journal-blog

Congratulations Joseph! Admitted to UALR SLUFY for Talented and Gifted

Wed, 27 Apr 2011 16:19:28 +0100

Gotta Brag! My Son has been accepted into the UALR Summer Laureate Program - SLUFY- for Talented and Gifted Education. He has also received a scholarship. Great Job! Very Proud of you son!

Coloring Multiplied

Thu, 06 May 2010 21:10:21 +0100

Multiplication can be a difficult math skill to accomplish. Many students never master the quick recall of multiplication or division facts. Usually, teaching multiplication and division fact families is done in a rote manor. Writing, reciting, and quizzing on the facts until they are ingrained. Unfortunately, this method is not always effective, especially for someone with a strong visual learning style. An amazing new teaching technique created by Lrng2HavFun Tutorial Services, is fun, easy, and creative, using multi-sensory learning techniques.

Using a method of skip-counting, and color-coding. The student can more readily recall the multiplication and division facts. The student's memory is triggered by color and counting, which is done through a visual recall. Here are the simple steps:

1) Have your student skip-count by 2-7, in a series. Then have them repeat the process in reverse. It should look similar to this for instance for learning the multiplication & division facts of "3"

0, 3, 6, 9, 12, 15, 21, 24, 27, 30, 33, 36
36, 33, 30, 27, 24, 21, 15, 12, 9, 6, 3, 0

2) Next, have the student trace each number again beginning with the multiplies of "3" from 0-36, then again from 36-0 as seen on the above lines. All of these numbers should be the same color. An example is below:

0, 3, 6, 9, 12, 15, 21, 24, 27, 30, 33, 36
36, 33, 30, 27, 24, 21, 15, 12, 9, 6, 3, 0

3) After your student has completed these steps for the multiples of 2-7, have them color-code the multiples on a separate number chart for each of the fact families. You should make the chart in lines of 1-10, 11-20, 21-30; etc. until 144 which is 12x12. Your chart will look like this:

1 2 3 4 5 6 7 8 9 10 for "3" it would be 3x1 to 3x12
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 This should be done for each fact family from 2-7.
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

4) Now, when doing verbal quizzing it should be worded like this: "If 3x3 is 9, what is 3x4, and 4 is one more than 3?" Follow this question with another one similar, but using different factors: "If 7x3 is 21, what is 6x3, when 6 is one less than 7?" Continue with this form of quizzing until the student has been asked each one in the fact family. Continue doing this with each fact family 2-7.

5) Once the student can complete the skip-counting list, color-code the number chart, and recite the correct answers for verbal quizzing for all the multiples in the fact families of 2-7, the student is ready to move on to the fact families 8-12.

6) Repeat the previous steps above now, for the facts of 8-12. After the student can complete the skip-counting list, color-code the number chart, and recite the correct answers for verbal quizzing of the fact families for 8-12. Then it is time for a Review.

7) The First Step of the Review Process will consist of the student completing an independent skip-count for the factors of 1- 2, then 12-1, for each of the fact families 1-12, however, it should be requested in a random order. For example, ask your student to do a skip-count list for the multiples of 6, then 4, then 7, then 2, then 9, then 8, then 12, then 5, then 3, then 11, and finally 10. This should be done until the student is confident with the multiples of each fact family.

8) Have the student to now complete the second step of the Review, by creating an appropriately color-coded number chart of the multiples for each fact family, from 2-12. Remember that the skip-counting lists should ALWAYS use the same color-coded as its color-coded number chart. Just as above, the "3's" will always be in BLUE.

Divided Colors

Just as above use the same color-code for the fact families of division that were used for multiplication. Now, the student will create fraction skip-counts, such as these for the division facts of "6":

6/1, 12/2, 18/3, 24/4, 30/5, 36/6, 42/7, 48/8, 44/9, 60/10, 66/11, 72/12
72/12, 66/11, 60/10, 54/9, 48/8, 42/7, 36/6, 30/5, 24/4, 18/3, 12/2, 6/1

Moving along, just as done previously with the multiplication facts, the student should complete these fraction skip-counts, for all the facts for 2-7. Next begin the verbal quizzing in this manner, "If 48/6 is 8, then what is 54/6?" Continue again, just as above with each dividend, until the student has mastered each fact. Once successful with these, the student can move on to the facts for 8-12. Remember to always use the same color-code for each fact family, for both dividing and multiplying.

