Course Listing

2 Day Seminars

Develop Cardinality and Number Sense with Whole-to-Part Icons of Quantity – Summer Institute 2019

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 absolutely 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 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:

  • show how to access and download online materials from the WoodinMath website
  • demonstrate how to prompt a student to produce oral addition and subtraction facts using a visual, or tactile-kinesthetic prompt
  • demonstrate how to prompt a student to perform a regrouping step using patterns of base ten manipulatives
  • assess whether a student is functionally fluent within a given addition fact family

 

LEVEL

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.

 

GRADUATE CREDIT OPTION

Participants may elect to add 1 graduate credit to this course.

Course Information

Credits
10 Hours/PDPs
1 Optional Graduate Credit
Dates/Time Price
July 22-23, 2019
8:30am - 3:00pm
$300

Teachers Say...

“Chris Woodin is a master teacher. I feel exceptionally fortunate to have experienced a class with him. His enthusiasm and constant work to reach every student and creative methods are inspiring. The fact videos and materials are available online is a gift to math teachers everywhere. “

Kristin Lewis Bardini

About the Instructor

Christopher Woodin

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.

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