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+---- Thread: Using Our Imagination To Develop The Teaching Facilities Necessary For The Future (/Thread-Using-Our-Imagination-To-Develop-The-Teaching-Facilities-Necessary-For-The-Future)
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 09-11-2007
MY FIRST CONCEPT IS THAT WE ONLY HAVE ONE HOUR OF STRUCTURED SCHOOLING EVERY DAY ----
ickly: WHY? IT IS FAR TO INHIBITING MENTALLY TO WORK ON MASS LIKE THIS-------------:anyone: AGREE?
WE NEED MORE OF THIS----------:hols: ---------JUST THINKING
WHY? BECAUSE THINKING SHOULD ALWAYS PRECEDE ACTION
----------MORE OF THIS----:tourist: MAPPING
--------------- ?
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 09-11-2007
-----------------
unny:OUR BEST THINKING AID http://illuminations.nctm.org/
YES OF COURSE
USING ARITHMETIC TO DEVELOP IMAGINATION FIRST
---------------------------------------------:dazed:
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 13-11-2007
--------------------------------:holiday:
[SIZE="5"]Essential learning
Appropriate learning
Incidental learning [/SIZE]
[SIZE="4"]We cannot help learning from our individual environment.
so just being in a good school and meeting the children within the school will have an enormous effect on what we learn, in comparison with a severely restricted environment available to the average child at home.
discussion of any subject involves some contemplation of that subject, i am not thinking of school subjects, but the items of interest within any group of children anywhere.
by considering only one hour a day of essential learning we can identify what is clearly essential learning, and provide it for every child whatever the manner of school, even to the extent that an older child can deliver those essential lessons within a village or sat together under a tree.
after thirteen years of thinking daily about the manner of essential educational delivery their is no doubt in my own mind that the essential formulas of mathematics are best suited to be taught in a logical order and on a daily bases with essential information appropriate for the child's age in an inclusive and concentrated manner.
beyond the immediate necessity to teach early and easily assimilated arithmetic, and ensuring that every chid can read efficiently every thing else will need to be considered and developed internationally.
we certainly do not want any child to work intensively in groups or individually at any level beyond its own inclination beyond one hour a day, except for reading ability and mathematics awareness the rest of human awareness
languages geography science politics economics and the one million problems of life can be assimilated quite easily and naturally over the child's school life.[/SIZE]
:pcprob: ------------:choc: ----------------:adder:
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 14-11-2007
THE INTENSIVE HOUR-----------:tourist:
SPENDING ONE HOUR A DAY IN AN INTENSIVE GROUP SITUATION
(WHATEVER THE SIZE OF THE GROUP)
FROM FOUR YEARS OF AGE UNTILL THE AGES OF SIXTEEN TO EIGHTEEN
IS MORE THEN PLENTY FOR ANY CHILD.
LEARNING TO TEACH
This is something we all have to learn, inevitably we all teach by explanation in every conversation we ever have, the human process is simple we think or we speak and hopefully sometimes we can combine those two human traits.
the manner in which we think ranges from the extremely precise to the more general thinking that is necessary for us to live our lives with, our conscious daily time table is interrupted and reset a thousand times a day.
in the precise manner we think utilising language and numbers are the most precise form of language we are capable of thinking in.
our intensive hour is needed to ensure that each of us as the essential tools by which we teach both ourselves and others.
Mere acquaintance with broader concepts is helpful in preparing us for the intensive memory building which is the result of the broad education that we will all require, in order to play our part in a world where knowledge is exploding exponentially at rates beyond the comprehension of the most able of us.
this is our fast education process :tourist: ----:tourist: -----:tourist:
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 20-11-2007
TEACH THE BRAIN is very much the purpose of early learning, as regards learning mathematics what else is mathematics other then establishing every possible formula that is necessary to take mathematics from learning every manipulation between the knowledge of every pattern of ten and the working memory of every formula between that and calculus.
INITIALLY EVERY NEW CONCEPT WOULD BE INTRODUCED IN THE STRUCTURED HOUR but every concept would need to be firmly established from a practical working experience in combination with older children, working with mathematical formula permanent memory of method perfectly established, is easily proven and showing of method would always continue until the pupil being shown how, becomes the pupil showing how.
My college Professor Winston Hagston a theoretical physicist is developing a simplified showing routine, to take children from the clear concepts provided by good quality abacus demonstrations, where he identifies them has having developed a clear established abacus mentality, from where the mental basic maths principals, are already in place to easily establish the mathematical formulas he describes as necessary on route to calculus.
we are using our imagination to develop a complete mathematical education concept which will provide any child with average ability the possibility of a good quality maths education simply by being shown and showing fellow pupils, of course in our established western world we will have teacher monitors,
we have to consider however that these may not be available in the third world, but pupil to pupil through the internet would provide a final polish.
hard work-- well carried out--
is easily assimilated
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 20-11-2007
-------------------:holiday:
[SIZE="5"]PERFECT ARITHMETIC DEVELOPED THROUGH WORKING WITH AN ABACUS
DEVELOPS THE MIND OF ASIAN CHILDREN
EVERY OTHER RACE ON EARTH CAN EQUAL THEIR MATHEMATICS ABILITY
SIMPLY BY USING ABACUS ONE BETWEEN FIVE AND SIX YEARS OF AGE[/SIZE]
DEVELOPS THE MIND OF ASIAN CHILDREN
EVERY OTHER RACE ON EARTH CAN EQUAL THEIR MATHEMATICS ABILITY
SIMPLY BY USING ABACUS ONE BETWEEN FIVE AND SIX YEARS OF AGE[/SIZE]
--
unny: --------------unny: --------------unny: http://www.abacusandalphabet.com/abacus.htm
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 03-12-2007
[SIZE="5"]-------------------------------
unny: Using my imagination.
