How To Teach Visual Spatial Learners

February 14, 2012 under How to.....

Author: Jena Names

Sharpen your pencils! Visual Spatial learners learn best through pictures and illustrations. Visual Spatial learners think in pictures. Once they have a picture of the concept, they’ve got it! No need for repetition and drill.

They do not learn sequentially so “traditional” teaching methods and curriculum only lead to frustration and poor academic performance.

Visual Spatial Learners:

  • Think in pictures
  • Recognize faces, objects, shapes, colors, details, and scenes
  • Have a good sense of direction
  • Need to understand the big picture before getting into the details
  • Do not learn sequentially (step-by-step)
  • Learn by seeing and observing
  • Use visual images to recall information
  • Enjoy doodling, drawing, painting, and sculpting
  • Often reverse letters when writing
  • Do not learn through repetition and drill
  • Discover patterns easily
  • Doodle while listening

How To Choose Visual Spatial Homeschool Curriculum

Choose curriculum that can be read aloud, has manipulatives, or is experimental in nature. Look for resources that focus on the big picture of a subject, patterns, and relationships rather than facts and sequential steps. Avoid workbooks and textbooks (in most cases).

HISTORY
Reading (and read alouds) allow visualization of the stories. Use videos, computer programs, lapbooks, notebooking, and hands-on projects.

LANGUAGE ARTS

Visual Spatial learners benefit from visual aids when learning new information and for getting their thoughts on paper. Look for resources that utilize flow charts, concept mapping, graphic organizers, and art.

These learners are brilliant with content yet struggle with the mechanics of writing. Remember, best-selling authors have editors! Avoid curriculum that emphasizes spelling, grammar, and capitalization.

LITERATURE

Reading (and read alouds) allow Spatial learners to visualize the stories in their minds.

MATH

Visual/pictorial aids and manipulatives are a necessity in math. Use illustrations and stories to teach facts and processes. Color code steps for solving math problems. Spatial learners excel with concepts but struggle with details and computations.

PHONICS

Visual Spatial learners often struggle with learning to read. Use a phonics and whole word approach to reading. Since they think in pictures, connect letter sounds with pictures. Give them plenty of time with this.

SCIENCE

Use flow charts and graphic organizers for visualizing information. Use reading (and read alouds), videos, computer programs, lapbooks, notebooking, and plenty of hands-on experiments.

Visual Spatial Learning Activities

Visual Spatial learners think in pictures so use graphical and pictorial methods of working with ideas and presenting information. When planning lessons ask yourself…

  1. How can the topic be illustrated?
  2. How can my child ‘show’ me what he has learned?

Teach Lessons Using…

  • Visuals – “a picture is worth a thousand words”
  • Flow charts to teach processes
  • Colored pens to distinguish parts (show parts of speech in a sentence, spelling patterns, divisor/dividend, etc.)
  • Videos
  • Field trips
  • Highlighting, underlining, and drawing images while teaching
  • Discovery – capitalize on your child’s pattern-finding strengths
  • Reading aloud
  • Visuals hung up around the room (i.e. Greek & Latin word parts)
  • Unit charts to introduce the big picture

Have Your Visual Spatial Learner…

  • Draw while listening to lectures
  • Use webbing to brainstorm, organize information for writing (pre-writing), or analyze stories and characters
  • Use concept mapping to show knowledge of a subject and its relationships
  • Map locations of a story setting, historical events, geographical features
  • Work with math manipulatives
  • Use graphic organizers for just about everything. Introduce or recap a unit, analyze literature, explain cycles and sequences, pre-writing and brainstorming
    are just a few examples.
  • Create storyboards for creative writing and literary analysis
  • Dramatize or demonstrate the concept
  • Draw pictures of events on a timeline
  • Research using websites and videos
  • Create picture cards for learning spelling words, math facts, etc.
  • Create graphs and charts to show the results of research assignments or to answer workbook questions
  • Construct models
  • Create collages, posters, and murals of a concept or to summarize a unit
  • Use computer software such as Eyewitness Encyclopedia

Find homeschool curriculum suited for visual spatial learners and a downloadable lesson ideas worksheet at Custom-Homeschool-Curriculum.com.  Jena Names is a homeschooling mother of three and learning styles advisor. She created Custom Homeschool Curriculum to educate parents on learning styles and to give them tools and advice for choosing the right homeschool curriculum.