Now, begin Review of Division. Have the student complete a fraction skip-count for each of the fact families between 2-12, in random order. Reinforce these facts, by now requesting, a skip-counting list of the multiples for each of the fact families 2-12.

Final Review

To begin practice for final review, have the student complete fact-family lists for each number between 2-12. This is what it should look like:
3x2=6, 2x3=6, 6/2=3, 6/3=2

6x4=24, 4x6=24, 24/6=4, 24/4=6

The instructor may ask for color-coding to reinforce a visual recall if necessary. A Final Review should be a written and oral quiz for all of the multiplication and division facts for each fact family. The student should continue the exercise steps above until mastering this final quiz at 100%.

Good Luck!
Lanita Wasson, Director
Lrng2HavFun Tutorial & Assessment Services

National Autism Awareness Month!

Wed, 31 Mar 2010 15:44:35 +0100

Is Autism an Epidemic - Is There Hope?

Wed, 10 Feb 2010 05:40:45 +0100

Autism now considered by many medical and educational professionals as a prevalent neurological dysfunction, which causes learning disabilities. According to Wikipedia, "Autism is a disorder of neural development characterized by impaired social interaction and communication, and by restricted and repetitive behavior. These signs all begin before a child is three years old.Autism affects information processing in the brain by altering how nerve cells and their synapses connect and organize; how this occurs is not well understood. The two other autism spectrum disorders (ASD) are Asperger syndrome, which lacks delays in cognitive development and language, and PDD-NOS, diagnosed when full criteria for the other two disorders are not met." Symptoms of Autism may appear as early as infancy, however are often assumed to be symptoms of a 'fussy baby’ or a baby with colic. Language delays are another early sign, as well as the inability for the child to self-calm. Many of these children are extra sensitive to touch and thusly often resist hugging. Autistic children tend to also be extra-sensitive to the feel and texture of food, which can cause eating problems.

Diagnosing Autism early is key to getting a head start on possible scenarios that may elevate many of the problematic symptoms of this dysfunction. Also, parents need to be aware of their child's situation. Often when Autistic children react to over-stimulation, it is misunderstood by adults for disobedience. Understanding that an Autistic child is screaming because they are overwhelmed, and not because they are throwing a temper-tantrum, is essential to the happiness and emotional health of the Autistic child, and the sanity of the parent.

These children rarely thrive in a public or private school environment. Often the Autistic child requires more specific individualized attention for learning. In addition to having special learning needs, children on the Autism Spectrum also have poor social skills, stemming from an inability to read or understand unspoken language. When any child can not make friends with their peers, and quickly become the brunt of cruel childish teasing, can cause disastrous affects for the child emotionally and mentally. This is common however, for an Autistic child, because they are prone offending people with their frank comments, and inability to read the body language and facial expressions of others. These added stresses make learning a monumental task for the Autistic child.

Tutoring Autistic children is very rewarding. One must first understand the dynamics of Autism, to understand how these children cope with, and interact with, the world around them. Many times these children are so distracted by the neurological symptoms of Autism, that one must seek to listen and learn from these children, in order to teach them. For example, to further explain how 'distractive' and 'disconnected' Autistic children can be, imagine if you were itching on the inside of your skin, and didn't understand why, or how to scratch. Would you then be interested in other people's needs, or even want to communicate with others? In many ways, this is how an Autistic child views their situation. The Autistic child must overcome the urge to 'scratch' and forget the 'itch', in order to connect with 'our' world. Getting specialized training and gaining experience with Autism should be a requirement of Special Needs Instructors and Tutors. UniversalClass.com offers very affordable CEU classes and certifications in Special Education, and Autism specifically.

Changing an Autistic child's diet can affect a considerable change. Many believe that diagnosing food allergies, and eliminating dairy and wheat for these children, has proven to be beneficial. AutismWeb.com is an excellent resource for parents and educators alike. This website provides information regarding research and suggestions for diet considerations of the Autistic child.

