Landmark insights

Posted on May 4, 2018

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Yesterday’s email included a link from Landmark School’s outreach about math 

It includes this insight:

Memory is strengthened by richness and logic of content. A student looking out the classroom window might mutter “dog” while observing a magnificent German short-haired pointer loping through a freshly poured cement sidewalk. Clearly, something is being missed in the translation. It is doubtful that a person overhearing the student saying “dog” would be able to gleen an accurate depiction of the image. Similarly, when a student responds with an unconnected single noun answer like “six” it is not stored with its entire fact sentence and has little meaning beyond its discrete value. No ground is gained toward automatizing 2 x 3 = 6. Students form better associations between fact questions and answers when they hear, see (with Arabic numbers as well as concrete models), and rehearse facts in complete sentences.

 

How often are we satisfied with “the right answer” and missing opportunities to build stronger associations in our students’ minds and make those critical connections between verbal and numerical understanding?

This is especially important for the students at Landmark who have specific language learning disabilities, but I think it’s a “universal design for learning” idea that is worth including for anybody.

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