Writing Archives

Why Spelling is (Still) Important

June 10, 2014 Brad Hoffman Leave a Comment

Spelling is a basic skill that has become neglected, but here is why spelling is still important, perhaps more than ever!

In recent years, electronic devices have become equipped with powerful spell check systems that automatically correct our spelling mistakes. In addition, we often use Google as our dictionary. Many highly-educated, successful, intelligent people have this trouble. Some say spelling stifles creativity by blocking the writer’s flow of ideas, while others argue that there is a stigma against people who do it poorly. Unfortunately, a bad speller can easily be mistaken for a bad student.

It is not merely stigma though, for young students, spelling may be the key to becoming successful readers and writers.

Spelling Improves Writing

Some students find spelling to be incredibly easy, noticing immediately when something does not look right. For others, words are unpredictable and confusing. The English language can seem daunting and filled with strange rules and inconsistencies. Students who struggle with spelling often feel insecure about writing anything. They may say “I hate writing” or “I have no good ideas.”

Often, these same students are creative thinkers who express themselves well verbally. What holds so many students back is the fear of not being able to spell. For these students an explicit reading program like Preventing Academic Failure (PAF) is vital. Through programs like these, students learn the English language’s rules and patterns and begin to read and spell words with ease.

Spelling Improves Reading

Spelling and reading are inextricably linked: learning how to spell is learning to read. Learning the way spelling works helps with decoding, which improves overall comprehension. The more a student understands these building blocks of language, the more fluent their reading becomes.

A Place for Inventive Spelling

Inventive spelling is the process of making words phonetically, which leads to unconventional examples of writing the same words. While exact instruction is helpful for students in first grade and above, inventive spelling does have its place.

Students in Pre-K or Kindergarten who are just learning how to form letters and words should be taught inventive spelling to learn sound and symbol correspondence.

They should practice pulling sounds in words apart and blending them together. Only as students gain experience writing, should they begin to learn spelling rules. Even as students advance through the upper grades, students should always have a place to journal without worrying about spelling. Even adults misspell words and there is always value in learning to proofread, edit and rewrite.

By Joanna Brown, Reading Specialist

What is the Reggio Emilia Philosophy?

May 16, 2014 Brad Hoffman Leave a Comment

The Reggio Approach derives its name from its place of origin, the town of Reggio Emilia, located in northern Italy. Following World War II, Louis Malaguzzi, a teacher, along with a small group of parents, became interested in building a new school in Reggio Emilia where education would be viewed as a communal activity and sharing of culture would take place through joint exploration between children and adults. Malaguzzi’s approach focused on young children’s development in a setting where they would be encouraged to explore their environment and express themselves through multiple forms (movement, words, arts, dramatic play and music).

In the last several years, what is now known as the Reggio Approach, has become a popular model in the United States, particularly in early childhood education. Traditionally many preschools have employed pre-planned and theme-based curricula where the teachers choose the topics to teach and select activities to accompany them. In this model, the teacher presents only activities deemed age appropriate and plans monthly or weekly themes and lesson plans for an entire year before it even begins. The selection of themes is often based on the assumption that all children will benefit and be interested in the chosen subject. This traditional model lumps children into projects based on age rather than interests, capabilities and learning styles.

In contrast, a cornerstone of the Reggio philosophy is emergent curriculum. Emergent curriculum responds to children’s immediate interests rather than focusing on a narrow or calendar driven topic. As the name suggests, the study of a topic emerges from the interests and ideas of the children. The topics explored are gleaned from children’s discussions as well as interests demonstrated throughout different areas of the classroom. Once the topics of interest are identified, teachers act as co-collaborators, helping the children make decisions about the direction of inquiry and launch into in-depth studies of the concepts, ideas and interests that arise. The resulting investigations have no time limit and can span from several weeks to the whole school year.

The environment serves as a third teacher in the Reggio philosophy. The approach advocates that teachers play close attention to the myriad of ways that space can invite interaction. Small touches such as storing colorful objects in transparent containers can pique children’s curiosity and imagination. The design and use of space in a classroom encourages encounters, communication and relationships. Every corner of every space has an identity and purpose, rich in potential to engage. Spaces are valued and cared for by the children and teachers.

