“Let’s look at this differently”, “I can’t see the big picture”, “See how this works?” – stand back here comes a visual learner and a future artist, builder, inventor or musician, that is if they can get through our education system.
These right hemi-sphere thinking (that’s creative thinking) students are not wired to produce written reports on the thoughts they visualise in their mind, at least not until they learn how. They think and learn in multi-dimensional images. Our education system is more geared to teach left hemi-sphere thinking auditory learners who think and learn in words rather than images.
A visual-spatial learner may be good at spelling and lousy with names, needs a quiet study time, likes colour and is good with charts, maps and diagrams. They remember pictures and are good with direction. They will always have trouble remembering verbal instructions and must learn by taking notes.
As a parent you can help by explaining a project you wish them to do by explaining why you want them to do something, because they need to see the big picture first.
by Peter Kenyon: Tutor at XtraMile Tuition Strategies
been some talk of late about the school curriculum and the changes it is going
through. These changes, like any change, cause ripple effects of anxiety
on students, teachers and parents. But what are the learning expectations
of our young students?
been looking at www.australiancurriculum.edu.au for some guidance just so I, as a tutor, am aware and aligned with
expectations. I would advise popping onto the website and having a
look. Meanwhile I will give a brief summary focusing on maths as this is
the area parent seek the most guidance from tutors.
the end of Year One a school student is expected to know
the numbers to one hundred; skip
count by 2, 5 and 10; and be able to locate numbers on a number line. Simple addition
is accomplished by counting on, re-arranging or performing partitioning.
Fractions are introduced as they learn to recognise “1/2″ and be able to tell
the time to the half hour.
mentioned only a small area of the curriculum as these are the areas I see most
when a student is presented for tuition. At this stage of learning any short
coming in these areas may be made up by parents sitting down with their little
one and turn learning into some form of game. There are several aids
available from various websites and suggestions on the Australian Curriculum
are a parent with a young student in Australia, then chances are you have your
mind in a muddle as to education expectations.
Year 1 students have mastered the numbers up to 100 and skip counting
by 2, 5 and 10. This year sees them progress even further on the number
line as they move towards recognising and placing order to the numbers to
1,000, and investigate the number sequences of 2, 3, 5 and 10. It is this
year they explore the connection between subtraction and addition.
end of this year they will master reading a clock (analogue and digital) to the
quarter hour using the words “to” and “past” appropriately. They
will be able to name the months of the year in the correct order as well as the
seasons of the year. They will be able to use a calendar to find the date
and know the number of days to the month.
This is only a small amount that is on the curriculum and only relates to maths as this is the area, as a tutor, I see the most problems.
How can you help your child with their studies? Do you remember this:“Thirty days has September, April, June and November,all the rest have thirty-one days clear,except February alone which has twenty-eight daysand twenty-nine each leap year.
are the best years of your life.”, self-assuring words spruiked by many a parent and teacher to
seven-year old students who don’t need reassurance after remembering their
potty-training years. They have just cruised through the first two years
of primary school, they know all the numbers, the alphabet and can write their
name; what else is there to learn?
Year 3 is
where many young students realise their world will never be the same again.
It is during this year they discover numbers do not stop at 1,000 but
continue all the way to 10,000 and they must know their order, place value, and
be able to recognise if they are odd or even! Not only that but there
are numbers smaller than one that no-one told them about as they are introduced
to the fractions 1/2, 1/4, 1/3, and 1/5.
learning the multiplication table by heart for 2, 3, 5 and 10 no-one warned
them about having to manage multiplying a two-digit number by a single digit
number, without a smart phone. In fact, they are expected to develop
strategies to perform addition and subtraction in their head (mental maths).
