Relating Learning To Known (prior achievement) & Given Situations by by Dyslexia Toby © 2016
We often try to learn in the style of others (not our learning style). Meaning we focus on the unknown rather than the known areas within in a subject.
I have written extensively on brain types as many regular visitors to my blog will testify.
Well, here we go again, most like me who are dyslexic, dyscalculic, dysgraphic or dyspraxia will know that we learn better when we relate the subject required to a real time event.
We have an excellent long-term memory and poor short term, most events/happenings are stored in our long-term memory.
Would it not therefore make sense to utilise this strength!
Most like me tend to do better as a returning learner than we do during our initial education, why.
We have had more events, more happenings, and yes we have increased our long-term memory bank, this allows us to relate our learning to our real life events.
We are far from suggesting that all students studying for the first time should skip education or press pause till they reach mid to late twenties.
But it does mean that teachers/educators and parents should look at this and try to devise methods that allow the student to work in a kinaesthetic way. Relating things such as mathematics, and language, the very way we would in technology classes. When I want to see an improvement in my language skill, I take a trip abroad. Eat with the locals, and try to live as they do.
When I am shopping, I use that language in my head to prompt purchases. I am living the lesson and guess what it works.
I so often heard my teachers mention that I was lazy and stupid, yet I could take anything apart and fix it without manuals.
Much to the amazement of others.
Can you teach a football player, chef, mechanic; to play football, cook, or repair cars from a classroom, the answer is a simple no.
Education and its direction for teaching are much more simplistic than the chicken or the egg.
If industry came before education, why wasn't education based on industry!
Experiential learning (learn by doing/experience) is just that, we glean much from what we do in practical, hands-on ways, opposed to the academic study that is taught in a linear way. Certainly core subjects; described in simple terms as the process of acquiring information through the study of a given subject (maths, English) without the necessity for direct hands on experience. We know that both methods aim at instilling knowledge with the students as individuals; however one size doesn’t fit all.
Those that have a strong left hemisphere are more likely to gain from linear structured tuition and the right hemisphere from more creative, practical demonstrations.
David Kolb’s Experiential Learning Model (ELM)
Jacobson and Ruddy, working on developing Kolb's four-stage Experiential Learning Model and Pfeiffer and Jones's with their five stage Experiential Learning Cycle. Taking these theoretical frameworks and created a simple, practical questioning model for educators to use in promoting real life and critical reflection within experiential learning and development.
• Did you notice...?
• Why did that happen?
• Does that happen in life?
• Why does that happen?
• How can you use that?
These questions are put forward by the educator after a given experience, and gradually lead the group towards a critical evaluation. Using reflection on the given experience, and an understanding of how they can apply the learning to their life (lateral thinking expanded).
I recently watched far from a madding crowd the other day and being a visual factual learner I took more from the production.
Thomas Hardy worked the plot and created the various twists and turns…indeed, I am more likely to read a book if it’s an autobiography than I would fiction.
We, often quoted as being three-dimensional learners and we thrive on adding value to our life through learning and teaching us through a linear program doesn’t press the right buttons.
Turn your child's homework into a practical experience and yes that can be done in all subjects including Maths.
Cut up boxes to calculate area, or fill a measuring jug. Use foot tapping for tables, add and subtract.
Get them to help you cook and turn that into maths.
Cutting a slab of butter is division and subtraction.
Oven temperature plays a part and timings (lapsed time).
best of all it's non-confrontational
If you can do it and make it stick then so should teachers/educators.
We often try to learn in the style of others (not our learning style). Meaning we focus on the unknown rather than the known areas within in a subject.
I have written extensively on brain types as many regular visitors to my blog will testify.
Well, here we go again, most like me who are dyslexic, dyscalculic, dysgraphic or dyspraxia will know that we learn better when we relate the subject required to a real time event.
We have an excellent long-term memory and poor short term, most events/happenings are stored in our long-term memory.
Would it not therefore make sense to utilise this strength!
Most like me tend to do better as a returning learner than we do during our initial education, why.
We have had more events, more happenings, and yes we have increased our long-term memory bank, this allows us to relate our learning to our real life events.
We are far from suggesting that all students studying for the first time should skip education or press pause till they reach mid to late twenties.
But it does mean that teachers/educators and parents should look at this and try to devise methods that allow the student to work in a kinaesthetic way. Relating things such as mathematics, and language, the very way we would in technology classes. When I want to see an improvement in my language skill, I take a trip abroad. Eat with the locals, and try to live as they do.
When I am shopping, I use that language in my head to prompt purchases. I am living the lesson and guess what it works.
I so often heard my teachers mention that I was lazy and stupid, yet I could take anything apart and fix it without manuals.
Much to the amazement of others.
Can you teach a football player, chef, mechanic; to play football, cook, or repair cars from a classroom, the answer is a simple no.
Education and its direction for teaching are much more simplistic than the chicken or the egg.
If industry came before education, why wasn't education based on industry!
Experiential learning (learn by doing/experience) is just that, we glean much from what we do in practical, hands-on ways, opposed to the academic study that is taught in a linear way. Certainly core subjects; described in simple terms as the process of acquiring information through the study of a given subject (maths, English) without the necessity for direct hands on experience. We know that both methods aim at instilling knowledge with the students as individuals; however one size doesn’t fit all.
Those that have a strong left hemisphere are more likely to gain from linear structured tuition and the right hemisphere from more creative, practical demonstrations.
David Kolb’s Experiential Learning Model (ELM)
Jacobson and Ruddy, working on developing Kolb's four-stage Experiential Learning Model and Pfeiffer and Jones's with their five stage Experiential Learning Cycle. Taking these theoretical frameworks and created a simple, practical questioning model for educators to use in promoting real life and critical reflection within experiential learning and development.
• Did you notice...?
• Why did that happen?
• Does that happen in life?
• Why does that happen?
• How can you use that?
These questions are put forward by the educator after a given experience, and gradually lead the group towards a critical evaluation. Using reflection on the given experience, and an understanding of how they can apply the learning to their life (lateral thinking expanded).
I recently watched far from a madding crowd the other day and being a visual factual learner I took more from the production.
Thomas Hardy worked the plot and created the various twists and turns…indeed, I am more likely to read a book if it’s an autobiography than I would fiction.
We, often quoted as being three-dimensional learners and we thrive on adding value to our life through learning and teaching us through a linear program doesn’t press the right buttons.
Turn your child's homework into a practical experience and yes that can be done in all subjects including Maths.
Cut up boxes to calculate area, or fill a measuring jug. Use foot tapping for tables, add and subtract.
Get them to help you cook and turn that into maths.
Cutting a slab of butter is division and subtraction.
Oven temperature plays a part and timings (lapsed time).
best of all it's non-confrontational
If you can do it and make it stick then so should teachers/educators.
NB. This information is from personal experience and research and also partly sourced through the work of others. It is purely for improving the understanding of dyslexia and to offer helpful advice. Dyslexia Toby © 2016
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