when they could not recognise the letters of the alphabet.
So my practical reading program starts with symbol recognition.
How can we teach every child to read quickly? My low cost reading system is also included in this parcel of educational resources, for your boys.
Of course the cards need to be manufactured by a playing card printer not a jobbing printer as my sample cards are. The alphabet map is a low cost print item for copying. The two parts of the rhythmic alphabet map need to be attached to a cardboard backing.
Starting gently with large letters where our children see consistent shapes, we can slowly reduce the size of the letters they read.
Firstly, you must perfect, your Sons ability to chant and sing the rhythmic alphabet. The rhythmic chant, helps children easily remember the sound of the alphabet.
Once the rhythmic sound of the alphabet is locked in as a perfect memory, the child can begin to link the letters with the sounds, some letters are easily remembered, some letters are far more difficult to retain as a memory. With the sound of the rhythmic alphabet, permanently established within the child's brain, recognition of easy letters, example (o) greatly assist in retaining the memory of adjoining letters. (p&q) Use the rhythmic alphabet map as a simple jigsaw, try to get your child to overly the letters a couple of times a day. Once a child is bored they lose interest and their attention is lost. The art of teaching is no more or no less than the art of keeping thirty children mentally engaged.
in two parts
John Nicholson
JUST LET US ALL KEEP KNOCKING IT I N ----------:pcprob: -------:pcprob: ----:pcprob: [/SIZE]