A Multi-Sensory Approach to Numeracy: Workshop 2 Floor and Table-Top Methods- 22.1.2020
This course aims to equip teachers with visible, tactile and spoken methods for the development of children’s number-concepts. We work from visible picture-making - to mental picture - to concept. This addresses the need of all children, to inwardly picture number-relationships. Where appropriate, the focus will be on the needs of those who struggle to do this, especially the dyslexic and the dyscalculic children. Participants gain a kit bag of methods through working on the practical tasks in groups and through the illustrated material to take-away. An understanding of this approach enables teachers to create their own techniques. In outline the entire journey of primary mathematics is included and links are made to the primary mathematics curriculum in Ireland. Unfortunately there is no sub cover available for these workshops. Workshops are stand alone.
Workshop Two: Floor and Table-Top Methods 22.1.2020
Number itself descends from mountain heights, down to the plains where people plough the furrow. Through this descent, number becomes measure - and later even becomes weight. First it becomes length. To see a number as a length or a distance enables us to inwardly see 73 minus 58 as a journey from one to the other. Many children, who might otherwise work visually, are yet to use their picturing in this way. When walking over knotted ropes, jumping along giant tape-measures and on the desk making all the number-measures lie down in an orderly way, then the number-bonds, the factors and the times-tables, are made and seen.
Workshop Three: Fractions with Floor Layouts 11.3.2020
Not only multi-sensory but also on a large-scale, we make circular fraction-pictures with wooden rods on the floor. Pacing-out with the feet, we add and subtract these visible fractions, no longer going along a line but now turning round: half a turn, a third of a turn etc., This is to literally bring another world into visible existence, to create the fractions. They are the offspring of what the 9 or 10 year old child can be conscious of: the whole, the one. In this workshop we walk-upon and see, for example, how many twelfths there are in a third and how many in a quarter, so that we can add and subtract them. Thus the child builds a flexible but conscious handling of fractions, the basis for all of the more abstract work that follows. Decimal notation, the final end-stage of number-representation, is developed from fractions.
Workshop Four: Solving Algebra Riddles - tbc
Theseus, on his path into the minotaur’s labyrinthine cave, left behind him a thread by which to later find his way out again to the light of day. In this workshop we practise this method, literally walking into and out of an algebraic labyrinth, an algorithm, to find what was initially unknown: the value of ‘x’. Then we do the same as a purely spoken dialogue and finally we write it all down on paper, as the written algebra with which we’re accustomed. Doing this over and again on ever new algebraic tasks, we de-mystify the symbolic script. Then, to clarify the true meaning of that much mis-used sign ‘equals’ .. we use a pair of weighing scales, to solve equations. Through this method we (and thereby the children too) have at least a picture of ‘equals’ and ‘equation’.
|Course date||22-01-2020 9:15 am|
|Course End Date||22-01-2020 3:15 pm|
|Registration Start Date||26-08-2019|
|Cut off date||22-01-2020 9:00 am|
|Speaker||Gordon Woolard Dip SpLD AMBDA PATOSS Independent Specialist Teacher and Trainer|
|Location||Laois Education Centre|