i have been thinking about ensuring that every child becomes totally able in letter recognition, twenty six letters in the alphabet twenty to thirty children in a class, large low case letters where a child becomes a letter for the day.
the cards can be fixed for the day or a lose tee shirt printed with the individual letters worn.
useful simple words can be evolved as routine groupings concentrating on letter recognition, low case of course..
is this in use anywhere as standard practice
CHILDREN WILL EASILY CONCENTRATE FOR HOURS WITHOUT STRESS WHERE THEY AND THEIR FRIENDS ARE CONSTANTLY BUILDING WORDS
IN ACCELERATED LEARNING TERMS FOR THE MIND TO GROVE THE BODY MUST MOVE
:tourist: ---------:tourist: ----------:tourist: [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 07-12-2007
[SIZE="4"]----------------:holiday:
When I am writing something, I use two ways of writing, writing as I am at the moment which is virtually speaking to you, simply by using a word recognition system, I am writing just as quickly as I can think, just as quickly as this software translates what I say into the written word, it is very quick and of course it allows you to develop an idea instantly, or just as quickly as you can correct it.
Everyone needs a vast amount of personal experience
Children need vast amounts of personal experience, if we consider that one hour a day is enough for them to concentrate on the essential things they have to learn, then it allows the rest of the day to practice what they have learnt, not only on that particular day but on all the preceding days of their lives.
--:pcprob: ------------------:pcprob: --------------:pcprob:
looking at my idea for children becoming a letter for a day, here is a good example of the possibility of establishing lowercase letter recognition, quite easily without any strain and virtually without the child realising that they are concentrating on what they are seeing.
Of course it would be far too long, for a whole class to spend a whole day, building simple words where each child represents a letter for the day, but while children are learning both letter recognition in order to perfect it, they can also be shown the words that represent the sounds as they mix and match letters into small worlds,
By rationalising education, and spending one hour a day on a subject or even a minor part of a subject that a child needs as essential information before it can develop the ability to teach itself, during that time it is building ability there are various modes of mental exercise, which children can learn together, in order to take the exercises together.
Looking at the spatial part of our intelligence, children learning chess at an early age, as standard practice throughout the world, would allow children anywhere to both teach children the game of chess, and to exercise their own spatial abilities, as they practise the games of chess amongst themselves.
Only practice makes perfect, and in the same way that the child must practice mathematic formula, so meets the child to practice its abilities in forward thinking, and the game of chess allows them to do this quite easily in a standardised and routine manner.
Just as I would like to see every child in the world using an abacus in order to fill up their initial appreciation of arithmetic, I should like to see every child in the world learning to play chess in order to develop their spatial abilities as part and parcel of an easily achieved primary education.
My cousin has a child of seven years old, she is extremely bright and on a visit to see me, she's sort out, a small magnetic chess set, which I had forgotten about in order to show me how to play, my own childhood was based on the drafts, although father could play chess he preferred to play draughts, so I'm simply a good draft player (Chequers) and a bad chess player.
My cousin's daughter is an excellent chess player, at seven years old, she is regarded as the most efficient mathematician in her class in a local school, she was of course given an abacus before she was three years old, and more importantly she had a mother committed to teaching her.
Not every child in the world has a mother committed to teaching them, but by utilising simple three-dimensional demonstrations with the likes of the abacus and the game of chess, we can ensure adequate ability simply by providing provision for children to work with each other.
It is my declared aim, to produce a working model of every mathematic formula necessary to take any child, from understanding its fingers and the words one to ten to the position where it can utilise calculus efficiently without anything other than child to child education in the form of showing, of course I shall need help from many people in order to achieve this, but unless we do achieve this, learning mathematics without teachers.
We have very little hope, of ensuring universal education.
At the very least, every child should be able to calculate and read, instant ability in research is already available, the combined results of millions of minds at work within the Internet and around it,
The provision of the 100 pound computer, is already here, but the computer will not teach a child to calculate on its own, neither will it teach a child to read, but by the use of the computer we shall be able to demonstrate the manner in which a child take itself through mathematical exercises, and where provision for help, can be called upon quite easily from other children.
In order to understand this concept, consider that one child a week enters a village school, 52 children a year, consider that over 10 years there are 520 children in the school, consider that every morning the child was being taught, everything necessary by the child had entered school the previous week, consider that every afternoon the child that did the teaching, were themselves being taught, by the child that entered school the previous week.
Consider that part of everyday involving children working together, meant that every child in the school knew every other child in the school and was involved in teaching and showing exercises necessary to advance their knowledge of teaching and learning, every practical possibility that children are capable of, of course at the earliest possible age.
Children in a controlled situation should be safe when differing ages and sexes mix quite naturally together, as they prepare themselves for their adult lives.[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 08-12-2007
a little gem from ali star Smith.--------:adder:
Indeed, mathematics-as-participation-sport is both an individual and a team effort, but it doesn't make much sense to practice either type of activity alone. It makes even less sense to devote all the available coaching time to making students listen and take notes.
PURE LOGIC
AND APPLICABLE TO EVERY HUMAN ACTIVATY
---------:choc: LET US DO EVERYTHING TOGETHER
unny: IT IS EASIERAND OF COURSE FAR MORE EFFECTIVE :detective:
Another gem same source.
