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+---- Thread: The Value of Visual Realisations within System One (/Thread-The-Value-of-Visual-Realisations-within-System-One)
The Value of Visual Realisations within System One - John Nicholson - 05-06-2010
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The Value of Visual Realisations within
System One
[/COLOR][/SIZE]System One
[SIZE="6"]Let us use our basic common senses as well as common sense when we think through system one.[/SIZE]
[SIZE="5"]Quite obviously we all use our brains quite naturally, so it has taken me almost fifteen years to understand sufficiently what that means as regards teaching very young children anything.
One golden rule within system one, has obviously to be “bring within System One†anything and everything that proves valuable to assisting children’s “understanding.â€
Stanislas Dehaene clearly states that effectively we all learn to read the same way, as a scientist this means that he has analysed what are the essential pieces of information the brain has to be perfectly able to use at the speed of light, his analysis comes from years of research, my realisation came from concentrated physical realisation that even easily learnt parts of words “syllables†had to built up with the multitudes of differing sounds created from only twenty six letters used in some thousands of differing (groups) (manners) and (syllables) so I simply started at the beginning. [/SIZE]
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A CHILD CAN LEARN TO READ IN CONCIOUS STEPS BUT ALSO SUBCONCIOUSLY
[/SIZE][SIZE="5"]In practice for high speed we will use both conscious and subconscious realisations to achieve easily gained perfect reading ability just as quickly as we can.
Visualisation within reading means reading a whole word as a picture but still consciously seeing the individual letters concerned as letters, but also subconsciously realising the particular sounds that are naturally created.
Let the child read the simple word oxo on an oxo cube as first example, then write e g g on an egg.
A written in words Abacus One is a prime natural method of turning pictures into words with real meaning, but first of all we have teach the child the meaning of the words on the abacus.
So we move on to every visual realisation we can create with our hands.[/SIZE]
The Value of Visual Realisations within System One - John Nicholson - 28-06-2010
I have been on the right lines for years but the concepts are better demonstrated now than they were when i did this work.
---- http://abacusone.net/childrensinstructionsnew.htm
The Value of Visual Realisations within System One - John Nicholson - 29-06-2010
[COLOR="DarkRed"]INTELIGENT TEACHING
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[SIZE="5"]What does intelligent teaching mean? It means that we teach everything that we feel is vital in the correct order. Of course where young children are concerned we teach them anything they wish to know, whenever, whatever and wherever they express an interest in anything. This is quite natural teaching between parents and children.
To identify this type of teaching we can simply describe it as practical teaching, between parents and their own children.
[SIZE="6"][COLOR="Red"]When we think of intelligent teaching it needs to be precise, something the Child vitally needs to remember.
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[SIZE="6"]Intelligent teaching is based entirely on the natural human ability of, “instant realisationâ€. Instant realisation is the human ability to see something once and remember it forever. In using intelligent teaching, we are utilising instant realisation, the very first vital memory we need the Child to establish as a permanent memory are two thumbs up representing Mr five and Mr Six.[/SIZE]By simply creating order moving from left to right we are creating, the natural habit of looking at the back of the hands to establish numeric meaning,
because of the way the human mind works, seeing something interesting, and recreating it precisely by the child, will create a permanent memory if we show the Child three or four times in one day or four of five times a week.
In a child being taught by parents this exercise is best carried out as the child is learning to speak, it means therefore that the child needs to practice counting to ten. Doing this twice a day, tapping the fingers is sufficient, chanting in a rhythmic manner quickly establishes a link with the permanent memory of five and six. In order to establish a permanent memory of two more fingers, we concentrate on the fingers three and eight, the two longest fingers hold them together they are the two longest finger on either hand.
[SIZE="6"]No child fails to recognises instantly five and six alongside three and eight it is then quickly able to understand the names and number representing the other fingers.[/SIZE]
This exercise needs to be continue for a few weeks perfecting the child memory of each individual finger. The child is mentally reinforcing the physical meaning of quantity. To be successful and able in mental arithmetic the child needs to remember five and of course everything about five, once five is fully established within the brain, we hold hands together, starting with two small fingers counting in two`s, putting the hands slowly together counting two four six eight and ten. After 10 we simply part the hands starting again in two`s twelve fourteen sixteen eighteen and twenty. These are quite difficult concepts where the two times table is illustrated, when the child's ability to count to 100 is firmly established. You will also illustrate that when the two fingers are added together they all total 11, and that when we add all the numbers from one to 10 together we have 55.
