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Moondog training - thank you

(37 Posts)
Bluebirdonmyshoulder Sun 24-Feb-13 10:44:40

Thanks to moondog and your colleague for a fascinating day yesterday, really enjoyed it. Thanks for the links you emailed me, haven't had a chance to look at them yet but I will.

And to messmonster for organising, and for the chat too!

moondog Tue 26-Feb-13 18:37:40

Sounds great.
Just like Karen Pryor, lobbing the occasional fish at a reluctant dolphin.
You really must read DSTD.
Another fun read is 'What Shamu taught me about life love and marriage'.

People often focus on the EIBI aspect of ABA and forget (not you obviously) that these scientific principles are in action, all over the place and all of the time. It's the smart folk that harness them.

by the way, my life doesn't revolve around minstrels. I just had a packet to keep them in line on the journey to the meet up on friday. The fact I have any left is quite frankly a miracle.

moondog Tue 26-Feb-13 18:43:03

grin

tryingtokeepintune Wed 27-Mar-13 19:23:42

Moondog I just looked properly at the Basic Skills Checklists by Breitenbach and it is soooo good. Lots of ideas on where to go next. If only I had it before I struggled teaching ds to tell the time as I did not make sure he REALLY knew the hour hand and the minute hand.

However, what does (no regrouping) and (no renaming) on addition and subtraction mean?

Eg. Double digit numbers (one regrouping), double digit numbers (one renaming).

moondog Wed 27-Mar-13 21:41:38

It is very good indeed.
It should also give you the confidence to design your own task analyses.
We do these in two columns, these being 'Adult does' and 'Child does'

So if you were looking at having breakfast for example it would start with Adult to: Say to child ' It's time for breakfast'
Child to: Walk to the table

Time telling is one of my pet things to teach. It is so complex and most teachers haven't a clue how to break it down, nor do they realize what pre-requisites are needed to really get it (eg big and little hand discrimination, hands move clockwise, concept of counting in multiples of five and so on).
I went throguh it all with my children and even stuck a piece of blue paper over every big clock hand in the house (and a pink over every little one) to aid discrimination.

Regrouping just another term for carrying and borrowing.

tryingtokeepintune Thu 28-Mar-13 16:23:26

Thank you.

Wished I had thought of the blue and pick papers.

moondog Thu 28-Mar-13 19:31:42

That's the greatest gift ABA has given me.
Learning how to break a task down and consider each step and what might aid the child to learn it.
I had to work it out myself as none of those around my child have the slightest idea how to think like this (apart from those I have procured.).

Time. My 4 year old is quick, but I was able to fast realise that teaching half-past had to be broken into 'half past from 12-5' and 'half past from 6-11' because the little hand is below the number on the one side and above it on the other hmm.

And so what?

I have learned that a million tiny lessons is far better and quicker than banging on about a greater concept the child has no chance of learning and then giving up. If I had to spend a whole month on half-past 1 before moving on to half-past 2, so friggin what?

Inappropriatelyemployed Thu 28-Mar-13 21:36:34

But then many children don't learn to tell the time until they are 7 or 8 so perhaps it's a bit easier to introduce concepts like time more naturally at that age.

moondog Thu 28-Mar-13 21:37:52

If I did it again I would introduce only one hand at a time. Build-a-clock if you like. Still not sure whether I would start with big or little. Probably big actually.
Five...six...seven.
I wouldn't introduce 'past' at the outset as means nothing without he other hand.
Also would not go five..ten...fifteen,, quarter as assumes knowledge of multiples and fractions which probably not there (when teachers say they want to teach 'quarter past' I try to get them to understand they will be teaching it as a label and not to assume meaning of what 'quarter' is).

I'd have a clock with every minute labelled.

Only after that would introduce small hand and notion of 'past'

To polish to fluency, SAFMEDS and track on an SCC.
Then I'd introduce minute hand.

moondog Thu 28-Mar-13 21:42:24

Also a gerared clock vital eventually so kid can see how the hands work together and that they only go in one direction.
Timetimer and Joseph Joseph timers also better than egg times imho as they more closely approximate the look and workings of an analogue clock.

I agree IA. On reflection I would not be teaching her the time at all. But she is a competetive little minx and she is motivated by whatever her brother is doing which made me fall for it and get started, but with the luxury of not worrying about speed of acquisition iyswim.

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