Cape Cod Two-Day Seminars
A student with dyslexia who is confused by typical math instruction can excel when instructed in a way that always shows the big picture first, uses visual-spatial images, and examines directly how the parts are connected to the whole. This program is quite different from how most of us were taught math, and it is different from most modern curriculum approaches, as well. Number sense is developed by establishing a robust understanding of quantities so that their values may be compared. The methodology to be presented enables such comparison by limiting demands on language processing, working memory, and executive function skills.
Learning and memory research tells us that multisensory integration is vital for children who have learning difficulties, as well as the best way to teach all students. Experiential, gross-motor activities provide a powerful approach to interact with recognizable whole-to-part visual models. Students develop the language skills necessary to describe math concepts and relationships as they perceive and process them. Simply put, students take patterns apart, then reassemble them while describing the process. Various games and activities involving both fine and gross motor skills will be demonstrated and supported with free online materials.
Upon completion, participants will be able to:
The skill base covered in this course is traditionally taught from Pre-K through grade 2; however, these skills are frequently underdeveloped or lacking in students with LBLD at higher grade levels. A significant number do not acquire these skills without specific prescriptive remediation.
A personal electronic device is strongly recommended for this course.
GRADUATE CREDIT OPTION
Participants may elect to add 1 graduate credit to this course. Graduate credit is an additional $125 and is granted by Colorado State University-Pueblo.
1 optional graduate credit
|August 3-4, 2020
8:30am - 3:00pm
Registration is unavailable at this time.
Over 98% of educators felt that their Outreach Summer Institute seminar provided them with strategies and tools that will help their students.
Chris has been with Landmark School since 1986. He is a graduate of Middlebury College and the Harvard Graduate School of Education, and he is currently the mathematics department head at the Landmark Elementary•Middle School. Chris has published several articles, including a recent one through the Yale Center for Dyslexia and Creativity. His latest book is entitled Multiplication and Division Facts for the Whole-to-Part Visual Learner. Chris presents internationally on topics involving multimodal math instruction and learning disabilities.