Is there hope for Autistic children? Yes, having seen miraculous results, hope is a tangible treasure. First as parents, educators, and medical providers, we must LISTEN to these beautiful children, and reach down into their world. Providing these children with special care such as occupational therapy, special diet considerations, and additional tutoring, enables Autistic children to overcome many of their limitations, and pursue a happy fulfilled life, full of potential.

By Lanita A. Wasson, Director, Lrng2HavFun Tutorial & Assessment Srvc.

http://lrng2havfun.yolasite.com

Tutors are special people!

Mon, 04 Jan 2010 05:22:00 +0100

Tutors are special people, who take the time to share their expertise in a particular field of knowledge. A valuable tutor will work themselves 'out of work', by empowering their pupil to peruse their own knowledge. Inspiring an individual to find their strengths, and acknowledge their weaknesses in learning, will only propel that individual to success. The more we understand ourselves, the more we desire knowledge of the world around us, the more confident we become. A tutor should encourage, be considerate, be tolerant, be patient, and mostly, be a listener. A tutor, who knows their student, is a tutor geared for success! See Tutoring for our services.

For a free consultation, contact Lanita Wasson, 501-650-2403. An Initial Assessment is only $15. Tutors at Lrng2HavFun will assess an individuals strengths by testing to determine their Learning and Processing Style. Get a tutor today! See Fees for more info

Serving, Little Rock, Bryant, Benton, both Pulaski and Saline Counties! We want to encourage learning!

Learning and Processing Styles for Educators and Students

Sat, 02 Jan 2010 05:58:21 +0100

Knowing a student's 'Learning Style' is one of the most valuable pieces of

information for educators. Just as each person is an individual, with their own voice, likes and dislikes; individual students actually learn in different ways. The preferred manner that a student best learns, retains, and expresses information, is known as their 'Learning Style'.

Identifying the individual student's Learning Style enables the educator to prepare appropriate curriculum, as well as more effective lesson plans, thus presenting information in the manner most beneficial for the student's understanding. For example: If a 1^st grade student is 'tactile' or 'kinesthetic', which means that they need to touch and move for learning, this student would most likely perform poorly in a traditional structured classroom setting. A tactile learner needs to 'touch' to 'see', and would benefit greatly by utilizing math manipulatives, such as dominos, or cubes for learning addition, subtraction, and even multiplication and division. Likewise, a kinetic learner must have a method of application involving action and/or physical movement, such as highlighting or coloring reading material, or playing counting games that involve jumping when learning math.

Below is a list of Learning Styles and their definitions:

Visual/Spatial:

Visual/Spatial intelligence is the ability to hold the world visually in your mind. A Visual/Spatial Learner has the ability to know where they are in space. This kind of student finds it easy to visualize things as though they were only observing or taking up different positions in a virtual reality realm in their own mind. This type of learning style is common to those in the arts and in sciences.

Visual/Spatial Learners:

Are talented in art, drawing, painting or sculpture

Are usually good with understanding and giving directions or reading

maps

Visualize easily with a vivid imagination

Remember in pictures as in ‘photographic memory’

Appreciate colors

Use visual metaphors in speech and writing

May speak rapidly

Think with pictures

Mostly enjoy watching images, and my visualize when listening to music

May often say "I see what you mean" to express understanding

most usually are also a Global Processors, or they see the "big picture"

Verbal/Auditory:

Verbal/Auditory dominant students understand information best when presented in an oral language format. They benefit from a traditional structured classroom setting where the instructor lectures and the class participates in discussion. They also can learn quite effectively with audio media such as auditory books on CDs. A Verbal/Auditory learner, can usually "hear" they way someone told the information when trying to remember something. These learners benefit greatly when they are interacting with others in a group discussion.

Verbal/Auditory Learners:

Remember what they hear

Talk while they write

May remember names, but will forget faces

Remember by listening, especially with music

Are easily distracted by noise

Don’t appreciate a lot of pictures and graphics in reading material

Tend to hold internal conversations with themselves, rather than actively

listening to others

Tactile/Kinesthetic:

A Tactile/ Kinesthetic Learner retains information more readily when physically engaged in a "hands on" activity. They do not usually benefit from a traditional structured classroom, where students stay seated most of the time. However, in a lab setting where they are allowed to touch and manipulate various learning materials, they will excel. Thusly, since the Tactile/Kinesthetic student learns learn best when they are physically active, sitting in a lecture course can feel like grueling work.

