The Learning Tree Workshop: The Learning Tree Workshop: - PowerPoint PPT Presentation

The Learning Tree Workshop: The Learning Tree Workshop: Experience-based Learning Series on Learning Differences, Learning Challenges, and Learning Strengths

Experience-based Learning: Experience based Learning: Language � Build on the child’s experiences with words that already have meaning � If the child likes to go outside, start with “open” or If th hild lik t t id t t ith “ ” “close” the door, or “help” � The child understands the concept that a series of p sounds conveys a symbol that gets him something he wants � If the child likes moving toy trucks, start with the � If the child likes moving toy trucks, start with the label “truck” � The child will then be motivated to use symbolic language in general b li l i l The Learning Tree Workshop 2

Experience-based Learning: Experience based Learning: Math “Why count blocks when he can count his trucks?” � “How many cookies do I get?” � Sense of time � How many seconds do you have to wait to go outside to play? � When you want something, you feel it, giving time f meaning The Learning Tree Workshop 3

Experience-based Learning: Experience based Learning: Reading � Pick books based on topics the child already has experience with so it has already has experience with so it has more meaning � Create your own books with the child � Create your own books with the child based on the child’s daily experiences and passions and passions The Learning Tree Workshop 4

Why is This So Important? *All learning starts with the child’s emotional investment in what he or she is experiencing* � Apple � Taste it, throw it, share it, see it, feel it, smell it � Mommy Mommy � She helps you; she sets limits; she invokes feelings of intimacy, connectedness, and safety g y y � Get to know the word by using the word � What does the word represent functionally in different contexts in life? The Learning Tree Workshop 5

Using our Functional Emotional Using our Functional Emotional Stages to Bring a Passage to Life � Describe what is in the passage � Who are the characters and what are they doing? � Are there any relationships? � What are the patterns and goals of the Wh t th tt d l f th characters? � Did we like or dislike the passage? � Did we like or dislike the passage? � Compare the passage with other passages � How would we compare this character’s � How would we compare this character s experience with our own experiences? The Learning Tree Workshop 6

Take a Multi-sensory View � Identify and describe the elements through all of the senses � Sight � Sound � Smell � Touch � Taste Taste � Emotional tone The Learning Tree Workshop 7

What Does This Passage What Does This Passage Mean for Me? � Compare the passage to your own personal experience personal experience � “Would I like to be a character in the passage?” p g � “If I were a character, how would I feel?” The Learning Tree Workshop 8

Seeing the Forest for the Trees � Difficulty seeing the big picture � Some children become overwhelmed by the trees (d t il ) (details) and lose the big picture (forest) d l th bi i t (f t) � Black lettering on a page can overload a child who is visually hypersensitive y yp MIT research led to two suggestions: � Create a rectangle to isolate a few words, phrases, or sentences at a time to read � Use a filtered piece of plastic to adjust the color, Use a filtered piece of plastic to adjust the color, brightness, and contrast of the page and lettering The Learning Tree Workshop 9

Looking at Reading Differences � Challenges in the area of separating or discriminating � Relates to spelling � Provide the child with the proper support � Is the child hyper reactive or hypo reactive? Is the child hyper reactive or hypo reactive? � As you help a child, the child becomes more confident and then will not need as much help p in the future The Learning Tree Workshop 10

Movements Associated with Movements Associated with Language and Reading � Tracking the material across the page � Moving their eye left/right or right/left How to improve visual tracking: � Play catch � Play catch - tracking the ball- practicing eye tracking the ball practicing eye movements and hand movements with things they are seeing � Fit the pencil into the moving hole ( Thinking Goes Fit th il i t th i h l ( Thi ki G To School by Harry Wachs) � Coordinate vision and movement � Pin the tail on the moving donkey with eyes open The Learning Tree Workshop 11

Lindamood-Bell Approach Developed by Pat Lindamood � Emphasize the child moving his or her � Emphasize the child moving his or her mouth and getting the experience � Play imitation games Play imitation games � Let the child see your mouth move and then copy then copy � Use mirrors The Learning Tree Workshop 12

Speech Pathologists and Speech Pathologists and Oral/Motor Specialists � Knowledge of different types of external and internal massage that provides and internal massage that provides sensory support for moving the muscles of the tongue and mouth of the tongue and mouth � Affect-Based Language Curriculum � by Dr. Stanley Greenspan and Diane Lewis by Dr Stanley Greenspan and Diane Lewis The Learning Tree Workshop 13

Our Approach to pp Language and Reading Reading is a further step in our language Reading is a further step in our language development � How we pick up symbolic language and � How we pick up symbolic language and information and how we communicate it to others The Learning Tree Workshop 14