Fun-Inspired Learning Games from Teachers Treasures

Fun-Inspired Learning Games from Teachers’ Treasures

By

Dr. Astrid Kopp-Duller Chief Science Director of the American Dyslexia Association & Executive Director of the Dyslexia Research Center, USA

Jasmina Ionkova

President of the Bulgarian Dyslexia Association

Elisabeth Nuhl President of the Vienna Dyslexia Association

Mag. Livia R. Pailer-Duller

Co-Author of Dyslexia—Dyscalculia!?

Angelika Troller-Janesch Vice-President of the Carinthian Dyslexia Association

Linda Davis-Kyle, MA

collaborator, compiler, contributor, editor & photographer

“Fun-Inspired Learning Games from Teachers’ Treasures.” Linda Davis-Kyle, MA, collaborator, compiler, contributor, editor, & photographer. Copyright © 2012-2013. 2

Activities from Teachers in Austria, Bulgaria, and the United States

Focusing on Learning the Alphabet “Duplicating What You Hear” ~ Angelika Troller-Janesch,

Vice-President of the Carinthian Dyslexia Association, Klagenfurt,

Austria www.legasthenie.com

“Observing Happenings” ~ Elisabeth Nuhl,

President of the Vienna Dyslexia Association, Vienna, Austria

www.wll.at/ and www.sissi-nuhl.com/

“Reading ‘Flashlight Writing’on the Wall” ~ Mag. Livia R. Pailer-Duller,

Co-author of Dyslexia—Dyscalculia!? DRC Publications

www.amazon.com/exec/obidos/ASIN/B0047DWZ1S/

“Becoming a Wizard with Letters” ~ Jasmina Ionkova,

President of the Bulgarian Dyslexia Association, Rousse, Bulgaria

www.dyslexia-center.eu/

Focusing on Reviewing and Remembering the Alphabet

“Sitting in Silence with the Alphabet” ~ Dr. Astrid Kopp-Duller,

Chief Science Director of the American Dyslexia Association

& Executive Director of the Dyslexia Research Center, USA

www.american-dyslexia-association.com/


Letters and Numbers. Nagoya, Japan. Photo by Linda Davis-Kyle, Copyright © 2006.

Focusing on Learning the Numbers

“Reading ‘Flashlight Numbers’on the Wall” ~ Mag. Livia R. Pailer-Duller,

Co-author of Dyslexia—Dyscalculia!? DRC Publications


“Becoming a Wizard with Numbers” ~ Jasmina Ionkova,

President of the Bulgarian Dyslexia Association, Rousse, Bulgaria

www.dyslexia-center.eu/

Focusing on Reviewing and Remembering the Numbers “Sitting in Silence with Numbers” ~ Dr. Astrid Kopp-Duller,


& Executive Director of the Dyslexia Research Center, USA

www.american-dyslexia-association.com/


Fun learning and play space for children in Buenos Aires, Argentina. Photo by Linda Davis-Kyle, Copyright © 2012.

Fun-Inspired Learning Games from Teachers’ Treasures

Tyron Edwards said, “To waken interest and kindle enthusiasm is the sure

way to teach easily and successfully.”

Educators around the world have found that incorporating fun learning

games into their lesson plans not only wake interest when a class of new

students meet for the first time but also for a group already familiar with

each other.


Dominoes. Photo by Linda Davis-Kyle, Copyright © 2013.

Dominoes courtesy of Brenda Maguire, retired teacher.

Both time-tested games, such as dominoes, new ones that are created

somewhere each day, and even spur-of-the-moment games that may pop into

the minds of seasoned teachers—just when they need them—have a way of

grabbing and holding attention, strengthening concentration, and stirring

emotion among the players. Plato said, “All learning has an emotional base.”

If the games are intriguing enough to invite and rivet attention, boost

concentration, and create a healthy passion for participation, the likelihood

of retaining the information presented is high.

It is no secret that young learners who can relax are able to pay attention and

maintain concentration on any task at hand with greater ease than those who

may feel nervous or anxious. In addition, whatever is learned in a more

relaxed state enhances retention of the information. In turn, remembering

what has been learned fosters self-esteem which furthers motivation. So, at

the heart and soul of many learning philosophies, instructing strategies, and

teaching systems, relaxation is held in high regard.


Children happily learning in Viña del Mar, Chile. Photo by Linda Davis-Kyle, Copyright © 2010.

Combining a Passion for Participation with Relaxation It seems that one wonderful combination to help children learn is by teaming

a passion for participation with relaxation. The handful of multi-sensory

games shared here are favorites from Austria, Bulgaria, and the United

States that invite participation and foster relaxation. Even further, the

activities are organized incrementally to support confident learning.