Tactile/Kinesthetic Learners:

Need to ‘touch’ something to ‘look at’ something,

Are not good listeners

Are not usually avid readers

Enjoys talking about feelings

Benefit from imitating and practicing

Will remember what was done, not seen or heard

Enjoy Games

Are very impulsive

Unconsciously touch others while communicating with them

Are usually athletic, enjoying swimming, cooking, running, eating,

anything that involves ‘doing’

Enjoy massages

Rarely enjoy just ‘watching TV’ or ‘hanging out’

While evaluating a student’s Learning Style is beneficial, it is also important to acknowledge an individual student’s 'Processing Style'. A Processing Style refers to the method that a student’s brain perceives and evaluates problems, and forms conclusions and solutions.

Below is a list of Processing Styles and their definitions:

Global/Relational:

Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly 'getting it.' As well, Global Learners are usually able to solve complex problems quickly, or put things together in random ways once they have visualized the big picture. However, they may have difficulty explaining how they solved the problem, or came to a conclusion.

Linear/Sequential:

Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Sequential learners tend to follow logical stepwise paths in finding solutions.

The fruits of extensive educational research, has surely enabled the modern day educator to be more effective and sensitive than in years previous. Eventually, we may well see classroom rosters being drawn up based on a student’s individual learning style, creating a more effective teaching environment as well as a more beneficial learning environment. Would it not be an innovative for educators to structure classrooms suited specifically for a particular Learning Style? Imagine a classroom consisting only of Tactile/Kinesthetic Learners. A new day may soon come, let’s hope for our children.

Why is math so hard? Any suggestions?

Tue, 01 Dec 2009 05:32:46 +0100

Ever wonder why some students just whiz through upper math subjects like Algebra, Geometry, Trigonometry, or Calculus, and others just drag there way through it, stuck in the rut of "I don't understand any of this!" Well, I have my theory. I believe it has much to do with the way we think. You may have heard the terms 'Global Thinker', or the polar opposite to this way of thinking, the 'Linear Thinker'?

So what do these terms mean? A global thinker absorbs and processes information by visualization as a whole. They prefer not to take steps 1, 2, 3, to get to step 4. A global thinker wants all the steps laid out so they can relate the information to what they already know, how each step in a process is significant to the other, or relational values. In direct opposition, a linear thinker, MUST take step 1, then step 2 (and only step 2), then if they understand that, they will crawl to step 3, and on to 4 likewise. A linear thinker must follow a sequential set of instructions. Many linear thinkers are wonderful with math, because math is progressive, and "linear".

Myself, I am a global thinker. However, I am relatively good at math, and it took lots of patience, which I am in little supply. I did finally discover some simple tricks to help me pull out of the rut. So here are tips for those of you out there who are also global thinkers, stuck in the rut of "I don’t understand any of this!"

Learn by Doing: All textbooks give example problems for the new concepts before the given exercises. I found that I liked doing these over and over, you already had the 'answer' right there in front of you. So being the global thinker, I was simply trying to understand the answer to the sample problem related to the various steps for solving. So basically, I learn math backwards! Weird huh! But, it works for us global thinkers. Once we understand the relational values of the steps for a solution in a math problem, we then can more easily apply those steps to an unfamiliar math problem.

Use Multiple References: Speaking for us global thinkers, we like our information provided to us in more than one medium.
- I found that video lectures of the math topic I was studying was very helpful. Because every instructor presents material in their own way, so watching another instructor lecture the same topic, giving different examples, and having his own point of view, satisfied my need to 'relate' the information. I could compare notes from my class, with notes I had taken from the other instructor’s video lecture, thereby finding comparisons and seeing a more 'global' perspective of a particular math topic.
- Use math reference guides. For example, there are several math short-cut guides out there now, like Trigonometry for Dummies, etc.. However, my preferred series of books to use as additional guides are the Demystified series. It runs across disciplines and subjects, but you can begin with Pre-Algebra and go from there to Calculus and Physics and beyond. Compare how the short-cut guides present the information to the textbook. Many of the short-cut guides leave out a lot of the ‘math jargon’ and simply show you the steps to finding the solution. I like that, just give me the facts; I’ll figure it out later! A great inexpensive source for these books are at amazon.com follow this link to this series, (buy used!) - Amazon - Demystified.