One way we encourage students to learn new learning styles is by placing them in heterogeneous groups to solve problems that may be too hard for any individual in the group. Each student brings to the group activity her or his prior problem solving experiences, and the mix is often richer than the sum of the parts. As students learn from each other, they also learn the value of others' learning styles, and they begin to add aspects of those styles to their own view of learning.
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 16-12-2007
-----------:holiday:
The largest educational resource we have is unused in virtually every modern school.
“Childrenâ€
once a child has mastered a principle, it is necessary to establish it in “mental stone†What better way is there to do this then show another child, it is our natural evolutionary behavior, part of our natural ability to teach and learn.
:pcprob: ----------------:pcprob: ------------------:pcprob:
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 20-12-2007
[SIZE="4"]:detective:
WE ARE SIMPLY UNAWARE OF THE MAJORITY OF OUR OWN KNOWLEDGE
When we teach ourselves to speak we do not realise how we have done it, nor do we really individually need to know how we did it, but when we consider in minute detail just how we learn, when we learn, what we learn, where we learn, and most importantly why we learn, the massive lack of personal awareness, in just what we do know is of vital importance.
So let us consider what we have learnt as we taught ourselves to speak, and why it is so difficult for us to understand just what we have learnt as we learnt to speak.
At this point the majority of us will be thinking what the hell is he talking about.
Let us therefore consider the concept of VITAL PERIPHERAL KOWLEDGE
Peripheral Knowledge is always a major part of every minute part of clear memory we have.
Understanding just how difficult or just how easy knowledge consciously or unconsciously is acquired as been my area of study for thirteen years now.
After my initial realization thirteen years ago that the abacus built naturally a mathematic map in the brain quite effortlessly, I asked my five humble servants,
How, What, When, Where, and Why about learning every thing we know anything at all about, and I am still asking them daily the same questions.
For instance most of the above passage was automatically saved as my computer ran out of battery at Two AM , but my last line was to have been that at 67 years of age my realization was, that I had not the time left to me, to study the vast unrealized areas of
“VITAL PERIPHERAL KNOWLEDGE†that any adult builds quite naturally and is of course totally unaware of during the course of their life time.
These areas of peripheral knowledge, have become glaring areas of vital knowledge, within examining what a very young child can learn easily and naturally, especially as we consider what is vital and what is not vital.
Professor Winston Hagston a lifetime lecturer in theoretical physics (Backing up my Abacus research) and therefore totally able in mathematics, quotes when I tell him that he is learning more from me then I from him “ that it is entirely due to the quality of the Student†as some one with a great deal of attributes to be modest about, I can only agree with him.
BUT at the back of my own mind considering the multitudes of other beings that I have met, I have always held the view that chance plays the larger part in personal history, and that many unrecognized people posses mental ability beyond those one would sometimes consider to have benefited from a superior education.
As is now more widely recognized, I Q is a moveable feast.
Something my early research quickly taught me.
I n our natural healthy state every child born is the beneficiary of our total human capabilities, it is my wish that I can affect that possibility slightly in the manner of easier learning in arithmetic reading and reasoning.
Please Help me.
---:autumn: ---------:autumn: ---------:autumn:
there is a lot to do
[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 27-12-2007
---------------------:holiday:
HOW WE PROVIDE A CHILDS NATURAL WORKING ENVIROMENT
If we consider that the first period of the day is when the child is at its most alert it is a natural time to introduce the vital new concepts of the day. That would include mathematics in all forms and every thing vital in reading alongside an introduction to a foreign language, and essential geography.
An introduction to history would be better left to a story for the late afternoon, may be we could leave a great may concepts for introduction in story form for this time of day.
Most young children are very tired by the end of their school day, and a pre-recorded story associated with photographs would be the best possible way of using this time.
Stories encompass interest, use of the childs imagination and still photographs to assist the childs limited imagination possibilities. Specialist film recordings in DVD form lasting no more then thirty minutes would be usefull for homework, but most young children gain more when they are enthralled by a well told story.
So we have the beginning and the end of the day alongside lunch time, looking first at the late morning after break, an ideal time to reinforce the early essential lessons, in pairs or groups of four playing games with a purpose and other activities using heterogeneous groups utilising teachers assistants and parent volunteers.
In the early years this time needs to be used to perfect reading maths and thinking exorcises, but languages can taught utilising groups or pairs with lessons relating to perfect sound recordings leading to natural conversation after children’s reading is well developed in relation to possible reading age in English.
Integration of all current vital learning, needs to be incorporated wherever possible within associated art and creative activities eg. Use of puppets and purposely integrated scenes, where current lessons are incorporated by stealth, for easy and acceptable reinforcement.
Lunch time should become a special time in every primary school, where is it easier to introduce the concepts of food, cooking and eating, every part of food preparation and meal panning, and practice involving food can be shared and exchanged on a regular basis. In this manner children are brought naturally involving something they must deal with every day of their lives, taking an active part from preparation through cooking serving and clearing of tables, something the parents will appreciate, developing every childs ability to fend for itself. Practical life skills.
After an active lunch time what better then a time for physical activity, a little of everything ranging from playing the piano to a game of football. Some things, the likes of table tennis are perfect for building the human brain, assisting naturally in hand and eye cooperation. My motto would be how can we ever understand any human activity without taking part in it, let us continue the lessons of practical demonstration we should all learn from the abacus.
-----------:tourist: ---------------:pcprob: ----------- :choc:
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 31-12-2007
[SIZE="4"]------:choc: something i wrote some time ago but good for here
AND THIS FROM OUR HOSTS POINTED TO BY SEGERAMA !!!!!!!!!!!!