Previewing the Activities Focusing on Listening and Looking The first simple exercise, “Duplicating What You Hear,” is a listening

game that requires attentive listening and then repeating what was said.

Next, “Observing Happenings” invites youngsters to go beyond just

listening to looking with attention and “seeing.” Their observation of

happenings happily will include hearing whatever sounds accompany the

sights they see and whatever fragrances or aromas they smell. Describing in

their own words what they observe can be great fun. When youngsters are

focused on the same scene and share with their teacher and the group, it can

be very exciting to them to see that they have a common view.

appreciating varying viewpoints—a positive side effect

Likewise, it can be interesting when some students may share additional

foreground or background items that others might not even have noticed.

The sharing and comparing helps young learners recognize that not everyone

sees quite the same. Insight comes from this recognition and can begin to

create an appreciation for varying viewpoints, a vital quality for establishing

good relationships with peers, family, and friends.


Focusing on Learning the Alphabet

“Reading ‘Flashlight Writing’ on the Wall” adds another dimension to

observing. Students must focus their attention, be in the present moment,

and maintain concentration not only to see but also identify the letter that is

being “written” with light energy on the wall in a darkened room. Then

students must say the letter. The close attention, concentration, and

articulation—all in the spirit of fun—will help the young learners remember

the letters. They may ask often to play this novel and innovative activity.

focusing on a bit of magic Teachers know best that it is no coincidence that classic literature is rich

with books for children filled with fantasy, magic, and miracles, because

young wizards delight in the amazing powers of the mind, body, and spirit.

“Becoming a Wizard with Letters” takes studying, learning, imagining,

and writing the letters of the alphabet to a “magic” level and includes an

action component for added fun. First, the young learners write the various

letters of the alphabet using their noses as writing implements. Once the

young wizards feel confident with that approach, the teacher invites them to

make their arm and hand an extension of the nose. This step often brings

laughter and encourages the young learners to relax and have fun.


With their hand already in possession of the magical force, they can hold a

marker, pen, or pencil in their dominant writing hand to draw—in the air—

each letter of the alphabet. Finally, the young wizards will use a marker, pen,

or pencil to draw the letters with ease on paper.

Focusing on Reviewing and Remembering the Alphabet

“Sitting in Silence with the Alphabet” works beautifully after the students

feel confident with knowing the alphabet. This silent visualization helps to

lock in the order of the letters, the look of the alphabet, and even the sounds

of the letters as the students “see” and “hear” them in their memories.

Focusing on Learning the Numbers

Budding mathematicians find “Reading ‘Flashlight Numbers’ on the

Wall”—a sister activity to the “Reading ‘Flashlight Writing’ on the

Wall”—to be a sheer delight just as they do when reading flashlight writing.

“Becoming a Wizard with Numbers” duplicates the same magical steps of

“Becoming a Wizard with Letters,” but this time, it offers fun with math

rather than playing with the alphabet.

“Sitting in Silence with Numbers” works nicely after the teacher knows

that the students have a firm image of the numbers in their minds and feels

confident that the young learners will be able not only to “see” the numbers

but also to “hear” the sounds that speak the names of the numbers. When

students can clearly visualize and silently recite the numbers in their minds,


such practice fosters memory and helps youngsters to gain quiet composure.

Parents and teachers are pleased with the success that these activities can

bring.

“There’s a lot of difference between listening and hearing.” ~ G.K. Chesterton

Listening & Hearing Engaging children first in duplicating what they hear can be a totally fun

early learning activity. Modest mistakes can be erased magically when the

instructor gently repeats what should have been heard without any inkling of

criticism. The activity “Duplicating What You Hear” utilizes repetition in

such a fun way that young learners receive gentle correction with repetition

and addition of a new word with each round. Students can feel good about

their practice.

“Praise does wonders for our sense of hearing.” ~ Arnold Glasgow

Duplicating What You Hear

Angelika Troller-Janesch, Vice President Carinthian Dyslexia Association

Klagenfurt, Austria

(listening, hearing, repeating, duplicating) Purpose:

The “Duplicating What You Hear” exercise gives students practice in

listening and repeating what they hear. It grabs and holds complete attention,

enhances concentration, improves pronunciation, and gives young learners a

sense of satisfaction during a time that can be totally fun for them.


Age Group: 6-8

Goals:

The goals of the “Duplicating What You Hear” activity are to

• learn to listen with good attention

• improve concentration

• repeat what they hear

• enhance memory

• recognize different cadences of the spoken language

Materials:

A thoughtful instructor with a strong, clear voice

Students ready to listen to their teacher and repeat what they hear

Procedure:

1. An instructor says a four-word sentence very rapidly.

2. The children repeat the sentence that they hear.

3. Then the instructor says a five-word sentence.

4. The young learners duplicate the words in the order they were spoken and

match the teacher’s cadence.

