Teach the Brain Forums

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[SIZE="2"]Process Practice Perfection

Two thumbs Mr Five Mr Six
Two middle fingers the Odd Three The even Eight

PROVE PATTERN PERFECT

A sum a second, child copies and instantaneously recognises the patterns.

The above exorcises are vital to perfect, they can be introduced before the child, or after the child is given an Abacus One model of its own or a flat abacus one map.

WHY ARE PATTERNS SO IMPORTANT ?

The basis of all mathematics is arithmetic. Every child of three can be taught to recognise the patterns on its own two hands. High speed addition is automatic when children are pattern perfect. I perceive at least thirty three patterns of ten.
Neither the child nor the teacher needs to remember every pattern, but they need an overall awareness of them.

A SIMPLE EXPLANATION |||||||||| || || || || || ||||| |||||

Three very simple patterns of ten, in fives we automatically point with five fingers, so we can not count at a glance ten, we can count five pairs instantly and visually recognise twin fives.
A sum a second produced on the two hands teacher to child, and then child to child is the basis of

INSTANT ARITHMETIC

Process Practice Perfection

Abacus one will

PROVE PATTERN PERFECT

A child of four years of age, can grasp a great deal of information about numbers in a one day session on an abacus one, it will recognise the simple process’s of addition and subtraction, It will be able to say five hundred and fifty five and recognise the difference between six hundred and sixty six and 555 reading words as pictures, built by constant position awareness.

BUT EVERY CHILD IN THE WORLD CAN PERFECT THEIR MATHEMATIC BASE KNOWLEDGE OVER TWO YEARS WITH ABACUS ONE

There is a natural time to stop using the Abacus One resource, when the child feels safe without it.
When every thing possible to be shown on Abacus One is capable of being done mentally, the child will be able to read naturally and do everything that the abacus can do with pattern recognition and mental arithmetic.
(Two Years 4 – 6 Av)

ONE AND ONLY ONE STEP BY STEP WAY TO



Process Practice & Perfect
Second finger exercises

After practicing our first lesson, perfecting Mr Five and Mr Six until they are memory fast, including the left hand thumb making an L and also becoming part of the childs permanent memory bank, daily confirmation every meal time for two weeks initially will most probably fix it for life.

Our next two characters are Master Odd 3 and Miss Even 8, by this time the Child will already have learnt to count to ten.

Fix the memory of the child regarding the longest fingers three and eight permanently, a visual language and picture memory.
Created by using the side of a table or fingers dancing on a table.

The far right column of a ten symbol abacus is always representative of the two hands together. THE FINGER COLUMN

The middle column of abacus one, or the first column to the left, on a larger abacus, needs a name for a three four or five year old child, in order to assist the visual memory.

It has a name, we call it the cat column. Why do we call it that?
Simply the two hands together can become clenched fists held flat together, with number one and number ten fingers as ears, also the cat can become two hands representing twin kittens called five and six.

When we use the abacus to chant and move the centre column of abacus one, push the counters up with two thumbs and express the ten fingers as the concept of ten, simply by opening the fingers and touching the thumb tips together.

The child has four numbers fixed in the correct position within the row of ten.
ALSO
Obviously the first and last fingers are one and ten.

Two and four alongside seven and nine NEED NOT BE FIXED AS A PERMANENT MEMORY THEY WILL FALL INTO PLACE NATURALLY.

THE SPREAD LEFT HAND IS OUR FIRST NATURAL PATERN OF FIVE, MR FIVE PERMANENTLY IN CONTROL.

JUST USE FOUR MATCH STICKS TO SHOW THE EQUAL SIGN
1=1
2xh=10

h=5x2=10

2 X Hands = IO

TRY YOUR FIRST EQUATION [/SIZE]

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[SIZE="2"]MY FINAL ADRESS TO THE VOTERS OF HALTEMPRICE AND HOWDEN

I HAVE NOT VOTED IN AN ELECTION MYSELF FOR OVER THIRTY YEARS

So how can I ask you to vote for me tomorrow.
My first point is that it is a sham election, which I am using to promote my educational philosophy, my research over thirteen years of study and my life experiences over nearly sixty eight years culminate into a respect for democracy, I am happy to let the majority rule.

I was born on the 15th day of September 19 40, my mothers view of war was such that after two world wars she said only politicians should fight wars, then there would be none. I wish for my work to be worthy of the lives of those airmen that lost their lives in the Battle of Britain, so I ask you to study my research into the possibilities of the human mind. Let my creation of an abacus that can be written in every human language and the creation of a linier mathematic concept whereby child will teach child the simple processes of mathematics on a daily basis, both in and out of schools, ensure the equality of education which is central to our survival.