!!!! **** http://www.oecd.org/document/60/0,3343,en_2649_35845581_38811388_1_1_1_1,00.html *************
THE ONLY GOOD IS KNOWLEDGE
THE ONLY BAD IS IGNORANCE Socrates’
What I have learnt, in the study of the human brain and its possibilities, in regard to the retention of information appropriate for teaching any child perfect mathematics, as well as preparing every child’s brain, in order to systematically develop reading ability.
To illustrate the value of efficient teaching. Try to teach a child too much at the same time, is hideously wasteful of the child’s time.
The process’s that I am using to teach arithmetic and reading are extremely simple, easily absorbed in appropriate systematic order. At the present time there are only five times in a day when a primary school child is liable to create memories which are permanently established. First going to school in a morning, mid morning break, lunch time, after noon break and finally returning home.
Children learn naturally by doing things. Unless we can show a child how to do something we can virtually guarantee that it has learnt nothing permanently. We work on three basic principals.
SHOWING, DOING, KNOWING
It took me only 10 minutes to realise that a child using an abacus developed a mental map of the arithmetic.
It has taken me and another ten years to be able to explain to anyone clearly in a few sentences just what I mean and what I have learnt.
The very first thing to consider within education is the most important person to have ever had influence on educational policy in the widest and most significant manner Maria Montessori.
Maria Montessori will always be the most important woman to have lived.
Her philosophy within education and child welfare alongside her views on society and world development identify her clearly as having as much influence as Socrates.
Just why is it that Maria Montessori is so important and why no one else will ever equal her personal thinking and the effect she has had and will have continually on education and its perfection.
The she was from a wealthy Italian family born in 1887 trained first of all as an engineer through university, then changing her education again to study medicine through university to become a doctor and finally specialising in psychiatric care, a specialist in child welfare.
It was from her research work in psychiatric care that she first developed her awareness of the possibilities within education. The discoveries she made helping children formerly regarded as mentally defective were developed and copied throughout her life.
Of course we shall be able to add to what she knew and did, but her principles are entirely valid, her methods of teaching are compatible with our evolutionary development as human beings,
All we can ever do, is teach in the form of speech and showing, learn in the form of listening and doing, and consider in the form of thinking and knowing.
The simplification of this approach is best expressed in only three words.
Showing Doing Knowing
In the long-term we can remember everything we are taught to do, using an abacus between four years of age until the child is six or mentally can manage without it is imperative in mathematical education.
Every child needs a perfect mathematical background.
Every child needs to be as perfect as possible in the mental arithmetic. Mental arithmetic is the beginning of technical thinking the child naturally assimilates mentally arithmetic into its natural thinking.
Every teacher and parent needs to understand the difference between natural thinking and natural thinking with the addition of technical information.
Maria Montessori fully understood just how information was built up within the child's brain,
Just as I saw for myself a hundred years later, how a mathematical map was developed within the brain of a child using an abacus, Maria Montessori understood quickly just how efficiently the child could be taught when it was shown how things work in a physical manner.
Small pieces of information are gathered naturally, we combine essential pieces of information which bind with the things we learn naturally to create the effective neural pathways that we need in order to learn and live.
Reading will always be our quickest way to exercise and improve our brain function, as we are reading and decoding the sound and meaning of the word's we are using, we are creating image in action exercising our brain function in its most admirable state.
As far as a young child is concerned, we have to encourage them to read naturally and therefore we have to encourage them to read for pleasure,
Usually it is reading stories from which the child develops most pleasure, from this stage in reading most children develop the natural desire to learn just from reading books.
Just as I describe the ability we have to teach by showing and speaking, it is from the stories we are told that memory itself develops the hooks by which we can retain the facts.
It is perfectly natural and usual for human beings to learn and develop throughout their lives. I have identified the problems every modern child has in ensuring perfect basic skills.
The aim of my work has been to perfect and simplify learning, teaching/showing a child how to acquire perfect mathematics and perfect reading ability.
Of course Maria Montessori's work was never totally finished, nor will the work that I have done ever be regarded as complete only a stepping stone, but they are both part of the learning process which human beings are involved with continually.
THE EDUCATIONAL LOGIC
OF
ABACUS & ALPHABET
Five working tools
Logic Simplicity Perfection Order Concentration
Five concepts
Humanity Humility Love Care and Common sense
What characteristics do we share.
First of all no one to asked to be born.
Everyone has the natural right to all knowledge.
Every child is born equal, but unfortunately not in equal circumstances
Only education can lead to fairness
Only fairness can lead to justice
Only justice can lead to peace[/SIZE]
---------------------------------------------------
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 07-01-2008
[SIZE="4"]--------------------------:anyone:
[SIZE="5"]MARIA MONTESSORI[/SIZE]
Maria Montessori fully understood just how information was built up within the child's brain.
JUST WHAT ARE WE WAITING FOR.
Neuroscience is never going to tell us what to do, at its very best it will only confirm that what we are doing is correct.
Primary education has bogged down, especially in ensuring that every child has equal opportunity when it comes to learning basic skills.
The richness of the childs home life, in combination with their early pre school education, is going to play the most vital part in assimilating school lessons as we conceive it. For the first four years the childs school life, its pre school experience will have the greatest baring on how the child develops during those early school years.
“Equality of educational opportunity†is where we have to start in public education, of course what we prove may be relative to how parents and pre schools treat their children.
Thinking of just what is possible for a child between four years of age and nine years of age, we are looking at the most critical learning period for our average modern child.
Virtually every child will have access to far to much television before and during these early years. What will they learn from this, they will become subconsciously aware of many aspects of our modern world. Left to television and normal association with the outside world, would they have learnt to read write and count, most probably counting because buying their own sweets and toys would give some awareness of money, would they be safe, I think not in our modern world.