Counting on, regrouping and partitioning are all strategies employed to
perform mental maths.
during this year our students are introduced to metric measurement. I
hear very few complaints from students in our tuition centre about learning
measurements. I simply remind them that learning 1,000 metres equals one
kilometre is much easier than remembering there are 1,760 yards to a mile, 22
yards to a chain, or 16 ounces to a pound.
there is a lot to learn in Year 3 (and this is only maths) and yes, these may
be the best years of their life because Year 5 is ahead of them, but we won’t
tell them about that yet.
A long, long time ago, in the jungle, there was a flying zebra called Super Zebra. He was always very nice to people and Santa heard about him from the reindeers who were flying over and saw him rescuing a baby possum from the swamp. Santa asked Super Zebra to help deliver the presents because he was one reindeer down in the sleigh team. The night before Christmas, Super Zebra was flying high in the sky picking up presents and delivering before morning. That was the beginning of his job as Santa’s delivery zebra.
Zaiden, aged 6
This morning before breakfast, on the top of the hill where Lucy lived, everyone was getting ready for Grandma’s visit. Lucy loved Grandma because she was very talented, and she could grow a tree into a tyre and juggle eggs without breaking them. As soon as Grandma arrived, she snapped her fingers and turned the teapot into a cat. Then, suddenly, the cat turned into a bird and flew around the house, knocking over the vase full of Lucy’s favourite flowers. It was always like this when Grandma visited.
Only on dark nights when there is no moon, from a big house in the city, the ginger and black cat leaves to go out adventuring. She is small, friendly and adventurous. She goes, with her friends, to an underground river where there is a little house that is full of woolly pink balls and cat food that tastes like marshmallows. They play for three hours, eat for one hour and then they sleep until they wake up. On dark nights the cat goes home and then she goes to sleep.
Neither my brother nor I know anything about the mystery of the ghost on the hill. Last night under a big fat moon, Taj and I were climbing up the slope when we heard a quiet, low-pitched, short moan that sounded like me when I see a spider. We both screamed and Taj ran over the hill and I ran down the valley towards the creek where the fish were slipping and sliding as if they were about to die with me. Something white and weirdly-shaped ran straight at me and pushed me into the slimy water of the slippery creek and I screamed, “help me, Taj!”. The light was just the fat moon and Taj was laughing at me.
One night I left the stove on at my stinky house and I was woken by the unfamiliar smell of fire and hoary rubbish that I left on the table. By the time I got to the kitchen, I smelt the fire cooking a stale apple core and a decayed banana peel that smelt gross, and the dog food that smelt nice. The fireman said, ‘’You smell like you haven’t had a bath for 6 months!” and I said, “That’s true”. He sprayed rusty water on me with his big water hose until I smelt as lovely as a rose. While the fire brigade was busy washing me, my house was busy turning into a vessel of lovely ashes.
It was a beautiful day on the beach for Samantha because she loved all the people and dogs surrounding her. She loved laughter and barking. She heard some people singing “Happy Birthday” and then she had a great idea. She bought ice-cream for everyone because it was her birthday too. Soon everyone was singing “Happy Birthday” to Samantha as they licked their ice-creams.
The policewoman felt her way into the dark room, smelt dead fish and saw ropes hanging from the walls. The light was so dim that she heard the child’s soft sobs before she saw the tiny, petrified girl tied to the rusty pole in the corner. The door slammed, heavy work-boots scraped and the harf-harf harf-harf of an asthmatic wheeze lifted the soft hairs on the back of her neck like zombies rising in a graveyard. Her trembling hands reached for the taser in the side pocket of her belt, she turned and shot the barbs and the dark shape froze, jerked and collapsed onto the concrete. The policewoman rushed to the child, wrapped her arms around her and whispered, You’re safe now.”
A long time ago in an old house, there was a brown teddy bear with a special secret. Every morning, before breakfast, the fluffy little guy would put on his black cloak. He would get in his toy car and drive right down the narrow street and visit his friend Bob, the polar bear teddy. They would play in Bob’s huge garden until the sun fell. Teddy would drive in his little red car back down from his secret friend’s house until he was back in the old house.