5. With each new sentence, the teacher adds one more word to build longer

and longer sentences and speaks faster and faster.

6. The students repeat and have great fun as the sentences get longer and

longer.


Reflection:

When students have the opportunity to practice this listening activity more

and more, their duplication of what they have heard gets better and better.

Young learners remember well, and their articulation improves all while

having fun with their teacher and their peers.

“Eveyone hears only what he understands.” ~ Johann Wolfgang von Goethe

No Honking sign. Santiago, Chile. Photo by Linda Davis-Kyle, Copyright © 2010.


Discussion:

Teachers may like to invite the young observers and talk about what the “No

Honking” sign means to them. Have they seen a similar sign in their own

country? Do the young readers have ideas about why such a sign is

necessary? They even may enjoy drawing the image.

eeefff

“The eye sees only what the mind is prepared to comprehend.” ~ Robertson Davies

Looking & Seeing Offering the students preliminary observation practice affords the teacher

insight into how the students interpret what they see. To help prepare them

to describe a generally larger outdoor landscape from a window, it may be

useful incrementally to ask them first to describe what they see in the fun

image of ladybugs shown here or some other fun image to get an idea of

their powers of observation at a closer range.

Wall art in Valparaiso, Chile. Photo by Linda Davis-Kyle, Copyright © 2010.


“Observation—activity of both eyes and ears.” ~ Horace Mann

Observing Happenings

Elisabeth Nuhl, President Vienna Dyslexia Association

Vienna, Austria

(imagination, interpretation, vision, attention, concentration, description, articulation)

Purpose:

The “Observing Happenings” activity encourages imagination, allows for

interpretation, supports vision, enhances attention, builds concentration, and

gives fine practice in description and articulation.

Age Group: 6-8

Goals:

The goals of the “Observing Happenings” activity are to

• pay close attention

• propel young learners to go beyond “looking” to “seeing”

• strengthen concentration

• foster imagination

• give practice in interpretation

• encourage vivid description and strong articulation

• invite discussion and comparison

• to see the points of view of their peers


Materials:

A caring teacher

A room with a view of the outdoors

A timer

Imagination

Powers of observation

Procedure:

1. The child, if being taught privately, is asked to sit relaxed on a chair and

look out the window.

2. If, in a classroom full of lively students, all the students are asked to relax

in their chairs and look out the window.

3. The young learners are told that they will have one full minute to look.

4. When the time is up, they will be asked to tell what they have observed.

5. If the students are taken outdoors, they may be asked also to notice not

only the sights but also the sounds, the aromas in the air, and the texture of

the grass, sand, or rocks under their feet.

Reflection:

The children can have loads of fun with this activity, especially if they are

looking out the same window at the same time. Recognizing the variations

of what each saw in comparison to what their classmates observed can help

students to learn that not everyone sees everything the same way. In

discussions about what they saw, it not only gives the opportunity to expand

their own viewpoint but also it fosters tolerance and respect for others.


“In order to see clearly, changing one’s perspective is often enough.” ~ Antoine de Saint Exupéry

Parque Forestal in Santiago, Chile. Photo by Linda Davis-Kyle, Copyright © 2010.

Discussion:

Instructors may wish to ask the young observers to describe how the view

out their classroom window is like and unlike the view of Parque Forestal in

the image shared here.


Focusing children on their surroundings and having them practice describing

what they see can serve them well as they grow and mature. Noticing and

“reading” the people, activities, and environment around them can enhance

their safety and foster their longevity. This exercise can be an eye-opener for

students as they learn from each other and their devoted teacher.

“Each one sees what he carries in his heart.” ~ Johann Wolfgang von Goethe

A Young Learner Intently Observing Street Performers in Viña del Mar, Chile. Photo by Linda Davis-Kyle, Copyright © 2010.


Discussion: Instructors may like to encourage their young learners describe what they

see through the eyes of the young girl in the foreground who is watching the

street performers in Viña del Mar.

eeefff Seeing & Reading When their wonderful teacher draws the letters of the alphabet on the wall

with a bright flashlight in a totally darkened room, it introduces young

readers to an exciting new perspective. Instead of seeing black or even a

vivid kaleidoscope of colored letters on paper or a white board, eager

students can follow the development of the letters as the light moves to

create each letter.

