CHILDREN'S PROGRAM

LESSON 1

MULTISENSORY TEACHING

OBVIOUSLY A TEACHER HAVING JUST BECOME AWARE OF ABACUS ONE

HAS NO TEACHING EXPERIENCE USING IT.

THIS IS A SERIES OF PHYSICAL EXERCISES IN WHICH THE CHILD

INDELIBLY ESTABLISHES IT'S FIRST PERMANENT MEMORY OF NUMBERS.

THE PICTURES ARE USEFULL TO AQUAINT THE PARENTS

WITH THE MULTISENSORY EXERCISES.

STARTING WITH THE ABACUS RHYTHMIC HAND MAP,

WE ILLUSTRATE A FINGER TAPPING EXERCISE.

IN RHYTHM EACH FINGER OF THE TWO HANDS TAPS THE DESK

OR TABLE TOP IN RHYTHM AT THE APPROPRIATE MOMENT

ESTABLISHING A MENTAL LINK BETWEEN THE BRAIN,

THE FINGER AND ITS NUMERIC POSITION.

WE CAN ALSO CREATE A HAND MAP BY DRAWING

ROUND THE FINGERS AND NUMBERING THEM.

BUT A ONE MINUTE CHANTING EXERCISE CARRIED OUT DAILY,

BUILDS A GOOD NEURAL PATHWAY OVER THE FIRST TERM OF PRIMARY SCHOOL.

CHANTING AND ROUTINE REPETITION OF THE EXERCISES ENSURES THAT THOSE CHILDREN WHO READILY ABSORB THESE LESSONS ARE ABLE TO ASSIST LESS ABLE CHILDREN, RESULTING IN WHOLE CLASS AWARENESS.

Figure 1

Lesson 2

Make each fist into the back of the head of a kitten.

This assists the child in memorising the hand value of 5 and the joint value of ten, along with the quote, "this hand is five, this hand is five, together they are ten."

Repetition of the quote and physical demonstration establish the hands as mnemonic devices (memory aid).

The child needs to link the right hand column of Abacus One with its two hands.

We describe this column of Abacus One as the fingering ???? column.

We describe the central column of the Abacus One as the Cat Column, turning the two kittens in to a Cat and associating each counter of the centre column as a Cat.

Chant in tens and shout the hundreds out loud.

Describe the left column as the Decimal/Mouse Column, containing 100 Mice or Fingers or ten cats or twenty kittens.

Develop simple chanting routines alongside Abacus One settings for permanent memory establishment.

Figure 2

Lesson 3

There are 33 different patterns of numbers to create 10.

The child needs to be consiously aware of these patterns and able to create them with their own hands.

The random hand game (below) contains 10 easy examples for copying.

The time before morning break is the obvious time for numeric awareness in any reception class.

Counting the middle column is easily converted to the ten times table, illustrating both ways, with the setting, the count or chant, on the Abacus.

Counting in every number up to 100 is easily learnt by concurrently chanting the numbers whilst setting them on the Abacus One.

Even Eleven and Twelve are reinforceable (incorrect grammar) in a visual form.

Every maths lesson needs to include some independent working out of simple sums advancing as awareness and ability progress.

Figure 3

New old ideas in teaching :

RHYTHMIC CHANTING

As far as human memory is concerned, the precise instantly recognisable words necessary in primary education are quickly learnt by chanting.

Rhythm provides a mnemonic memory link that enables the brain to follow through automatically.

Rhythmic chanting of numbers one to ten is the Childs first vital chant.

Rhythmic chanting in tens to one hundred illustrates the centre column of Abacus One

Rhythmic chanting of one hundred two hundred etc. establishes a permanent memory in sound of the left hand column of the abacus.

Chanting the times tables and setting the abacus at the same time establishes not only the neural pathway but the picture created by setting the abacus becomes an intrinsic part of that neural pathway.

The child needs to be able to count automatically in every number from one to ten to a hundred. This is often achieved as a count easier than as a times table chant, but a child should not be considered to have learnt everything in basic arithmetic until the times tables are indelibly implanted.

Once numbers are fully understood, but most likely before the child has perfect recall of all numbers in counting and before perfect times tables are established, the child will need to be able to chant the alphabet in rhythm.

A six line version of this chant, followed by the ability to set out letter cards in lower case independently, over a visual layout of every letter in the alphabet provides the rudimentary neural pathways for efficient mathematics and preparation for the brain to automatically memorise all the alternative sounds taking over as (automatic sound memory storage) of the alternative sounds which are so necessary when a child is first learning to read.

Once a child is able to recognise every letter of the alphabet independently

and has developed a picture memory of two hundred vital words it is as capable of reading just as naturally as it was in developing speech from sound recognition.

With the assistance and co-operation of committed parents and teachers.

Say it, see it, do it, and remember it

A very bright child may see something once, do it once and remember it forever.

But, my child and most children, will need to see it 100 times and do it 1,000 times before they can remember it forever.

Learning mathematics with Abacus One or for that matter any Abacus, allows the child to consider/see maths in physical movement.

It will only take one day to train an adult in Abacus procedure

Starting with drawing round the fingers, the seven counting procedures, demonstrating the times table on the Abacus and finally being tested with difficult sums in addition and subtraction, using the abacus.

These adults just as with children, will consistently improve their initial teaching technique with practice.

Many Montessori schools are completely unstructured, she would not have recognised this as a development of her techniques.

Starting with Abacus One in mathematics and the seven reading steps for reading, mixing in basic geography, and country recognition for good measure would be a structured interpretation of her methods or methodology. Utilising the Childs natural ability to learn quickly.

Developing childrens capacity in basic skills

Encouraging them in natural freedom of expression along with a direct sense of purpose, ensuring that they read fluently and become naturally proficient in mathematics.

Our window of opportunity is large, starting at three years of age, working in structured steps of learning for two years, pre school and two years, five to six and six to seven in primary schools, would ensure virtually 100 percent of our children reading fluently and doing maths automatically, knowing the name and position of every country in the world and being able to study history, comparing timescale and country by country development.

At seven years old our successful pupils would be able to teach the teachers, they would be ready for formal education and the initiatives that will be generated from a computer and

internet driven world.

Creating the possibility of Universal education.

But we must never forget that knowledge is infinite, unlimited and that it goes without saying that we “mankind” are all limited in knowledge and clearly limited in wisdom.

We already possess the ability to develop universal education.

The only thing that prevents it is the lack of political will.

The Essence of Education

“ The central purpose of education is to allow us to understand the world we live in and to think about our personal and collective actions in order to enhance them.”