Fast forword ygt 1005
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Gifted and Talented Students gain from the rich content and the comprehensive resources. The high level reading and comprehensive work develop thinking skills (rationalisation, logic, deductive analysis skills, inference etc). Equally students are presented with exercises to improve processing speed, working memory, attention and sequencing skills.
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Fast forword ygt 1005
- 1. Fast ForWord © Family of Products Young Gifted and Talented Programme
- 4. How Can Brain Science and Technology Help Us?
- 6. Brain Fitness Key Cognitive Skills for Learning
- 7. Fit Brains Learn Better Simultaneous Development of Reading and Cognitive Skills Memory Attention Processing Rate Sequencing Skils Uniquely Developed Together in the Student Exercises
- 9. The Neuroscience Principles Required to Make the Brain More Efficient Frequency and intensity Adaptivity Simultaneous development Timely motivation
- 10. Neuroscience Principle: Frequency and Intensity For the brain to build and strengthen the pathways needed to learn a new skill, the student must be repeatedly exposed to the material being studied. Learning a new skill efficiently also requires concentrated practice. Intense focus on a new skill allows the student to build more neural support for that skill in a short timeframe Our Programmes Ensure the Frequency And Intensity needed to made Effective and Enduring Gains and Stretch the Student
- 12. Neuroscience Principle: Simultaneous Development Our neuroscience designed product includes exercises that work on isolated language or reading skills to strengthen those individual skills and the neural networks that support them, while other exercises will combine more complex language or reading skills to strengthen these more complex behaviours and thereby engage and strengthen more areas of the brain.
- 13. Fast ForWord Family of Products Now with Spanish instructions
- 14. Fast ForWord Exercise Examples: Here are some examples of the Exercises that are Fun and Engaging for Students and provide a Comprehensive and Effective Skill Development Programme
- 15. Sky Gym: Improves Sequencing, Sound Processing and Working Memory Skills and Speed of Processing which are Critical for Decoding and Phonemic Awareness
- 16. Whalien Match: Improves Phonological Awareness, Accuracy and Fluency as well as Working Memory Skills
- 17. Space Commander Students Improve Listening Accuracy, Listening Comprehension. Auditory Working Memory and the Ability to Follow Instructions
- 18. Cosmic Reader Improves Skills in Listening Comprehension, Following Directions, English Language Conventions, Auditory Working Memory and Vocabulary
- 19. Houndini Students Associate Letters with Sounds to develop Phonological Awareness Skills including Phoneme Awareness and Phonological Working Memory
- 20. Magic Rabbit Helps Builds Spelling Skills and Sensitivity to Letter-Sound Relationships
- 21. Bear Bags Builds Skills in Phonemic Awareness, Phonics, and Decoding of One and Two Syllable Words
- 22. Magic Bird Helps Builds Familiarity with Word Families, Initial and Final Consonants, Vowels and Morphological Endings
- 23. Fish Frenzy Builds Fluency using High Frequency Sight Words and Vocabulary as well as Attention and Processing
- 24. Quail Mail Builds Vocabulary through Categorisation and Semantic and Pragmatic Organisers
- 25. Ant Antics Develops Critical Reading and Sentence Comprehension by Asking Students to Match Pictures to their Descriptive Titles
- 26. Twisted Pictures Develops Sentence Comprehension Skills by Incorporating a High Level of Syntactic Complexity
- 27. Organization of Content Moves from simple to more complex, low to higher memory load, building knowledge to analysis and synthesis. Goat Quotes Improves comprehension of Short Paragraphs through a Paraphrase Detection Task
- 28. Hog Hat Zone Cloze Exercises that build Accuracy in Grammar, Structures and Pronouns,
- 29. Lulu’s Laundry Line Develops Punctuation, Grammar and Language Structures
- 30. Reading 4: Book Monkeys: Book Two Passage Comprehension Exercises Study the table and answer questions about its content or structure.
- 32. Wood Works Builds Accuracy and Fluency in Spelling, Decoding and Phonemic Analysis
- 33. Lana’s Lanes Students Learn Reading Comprehension Strategies using a wide-range of Literary Structures and Devices
- 34. Memory, Attention, Processing & Sequencing – Comprehension for longer passages Reading 5: Quack Splash MAPs & Reading to Learn / Comprehension Sequencing
- 35. Reading 5: Toad Loader Sentence Comprehension/ Grammar Exercises Select the correct sentence segments to construct a grammatically correct and semantically relevant caption.
- 36. Reading 5: Gator Jam MAPs & Reading to Learn / Metacognitive understanding, Critical thinking, Figurative language
- 37. Reading 5: Quack Splash Passage Comprehension Exercises / Complex Sequencing Read the paragraphs on this page carefully, put them in the correct order, then answer questions about what you read.
