One generic
definition of learning put forward by Eric Jenson can be expressed as a simple
equation:
Learning =
Understanding + Memory
The
equation may be simple but the underlying theory is often complex and
profound. Relatively recently we have
learnt more about how the brain functions in relation to learning and
specifically how children learn.
A lot has been written about learning styles and how they impact your child.
Many argue that children need to be taught according to their preferred style – visual, auditory, tactile/kinaesthetic and possibly logical/analytical. The truth is we all learn through a mix of these approaches and by far the best way to ensure understanding is taking place is, wherever possible, to adopt a multi-sensory approach often referred to as ‘whole brain learning’.
Many argue that children need to be taught according to their preferred style – visual, auditory, tactile/kinaesthetic and possibly logical/analytical. The truth is we all learn through a mix of these approaches and by far the best way to ensure understanding is taking place is, wherever possible, to adopt a multi-sensory approach often referred to as ‘whole brain learning’.
This involves engaging both hemispheres of the brain through the ‘learning channels’ of sight, hearing/speech and active involvement. Not always easy to achieve.
I
once involved my school in a project that embraced all the learning styles and
gave children an opportunity to learn through an approach or ‘learning channel’
that suited them best. It also had the added benefit of getting children to ‘teach’
other children. One of the best ways to really understand something is to ‘teach’
it to someone else.
However, it would
be totally impractical and extreme to adopt a ‘learning style model’ that attempts
to cater for a child’s individual learning preference as these are not fixed
points but part of a dynamic process of development. It is more important to
focus on the subject matter and ensure that the ‘teaching style’ is an
effective fit for what is being taught.
Maths has
suffered more than most in this respect. When math concepts are first
introduced it is important that it is through practical experiences that
involve colour. Colour can emphasize and reveal mathematical relationships.
The
underlying principle of the maths program we are looking at in these posts is ‘learning
through understanding’ not ‘learning by rote.’ That is why the tool we have
chosen to fully engage the child is Cuisenaire rods.
Given a set
of rods children instinctively play with them, a tactile/kinaesthetic activity.
Their different
colours provide a greater stimulus for memory recall than verbal cues or objects.
(Backman et al and Allen) Colour (visual)
also aids mental imaging. It enables children to visualize mathematical
concepts as colourful patterns and relationships.
By giving
the rods letter names children soon learn how to create and ‘read’ (auditory) ‘trains’
of rods. In effect simple equations or 'mathematical sentences' they have created. These equations become
increasingly complex as more maths concepts are introduced.
g + g + g + r = y + y + w
Play, open
ended tasks and challenges are the way in which each new concept is introduced.
In the
early stages of the program, the predominantly kinaesthetic/tactile approach afforded
by the rods is the channel that enables your child to understand basic maths concepts.
This must be consolidated by memory recall. We remember via our senses.
You can begin
to increase your child’s capacity for recall now by engaging his/her senses in
every activity.
Many children
suffer from short-term memory loss or leakage and this can have a devastating
impact on their capacity to learn. A multi-sensory approach will help these
children immeasurably.
We have all
experienced an occasion when a smell, a sound, a colour, or a particular taste triggers
memories we often did not know we possessed. The smell of leather transports me
back to my first day in school. I see murals on the wall that have long since disappeared.
Experience once again the panic of being abandoned by my mother for a whole day!
Always try
to engage the child’s imagination it is the most powerful ability the brain
possesses.
Whenever children created something specific with the rods (a 'directed activity') I always tried to stimulate their imagination.
Whenever children created something specific with the rods (a 'directed activity') I always tried to stimulate their imagination.
If you ask
your child to build a castle with the rods then first ask them to imagine
themselves standing outside the castle.
What might
they see, smell, hear, or taste? Get them to ‘see’ the object they are about to
create in their mind.
Maths is the one subject that causes more distress among children than any other.
Help Your Child Succeed’s flagship program ‘Child’s Play
Maths’ teaches concepts through play and open-ended challenges with a strong
emphasis on visual learning, hands-on activities and self-discovery. It is a unique program
that aims to create a positive attitude towards maths.
Parts One and Two Now Available on Amazon