Safety is our first priority, what is it that we can do to prepare them for the greater world, very little sat in groups of thirty, never mixing never being allowed to develop their own personalities never doing anything except sit between four walls.
OK, If we except that one hour of every day has to be kept for the most vital acquaintance with every thing we wish the child to know, we have the rest of the day to work towards that achievement, in a manner which will ensure it.
We can tell a child a fire is dangerous, do not touch that stove it is hot, inevitably the child has to touch the stove to conceive just what hot is, and so with every other idea that the child comes into contact with.
We have the safest environment in general terms within our western primary schools, heterogeneous mixing with a sense of purpose alongside limited supervision provides us with a circumstance that will never be as valuable as safe and has effective again, every child will share and reinforce its knowledge quite naturally, of course the youngest child in the school as little to teach the eldest child? But is that really true with modern families where the ideal could be considered to be one of each sex two years apart.
[SIZE="5"]THE GREAT EXPERIMENT HAS TO BEGIN NOW.[/SIZE]
TRIAL AND ERROR are the two effective methods of doing anything, of course we are using our imagination to prepare for the future, but we have models of human behavior every where around us, let us start with those best practice ideas and imaginative behavior that are available to us, let us start again where Maria Montessori finished, prove its value and improve its practice.
Simply moving an abacus, stacking numbers of sweets in containers representing columns, talking about and reading numbers is where arithmetic starts, rhythmic class counting perfects the physical memory of movement, seeing the hands as ten builds numeric understanding in the most deprived child.
The great majority of these experiences can be passed on in demonstration child to child, teaching and reinforcing for one child learning easily for the other. SIMPLE PHYSICAL DEMONSTRATIONS that every child with normal health can achieve without fear or failure.
[SIZE="5"]CHESS? YES CHESS
MATHS IN ITS EARLY STAGES IS ALL PERFECT MEMORY
AS IS CHESS[/SIZE]
Surely every child will learn many games in its lifetime, but we need a standard product, one game that every child in the world can learn and benefit from.
Teaching and playing chess daily will provide the time to mix ever child with the maximum number of its fellow pupils, at the same time as it improves its chess, it will improve its speaking ability its confidence in working and meeting others. Developing growing awareness of the differences and similarities within the widest possible sense of their school associates.
Their personal and interpersonal abilities will develop quite naturally under teacher supervision, as to chess we need to make them to play quickly, speed just as in mathematics is where natural thinking meets intellectual thinking.
Unlike arithmetic we can make mistakes in bundles, playing chess with a school full of fellow pupils, lose every game for a month and still learn many things quite naturally about our school friends quite safely.
:pcprob: ---------:pcprob: ----------:pcprob:
[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 18-01-2008
[SIZE="4"]------------------:holiday:
Why does an abacus one work easily,
We are designed to copy, first of all we copy sound, self evident from differing languages and local accents.
Mirror Neuron research identifies that we mentally follow physical action.
Teaching an Indian family to exchange ten on abacus one, a watching child just three years old grabbed the abacus and exchanged ten counters on the right for one in the centre.
Teaching a child to count to ten is repetitious, but it has to be done, teaching a child to count to one hundred is also repetitious and it has to become perfect.
Using an abacus gives every child a visual concept of numbers, brain research by Stanislas Dehaene identifies numerous sources of brain activity in mental activity during simple calculation
So just how can I teach teachers to teach arithmetic, it easy for me, I have, just as you have a perfect brain, crafted by millions of years of evolution, and so as every human child. Nature has crafted us to create instant awareness, nature has endowed every one of us with the ability to teach and learn.
We have in fact only three modes, teaching learning and thinking.
Only very exact Trials will prove my Hypothesis
:choc: ------------:choc: ---------------:adder: [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 18-01-2008
[SIZE="5"]--------------:tourist:
What are we trying to achieve with our four to eight year olds,
We want them to be happy in school.
We want them to know and be friends with everyone in their school.
We want them to learn easily and quickly every thing that is vital for their educational future.
No child can be happy when their friends read well and they do not, therefore reading ability is the most essential thing that every child needs to make progress with.
We do not need them to read to learn anything at this stage.
We want them to read purely for pleasure, we want them to love what they read. Reading and developing an appetite for the story can also be done in association older children and better readers, so let us do that.
Two children working or playing together develop mutual respect and knowledge of each other, enabling them to develop confidence and vocabulary.
So we have three vital lessons where our children can mix safely in primary school situations, mixing to play chess, mixing to teach and learn mathematics, alongside mixing to develop reading ability.
A good reader able to understand the growing complexity of their maths lessons skilled in spatial thinking from chess and mathematics, will find it quite easy to learn the position and name of two hundred countries and their connecting seas.
Perfectly or very near it, by they are eight years old.
Any child taught thus will be educationally ready for anything they have to face in or out of school developing sport educational and social ability.
Thinking reading and understanding at the highest level for their age ability.
If we fail them in developing the perfect reading and mathematic ability they need at this age, we are restricting their individual ability to help themselves in their own and our collective human future.
Consider my essence of education
Essence of 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€
___:pcprob: ----------------:pcprob: --------------:pcprob:
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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 22-01-2008
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It is self evident to most of us that we are moving out of the tribal age into the global age.
TO SURVIVE AND LIVE IN PEACE WE NEED TO LIVE IN A WORLD OF PLENTY
That will not be achieved without taking advantage of the whole worlds best scientific research, partially discovered and still to be discovered.
