+- Teach the Brain Forums (https://www.teach-the-brain.org/forums)
+-- Forum: Teach-the-Brain (https://www.teach-the-brain.org/forums/Forum-Teach-the-Brain)
+--- Forum: How the Brain Learns (https://www.teach-the-brain.org/forums/Forum-How-the-Brain-Learns)
+---- Forum: John Nicholson (https://www.teach-the-brain.org/forums/Forum-John-Nicholson)
+---- Thread: The System 1 (/Thread-The-System-1)
The System 1 - John Nicholson - 17-08-2010
[SIZE="7"][COLOR="DarkRed"]SYSTEM ONE 4 EVERY 1
[COLOR="Black"]CHAPTER ONE:
[/COLOR]TEN STEPS 4 BUILDING EVERY CHILDS PERFECT MEMORY OF NUMBERS[/COLOR][/SIZE]
[SIZE="5"]1st The visual memory of [COLOR="darkred"][SIZE="6"]‘MR FIVE AND MR SIX’ [/SIZE]when the child can first speak
.
2nd Tapping ten as soon as the child can speak, developing the rhythmic memory.
[SIZE="6"]
TAPPING TEN COMBINES THE VISUAL FINGER WITH THE SOUND ASSOCIATED WITH THE FINGER AND NUMBER.
[/SIZE] The chant is inevitably perfected before the finger recognition is perfected.3rd Identifying the ‘Pairs of fingers in the perfect 10’,
SIMPLY STARTING WITH 1&10 2&9 THEN SPIN THE HANDS SHOWING 3&8 PRESSING THE FINGER TIPS TOGETHER 4&7 5&6.
Special demos showing 5x11, memory attention to 3&8 demo showing the longest fingers.
4th [SIZE="6"]
THESE EXERCISES ARE THE CONCEPTS FOR 5 AND LEFT,
[/SIZE] show me one, show me five, show me all five, show me a capital L, shut your left eye, and turn to the left.5th This Exercise is naturally
[SIZE="6"]‘SHOW ME THE PERFECT 5 AND HIS TWIN BROTHER’[/SIZE]
slide the open palm of the right hand behind the back of the left hand illustrating the visual symmetry .[SIZE="6"]
PERFECTING THESE VISUAL DEMONSTRATIONS IS VITAL IN MEMORY CREATION
[/SIZE]6th Show me the perfect 5 show me his twin brother,
WHY IS 5 THE MOST VITAL NUMBER OF ALL? IT IS VITAL BECAUSE EVERY NUMBER IS DEPENDENT ON TWO 5’S FOR THE MEANING OF 10.
It is from the meaning of ten that we understand every number.7th Now we have the perfect ten chant and demo, To make this chant memorable show the one and point to the nose.
[COLOR="darkred"]EVERY ONE NOSE. THE CONCEPTS OF 10 AND 20,
EVERY ONE KNOWS
THERE ARE 5 ON ONE HAND
AND 10 WITH THE OTHER,
WITH FINGERS AND TOES,
EVERY ONE KNOWS
THERE ARE 10 FINGERS AND 10 TOES. [/COLOR]
So then we simply count in tens. By putting two fives together and chanting.--------Following on from demonstrating the ten fingers and ten toes.EVERY ONE KNOWS
THERE ARE 5 ON ONE HAND
AND 10 WITH THE OTHER,
WITH FINGERS AND TOES,
EVERY ONE KNOWS
THERE ARE 10 FINGERS AND 10 TOES. [/COLOR]
8th This exercise follows counting in tens, by clearly adding in the fives.
HOLDING THE RIGHT HAND STILL. START COUNTING IN FIVES, PRESENT THE PERFECT FIVE SAYING FIVE. THEN PUT THE TIPS OF THE FINGERS TOGETHER SAYING TEN, OPEN THE HANDS FOR FIFTEEN AND CLOSE FOR TWENTY, AND SO ON.
9th Cup the hands and show me those five pairs of fingers holding 5 5 IN THE CUP OF THE HANDS.