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The Importance of Directional Tracking When Reading

February 14, 2012 under General Information

Author: Shantell Berrett

When someone asks us, “How is your vision?”, we may respond with something like, “Great! It’s 20/20.” What we are essentially answering is simply how clearly we see things; there is so much more to vision and processing than what we see. “Since something like 75% to 90% of all a child learns comes to him via the visual pathways, it stands to reason that if there is any interference in those pathways, a child will not develop to his maximum potential” (Getz, Donald J., O.D., “Vision and Perception Therapy,” 1973).

One of the most important visual skills is directionality or tracking. Having our eyes coordinate and turn inward to focus on one task at a time, such as reading, must be learned. It can be difficult for our eyes if any of these skills are not automatic, and it will take extra effort on the part of the individuals. This can be very frustrating and exhausting and will often cause them to need a break. They will be the ones who stare out the window after reading for a while or rest their heads on their arms, covering one eye, or they could be the ones who start to act out due to frustration. These students are often mislabeled as ADD or even ADHD. All of these important eye processes can be learned. Perceiving the symbols, and training our eyes to work left to right, which is a convention of the English language, take practice, time, and, often, methods of intervention to help.

Directional tracking is an important and an often-neglected, essential tool in reading. An article by Miscese Gagen, a mother and tutor, explains perfectly the importance of this skill:

“We read and write English from left-to-right. This left-to-right horizontal arrangement of print is an essential component of the written English language. Proper directional tracking is looking at and processing all the letters in order from left-to-right. Proper directional tracking is essential for reading success.”

“For accurate reading, the student must process sounds in order from left-to-right. Knowing the individual sounds is not sufficient… Correct phonologic processing requires proper directional tracking.”

“You need to directly teach proper directional tracking because scanning left-to-right in a straight line manner is not a natural process. Instinctively, looking all over is a superior way to gather and process information. Straight line, left-to-right processing is one of the arbitrary artificial components of our man made written English language that the student must learn and automatically apply. Many children apply the superior natural instincts of looking all over and fail to develop straight line left-to-right tracking skills that are essential to proficient reading.” (Gagen, RightTrackReading.com)

Discover Intensive Phonics for Yourself has built-in tools that help immensely with directional tracking. First, Discover Intensive Phonics for Yourself teaches consonant and vowel sounds in slides. Slides put a consonant with a vowel for correct pronunciation by having students slide the sounds from left-to-right. This is much more effective than teaching ending patterns first, then going back (working right-to-left) and adding initial phonemes. This is not the way our eyes need to look at words for fluency. Our eyes must be trained to look at two, three, or more phonemes with each eye fixation. Slides have them look at those initial sounds as a unit, which causes an increase in fluency and the ability to read by simply adding final or ending phonemes. Second, Discover Intensive Phonics for Yourself has the student mark the word, underneath, from left-to-right.  This helps their eyes track linearly and ensures they are seeing and processing each sound in the correct order. After learning how to mark words in this manner, students will eventually transfer this skill to their reading and “see” the markings in their heads as they read the word left-to-right. It keeps them working directionally and helps with blending, fluency, and decoding. When they are able to decode automatically and are fluently working from left-to-right, comprehension also increases.

Using a finger or a card to move along underneath the words when reading is another important and helpful tool in directional tracking.  Utilizing these important tools can help your child feel more confident and encounter fewer obstacles when they are reading.

Shantell Berrett has a B.A. in English specializing in reading and dyslexia.  She has three wonderful kids ages 13, 11, and 7.  Her 11 year old son has dyslexia and is the reason she works in this field in writing, research and educating in schools and at home. Visit her website at ReadingHorizonsAtHome.com.

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Teaching Children to Write by Story Retelling and Extension

February 13, 2012 under General Information

Author: Dianne Dachyshyn

Learning how to write a story takes time and is developed in stages. It involves much more than plot. Starting from scratch means creating a setting, characters and dialogue. That is a big task, but we can help. If we want our children to learn how to write a story, we need to prime the pump with creative writing ideas. If we provide some of the elements, it makes it easier for them to start creating. Once they are creating, they will produce. With production comes refinement. The more they write, the better they will write.

Two simple techniques are story retelling and story extension. Begin with a familiar, well-loved story. Fairy tales are excellent, even for older kids. I used this technique in my French classes when we were learning The Three Little Pigs (my junior highs were in shock when we began). Eventually, we retold the story so that nothing changed–neither the characters, nor the plot, but the story was restated in new language. Kids are often very clever in the way they retell the story. When they retell, they are allowed to add as many details as they like as long as the meaning, the characters and the sequence of the story remain unchanged.