Individually our life opportunities are very much dependant one our ability to read and calculate.
Let us consider the two vital things we must practice (accepting that reading proceeds as always utilising best practice evolving our Knowledge through trial and error) Thinking of Voltaire let us accept that one and one make two, and prove every thing else.
My concept of dealing with the most vital lessons first thing in a morning giving first mathematics using hands on demonstrations Hands Abacus times tables and continual practice moving directly from abacus one to notation, and then learning the rules of chess and continual establishment of method giving the child active brain training in spatial alternatives, are both physical visual skills which can be practiced by all to build the long term ability in those two areas.
So we can move them into practical practice sessions, obviously these concepts have to be tried and honed into practical lessons, where I believe they will prove viable.
From two distinctly visible skills, there are then two practical skills where the child will benefit in brain development and in long term life skills, typing and playing the piano both require an early introduction, in order to develop their long term benefit.
The personal benefit of doing these things properly, children creating words with typing and music, using fingers and their neurological system, eventually both skills developing into natural ability automatically, both of these skills will develop the physical brain structure. Both of these skills will last a lifetime with very little practice.
Two other skills can be learnt only by long term association, learning a foreign language and Spatial awareness building the permanent mental structure to understanding geography and the relationships that have historically developed between countries purely from their physical arrangement. Only early foreign language learning, concentrating on sound only, until the child is reasonably well versed in reading, in there own language, will create natural language ability.
Brain research shows where a foreign language is learnt early, words are created within the same brain areas as their natural language and where they learn a new language later, different areas of the brain are utilised in the search for words.
WE MUST NOT MIX READING A FOREIGN LANGUAGE WITH OUR OWN LANGUAGE UNTIL READING OUR LANGUAGE IS ESTABLISHED, BUT LEARNING THE NATURAL SOUNDS OF ANOTHER LANGUAGE WILL NOT COMPROMISE READING AND GIVE THE MAXIMUM POTENTIAL TO SPEAK ANOTHER LANGUAGE WELL
In the long term the brain is more easily developed quite naturally and quite simply by reading, reading as with conversation builds "image in action" our natural thinking process, we can obviously think without using words but we cannot contemplate precise mathematics without words nor can we reason without the mental use of words. Nothing is more important to the development of the individual mind then reading, mathematics is comparatively easy on brain power when taught early, Stanislas Dehaene identifies many idiot savants that are perfect in mathematics but with extremely low levels of general intelligence.
Mathematics can be taught easily by physical demonstration the words used in mathematics build the neural pathways for word recognition, i believe only severe abnormal brain damage would hinder any normal health status child learning mathematics and symbol awareness in order to read well early in their lives if we teach it perfectly and persist until math’s and reading are perfect.
Simple letter awareness is best kept to low case only initially, children holding page size letters and interrelating to form simple words can not help but give long term concentration on individual letters, in a manner which is natural to children.
We can never prove the first moment where a child has built permanent memory of a symbol and sound combination, many natural abilities used within developing speech ability are working easily and as effectively for the child once the child has mastered the symbol sound combination. our long term memory is building a vocabulary to last a life time, and a natural grammar the grammar of our tribe.
See this weeks New Scientist.
WE ARE BUILDING A LANGUAGE WHICH WE USE IN NORMAL SPEECH WITHOUT APPARENT AFORE THOUGHT TO GIVE EXPLANATION AND ENQUIRY OF EVERY MANNER OF ACTIVITY AND PHILOSOPHY WE ARE CAPABLE OF.
Only perfect reading can give us the breath of knowledge we require to prosper within a world where mans abilities and his physical requirements are developing in such an exponential manner.
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 25-01-2008
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[b]I AM SURE YOU WILL ALL BE PLEASED TO KNOW THIS SHOULD GET ME THROUGH THE GOVERMENT DOOR
http://www.unicog.org/publications/DehaeneFyssenChapterPreemption2004b.pdf
ABACUS PROOF
A SMALL PART FROM THE OBOVE WEBSITE
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.
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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 26-01-2008
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unny: I HAVE TAKEN A REVIEW OF OLIVER SACKS book
simply because we have so little Brain and music research to explore available to us.
What interests me about a young child playing a piano is the possibility it has to illustrate the subconscious control it develops between physically playing the music using a memory of perfected physical control.
IT SIMPLY HAS TO BE A PERFECT WAY OF DEVELOPING THE BRAIN OF ANYONE
BUT A VITAL ROUTE FOR A CHILD BETWEEN 4 AND 8 YEARS OF AGE
There’s something special about music. It invades and involves us. It infects and affects us like no other art. It’s not even clear we can think about music: it seems to think about us. .
Hum a familiar tune to yourself. Now think about what you did. You didn’t remember the tune, you played it in your mind. You didn’t construct the whole melody prior to humming it, you embarked on the piece, and one note just followed another. “We recall one tone at a time,†writes Oliver Sacks, “and each tone entirely fills our consciousness, yet simultaneously it relates to the whole.â€
Anatomists, Sacks tell us, could not readily identify the brain of a painter, writer or mathematician, but they could instantly identify the brain of a musician. It would be larger in motor, auditory and visuospatial areas of the cerebellum, and the corpus callosum – the great rope that joins the two halves of the brain – would be enlarged.
Music can survive the most devastating brain damage. A herpes infection left Clive Wearing, a musicologist and musician, with a memory span of no more than a few seconds. His entire being was overturned. But, confronted with a piece of music, he would first insist he had never played it before and then play it flawlessly. The process of making the music overcame his handicap. His wife wrote to Sacks of “Clive’s at-homeness in music. . . where he transcends amnesia and finds continuumâ€.