A sneak preview of “Flashlight Writing” on the wall. “In the right light, at the right time, everything is extraordinary.” ~ Aaron Rose


Reading “Flashlight Writing” on the Wall

Mag. Livia R. Pailer-Duller Austrian Dyslexia Association

Klagenfurt, Austria

(imagination, interpretation, vision, attention, concentration, articulation) Purpose:

The “Reading ‘Flashlight Writing’ on the Wall” activity—in which the

instructor uses a flashlight to “draw” one letter at a time on the wall in a

darkened room for the children to identify—is a favorite of students.


Flashlight writing fully engages the attention of young readers and boosts

concentration, because with the lights out there are fewer visual distractions.

The vision even may be enhanced, and with the vision fully engaged, the

other senses may have a bit of a holiday.

The darkness of the room even may bring quieter surroundings, as well.

Students are able to focus completely on the activity, which fosters memory.

In addition, they may feel more comfortable speaking out in the darkened

room; so, they participate more eagerly.

This full attention and sustained concentration enhances the sense of vision

for even better results when once again teamed with the other senses in

typical daylight conditions.

Age Group: 6-8

Goals:

The goals of the “Reading ‘Flashlight Writing’ on the Wall” exercise are to

• practice recognizing the letters of the alphabet in a fun way

• focus on one letter of the alphabet at a time

• improve attention span

• enhance concentration

• support memory

• practice answering aloud in a group


Materials:

A thoughtful teacher or parent

A wall in a darkened room

A good working flashlight with a sharp beam

Students who love to play learning games

Procedure:

1. Using a flashlight, an adult “draws” one letter at a time on a wall in a

darkened room.

2. The child, if practicing singly with an instructor or parent, then is asked to

name the letter.

3. The children, if practicing in a group with a teacher, are asked to name

each letter after it has been drawn.

4. The students will participate more freely and comfortably to answer aloud

in a darkened room.

Reflection:

This activity introduces an innovative method of teaching the letters of the

alphabet. Children can enjoy this exercise whether practiced individually

with a parent or tutor or when their astute teacher shares it with a classroom

full of students. It fosters memory for it helps students to see, “read,” and

remember letters in such a delightful way.

“Memory is the mother of all wisdom.” ~ Aeschylus

eeefff


Combining Imagining with Extending Oneself into the Process of Writing the Alphabet

The “Becoming a Wizard with Letters” encourages the students to feel that

they are the creators of the letters of the alphabet, for as they draw, the

letters grow from their hands in a magical way. Finally, the letters are

transferred to a writing instrument such as a marker, pen, or pencil to bring

letters to life on paper or on a white board.

Engraved letters on stone. Buenos Aires, Argentina.

Photo by Linda Davis-Kyle, Copyright © 2012.

“To learn to read is to light a fire; every syllable that is spelled out is a spark.” ~ Victor Hugo, Les Miserables


Becoming a Wizard with Letters

Jasmina Ionkova President of the Bulgarian Dyslexia Association

Rousse, Bulgaria

(motivation, imagination, inner vision, concentration, action) Purpose:

The “Becoming a Wizard with Letters” game aims at facilitating—in an

entertaining way—learning the letters of the alphabet. Young learners are

encouraged to use their imaginations to write and remember a respective

letter in three easy steps.

Goals:

The goals of the “Becoming a Wizard with Letters” practice are to

• use imagination

• invite attention

• improve concentration skills

• “see” with their visual memory the respective graphic letter or symbol

• memorize the written representation of a graphical letter or symbol

Materials:

A wonderful imagination

Curiosity toward magic

Non-toxic marker, pen, or pencil

White board

Paper sheets

Notebook


Procedure:

The First Magical Step

✰ The young wizards are asked to attempt to use their noses to draw a

magical letter in the air. Second Magical Step

1. Next, the young wizards fully extend their dominant arm, touch the nose

briefly to their upper arm thus making their dominant hand a natural

extension of their noses.

2. The magic passes from the nose through the arm to the hand.

3. Now the young wizards use their hands to write carefully each letter in the

air remembering to keep themselves and their classmates safe from their

“writing space” to prevent inadvertently hitting anyone.

Third Magical Step—The magic is almost complete….

1. The hand already is in possession of the magical force and now can

transfer the letter to the marker, pen, or pencil.

2. Finally, the young wizards can use their marker, pen, or pencil to write in

the air or or on a board or paper each letter of the alphabet.

The Exciting Magical Wonder Is Complete

Finally, the talented wizards very easily can write their alphabet not only in

the air—letter by letter—but also in their notebooks or on a board or even in

the sand on their favorite beach, for now the letters are their very own.


