| All CLSO™-MATH Fractions users are encouraged to send their comments, queries and suggestions to this forum. I will be happy to reply to you individually or collectively by way of offering any clarifications you may need from me when using the student worksheets. Your queries and comments along with my response, will appear on this page.The CLSO™-MATH program may be unlike any other program you have used before. It is important to understand its structure and approach so that you may optimize its use for your student(s). Before you begin using the worksheets, please read the Introduction to the program (this has been sent to test users along with the Student Worksheets). |
The CLSO-Math experience
The program has been pilot tested for over two years in an elementary school in Vancouver, BC, Canada. It has been positively reviewed by an expert panel from a well known educational publishing house in the US (Sopris West).
“…It seems as though all the previous grade 4, 5, 6 and 7 students (now in higher grades), who had earlier been taught using the CLSO-MATH program were no longer performing significantly below grade level. This seems to confirm the success of your CLSO-MATH program. What they learned from the CLSO-MATH program has strengthened their foundational math and helped them manage their math learning at subsequent grade levels.”
- Gregory Unsworth, Cunningham Elementary,Vancouver, Canada
“Rich and very sophisticated”
“Conceptually impeccable design and content”
“The multiple approaches via scaffoldings and micro-stages were the most unique features of the program”
“The program design would lend itself easily for developing interactive software and also e-learning”
- Expert panel, Sopris West
Conference Feedback
The following feedback was received by Shad Moarif, following his Oct 11-12 Chicago IDA Conference Talk on “MATH-SMART or SMART-MATH ? The Need for Intelligent Design in Math Education”.
“I used your multiplication visual to illustrate basic measurement for one of my students who is dually identified (I am a teacher of deaf/hh children.). His classroom teacher reported that this occasion was the first time in nine weeks that he passed a test. You have already made a huge difference!”
- E.A , IL USA
“Please continue your work. We all look forward to having you come back to Illinois and provide a workshop regarding your product and math education approaches.”
- Marguerite Grizzi IL, USA
“Thank you for your wonderful presentation. I am very excited to take this back to use with my students. Thank you again!”
- H. F Island Lake, USA
“When will we be able to download your programs. I was so excited to use your program, and I have so many students waiting to begin. Can’t wait to begin.”
- Alison Wells, IL, USA
“I received your email. Thank you for your wonderful presentation. You have to get your workbooks published! I look forward to trying the ideas.”
- Elizabeth Albrecht, IL, USA
“I loved your ideas and can’t wait to start using your materials when they are available! Thank you!”
- Patti Schabinger, IL. US
“……friends encouraged me to attend your Friday session - and they were so wise to have told me. Thank you again for a most enlightening experience!”
- Paula Filler, IL, USA
“It’s great to meet a like-minded individual, with so much passion and dedication to helping children who are struggling in math. It was also great seeing your insightful and entertaining presentations.”
- Henry Davis, IL, USA
“I truly enjoyed hearing your ideas on teaching math at the Dyslexia conference. I currently work with special needs students on an individualized basis and I am very excited to share your ideas. I know it will greatly benefit them. I look forward to hearing from you!”
- Kathy Lewandowski, IL UK
“Thank you for sharing your CLSO-Math program with us. I look forward
to being a part of your community. Thank you again.”
- Maryann Beavers, IL USA
“I am taking noncredit algebra and pre-calculus classes at UBC. I just got my first test back with a B+! If it had not been for you I would have dropped out of the class within the first week. Thank you so much.You are a gifted teacher and the CLSO program is great.”
- Sylvia, Vancouver, BC
May 10th, 2008 at 6:32 pm
The visuals are pure genius. The word relationships that reduce the concepts to single word definitions are concrete enough to get at a glance. “At a glance” looking is something that LD and NVLD kids become experts at doing because the are so often overloaded by TOOOOOO much lwritten infomation…too much verbage.
If I may make a suggestiion it would be this- after the graphics intro to the concept consider inserting the bold quick sum up reference words immediately such as (take/break) in the fractrions section. The LD and dysgrapic brain often works from the whole to the part and back to the whole again. The sooner this brain type can see the “WHOLE” word or process or outcome the more likely this brain type is to assimilate the iformation. The goal is to not loose them in the verbal or written explnanation as they do not exchange or break down information into its parts until they first have the ending. These kids need to hear the “end of the story” befoer they can remember and relate to all the details embedded.
This NVLD brain type I have found through my SLP-diagnostics readily eliminates “PREPOSITIONS” (in, on, under, beside, between etc.) from what they read and hear. These words appear distracting as they carry little to no visual or auditory wieght in their mind/word memory bank. It’s as if their brain is searching for the concrete connection first to make the most sense. So you may wnat to keep the prepositons low within the caratoon paragraph explanations, show the succint words(verbs/nouns) f irst and then show how the preposition changes the “mathematicaL’ meaning finally.
You guys are “‘ROCKET SCIENTISTS”… or should I say “‘ROCKET HEURISTISTS!!”. Thank you. ANNE M. AURAND-momand SLP,M.A.