- 39. Progress History…Reading 4 H/ja/lit
- 40. H/ja/lit
- 41. Student Weekly Achievement Reports Goal Setting & Achievement
- 42. Student Weekly Achievement Reports Participation and Points
- 44. Protocol Choices Fast ForWord Language Basics Fast ForWord Language Fast ForWord Language to Reading Fast ForWord to Literacy / Advanced Fast ForWord to Reading 30 min/day 5 days/week 3-6 weeks 30 min/day 5 days/week 12-16 weeks 40 min/day 5 days/week 9-13 weeks 50 min/day 5 days/week 6-10 weeks 90 min/day 5 days/week 4-7 weeks
- 45. Improved Perception Sharpened Phonological Representations Enhanced Oral Language Abilities Strengthened Reading, Writing, Spelling Development of Learning & Academic Skills Creation of Successful Students Goals of Fast ForWord
- 46. Testimonials about YGT Students "Carson's always been a reader," Susan explains, "but she would start a book and never finish it until Fast ForWord." Susan also noticed a big improvement in Carson's organizational skills." She was the kind of kid who would tell me she had a report due, and when I asked her when she would say, ' This morning. ' You know, a book report. After Fast ForWord, I would say, ' What are you doing? ' and she would say, ' I'm working on a report.' And I would say, ' Oh gosh, when is it due? ' And she would say, ' Oh, it's not due until next month, but I wanted to get a head start. Susan Savage, quoted from a Fast ForWord Case Study High performing students and those classified as “gifted and talented” who used the Fast ForWord products made significant improvements in cognitive skills, reading skills, and academic achievement. These findings demonstrate that an optimal learning environment coupled with a focus on cognitive skills can help students who are “gifted and talented” or high achieving increase their skills and increase the benefit they receive from their school’s curriculum Source Scientific Learning Corporation. (2007). Improved Reading Skills and Academic Achievement by Gifted and Talented Students who used Fast ForWord® Products, MAPS for Learning: Educator Reports, 11(11): 1-4..
- 47. We Help You Deliver the Best Tutor Led Instruction by Giving you Access to the Best Resources Memory Attention Processing Rate Sequencing
Hinweis der Redaktion
- When students’ brains can process more efficiently, your curriculum and instruction become more powerful.
- The question we want to answer for you today is how Brain Science can help us close the Literacy Gap?
- See below for references. At Scientific Learning, we believe the literacy gap can be addressed by leveraging some key scientific discoveries on how the brain learns. There are increasing numbers of books and articles on how brain science can inform learning. Train Your Mind, Change Your Brain: How a New Science Reveals Our Extraordinary Potential to Transform Ourselves by Sharon Begley (Jan 2, 2007) Brain-Based Learning: The New Science of Teaching and Training, Revised Edition by Eric P. Jensen (Mar 3, 2000) The Brain That Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science (James H. Silberman Books) by Norman Doidge (Mar 15, 2007) Secrets of the Teenage Brain: Research-Based Strategies for Reaching & Teaching Today's Adolescents by Sheryl G. Feinstein (May 2004) Teaching With The Brain In Mind by Eric Jensen (May 30, 2005)
- Reading and learning requires efficient cognitive skills that must function in unison. Scientific Learning develops these skills that are critical requirements for successful reading. When these skills are stronger, students are able to benefit more from all instruction. Memory: holding information and ideas short- and long-term, essential for word recognition, comprehension of complex sentences, and remembering instructions Attention: focusing on tasks and ignoring distractions Processing Rate: seeing images and distinguishing sounds quickly enough to discriminate their differences, a prerequisite for phonemic awareness and decoding and reading to learn; and Sequencing: a cognitive skill that places the detail of information in its accustomed order (for example, days of the week, the alphabet, etc.). In the context of reading, sequencing is the ability to determine the order of letters within words or words within sentences. Now I’m going to walk you through a series of exercises to demonstrate how the first two components of MAPS, Memory and Attention work.
- Trainer: Pause to discuss each of these briefly. Have a few people share with the group. Could do a quick poll of how many are very concerned about each of these.
- Important to introduce these concepts, but more important to talk about them in the context of the hands-on demonstration.
- Let’s look at frequency and intensity. Click (for pictures to appear) What do all of these people have in common? They understand the importance of frequent and intense practice to achieve their goal. What is this common goal? - click Maximum performance – whether you are a musician, a dancer, an athlete you understand that in order to reach maximum performance it takes frequent and intense practice. For the brain to build and strengthen the pathways needed to learn a new skill, the student must be repeatedly exposed to the material being studied. Learning a new skill efficiently also requires concentrated practice. Intense focus on a new skill allows the student to build more neural support for that skill in a short timeframe. -- Click Our neuroscience based product design provides over 35,000 trials in the reading products verse our competitors who provide just over 5,000. With seven times the amount of trials, students brains’ change more quickly with Fast ForWord to Reading, this is not a “salesy” pitch but a neuroscience principle. In fact, much of the focus of our conversions of both Language and Reading products has been focused on increasing the number of trials per unit time to enhance the number of learning trials possible within a session.