Or there is the case of Tony Cicoria, a man struck by lightning in a telephone box. A few weeks later, he was overcome by an “insatiable desire to listen to piano musicâ€. He bought CDs and sheet music and began to resurrect his childhood piano lessons. Then, involuntarily, he began to compose music in his head. A torrent of notes came, he said, “from heavenâ€. Cicoria now lives in music.
We all know people who “live in†music. These are not necessarily music lovers or professional musicians. Most people can be deeply moved by music. But there are some people for whom anything that is not music is a distraction from the real business of their lives. They may not say it, they may not even know it, but you can recognise them by their expressions when music starts to play or the subject of music comes up. That’s what matters, they’re thinking, that’s all that matters.
Knowing such people, I’ve always wondered what is so special about music. Whole lives are transported elsewhere by its power. Sacks has been wondering the same thing and this book is the beginnings of an answer.
The way we hum tunes, the way brains develop in response to music and the way some people live their entire lives in music all suggest that it may be more than just something we do. It may be something we are.
Sacks is better placed than anybody to explore this idea. A neurologist and amateur musician, he has, in books such as Awakenings and The Man Who Mistook His Wife for a Hat, created his own literary genre. He writes, basically, adventure stories, accounts of voyages into the unexplored territory of the brain. In doing so, he reveals a landscape far more complex and strange than anything we could infer from our daily interactions.
After finishing a Sacks book, every face in the street inspires agonies of wild surmise.
He is drawn to stories rather than theory and, in this book, he comes to no firm conclusion about music. But he does reinforce my intuition that this is a special art that springs from deeper wells than any other.
We can invent painting or poetry, but music seems to have preceded us. It is a condition rather than an outcome of our existence. WH Auden, deeply impressed when shown the effect of music therapy on patients suffering from Parkinsonism, quoted Novalis: “Every disease is a musical problem; every cure is a musical solution.†As Auden well knew, this cuts very deeply indeed.
Musicophilia is an anecdotal survey.
Sacks swings from story to story, touching on the science along the way. Take, for example, the neuroscientist Rodolfo Llinas, who may have discovered why tunes spring into our minds out of nowhere.
What he calls “motor tapes†in the basal ganglia of the brain are ticking over all the time, “acting as a continuous, random, motor pattern noise generatorâ€. Occasionally, a pattern escapes into “the context of the thalamocortical system†and you hear a song in your head.
Or there is an account of the truly strange condition known as Williams Syndrome, which affects one in 10,000 children. It causes mental retardation, but in a most peculiar way. Sufferers have low IQs, but large vocabularies, and tend to be obsessed with music. Children unable to tie their shoelaces will sing and play with precison for hours. Again the message is: music springs from the deepest wells of our being.
Of course, the problem with this is that aberrant conditions and rare experiences such as being struck by lightning may offer little in the way of general wisdom about the human condition. We may find ourselves being misled by our own amazement at the stories Sacks tells.
Furthermore, one always knows roughly where his books are going to end — in a state of romantic, inconclusive wonder. As a writer, Sacks is a storyteller; as a scientist, he is a reporter, a provider rather than an assessor of evidence. The books may carry you along, but, afterwards, you might wonder what it was, exactly, that you learnt other than the fact that Sacks is a “feeling†man.
WE ARE ALL ON A JOURNY OF MENTAL EXPLORATION
Although often frustrated by this approach, I am sympathetic. The world is underdetermined by theory and nowhere more so than in the human mind. We know little about what goes on in our heads and anecdote is as good a way as any of engaging with our ignorance.
If Sacks is Herman Melville rather than Charles Darwin, then that is not such a bad thing to be. In addition, a “feeling†man is a necessary guide to music. Music, he points out, “has no concepts, makes no propositions; it lacks images, symbols, the stuff of language. It has no power of representation. It has no necessary relation to the worldâ€.
Much can be said and written about music, but the substrate of it all is feeling.
Because of music’s universality, there is nothing indistinct about this feeling. We know as surely as we know anything that, in Sacks’s words, “music can pierce the heart directly†and that a piece of music such as Dido’s Lament by Purcell can be understood as an expression of ultimate loss by anybody in any culture. A feeling felt by all is an objective fact, albeit one that may lie beyond the reach of science. And it is while on Dido’s Lament that Sacks makes his greatest point (it underpins all he says), which is that music saves us. “And there is, finally, a deep and mysterious paradox here, for while such music makes one experience pain and grief more intensely, it brings solace and consolation at the same time.â€
Music springs from and returns to the deepest interstices of the human mind. It makes us grieve again, but by turning grief into beauty, by showing us that the feeling of grief itself exists outside the confines of the narrow box in which we find ourselves, music tells us the one thing we really want to hear.
We are not alone.
The power of music remains as mysterious to us as it did to the Ancient Greek sailors lured on to the rocks by the Sirens' song
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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 31-01-2008
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A SPRING CLEAN FOR EDUCATION-------
pring: A & A
Association & Assimilation
This is the natural manner of human learning.
In the final analysis this is how we eventually learn everything we do as humans. Starting with hunting down an animal for food, planting a seed moving through our human history throughout our evolution until we handle the major problems the world is grasping today.
Virtually every problem we face is handled cooperatively, even learning to act in this manner has to be learnt in this age old manner association and assimilation. Working in modern hospitals using the latest technology to perform the latest brain surgery can only be learnt in this manner, running a business any business, can only be learnt in this manner.
Building and developing safe nuclear power stations can only be safely handled by people with hands on experience working cooperatively.
