The Material Called Pink Tower

When we want to stimulate the child’s senses we start them with the sensory tables. Each table consists of a tub that stimulates a different sense. When you stimulate the senses you help to stimulate the child cognitively, and emotionally as well. This can be achieved through science experiments such as the one we did over the holiday with a pumpkin and what does it smell like and feel like on the first day what about before it is carved vs after it is carved. We do this with all the kids from ages 3 to school age.

The child knew how to turn the pages, show me the title of the book, and show me the title page of the book. The child struggled in holding the book right side up, showing me the front cover, and the back cover, and finding the first page of text. The child was not able to tell me what the author or the illustrator did. With the conventions of print the child was able to tell me where it tells the story at, where we start to read. Lastly the he could tell me that we read from left to right and top to bottom. The child struggled with the return sweep when reading. The child excelled in showing me the spaces between words, and pointing out letters to me. The child struggled in one on one reading, and finding word boundaries around a word. The child also had problems with finding the first word on the page, and the last word on the page, and with counting the words and letters for me. The child was not able to show me the difference between a capital and lowercase letter. The child was able to identify the letters on a page, some of the specific letters that I pointed to, and also was able to identity some of the letters in his name. The child was also able to name some of the letters on a page, some of the specific letters, and some of the letters in his name. He was able to

In terms of understanding of the world the children used their senses to investigate objects and materials by used. The children also constructed letters with an object and adapted their work where necessary.

The theories that supports multisensory teaching believes that a multisensory teaching strategy will provide each child with the advantage of lessons taught through multiple senses would increase the possibility of the child absorbing the material. And as such the theoretical foundations that supports this research are the sensory integration theory and the

This lesson was geared toward many levels of learning ability and a variety of learning styles. Mrs. Soglin modeled the learning objective with the pan balance using the visual aid with the scale and a variety of different objects to be weighed. Then she provided additional information using the chalkboard. She engaged with the class by having an open discussion allowing the students to build on each other’s knowledge of the subject matter. She allowed for students to model for the class. When students were working in groups and pairs the higher level students helped lower level students. She also provided challenging problems at the end of the activity for those students who were ready and

For example, having students walk around the floor in the pattern of a letter, is an encouraged activity by Orton–Gillingham. Utilizing multi-sensory strategies for teaching reading should be used especially with students who have learning disabilities. In order to implement Orton Gillingham strategies in the reading classroom, the first step is to assess students to determine their strengths and weaknesses. Students are then taught in small groups with other students at similar skill levels. Teachers follow a methodical and structured procedure that teaches concepts or skills in a very specific, sequential order. This sequence is primarily based on how children develop language naturally or developmentally. For example, students will first learn to make connections between sounds and letters that correlate to those sounds. Then, students will begin to learn those sounds in words. Eventually, students will be able to make those words into sentences and so forth. Orton Gillingham strategies are all encompassing and the lessons build on one another, therefore it is vital that students master each skill or concept before moving on to the

For instance, students were expected to show the distribution of sensory cells throughout the skin as well as being able to show that each sense has specialized cells, after completing certain activities. As for reflexes, students were expected to understand that some reflexes were either controlled by the voluntary or involuntary nervous system. Students were also expected to understand muscles directed eye response and that pupil responses are different based on the different stimuli and different lighting types. Finally, students were also expected to distinguish between the three different types of muscles based on observations and understand why the skeletal and cardiac muscle are striated. Additionally, students were to understand the various muscle functions with regard to speed

| * Explores using senses, especially sight and touch; has no sense of danger * Concentrates more due to curiosity and increased physical skills, but skill has short attention span * Follows one step instructions and/or gestured commands * Observes other people closely and tries to imitate their actions * Uses trial and error method when playing with brick, containers * Learns that objects can be grouped together

From the activity what was intended to occur was the children being able to identify physical attributes and from there be able to form sets. Some of the behaviors that I will observe that will indicate that children are learning will be as the children are able to identify things that are the same to form sets, furthermore as they perform forming sets aside from this activity. Some of the things that they will say will be things like “this is the same”, “this is different”, “this person has this, and this person doesn’t”, “this is a set”.

Furthermore, the mistakes that are still made are turned around to teach the child in a positive way. The second framework is each criterion must be become an expert in before moving onto the next. Obviously, all students learn at a different pace, thus not all students will move onto the next skill at the same time. The next criteria is guided practice. This reading program strives for fluency to help with further skills. The last framework revolves around review. What was once mastered is reexamined to deepen the knowledge.

Linguistic instructional methods, such as reading and listening, activate the left side of the brain, while non-linguistic methods, which incorporate the senses and movement, activate the left side. As a result, engaging both sides of the student’s brain in the learning process, through a balanced plan of instruction, is important. Such an approach is also believed to improve a student’s ability to remember and apply that information in the future. In order to facilitate this, the teacher must include the use of non-linguistic representations or cues in their lessons to make challenging content comprehensible. Such elements as visual aids - like graphic organizers, pictures, illustrations or images; hands-on experiences including the use of manipulatives or physical models that students can touch, move and create; physical or kinesthetic techniques using movement including gestures such as hand movements to illustrate concepts; and demonstrations, modeling

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently

To make education more attractive, the students of lower classes should be imparted education through play-way methods. They should be taught to identify various colours, sounds, shapes and objects. Exercises like clay-modeling, building sand castles, the playpen and other interactive methods should be adopted to make learning more interesting and attractive.

These observations lists contained developmental goals in different learning scales such as creative arts expression, language, literacy, nature & science and so on. There was a process to completing our observation list. The first time the student was observed was after the introduction of a new concept. The second time would consist of the completion of a different activity with the same concept and the third time was the student using this new concept by him/herself. Only then would we be able to indicate that the student had full understanding of the

The next activity in zoology is Terminology cards (Identifying parts of the animals). The materials for this activities are a set of control cards which the parts of the body of a particular animal is highlighted in red and the names of the parts are written on them. The next setof cards are picture cards same as control cards but unnamed and the name tags. There are two cards non-highlighted pictures of a particular animal. This activity also has two presentation one for non-reading child and the other one for reading child. For the non-reading child the teacher will place the non-highlighted pictures of an animal, for e.g. Elephant the control card near the child and she will discuss about elephant. Then she will give any of the highlighted picture of an elephant say for e.g. the head and she will ask , “Do you know what part is this? If the child knows he will tell, if the child doesn’t know teacher will tell the name of the part, “Head”. Like wise the child will be discuss each part of an elephant. Then the teacher will gives the picture cards to match with the control cards. For reading child she does the same way as non-reading child, she gives the name tags and have the child read and place it under the correct card. When the child finishes she gives the control cards and ask the child to checks her work. After working with this materials the child will knows the parts of the animals, his vocabulary increase, it develop awareness of similarities