In the classroom, children should have the opportunity to explore and use many materials to discover and to communicate what they know, understand, wonder about, question, feel and imagine. In my classroom, there are an abundant variety of quality materials available to the children, beautifully organized and maintained by the adults and children together. In order to encourage young children to investigate their environments to the fullest, tools are placed carefully within the reach of the child so he or she explore, investigate, question and create. Through their ongoing explorations, children are then able to learn the qualities, possibilities and limitations of each material.

Written by: Editorial Team, My Learning Springboard, Inc.

Tips for the Museum: Going with Kids

May 15, 2014 Brad Hoffman Leave a Comment

Museums are fantastic local resources that can be excellent destinations for a child-friendly outing. Despite the entertainment and educational benefits, however, museums can be overwhelming. Here are some tips for the museum in order to create successful experiences for children, and yourselves, in your museum-going adventures.

Tap into children’s interests

In a city with hundreds of museums, there is something for everyone! It can be easy to rely on a handful of the most well known and familiar, but it is worth it to do some research to find more off-the-beaten path destinations. For a child who likes fashion or design, check out The Museum at FIT (Fashion Institute of Technology). There is the Skyscraper Museum, the MTA Transit Museum, or the New York City Fire Museum. For children interested in math, try the Math Museum (MOMATH). Tapping into a child’s individual interests supports their passions, while simultaneously introducing them to various types of museums and cultural institutions. As an added bonus, these smaller, more focused museums tend to have lower entrance fees, with many offering discounts or even free times for admission.

Make a plan

Before heading off on a museum adventure, it is helpful to have an idea of what you want to do and see. Most museums have websites full of information to help you plan your visit. Check to see if there is a special exhibition, presentation, or activity that you will want to attend while you are there. It is important to be selective; do not try and see an entire museum in one visit. Trying to cover too much ends up making a visit stressful, for both adults and children. Be realistic about your child’s attention span and limits; pushing them past these will risk losing their interest in the trip entirely.

Many websites also include a map of the museum space so that you can know how to move best through the sites when you arrive. It can be fun to involve children in this planning process, and prepare them for what they will see and do during their time in the museum. This can get children excited about their visit, as well as answer some of their initial questions ahead of time.

Be flexible!

Even with all of the planning ahead of time, it is important to remain flexible during a museum visit. If a child passes something in the museum that attracts their attention, allow them to explore and spend time pursuing their own interests. It can be difficult to predict exactly what will reel in a child, especially as children often observe and perceive things differently from adults. Allow children to take some ownership of the experience, and be the “leader” of your adventure.

Some Suggestions for Child-Friendly Museums In New York City

While we still suggest that you look up specific interest museums, here are some suggestions for child-centric museums:

By Jenny Madden, Private Tutor

Writing Tips from a (Formerly Blocked) Writer

May 12, 2014 Brad Hoffman Leave a Comment

Writing isn’t easy, and it isn’t supposed to be. It forces you to think through your subject carefully, to choose the words that most clearly articulate your thoughts, and to organize your thoughts in the best way possible. I, like many others, use writing to connect with the world around me. Because I am emotionally invested in what I write, having a bad day can really throw me off my game. A blank white page or screen can be paralyzing: “what could I possibly have to say?” I’ve spent hours staring at blank screens waiting for inspiration to strike. Though that inspiration may eventually find me, most of the time, I don’t want (or don’t have the time) to sit around and wait. Through much trial and error, I have picked up a few tricks that can help others overcome the feeling of dread that many people experience as they try to create something out of what seems like nothing.

Keep a writing journal. I know, every writing coach recommends keeping a journal. It’s much easier said than done – the practice of daily writing can be difficult to keep up with. But it’s also the only way to transform writing from an occasional, lightning-bolt-of-inspiration kind of activity into a habit. And if you’re working on composing a written product, a writing journal can be used to think while you type, getting your ideas out of your head and onto the page so that you can begin to formulate what you actually want to talk about.

Create a safe space. This is another trick to help make writing habitual: find a place where you like writing and stick with it. Maybe it’s a place where you’ve been successful before. Maybe it has a spectacular view. Maybe it’s the only place in your house where you can have some privacy. It could be outside, in the park, or in your favorite coffee shop. Wherever it is, make sure you know that once you’re there it’s time for business.