When the child can perfectly understand every quantity starting with five and five making ten, we are able to move on and, from the hand map, to the vital " a sum a second routine.
The sum of a second routine, needs to be continued at least for a couple of months establishing rapid mental ability in recognition of the numbers one to five, alongside the ability to instantaneously add those numbers whatever they may be.
Of course other methods of teaching can be introduced at any time, but it is vital to proceed with this simple routine until the child is clearly perfect in it.
The third clear routine can be christened
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[COLOR="Red[SIZE="6"]"]" the thirty stones routine"[/[/SIZE]COLOR]
of course it can utilise simple counters stones or coins, and first of all we illustrate two rows of 15, and three rows of 30, followed by five rows of 6, we are creating a mental picture of possibilities regarding the division of 30. Six different divisions of thirty.
Also the simple groupings of numbers can be illustrated.
Whilst the child is using counters, we can prove the perfection of ten, by simply adding numbers together an example would be a column of seven and a column of eight visually we take two from seven and then add them to eight to illustrate the answer, then visa versa, showing the same visual concept of 10 adjacent to a column of five.
[COLOR="Red"][SIZE="7"]This proving 10 routine can probably be called “using tens for simplicityâ€.
Tens for simplicity.[/[/SIZE][/COLOR]SIZE]
The Value of Visual Realisations within System One - John Nicholson - 01-07-2010
[SIZE="5"]The hand is the logo of ever one in the showme tribe [/SIZE]
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SYSTEM ONE 4 EVERY 1
[/SIZE][SIZE="5"]System one 4 every 1 THE VIDIO[/SIZE]
[SIZE="5"]List of operations
[SIZE="6"]1st concept[/SIZE]
[SIZE="6"]The concept of hand mapping our tribal heritage[/SIZE]
[SIZE="6"]TAPPING TEN[/SIZE]
and the meaning of every number one to ten After proving perfect number meaning the child needs to be able to read every numeric/ digit.
1 2 -----3 & 4 Mr 5 & Mr 6 7 & 8 --- then 9 & 10
And every word on the right hand column of the abacus one map. Or Abacus one.
The abacus one map 4 every 1
The rhythmic alphabet map 4 every 1
I show you, you show me. R The principles of system one 4 every 1.
Show me 1 show me 5 show me all 5
[SIZE="6"]2nd Concept[/SIZE]
Thirty stones and every concept they can demonstrate.
With just thirty stones, we can build our human physical realisation of just how quantity is built, based on fives and tens. The actual meaning of five and ten alongside all their multiple concepts becomes a physical reality.
[SIZE="6"]3rd Concept[/SIZE]
The abacus one map is introduced and the thirty stones are used to identify the concept of zero, please Mr decimal give me ten, it develops the multiple concept in columns as the way we instantaneously understand numeric meaning. Or should do, realisation is being built up quite naturally by simple association, layer after layer of permanent memory is becoming in built.
We use those stones and that map just as imaginatively as we possibly can, in human teaching we are only at the starting block as far as the showme techniques are concerned. Alongside a ten sided dice the thirty stones the abacus one map and a well trained child of ten nothing in early mathematics can fail to become second nature to any five year old in a couple of years.
[SIZE="6"]4th Concept[/SIZE]
Abacus One is not naturally accepted by British Schools simply because we have no regular association with it,( we have no natural history of abacus use in English speaking schools, apart from Montessori schools) but as far as any child is concerned regular use of Abacus One builds the neural pathways, vital in reading, every word is eventually accepted as a picture, but that picture is built on rapid assimilation of conscious perfect understandings. Refer to the process which Stanislas Dehaene describes, where every one of us has to mentally process the letters and sounds into rebuilding the whole word.
Subconscious realisation of the pictures of words on abacus one develops confidence in the child’s own ability to read. This is vital, the younger the child learns to recognise the meaning of these words the better. Just as we come to use abacus one after we have built up the meaning of numbers so we finally come to start reading by building perfection mentally in sound and symbol combinations, where we have already built up layer after layer of perfect realisations.
Three dimensional awareness regarding building pictures of around two hundred words, read as subconscious pictures are also essential alongside every symbol sound combinations. [/SIZE]