Reflection:

This activity is profoundly helpful in making young wizards feel that they

have the power within themselves to learn. Taking the practice from the nose

writing in the air to the arm and hand as an extension of the nose to the

transfer of their energy, power, and talent from their own hand controlled by

a fine brain and sharp mind, indeed, is empowering and success building.

Discussion:

If possible, have available a stone on which letters are engraved. Ask the

young learners to close their eyes, feel the shapes of the engraved letters, and

describe what they feel. This process may foster memory of the letters of

the alphabet in a way similar to writing their names in the sand on a friendly,

safe beach using their fingers to feel the texture of the sand and the way it

moves under their fingers as they make the letters and hear the rumble of the

ocean waves and the gulls singing overhead.

If no engraved stone is available, instructors may like to refer to the

illustration of the engraved letters shared at the beginning of this activity and

encourage the students to describe how they imagine the indentions would

feel—smooth, scratchy, sharp, hard, cold, etc. and to write abou what they

feel in complete sentences with subject and verb to express their ideas and to

lock the thoughts into their memory banks.

“My alphabet starts with this letter called yuzz. It’s the letter I use to spell yuzz-a-ma-tuzz.

You’ll be sort of surprised what there is to be found once you go beyond ‘Z’ and start poking around!” ~ Dr. Seuss

eeefff


“Don’t underestimate the value of Doing Nothing, of just going along, listening to all the things you can’t hear, and not bothering.”

~ Pooh’s Little Instruction Book, inspired by A.A. Milne

Relaxing and Remembering to Reinforce Learning the Alphabet

Students who already know their alphabet can enjoy practicing reviewing by

reciting aloud together first so the teacher can monitor their recitation. Then

the students can recite silently and visualize—with eyes closed—the

alphabet to impress it upon their minds. The more they do this fun exercise

the stronger their association and retention of the letters of the alphabet will

become.

Andes Mountains ~ Santiago, Chile. Photo by Linda Davis-Kyle, Copyright © 2010.


“Power comes through repose; it is in the silence that we can be still,

and when we are still, we can think, and thought is the secret of all attainment.” ~ Charles Haanel

Sitting in Silence with the Alphabet

Dr. Astrid Kopp-Duller


(relaxation, imagination, inner vision, visualization, concentration, prior acquisition of being able to recite the alphabet)

Purpose:

Students, who already know their alphabet, can practice visualizing vividly

and reciting silently in their minds to reinforce the correct order of the letters

of the alphabet and to strengthen their ability to remember, in general. Once

young learners know perfectly their alphabet A to Z by means of playing

perhaps with activities such as “Reading ‘Flashlight Writing’ on the Wall”

and “Becoming a Wizard with Letters” and other pleasant methods, as well,

it may help them to practice reciting it from Z to A, which also encourages

strong mindful attention and complete concentration. Many students take on

this challenge with great gusto, and they accomplish it much to their

pleasure. Thus, their confidence grows and grows as they meet this

challenge under the guidance of their devoted teacher.

Age Group: 6-8


Goals:

The goals of the “Sitting in Silence with the Alphabet” quiet time are to

• relax the young learners

• help students to gain quiet composure

• encourage pupils to find their inner strength

• visualize the letters in their minds

• “hear” the sounds that create the letters

• enhance overall learning

• build self-confidence

• have fun learning

Materials:

An encouraging teacher

Ability to visualize, recite, and “hear” the alphabet in silence

A quiet space

A quiet time

A comfortable chair

A desire to learn

Procedure:

1. The young learners are asked to sit comfortably with eyes closed.

2. They are asked please just to let go of their current thoughts and to relax.

3. Then they are encouraged to visualize the letters and to recite slowly and

silently their alphabet in their respective language in order from A to Z.

4. Once the students are very secure in their ability to visualize and to recite

their alphabet in its natural order, they may like to work on reciting the


alphabet from Z to A as the teacher listens and observes. When the students

can achieve this task, then they can practice from Z to A silently, as well.

Reflection:

The “Sitting in Silence with the Alphabet” activity enhances keen attention

and concentration. It also supports memory and boosts self-confidence.

Discussion:

Sometimes a soothing landscape—majestic snow-capped mountains such as

the Andes in the image shared, a lush green forest, a sunny meadow dotted

with red, blue, pink, and purple wildflowers, or a white sandy beach and

crystal blue ocean waves—can help to bring a tranquil feeling.

Each of us has our own favorite niche of nature. Perhaps the young nature

lovers will enjoy painting a “word picture” of the views that bring a feeling

of peace and calm to them that they can recall to help them feel quiet as they

begin to visualize clearly and recite silently their alphabet.

“To be silent oft is to learn.” ~ Edward Counsel, Maxims

eeefff

A sneak preview of “Flashlight Numbers” on the wall.