10th Two visualisations in counting all the numbers from 1 to 10, first of all create the numbers from 1 TO 4 WITH BOTH HANDS (1 2 3 4). Visualise 10 and add the number 10 to it, giving 20. Add 5 and 6 together(11), this gives 31. Identify 7, 8 & 9 on your hand, subtract 1 from 9 and add it to 7. Then multiply 8 by 3,and then add to 31. Giving 55 the sum total of every number of 1 to 10
[SIZE="6"][COLOR="darkred"]FOR THE SECOND VISUALISATION WE START WITH THE NUMBER
10 (+) 9+1=10 (+) 8+2=10 (+) 7+3=10 (+) 6+4=10 (+) 5 = 55
THESE LAST TWO VISUALISATIONS ARE MORE FOR THE PARENTS CONCEPTS IN ORDER TO GIVE EXPLANATIONS EASILY AS THE CHILD MAKES PROGRESS IN COUNTING.[/COLOR][/SIZE]
[SIZE="6"]10 (+) 9+1=10 (+) 8+2=10 (+) 7+3=10 (+) 6+4=10 (+) 5 = 55
THESE LAST TWO VISUALISATIONS ARE MORE FOR THE PARENTS CONCEPTS IN ORDER TO GIVE EXPLANATIONS EASILY AS THE CHILD MAKES PROGRESS IN COUNTING.[/COLOR][/SIZE]
[COLOR="darkred"]
THE SECOND CHAPTER[/COLOR]
[/SIZE][SIZE="6"]THE SECOND CHAPTER[/COLOR]
[COLOR="darkred"]THE THIRTY STONES &
Pictures’ of numbers that are pattern perfect.[/COLOR]
[/SIZE][SIZE="6"]Pictures’ of numbers that are pattern perfect.[/COLOR]
THE VISUALISATION
[/SIZE]This visualisation is quickly understood by children who already understand the concepts of two fives making ten, and three fives making fifteen, numbers exceeding ten can be broken down into tens or built up to a twenty at will. Patterns of physical numbers are noted and understood quite easily when they are arranged as real groupings. One way we have two columns of fifteen and from another angle fifteen columns of two, three columns of ten and from another angle ten columns of three. Five columns of six and from another angle six columns of five. Strategic groupings of tens and twenty`s which the child can copy with stones or sweets, always aimed at being simply understood.
With the thirty stones and without the visualisation many patterns can be created and reorganised to form regular patterns which can be easily counted. The visualisation is configured to count visually to seventy.
Thirty stones or small sweets will keep young children very happy while they are learning these visual patterns of real numbers.
The adult parent teacher or older brother or sister can develop many visual games representing whole numbers.
[SIZE="6"]
USING THE ABACUS ONE MAP
[/SIZE]This can be used as an alternative Abacus, building into extremely large numbers quickly understood; as the child learns to read, bigger numbers are understood. The decimal system is clear to children very quickly using this map and reading strategically placed counters in either games or directly developed exercises. Using ten sided dice and developing games which utilise the whole maps seven columns quickly builds mathematic awareness of counting and writing larger numbers. Every child quickly finds their way around the abacus map when adults have understood the possibilities it presents children with, for valuable visualisations.
[SIZE="6"]
[COLOR="black"]THE THIRD CHAPTER
A SUM A SECOND
[/SIZE][/COLOR]is the rate at which children can build up to doing two small sums created visually by utilising both hands representing numbers. A simple start can be made by showing the full hands and then breaking down one hand at a time retaining a five for easy addition on one hand building up recognition of numbers quickly added mentally to five and finally any random number whatsoever. Starting with full hands and then hiding the two thumbs clearly shows the visual possibilities quickly moving from ten to eight.A SUM A SECOND
[SIZE="6"]
THIS EXERCISE IS BEST DONE ON A DAILY BASIS FOR AROUND FIVE TO TEN MINUTES A DAY THE CHILD CAN THEN BUILD THE SAME PATTERNS AND ADD THEM AT THE SAME TIME
[/SIZE]The child subtracts automatically from five to know the numbers on either hand and then adds the instantaneous answer subconsciously reading the numbers and consciously adding them.