- Keeping students engaged in a learning activity requires that they are continuously challenged but not frustrated. (picture of student) – Click If neuron growth is to take place, the brain has to be engaged. What does it take to keep the brain engaged? -- Click 80% accuracy and 20% challenge. To maintain these percentages it requires thousands of levels of adaptivity. -- Click This means that a product needs to be able to track a student’s answers and adjust the content so the student is accurate, on average, 80% of the time -- not too easy and not too hard. Our neuroscience based product design provides thousands levels of adaptivity, while many of our competitors provide less than three. If students use the “one size fits all” products, they will not benefit from this neuroscience principle - which keeps the brain focused and allows for permanent synaptic connections
- Reading comprehension is a complex task that requires different areas of the brain to function efficiently and accurately. Click once and the picture and bicycle comes up – Click a second time and the bicycle moves across the screen Just as the task of riding a bicycle requires many to things to happen at the same time - Peddle, balance, steer, speed, and watch where you are going – so does the act of reading Possible audience activity: Have people stand up, pat their head with the right hand, rub their tummy in circles with their left hand, and stop their right foot or start walking Complex behaviors require the coincident engagement of multiple cortical systems Our neuroscience designed product includes exercises that work on isolated language or reading skills to strengthen those individual skills and the neural networks that support them, while other exercises will combine more complex language or reading skills to strengthen these more complex behaviors and thereby engage and strengthen more areas of the brain. In addition, we simultaneously and systematically engage progressively more complex language working memory skills both in the context of language but also reading behaviors. Our competitors do not systematically address simultaneous development to the degree and depth that we do in both our Language and Reading products. Our competitors do not teach multiple skills at the same time to focus the brain on attending to the task at hand.
- Example of Circus Sequence exercise from Fast ForWord Language. Reinforce MAPS and FAST. Can also use after the Dr. Tallal’s study (slide titled Faster Auditory Processing) demonstrating the incorporation of the research in a specific exercise. The different frequencies represented in this task are the ones needed to stimulate the parts of the brain which perceive oral language around the world.
- Example of Circus Sequence exercise from Fast ForWord Language. Reinforce MAPS and FAST. Can also use after the Dr. Tallal’s study (slide titled Faster Auditory Processing) demonstrating the incorporation of the research in a specific exercise. The different frequencies represented in this task are the ones needed to stimulate the parts of the brain which perceive oral language around the world.
- Example of Circus Sequence exercise from Fast ForWord Language. Reinforce MAPS and FAST. Can also use after the Dr. Tallal’s study (slide titled Faster Auditory Processing) demonstrating the incorporation of the research in a specific exercise. The different frequencies represented in this task are the ones needed to stimulate the parts of the brain which perceive oral language around the world.
- Can use this slide after the slide titled Acoustically Modified Speech to demonstrate what acoustically modified exercises sound like and how different it sounds compared to natural speech. Top speaker – acoustically modified Bottom speaker – natural speech
- Clicking the mouse will move through the sample exercise screens. To return to the Fast ForWord to Reading CD slide to select another reading level or continue on with the PPT presentation click on the neuron. Exercise slides are arranged in an order from less complex to more complex skill requirements and increased cognitive load. Screen Shot 1 – Morphological Ending – Easy to hear the suffix that has been added to the root word (entire word is pronounced – Example: Ended) – Student must select the correct suffix to complete the word. (correct response: ed – the word pronounced was ended) Screen Shot 2 – Morphological Ending – Hard to hear the suffix that has been added to the root word( entire word is pronounced) – Example: String) – Student must then choose the correct suffix to complete the word they heard, if there was a suffix added. (correct response: empty box – the word pronounced was string) Screen Shot 3 – Word Families – 1 to 2 responses – student determines which ending(s) makes a word – there could be one correct ending or there could be two correct endings. Once the word is correctly completed it is pronounced. (correct response: glad) Screen Shot 4 – Word Families – 1 to 5 responses (student determines which beginning letters makes a word – there could be one to five correct choices. Once the word is correctly completed it is pronounced. (correct responses: tramp, lamp, stamp, camp)