Reading “Flashlight Numbers” on the Wall

Mag. Livia R. Pailer-Duller Austrian Dyslexia Association

Klagenfurt, Austria

(imagination, interpretation, vision, attention, concentration, articulation) Purpose:

The “Reading ‘Flashlight Numbers’ on the Wall” activity—in which the

teacher uses a flashlight to “draw” one number at a time on the wall in a

darkened room for the children to identify—is a big hit with young

mathematicians-in-the-making.

Flashlight numbers not only capture the interest and hold the attention of

budding mathematicians but also these “active” numbers keep young

thinkers focused, because in complete darkness visual distractions are

diminished.


As with the “Reading ‘Flashlight Writing’ on the Wall” activity, the students

focus now on the number that is being created in the darkness. This practice

can bring a sense of calm and quiet and strengthen memory. Frequently,

young learners are happier speaking the number they see in the darkened

room, for the darkness makes them feel protected and freer to say each

number they see.

Age Group: 6-8

Goals:

The goals of the “Reading ‘Flashlight Numbers’ on the Wall” exercise are to

• practice recognizing the numbers in a relaxed and innovative way

• focus on one number at a time

• improve attention span

• enhance concentration

• support memory

• practice answering aloud in a group

Materials:

A thoughtful teacher or parent

A wall in a darkened room

A good working flashlight with a sharp beam

Students who love to play learning games


Procedure:

1. Just as in the “Reading ‘Flashlight Writing’ on the Wall” exercise, using a

flashlight, this time an adult “draws” one number at a time on a wall in a

darkened room.

2. The young learners are asked to name each number after it has been

drawn.

3. The students answer more freely and comfortably in a darkened room.

4. The teacher may ask the students also to visualize the shapes of the

numbers and how they magically can draw them as they think of each one.

Reflection:

Introducing the numbers 0 [zero] through 9 [nine] in such a clever way

fosters memory for it helps students to see, “read,” and remember numbers.

“Memory is the treasury and guardian of all things.” ~ Marcus Tullius Cicero

eeefff


“Math is like going to the gym for your brain. It sharpens your mind.”

~ Donica McKellar

From a sign in Santiago, Chile. Photo by Linda Davis-Kyle, Copyright © 2010.

Becoming a Wizard with Numbers

Jasmina Ionkova President of the Bulgarian Dyslexia Association

Rousse, Bulgaria

(motivation, imagination, inner vision, concentration, action) “Imagination is more important than knowledge. For knowledge is limited,

whereas imagination embraces the entire world.” ~ Albert Einstein


Purpose:

The “Becoming a Wizard with Numbers” practice aims at facilitating, in an

entertaining way, learning the numbers. Young learners are encouraged to

use their imaginations to write or remember a respective number in three

easy steps.

Goals:

The goals of the “Becoming a Wizard with Numbers” activity are to

• use imagination

• grab and hold attention

• improve concentration

• practice drawing the numbers

• “see” with their visual memory the respective graphic number

• memorize the way a number is written and represented

Materials:

A wonderful imagination

Curiosity toward magic

Non-toxic marker, pen, or pencil

White board

Paper sheets

Notebook


Procedure: First Magical Step

✰ The young wizards first will practice training themselves to create

magical numbers by using their noses to draw the numbers in the air.

Second Magical Step

1. Next, the young wizards fully extend their dominant arm, touch their nose

briefly to their upper arm thus making their dominant hand a natural

extension of their noses.

2. The magic passes from the nose through the arm to the hand.

3. Now the young wizards use their hands to write numbers in the air.

Third Magical Step—The magic is almost complete….

1. The hand already is in possession of the magical force and now can

transfer the number to the marker, pen, or pencil.

2. The young wizards can use their marker, pen, or pencil to write in the air

each number zero through nine.

The Exciting Magical Wonder Is Complete

Now the talented wizard can write their numbers with great ease in their

notebooks or on a board or even in the sand on a beach.

Reflection:

Joyful activities with math can help to set the stage for a greater potential

success with math later.


Discussion:

Children may enjoy talking about the amazingly exciting relationships of

numbers. No matter the order of the presentation of numbers, students can

find a fun relationship by adding, subtracting, multiplying, or dividing them.

The fun is endless.

“Pure mathematics is, in its way, the poetry of logical ideas.” ~ Albert Einstein

eeefff

“Happiness is a continuation of happenings not resisted.” ~ Deepak Chopra

Nanya Coast, Taiwan. Photo by Linda Davis-Kyle, Copyright © 2006.