Story extension takes the story past the original ending. It answers the questions what then and what if . . . ? You would be surprised how creative your children will be when they need not invent the characters or the setting. Even the basic plot line has been previously developed. All they have to do is fine tune and add the odd character or twist in plot. It gives them a foundation and parameters, freeing them to take risks with the part for which they are responsible. This is much more manageable and makes them more comfortable. You should help them get started by brainstorming with them (that’s the grist). Ask some questions. Stir their imagination pot. Prime the Pump.

Once they have experience using familiar stories, you can give them a picture and use the ideas in it for grist. Start a file of good pictures with interesting characters and some kind of action (avoid landscapes). Magazines are great for these. Then you can prompt them by asking things like:

“What is a good name for the girl in the picture? Where do you think she is going? Where did she come from? Why is she smiling/sad/angry? What do you think she is saying to the dog? Who is the other person? What will happen if it starts to rain/snow?”

You get the idea. The possibilities are endless. Remember that a pump cannot pump air and few of us can pull ideas from a vacuum. Give your kids some grist (creative writing ideas) to get them going. Then watch them create. Happy writing!

Dianne Dachyshyn is a freelance writer and a motivational speaker who lives in Edmonton, Alberta, Canada.  She works as a home education facilitator, helping homeschooling families plan their programs and deal with challenges.  Dianne is passionate about teaching children to write.  Visit her website at HomeschoolWell.com.

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Getting Started Homeschooling

February 11, 2012 under How to.....

So, you’ve decided to homeschool – but where do you begin?

  1. The first step is to get your curriculum. (ABLE or other support groups can help if the need is immediate)
  2. Then you need to lay out a list of the curriculum and supplies you plan to use this year. (you will need this to notify)
  3. Now you’re ready to notify your school district. You may need to notify the school superintendent. In the case of a “local school” (such as Bethel local, or Tecumseh local school districts) you will need to contact your county superintendent. To notify you can send them this notification form with the above curriculum list.

    Be certain to send this certified mail!

  4. The Superintendent has 15 days to respond. You should receive a letter letting you know that your child has been excused from attendance for the year, but you may not.
  5. Create a “school schedule” This helps kids and you! If you have a “schedule” the children will know that this is school time not play time. (There are a lot of distractions at home!) Stick to your schedule, but be flexible!
  6. Create a portfolio. If you add to your portfolio throughout the year, you will save yourself hours of hassle at the end of the year! Even if you choose to have your child tested, the portfolio will make a great keepsake of this year’s work. (And you won’t be buried under mountains of papers!)

    1. Gather 3″, 3 ring binders for each child.
    2. As your children take tests or completes writing assignments, place their work in the binder.
    3. Take photos of field trips and add them to your portfolio with a brief explanation of the trip
    4. Take photos of large projects and add these to your portfolio as well.
    5. You may also add copies of your notification forms, and response letter.
  7. At the end of the year you will need to have your child assessed. You can either have your child tested, or have a certified teacher review a portfolio of your child’s work. You will send in the correct assessment form with next year’s notification to your superintendent.

Before you begin to homecshool your children you should be aware of how great a commitment you are making. Homeschooling demands a sacrifice of your time and treasure. Ohio regulations for homeschoolers require 900 hours of “school” time. This time can include anything educational (videos, sports, or other recreational activities etc). You are not required to keep a record of this time, but you must guarantee that you will commit this time.

Many mom’s find it helpful to become a part of a homeschool co-op or support group.

(Like ABLE – but there are many other groups around too!) Mom’s in your support group can help you get started. But there are other reasons you may choose to join a support group:

  • Advice from seasoned homeschoolers can make all the difference in the world when you encounter difficulties!
  • Homeschool groups often offer “used curriculum sales” that help you save a fortune on your curriculum!
  • Fellowship with people who understand your choices, and agree with your reasoning makes dealing with unsupportive families members bearable!
  • Children make friends with common experiences
  • Socialization
  • Discounts on HSLDA, field trips, and so on.
  • Group competitions, and activities.

Find curriculum and other resources here!

Still have Questions? Check out Homeschool FAQ

OR for specific questions; Ask a Homeschooler!

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Get Your Homeschooling Organized

February 11, 2012 under Organization

By Kelly Ling

If you want to have a more enjoyable homeschooling experience, good planning and organization is essential. Even if you adopt a more eclectic style of homeschooling, being organized in your routine and materials will prevent stress and aggravation in your day.