Considering my hypothesis of modern teaching, concentrating entirely on individual brain development between four and eight years of age, to some extent ignoring broader education concepts in order to perfect the vital skills we all need, within maths, reading, spatial awareness, and individual reasoning, which I see as being combined quite naturally with the social awareness so vital today being learnt entirely from association and assimilation.
Building a universal model of this highly focused education system. What I have described occasionally as a concept school
requires constant trialling to be associated with it, is our human future to be left to chance, are we to ignore the value of the neurological research that we need to prove and practice. Without proving value nothing can be sustained, without experience and experiment nothing can be advanced. Proving best practice, in order to provide a universal teaching system requiring the minimum of staff cost and low cost resources, it is the only way we can guarantee that every child born can receive the best possible education, and we can ensure it by starting third world schools based on these principles ASP. Preferably tomorrow morning
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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 02-02-2008
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The Effortless Learning Of Essentials
By
Association and Assimilation
Following on from the concept hour we need to develop the natural showing and doing which guarantees the creation of permanent memory. In those years from four to eight our children build the golden rules of arithmetic and reading, those golden rules need to be perfect, all the times tables all the words and patterns that allow easy explanation of arithmetic for life. In reading all the single letters of the alphabet, in every possible sound that is created, in the multitude of combinations which we use to build the written words of our language. Familiarity with virtually every syllable children need to develop their reading ability themselves as they explore the world of ideas.
Our only safe record of ideas, past present and future is when we have them freely available, written and available for all to explore.
Even our unproven thoughts needs to be recorded for the contemplation and consideration of others when we are considering education, how to ensure it is best carried out, what will easily work, what developments we need to make it work better. What trials we need to make in order to prove the value of new ideas and new concepts involving old ideas. Best practice in teaching practise, can only be proven by trialling, my years of consideration concerning the human brain and possibilities to develop a standard form of education, to perfect and prepare every child for secondary education were ever possible, but also preparing those children without any opportunity of secondary education, to teach themselves every thing they need to develop their own careers.
It serves us best to think of the brain as a muscle so we must provide it with exercises in order to develop it. (Written from an idea recorded as I was falling to sleep 1ST Feb 08) As I fall asleep I recognise that the conscious ideas we use as images in action, that I was thinking in, were being replaced by true uncontrolled imagination, our natural human facility to dream, where ideas we could not contemplate in our conscious state combine in completely unconceivable visions within our natural sleep.
In the study of my own mind, I have learnt to record my thinking immediately previous to being consciously awake, often my sleep can be broken five or six times ( at 67 a natural gift) and I am clearly aware of the equal division between the normal consideration of ideas that have engaged me previous to sleep (In a perfectly natural manner but without me being party to it) and the vivid dreams where the mind exercises true imagination in an uncontrolled manner.
Obviously the mind can consider ideas quite naturally without our conscious awareness at the same time as it naturally controls our physical behaviour whether we be walking even inclusive of talking as well and of course developing the language we use in normal conversation quite naturally and without conscious awareness as it gives natural explanation or inquiry to ideas we are considering consciously.
I assume from observation and consideration that we all operate in a similar manner, whether or not we are consciously aware of it.
The manner of normal thought, I consider always as image in action, recall a familiar childhood memory or a recent journey you will be utilising image in action our human gift and most probably the gift of all the animal kingdom.
When we come to consideration of our image in action, or utilise our natural gift of reason we obviously utilise our natural language
Within that contemplation and reason, language guides both our internal personal thinking and our external thinking, being created quite naturally by either the spoken or written words that create the images in action which is of course our natural thinking mode.
Reading and thinking from ideas contained within Number Sense,
First consider the complicated brain processes which Stanislas Deheane describes as we simply subtract a figure of three continuously. Many parts of the brain are being utilised in combination for even this simple process.
Page 194 starting to read from the final paragraph on that page SD considers whether we utilise the same areas of brain function to recognise 5 from a numeral or five as a word , we could even introduce five as a pattern, four singles and a slash or five as it appears on dominoes, it has been my personal opinion that the mind considers these differing symbols as language, and that the simplicity of the symbol for five, 5 creates our greatest opportunity within the natural development of reading ability. The early simplicity of numerals to establish meaning making arithmetic a natural early learning process, a precursor and vital assistant in developing reading ability.
THE MANNER IN WHICH THE CHILD PERCEIVES FIVE
MAY HOLD THE KEY TO EXTENSIVE BRAIN FUNCTION IN ACCESS OF NORMAL WORD RECOGNITION RATHER THEN THE OTHER WAY ROUND
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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 05-02-2008
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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.
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unny: **********:choc: *********unny: INDULGE ME FOR A MOMENT I FEEL HAPPY
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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 08-02-2008
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
[B][/B]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - segarama - 09-02-2008
Actually experiential learning and non declarative memory is the key to learning. More enlightened school districts and colleges and universities espouse this.
Retrieved from the internet 2-9-08; URL http://youtube.com/watch?v=aHSzDYWw0Hk&mode=related&search=; URL: http://www.tylerhayden.com/default.asp?mn=1.17.34.118
Best,
Rob:yes:
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 10-02-2008
yes, Rob in the main i would not argue with this, my expression of learning by association and assimilation are only a layman's expression of experiential learning.
Here is a small clear explanation i researched for clarity,
you will see one expression which i allude to within thinking as image in action.
http://cogweb.ucla.edu/CogSci/Memory.html
i Would also say that working with an Abacus any abacus is very much learning by experience.
BUT perfecting the times tables Memory is very much a worthwhile exercise
the memory achieved in such away is instantly available for a lifetime