Listen to what your body and mind are telling you. If you find it difficult to write after a long day of school and practice, try writing first thing in the morning. If you find yourself antsy or unable to focus on the task, go for a run or have a snack. When faced with a deadline, we still have to write, regardless of how we are feeling, and we have to also be aware of the conditions that are necessary for us to do our best work. Writing, because it is essentially an extension of ourselves on a page, can be a sensitive process. Be kind to yourself. Then get to work.

Find a model. Not a model person, but some piece of writing that embodies many of the qualities you would like to incorporate into your own writing. You can use this model as a guide for your own writing when you don’t know where to begin. Writing classes used to be taught by having students copy down and recite great works of literature. Even though this kind of rote learning has gone out of fashion (perhaps rightly so), copying down the work of effective writers gave emerging writers a way forward. This is not to say that you should merely copy the work of others – plagiarism is a serious offense that can ruin an academic or professional career – but by observing the choices that experienced writers make (like form, sentence structure, word choice), and by understanding how those choices are made in order to have some effect on the writer’s audience, you can get a good idea about which choices – which writing tools – are available to you.

By Andrew Laudel, Private Tutor

Every Child Can Win The Memory Game

May 1, 2014 Brad Hoffman Leave a Comment

By Dominic O’Brien
Original Source: Edutopia
Originally posted May 20, 2014

As a student, I had great difficulty concentrating during lessons, and consequently didn’t retain much knowledge. I was diagnosed with dyslexia and had the symptoms of attention deficit disorder. Academic information just didn’t get through to me.

Here are samples of reports that my teachers sent home when I was ten:

“He tends to dream in the middle of a calculation which leads him to lose track of the thought.”
“Terribly slow. Often cannot repeat the question. Must concentrate.”
“Unless Dominic really shakes himself up and gets down to work, he is not going to achieve any success . . . he is painfully slow.”

The comments contained no evidence that I would one day become an eight-time World Memory Champion and author of over a dozen books and courses on memory training. So what happened?

In 1987, I watched a man on television memorize a shuffled deck of playing cards in just under three minutes. As corny as it may sound, that moment changed my life.

I taught myself to memorize playing cards and realized that the strategy I was developing could be used to remember anything. Today, when I appear on TV and radio shows, one question is always asked: “Why don’t they teach this stuff in schools?” Had I acquired those skills when I was a student, I could have achieved exam success, gone onto higher education, and actually enjoyed the learning process. Instead, I suffered low self-esteem and dropped out of school when I was 16.

Teaching Basic Memory Skills

Here are five strategies that will help students remember academic information:

1. The Story Method

To remember a set of information, create a story that links all the elements together. In chemistry, for example, the noble gases are helium, neon, argon, krypton, xenon and radon. Imagine taking off in a helium balloon lit up with a neon light. An argon welder turns into Superman, who takes you to the planet Krypton, and so on.

2. Numeral Shapes

To remember numerical information, give each numeral a picture code. For example, 2 is shaped like a swan, and 9 resembles a balloon and string. To remember that Queen Victoria had nine children, imagine her holding a balloon and string.

3. The Link Method

To remember foreign vocabulary, find a link between the sound of a foreign word and its meaning. For example, the German word for “bone” is knochen, so imagine the pain involved in “knocking” a bone in your leg. You can remember the Spanish word for “boat” – barco — by imagining that a boat has a large “barcode” on its side, or picture a dog “barking” on a boat.

4. The Journey Method

To remember a list, choose a familiar journey, maybe around your house, and picture each item on the list at specific locations. Test your class with a random list of 20 objects, then get them to imagine each item along a 20-stage route around their house. The same method can then be applied to remembering practical information such as the Periodic Table of Elements or the U.S. presidents.

5. The Rule of Five

To avoid having information gradually fade from your memory banks, it’s important to know when to review information. Apply the Rule of Five:

First review: immediately
Second review: 24 hours later
Third review: one week later
Fourth review: one month later
Fifth review: three months

Tapping Potential

To date, I have taught over 10,000 schoolchildren basic memory skills. Typically, I get a volunteer to write down and call out a random 60-digit number, which I then repeat forwards and backwards having heard the number just once.

The faces register amazement. However, the real payoff is when I ask, “Would you like to be able to do that, too?”

“Yeeeeeeeees!”

Next, we discuss how easy and fun learning could be if they knew the secret. After all, if a dyslexic kid can go on to become a World Memory Champion, then all children are potential memory champions.