“Silence is a source of great strength.” ~ Lao Tzu Discussion:

Having practiced “Sitting in Silence with the Alphabet” young learners will

find “Sitting in Silence with Numbers” to come more easily. Each practice

reinforces the other, and the more the active, happy learners practice the

more they can create a calm and confident spirit.

Perhaps the young learners will enjoy describing what they like and dislike

about the Nanya Coast image presented here. By doing so, they may be able

better to paint a “picture” in their minds of what brings to them a feeling of

calm and confidence that they can remember and call forth when they start

to recite silently and visualize happily the numbers.

“Mathematics is the queen of sciences, and arithmetic is the queen of mathematics.”~ Carl Friedrich Gauss

Sitting in Silence with Numbers

Dr. Astrid Kopp-Duller Chief Science Director of the American Dyslexia Association

(relaxation, imagination, inner vision, visualization, concentration,

prior acquisition of being able to count the numbers from zero to 20)

Purpose:

“Sitting in Silence with Numbers” is a fun variation of the “Sitting in

Silence with the Alphabet.” Helping students to discover the calm that they

hold deeply within themselves strengthens their every aspect, prepares them

to receive and assimilate information with greater ease, and builds


confidence. It is recognized generally that in a relaxed state, one not only

can learn more easily, but also one retains the materials introduced more

readily. Silently reciting previously learned positive, worthwhile material is

an excellent way to build a strong foundation for additional incremental

learning.

Age Group: 6-8

Goals:

The goals of the “Sitting in Silence with Numbers” activity are to

• relax the young learners

• help students to gain quiet composure

• encourage pupils to find their inner strength

• visualize the numbers

• repeat good lessons silently inside their minds to build memory

• enhance overall learning

• build self-confidence

• have fun learning Materials: An encouraging, thoughtful teacher

Ability to count from zero [0] to twenty [20]

A quiet space

A quiet time

A comfortable chair

A desire to learn


Procedure:

1. The young learners are asked to sit comfortably with eyes closed.

2. They are asked please just to let go of their current thoughts and to relax.

3. Then they are encouraged to count slowly and silently from zero (0) to

twenty (20) in their respective language.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 4. Next, the young learners may be asked to visualize how each number

looks to them as they silently think of the number.

5. Finally, the students may be invited to visualize how the number looks

spelled out.

zero one two three four five six seven eight nine ten eleven null eins zwei drei vier fünf sechs sieben acht neun zehn elf [zwo] twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty zwölf dreizehn vierzehn fünfzehn sehzehn sibzehn achtzehn neunzehn zwanzig

Reflection:

The more opportunities students have to practice these calming and

nurturing exercises, the more their practice can enhance not only their

learning, but their overall health, as well.1 As it helps to build memory,

students will be more excited to continue learning; and the more they learn,

the more they can learn. Silence, indeed, is a powerful teacher.


Considering the truth of Charles Haanel’s words, “Power comes through

repose; it is in the silence that we can be still, and when we are still, we can

think, and thought is the secret of all attainment,” this exercise in silence can

help young learners to be still and to think, and the better they can think, the

more they can learn, and the more they can learn, the greater will be their

attainment in life. Frequently, that is the the greatest wish teachers hold for

their students.

A Note of Interest: 1 The online medical-dictionary.thefreedictionary.com defines the word “meditation” as “a practice of concentrated focus upon a sound, object, visualization, the breath, movement, or attention itself in order to increase awareness of the present moment, reduce stress, promote relaxation, and enhance personal and spiritual growth.” This dictionary also points out that “Overall, a 1995 report to the National Institutes of Health on alternative medicine concluded that, ‘More than 30 years of research, as well as the experience of a large and growing number of individuals and health care providers, suggests that meditation and similar forms of relaxation can lead to better health, higher quality of life, and lowered health care costs ….’” [Source: medical-dictionary.thefreedictionary.com/meditation].

“Silence is the element in which great things fashion themselves together.” ~ Thomas Carlyle

Summing Up Fun-Inspired Learning Games from Teachers’ Treasures in Only a Few Words

These incremental elements of the learning procedure build well on each

other, give practice observing, listening, giving attention, concentrating,

thinking, repeating, and using multiple senses which help to introduce and


commit to long-term memory the information learned while relaxed and

having fun. The more wonderful teachers can provide joyful learning opportunities that

include relaxing fun games, activities, and exercises that ignite the

imaginations of their young learners, capture their attention, boost their

concentration, and build their confidence and competence, the happier and

more successful their young learners will be.