Homeschool Planners Can Help 
If you live in a state with more stringent requirements, a homeschool planner may be essential so you can easily create monthly or yearly progress reports. These are also helpful if you’re keeping transcripts. Of course, if you enroll your child in a virtual school or certain “in a box” curriculums, you can opt to have records kept for you. If you have a hard time with paperwork that may be a good option for your family.

Homeschool planners help you keep track of textbook and workbook pages covered, projects completed, unit studies you went over, field trips attended, books read, and daily attendance. It can be simple or elaborate – a 3 ring binder can suffice if you’re so inclined, or you can search online for free homschool planning worksheets. If your state requires more documentation, it might be best to go with a more elaborate system for your peace of mind.

Reduce the Clutter!
Reducing clutter is important when you’re homeschooling. Books, workbooks, art materials, DVDs, computer software, etc can quickly get out of hand and spread all over the house. If your kids are older you may want to keep their homeschooling supplies centrally located in the kitchen, study or living room, wherever you spend the most time doing school.

A cabinet in the kitchen, a filing cabinet, a shelf, a large plastic container, etc – most of us already have these in our homes. You can organize art materials, paints, paper, pencils and erasers in smaller plastic tubs or containers with lids so everything stays together. If you have multiple kids homeschooling, you may want to have a color coded system so everyone knows where their stuff is.

Reassess Regularly 
It’s good also to reassess every once in awhile so homeschooling stays enjoyable and rewarding. What’s working well? What’s not working? If you have held on to curriculum that just wasn’t working for you, consider reselling it to another homeschooler and using the proceeds to purchase something else that will work better with your children.

Stay Flexible
Remember that learning can get messy! Don’t hamper your kid’s excitement for learning by expecting perfection when it comes to cleanliness. If everyone’s getting stir crazy and you need a burst of energy, head out for the day.  With just a little bit of extra effort, keeping yourself, your children, and your homeschooling organized will make the task of teaching your children much easier for you.

 

 

 

 

 

 

Kelly Ling is a work-at-home, homeschooling mother of five. She has mentored many homeschooling and work-at-home moms over the past eighteen years. Kelly also owes a home-based web design business [1]. When not doing web design, she is constantly updating some of her homeschooling/work-at-home websites – Homeschool Top Sites [2], ChristianWAHM.com [3], WAHM Contests [4], and others. 
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Homeschooling High School – The Differences Between Test Grades and Transcript Grades

February 11, 2012 under Homeschooling High School

By Lee Binz

Some people think that a grade is a grade, but there is a difference between the grade on your tests and the grade on a transcript. Many homeschool parents think that if they are using a curriculum that has tests, and they give their child those tests, that all they have to do is calculate the average of all of those tests.

This isn’t how it works. One of the things that you have to remember is that when children are in a school environment they are evaluated in a lot of different ways besides tests. They are graded on attendance, turning in of their homework, quizzes, and whether they showed up for class. They’re offered extra credit on things. In fact, it’s not uncommon for them to have the possibility of a 120% on their grades. So if you’re evaluating your children based solely on tests, you are actually putting them at a disadvantage.

You want to make sure that if you use tests for something, you’re also balancing that with other ways, non-tests ways, that you have evaluated your children. You combine those together and that’s the grade you put on your transcript.

There are also differences between transcripts and course descriptions. Colleges are going to absolutely need a transcript. They really need to know the names of the classes, what it was you taught, the credit value so they know how much of it you taught, and the grade so that they know how well your child has learned. That is the information that is on the transcript. It is usually one-page long and it’s just that, a one page overview. A little snapshot of your child which is completely different than course descriptions.

Course descriptions are a paragraph long description of what you did in your class. That is where you list things like using WriteShop or supplementing with WordSmith or writing an essay using techniques from the Institute for Excellence in Writing. That is where you put in all those sorts of details.

One little tip, if course descriptions freak you out, I suggest that you write a list. Keep a nice list, and you can go back to it later and make it into a beautiful prose of a course description. But if you just start by keeping the list, you are going to be ahead of the game.

 

 


Do you need more information about homeschool transcripts and grades? Lee Binz offers the Total Transcript Solution. It will show you how to create an AMAZING homeschool transcript that will impress the colleges! Lee also offers an award winning homeschool website that will help you with your homeschool high school needs.
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