- Clicking the mouse will move through the sample exercise screens. To return to the Fast ForWord to Reading CD slide to select another reading level or continue on with the PPT presentation click on the neuron. Exercise slides are arranged in an order from less complex to more complex skill requirements and increased cognitive load. Screen Shot 1 – Morphological Ending – Easy to hear the suffix that has been added to the root word (entire word is pronounced – Example: Ended) – Student must select the correct suffix to complete the word. (correct response: ed – the word pronounced was ended) Screen Shot 2 – Morphological Ending – Hard to hear the suffix that has been added to the root word( entire word is pronounced) – Example: String) – Student must then choose the correct suffix to complete the word they heard, if there was a suffix added. (correct response: empty box – the word pronounced was string) Screen Shot 3 – Word Families – 1 to 2 responses – student determines which ending(s) makes a word – there could be one correct ending or there could be two correct endings. Once the word is correctly completed it is pronounced. (correct response: glad) Screen Shot 4 – Word Families – 1 to 5 responses (student determines which beginning letters makes a word – there could be one to five correct choices. Once the word is correctly completed it is pronounced. (correct responses: tramp, lamp, stamp, camp)
- Clicking the mouse will move through the sample exercise screens. To return to the Fast ForWord to Reading CD slide to select another reading level or continue on with the PPT presentation click on the neuron. Exercise slides are arranged in an order from less complex to more complex skill requirements and increased cognitive load. Screen Shot 1 – Morphological Ending – Easy to hear the suffix that has been added to the root word (entire word is pronounced – Example: Ended) – Student must select the correct suffix to complete the word. (correct response: ed – the word pronounced was ended) Screen Shot 2 – Morphological Ending – Hard to hear the suffix that has been added to the root word( entire word is pronounced) – Example: String) – Student must then choose the correct suffix to complete the word they heard, if there was a suffix added. (correct response: empty box – the word pronounced was string) Screen Shot 3 – Word Families – 1 to 2 responses – student determines which ending(s) makes a word – there could be one correct ending or there could be two correct endings. Once the word is correctly completed it is pronounced. (correct response: glad) Screen Shot 4 – Word Families – 1 to 5 responses (student determines which beginning letters makes a word – there could be one to five correct choices. Once the word is correctly completed it is pronounced. (correct responses: tramp, lamp, stamp, camp)
- This is an example of what I referred to earlier as a “text feature.” Book Monkeys Two, in Reading 4 covers such text features as tables, schedules, and instructions. This example shows a table that participants must read and interpret in order to answer literal and inferential questions about it. As you can see, the questions are not always about the content of the table; they can also be about its structure. Here the participant is asked to fill in the missing column header. To do respond correctly, the participant must understand that each row of the table describes an Olympic athlete, that each column of the table represents a specific kind of information about those athletes, and that the second column contains the names of countries. Questions which focus on structure, like this one, can help build metacognitive thinking. (LD)
- Clicking the mouse will move through the sample exercise screens. To return to the Fast ForWord to Reading CD slide to select another reading level or continue on with the PPT presentation click on the neuron. Exercise slides are arranged in an order from less complex to more complex skill requirements and increased cognitive load. Screen Shot 1 – Sample Passage Screen Shot 2 – Comprehension Questions Screen Shot 3 – Diagram Screen Shot 4 – Table Screen Shot 5 – Concept Web Screen Shot 6 – Flowchart / Timeline Screen Shot 7 - Summarization
- The exercises in Reading 5, like Quack Splash continue to build written formulation skills through practice with organization and sequencing of sentences into paragraphs and later, paragraphs into extended narrative. (MB)
- In Reading 5, Toad Loader raises the bar: instead of just selecting or completing a sentence, participants must now compose entire sentences, taking care as they select each segment that the sentence they are building is both semantically appropriate and grammatically correct. (LD)
- No notes
- In Reading 5 we start asking a lot more of our participants. For example, in the Quack Splash exercise, they must apply all of their reading skills to carry out a writing task: paragraph and passage organization. This task requires independently reading and understanding paragraphs and passages that are presented out of order or with missing information. It also pushes participants to think metacognitively about how texts are organized, and to pay close attention to words that signal linkages and transitions within a text. (LD)
- Discuss only those options that apply. Bring up a student on Gateway to show the student menu as you discuss that Gateway automatically assigns the exercises and minutes to be worked in each exercise each day.
- Goals of Fast ForWord Improve the brain’s ability to perceive sounds sharpen the phonological representations so oral language abilities become enhanced leading to the strengthening of reading, writing and spelling skills This in turns leads to a reducing learning and academic problems creating successful students Fast ForWord Family of Products supports the entire continuum with the Language products helping to correct the “bottleneck” (the first three bars), and the Fast ForWord Reading products providing continued development of the cognitive skills through explicit practice of reading, writing and spelling skills, thus reducing learning and academic problems and creating successful students.