Every child in the world can be brought into the highest levels of mental mathematics possible by carrying out this procedure for a year or so combined with regular use of the abacus.
Every concept in arithmetic is possible to be reproduced on an Abacus.[/COLOR][/SIZE]
The System 1 - John Nicholson - 25-08-2010
[/COLOR]
[SIZE="7"]
Starting to use Abacus One
[/SIZE][SIZE="6"]
Looking at the conscious steps we have to take to train the child's memory, I have been extremely precise, simply because I am aware, that I could not just say to you. “Ensure that your child knows every finger and the name/number for every finger.â€
[/SIZE][SIZE="5"]
Building numeric awareness is easily accomplished when the child has perfected the name and number of every finger looking at the back of its own hands, for instance the number eight represents five and three, the automatic function of the brain, is at the speed of light.
Once we have ensured through the exercises I describe us as
[/SIZE]
Once we have ensured through the exercises I describe us as
[/SIZE]
[SIZE="6"]
“A Sum A Second.â€
[/SIZE]
[SIZE="5"]
When the automatic awareness of numbers becomes increasingly developed within the child's mind, when we can say five and see five fingers, we are well on our way to understanding all the numbers taking us to Ten, when the child is confident that there are five fingers on each hand, it quickly begins to register automatically when those two patterns of fingers, are changed, building your child’s awareness of numbers, is then being taken over by the subconscious mind, from the conscious mind.
The ten physical steps that I am using to introduce system one are taking conscious realisations and building them perfectly into the subconscious. At this point in time, it needs to be pointed out that this is exactly what the brain does continually throughout our lives, it takes the well rehearsed and understood conscious thinking, and absorbs it into the subconscious thinking. “Teaching the brain.†This is the most appropriate heading where my research can be placed. Simply because that is what the whole of education is about.
If we consider how we learn to drive a car, and everything we have to do in order to be able to drive a car safely, when we are actually driving the car we are using a combination of conscious and subconscious thinking. Consciously we are seeing cars coming towards us. Subconsciously we may be changing gear and so the driving process goes on. Consider the speed at which we change notes on a piano if we have been taught to play it efficiently, there is little chance of the conscious mind allowing us to play the piano at the speed by which the music is intended to be played, until it has been completely absorbed by the subconscious mind.
What I am doing is showing the parent/teacher the simple memory processes by which the child will perfect its subconscious ability to perform mental arithmetic at the speed of light.
[/SIZE]The ten physical steps that I am using to introduce system one are taking conscious realisations and building them perfectly into the subconscious. At this point in time, it needs to be pointed out that this is exactly what the brain does continually throughout our lives, it takes the well rehearsed and understood conscious thinking, and absorbs it into the subconscious thinking. “Teaching the brain.†This is the most appropriate heading where my research can be placed. Simply because that is what the whole of education is about.
If we consider how we learn to drive a car, and everything we have to do in order to be able to drive a car safely, when we are actually driving the car we are using a combination of conscious and subconscious thinking. Consciously we are seeing cars coming towards us. Subconsciously we may be changing gear and so the driving process goes on. Consider the speed at which we change notes on a piano if we have been taught to play it efficiently, there is little chance of the conscious mind allowing us to play the piano at the speed by which the music is intended to be played, until it has been completely absorbed by the subconscious mind.
What I am doing is showing the parent/teacher the simple memory processes by which the child will perfect its subconscious ability to perform mental arithmetic at the speed of light.
[SIZE="6"]
This next sentence is the most important sentence I shall ever write.
[/SIZE][SIZE="5"]What your child is doing is taking a symbol or symbols it knows perfectly as a sound or sounds, that sound represents meaning, it turns that sound into an image and combines it with another sound image to process; eg 5 + 4 = 9 it is reading.[/SIZE]
[SIZE="5"][COLOR="Black"]Perfecting mental arithmetic is the best pre reading exercise any child can undertake, this is why I consistently say if any healthy child can see1 and say one, alongside seeing a and saying a it can read.
I am simply showing the parent/teacher the surest and simplest way that you can show your own child or any child to count and read perfectly. Simply take your child through my exorcises and they will count and read perfectly. [/COLOR][/SIZE]