I hope these tips have been helpful. When we can better understand ourselves, we can understand better how to help ourselves. Global Thinker, Lanita Wasson.

So - How do I write this paper?

Tue, 24 Nov 2009 05:50:41 +0100

Writing a theme paper? a research paper? maybe an essay? Well, don't panic just yet. Here are some basic tips for any project/assignment that requires structured writing.

Brainstorm - Toss those ideas, words, phrases, questions in the basket and then...

Outline! - Your project should follow an outline, this will help you stay on topic as you write.

Narrow your scope to 3 points of interest, 3 ideas or 3 subjects to compare, argue, etc..

It's a conversation,

Hello - Introduction
Conversation topic - Body
Goodbye - Summary

Consider your audience - Can a novice or amateur on this topic make sense of your information?

Proofread

Do the paragraphs expound on the topic sentence?

Does the paper transition well from sentence to sentence, paragraph to paragraph, and topic to topic?

Transitional Devices

Choose your words as an 'educated person'

Thesaurus- use it!

Refrain from slang or common language, and writing in 1st person (I, me, my, mine)

Example - Don't: I like cats because they are interesting.
Example - Do: One may prefer cats for their challenging personalities.

Sleep on it. After you think you have done your best, sleep on it. Then after a while, hopefully one day at least, read it again, and try looking at what you have done from someone else's perspective.

Site your references! You want to give credit where it is due, so make certain to list your sources.

MLA Guide

Enjoy your writing, take some pride in your work, and do your best. Writing is a learned skill and does take some time and effort to develop. Accept any criticism with an open mind, and LEARN from your mistakes. Even the best writers need room for improvement.

HELP! My child hates to read!

Tue, 24 Nov 2009 19:58:45 +0100

Many children really do not like reading. Why? Often it stems from missing some basic reading skills. Many children who struggle with reading resist any opportunity to read, not even reading signs or labels. They fear they will get the words wrong, that they will be criticized, and that they are stupid or simply unable to learn. Of course we know that they will get some words wrong, we will do our best to encourage and not criticize, and NO these children are not stupid, nor are they unable to learn.

In my experience, children need encouragement, confidence, and motivation to begin reading. Many children with challenges and special learning needs become frustrated and give up. So, what do we do?

Listen to your child. Without being frustrated or angry yourself, ask your child 'WHY?' they do not like to read. This lets your child know that you are interested in their feelings, and that they have a voice. Reading should not be forced, but encouraged.

Try to determine your child’s learning style. Many young readers struggle because the basics of reading have not been presented to them in a manner that speaks to them. A kinetic/tactile learner will most likely only become frustrated if they are expected to just sit and read. Actually, the kinetic/tactile learner needs to ‘touch’ to see or hear the information. Follow this link, and take the quiz to determine your child’s learning preference. Learn Styles.
Provide a learning environment. Children are born with the wonderful gift of curiosity. I have found that providing a learning enriched environment at home can help tremendously. For example, we do not have the various popular video games in our home, but we do offer educational computer learning games for our children. Also, their playroom is full of books, maps, puzzles, activity books, art and craft supplies, and the TV programming is set to the public educational stations. My children are rarely bored at home, even on rainy days.
Library, Library, Library... Taking your children to the library section dedicated to suit their needs WILL encourage learning. Children's Librarians spend many hours designing various opportunities to explore library resources from a child’s prospective. Computers, puzzles, crafts, various contests and treasure hunt games, bring excitement to your child's library experience. Therefore, your child associates 'fun' with the library, and they will keep that with them for a lifetime.
Get your child specialized attention. If your child is really struggling, they need one-on-one time. Most classrooms can't provide this. Many school programs offer special services, but sometimes even this isn't enough. Especially if you are a working parent, and simply can't find enough free time to sit with your child and read to them, with them, and listen while they read, you may need a private tutor. A tutor can help your child because their job is to focus on your child's individual needs.

For more related articles visit http://www.schoolfamily.com/