Reviewing Fun-Inspired Learning Games from Teachers’ Treasures with a Buzan Mind Map

Please Note: Mind Maps® is a registered trademark of the Buzan Organisation 1990, www.ThinkBuzan.com. Typically, Buzan Mind Maps include only one word per branch; however, for our purposes, the full titles of games and activities are given on their respective branches for smoother reading and clearer understanding as, it is hoped, a memorable visual method of reviewing and summarizing the exercises and activities shared in this article.


Sources Materials Cited BrainyQuotes.com ~ www.BrainyQuotes.com

Free Famous Quotes ~ www.freefamousquotes.net/

goodreads ~ www.goodreads.com/quotes

medical-dictionary.thefreedictionary.com/meditation

The Quote Garden ~ www.quotegarden

Think exist.com ~ Think exist.com/quotes Teachers/Contributors

Ionkova, Jasmina. Personal communication, 21 December 2012.

Kopp-Duller, Dr. Astrid. Personal communication, 05 December 2012.

Nuhl, Elisabeth. Personal communication, 11 December 2012.

Pailer-Duller, Mag. Livia R. Personal communication, 12 December 2012.

Troller-Janesch, Angelika. Personal communication, 12 December 2012.

Teachers/Contributors [in alphabetical order]

Jasmina Ionkova, a social pedagogue, earned a Master in Pedagogy and

Certified Dyslexia Trainer with Östereichischer Dachverband Legasthenie.

In 2006, Ionkova established the Bulgarian Dyslexia Association, and two

years later, she established a dyslexia center. She has created her own

training program known as “New Start,” based on diagnostics and the

Attention Function (Perception) Symptom AFS Method of Dr. Astrid Kopp-

Duller.


Dr. Astrid Elisabeth Kopp-Duller, an innovative educator, has dedicated

her energy and time since 2006 to instruct more than 750 teachers in the

Austrian Government Program, and has educated more than 8500 German-

speaking Dyslexia and Dyscalculia Trainers in 52 countries around the

world. International educational authorities, governments, and academic

institutions have adopted her theories and methodologies. She is the Chief

Science Director of the American Dyslexia Association, the Executive

Director of the Dyslexia Research Center USA, and the Chairperson of the

Committee for Distance Learning Courses—Dyslexia Trainer and

Dyscalculia Trainer. She heads the American Dyslexia Association and

attends to board functions in eight international dyslexia organizations.

Kopp-Duller has authored more than a dozen books in German, and many in

English, to bring the world of reading and mathematics to learners

challenged with dyslexia. Her work, Dyslexia – Dyscalculia!? by DRC

Publications, is co-authored with Mag. Livia R. Pailer-Duller.

Elisabeth Nuhl, President of the Vienna Dyslexia Association, Vienna,

Austria, is a graduate of Dyslexia Trainer EÖDL, who not only teaches

dyslexic kindegarten students but also she has developed fun vocabulary-

building games such as Den richtigen Artikkel kennen [Knowing the Right

Product] and Im Aquarium [In Aquarium]—CD’s that have won the 2012

Dyslexia Quality Award and are available at www.sissi-nuhl.com/. In

addition, Nuhl lectures on “Dyslexia/LRS/Dyscalculia.”


Mag. Livia R. Pailer-Duller, is not only an active board member of the

Vienna Dyslexia Association, but also she is the co-author of Dyslexia—

Dyscalculia!? DRC Publications an e-book available at


Angelika Troller-Janesch, Vice-President of the Carinthian Dyslexia

Association, Klagenfurt, Austria, is known not only for her talent in teaching

subject matter to dyslexic students, but also she is acknowledged for her

excellence in encouraging students to workout to improve their physical

condition and fitness through such activities as hiking and endurance

training in which they measure their results using the free app “runtastic.”

collaborator/ compiler/ contributor/editor/photographer Linda Davis-Kyle, MA in English, ACCET certified to instruct English as a

Foreign Language, is a general interest and educational writer whose articles

have been published in several countries in Africa, Asia, Australia, Europe,

and North America. Davis-Kyle not only writes but also edits professionally,

gives parenting seminars, loves teaching writing composition to guide

aspiring writers of all ages to make their dreams to write and to be published

come true writingnow.com/. She worked some magic to help compose

Ready, Set, Action! An Entertainment Fun Book for Parents of Dyslexic Pre-

Teens~Adventures in Writing & Performing elabsworkbook.com/. More

recently, Davis-Kyle has worked some magic once again to help make Camp

RSA! Ready, Set, Action! A Camp Leader’s Guide and Camp RSA! Ready,

Set, Action! Journal a reality.


Acknowledgments I am immensely grateful to all the teachers/contributors for their innovative

activities, games, and exercises for young learners and to Brenda Maguire,

retired teacher, for her generosity, her thoughtful critique, and her wise

counsel. ~ ldk

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