As far as humanity is concerned, the only real enemy is ignorance and the only true friend is the knowledge we acquire through our personal education. The abacus never lies to us, it is thousands of years old in concept, always ready to prove total accuracy. My concept is that we use it daily from four to six yeas of age, as the arithmetic gets harder and harder the abacus supports the human mind, in the clear demonstrations of process, to a point where every child using it has a mental map of arithmetic whereby the neurological pathways provide the abilities in mental arithmetic and reading ability so vital to us all.

My work can all be reached from this website.

http://www.fwi.co.uk/Community/forums/tr...16442.aspx


john nicholson - - - see page 6 -- july 8th The Times [/SIZE]

It is important to note that schools in the United States and other countries have experienced a real boost by the OECD sponsored meetings of educational practitioners and neuroscientists. OECD (Organization for Economic Co-operation and Development) headquartered in Paris, France has taken (in my opinion) a most proactive leadership role with the organizational meetings of the aforementioned.

Christina Hinton a doctorate student at Harvard University and a consultant to OECD has demonstrated a top leadership role in the area of conjoining the two disciplines. It is not an easy task...It is not just the conjoining of two disciplines. It is expert 'people' skills. Christina has those skills and we appreciate her excellent work.

It is important that every individual and organization read the text that was the product of the meetings between the Educational Practitioners and Neuroscientists....name of text is Understanding the Brain: The Birth of a Learning Science by OECD/CERI

I feel much more comfortable using this text since it was put together by experts in the field of Education and Neuroscience.

The meetings between Educational Practitioners and Neuroscientists are very important and we will try to convey important outcomes of these meetings to this Forum.

Be well,
Rob aka segarama
:tourist:

The OECD, Organization for Economic Co-operation and Development is a great organization headquartered in Paris, France. The following URL is retrieved from the internet for your viewing and study. URL: http://www.oecd.org/home/0,2987,en_2649_..._1,00.html
URL: http://www.oecd.org/department/0,3355,en..._1,00.html
Best,
Rob aka segarama:yes:

The science of addiction is probably one of the most important areas that teachers must master. The educational practitioner is in a key position to recognize and help facilitate an amelioration of addiction. Retrieved from the internet on August 18, 2008 is an outstanding URL for your review. URL : http://www.drugabuse.gov/scienceofaddiction/
Be well,
Rob aka segarama:am:

I have found that the Dana Foundation Website retrieved from the internet 8-30-08 is excellent. This is terrific for neuroscience-educational practitioners.

URL: http://www.dana.org/brain.aspx

Be well,
Rob aka segarama:yes:

Have just purchased Usha Goswami's pubication (2008) Cognitive Development: The Learning Brain' which is another valuable contribution.

Usha is one of the Primary Review Team at Cambridge University: http://www.primaryreview.org.uk/Publicat...ports.html

This is a link to one of the many reports that their team has published over the past few years: http://www.primaryreview.org.uk/Download...071214.pdf

But of course educators must be experts in teaching learning, but very few educators take the necessary steps to make sure that the student's learning process has caught fire. Most teachers or professors end with a cursory assessment or evaluation that is selfishly designed for ease of correction and grading; not for additional student feedback and learning.

We will really need to work hard to combined the skills of expert teaching with expert assessment and evaluation and if at all possible in an experiential environment.

You never know, you might help create someone better than yourself.
Be well,
Rob aka, segarama:yes:

Inherent in a super learning system is a program that includes evaluation, assessment, and feedback etc. The learner cannot grow to his or her full capacity without such a component and the brain cannot perform vital synaptogenesis without this component. Yet, evaluation, assessment and feedback still are really reflected in our 21st century as mostly grades on a report card.

Ladies and gentleman, the learner needs deep, thoughtful and skillfull analysis of their work. Good students demand it. It can be fun and at the same time so profound as to prompt prior learning which indeed is a physical change in the neurons of the brain.

I believe that evaluation, assessment and feedback can be the most important part of the learning process if properly applied.
Have a nice great day!
Rob aka segarama :yes:

The words deep learning, profoundness, depth and every other word meaning thorough deep learning are the salient clues for the best curriculum of the 21st century. We know that the greatest colleges and universities in the world are headed full steam in this direction....the better high schools and grade schools are also moving in this direction. From vocabulary to mathematics we dig deep and come up with the Greeks, Romans and etc.

As I have written before the evaluation, and assessment etc. are now deep and an integral part of learning. They are simply not just grading. When a teacher just grades a paper,...the relationship is simple between the paper and the teacher. When the teaching and the student connect then you have real evaluation and assessment.

When correcting graduate school papers, I would spend at least 30 minutes on each paper and write long explanations of the problem. However....when I completed the papers and graded them and began putting them into the graduate student's self address envelopes....at least 50% of the class did not care about receiving them back. Well, I finally realized that 50% did not want them back [U][U]with my written critique on them[/U][/U]....so we changed things and reserved portions of the last few night of class for appointments for one on one oral evaluations and assessments.....they learned better....and so did I.

Be well,
Rob aka segarama :yes: