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COMPARISON OF PETERSON MEANING CLUSTERS AND ALPHABETICAL MEANING PHRASES The two types of lessons serve different purposes Alphabetic shows similarities and differences, It's a fast way to make comparisons. Meaning clusters on 2 or 3 lines allow a longer explanation of meaning. |
USE OUR PHOTOS RATE OF AUDITORY INPUT Oral input to infants can include several dozen to several hundred new phrases per day. ---------------------- PETERSON READING Our electronic recordings provide continuing high-rate input. ------------------------ Peterson Reading inputs at the rate of 10,000 to 12,000 words per hour. 4,000 to 5000 phrases per hour. 500 hours of input equals 5 million words equals 2 million phrases. ------------------- MAJOR PROBLEM Q. Why do so many persons claim that the brain learns more slowly after the first few months or age two? A. THE RATE OF ORAL INPUT SLOWS Here are some possible reasons why: 1. Child becomes less dependent on parent. 2. Child learns to crawl and walk away. 3. Parents reduce the time they hold the child. 4. Child has less contact with parents and phrases. 5. Parent returns to older children. 6. Parent may have another baby. 7. Parent returns to work. Any of the above can make the learning rate drop precipitously. |
MIND 555
MEMORY AND YOUR
ORAL LEARNING STRENGTHS
You have well-developed
auditory learning strengths.
As an infant you had
rapid learning skills.
Starting after birth
you used a high level of concentration
to discover what was going on
around you.
Starting from scratch
you used your eyes and ears
to acquire information.
You:
1.
Built an enormous database
of facts and events.
2.
Copied facial gesturing
by caregiver responses.
3.
Accumulated opinions.
4.
Learned to manipulate adults.
5.
Copied many adult preferences,
likes and dislikes.
Your mind's database
would help you
understand new events
and extract new meanings.
Over time you found millions of uses
for the information.
Most experts agree that
learning slows down
as you grow older.
There is no consensus
as to why.
Perhaps these ideas should be considered
as well.
Perhaps it was because
you no longer needed the fast learning rate?
You had learned minimum survival skills?
Parents reduced your teaching time?
Adult teachers moved on
to other interests?
Parents started sharing
their inputs with other
children?
Less immediate necessity
for more information?
--------------------------------
Go back
TO your childhood.
Feed your curiosities.
Increase your
rate of discovery.
Enjoy your mind
before it leaves you.
Learn to learn
like the learner you were.
SAVE IT OR LOSE IT
SAVE IT OR FORGET IT
PRONUNCIATION
AND YOUR MIND
We learn to make
pronunciation corrections
before someone makes them for us.
We give ourselves feedback
with inner-speech before
making audible sounds.
Studies show that a
three-year-old’s pronunciation
is 96 percent correct.
Adults rarely make pronunciation mistakes.
How can we be so accurate?
How are adults so accurate?
As infants grow, they learn
many pronunciation and grammar rules
through billions of auditory inputs.
The rules define the speaking
combinations we use.
The mind rehearses
most or all of its phrases
before saying them.
After rehearsal the mind selects
the most correct phrase to say.
--------------------------
MANY TEACHING METHODS
UNDER-UTILIZE THE CAPABILITIES
OF YOUR MIND.
Why did we use those
teaching practices?
I'm not sure.
Perhaps we lowered
our sights and goals
too quickly.
We have under-utilized
our most valuable resource.
Our brain.
--------------------
A perspective:
Today's fastest computers
are not able to accomplish
the abilities of the mind.
Your mind instantly
recognizes
stores
retrieves
sorts
uses
information in milliseconds.
Memory pictures are designed
to capitalize on the mind's
everyday capabilities.
The thinking tasks it speeds up
are not serious challenges
to the incredibly capable mind.
Here are some more examples:
After the introductory title
the mind starts making decisions
about the content
of the next pictures.
--------------------
VISUALLY ASSISTING THE MIND
IN THE THINKING PROCESS
ABSORB OR CREATE
MORE ACCURATE THOUGHTS
IN LESS TIME
RESULT
Effective arrangement of
pictures for:
understanding
retention
retrieval of material.
VIEW MULTIPLE PICTURES
RATHER THAN ONE SLOW PICTURE
QUESTIONS
Q.
"Is it possible to learn better
if you slow down the pictures?"
A.
I don't think so.
Slowing down may cause you
to miss the gestalt,
the big picture,
and result in incomplete
or mistaken thinking.
A little knowledge
is a dangerous and misleading thing.
It's hard to fill in
the web of knowledge
when your web is unattached
at important corners.
--------------------
WHY DOES IT WORK?
EXPECTANT MINDS
Anticipatory abilities
of the mind.
Common cultural expectancy.
You're so familiar
with seeing patterns
that you can anticipate
what the following pictures will show.
From this limited information
you can make many
conclusions and decisions.
Preparedness lets you
make rapid decisions.
--------------------
WE HAVE UNBELIEVABLY
FAST MINDS
Mind numbing quantities
of information
are quickly organized.
The mind rapidly
converts new information to:
Understanding
Actions
Memory
It is not instant.
It is within milliseconds
when needed.
When is it needed?
When you are in danger.
When you are listening.
When you are reading.
When you are speaking.
When you are writing.
The mind predicts.
The mind fills in
missing information.
This is not hard
for the mind to do.
--------------------
SLIDE SHOW SEQUENCES
ARE USUALLY PREDICTABLE
Take advantage
of common knowledge.
You have plenty of time
to use your:
prediction skills
anticipation skills
inference skills.
--------------------
Random access minds have
many more opportunities
to think about unrelated things.
Squeezing in all the opportunities
to listen and absorb is challenging.
You can't do it all day.
You must withdraw
from the intensity
after 2 or 3 hours.
If you have recorded your reactions
with photos or phrases
you will be able
to revisit the information.
This will add more
neurological connections
and multiply your personal data base.
-----------------------------
GOOD READERS
Many good readers can read
300 to 400 words per minute
in light or familiar material.
If they stop reading to take notes
it probably cuts their study speed
by half or more.
Audio texts model
the correct pronunciation
saving errors and regressions.
Repetition of the audio sounds
allows self correction
of pronunciation and prior notetaking.
Copying and tracing
audio texts
Improves your:
memory,
vocabulary
spelling
speaking
thinking
writing
-----------------------------
USE 444 & 333
to learn a language
or technical subjects.
-------------------------------
EDUCATING YOUR BRAIN
PETERSON 333 TESTS
Peterson 333 tests teach reading
and languages faster than
any other method we can find.
In our classrooms we have discovered
that a reading procedure
that uses auditory input
and causes more writing output will:
1. Get superior test scores.
2. Get better speaking fluency.
3. Improve comprehension.
4. Build more memory.
5. Cause more mind interaction.
333 tests are designed
around these conclusions.
Multi-sensory input is combined
with multi-sensory output
performed at lightning speed.
-------------------------
TECHNOLOGY CAN
IMPROVE CLASSROOMS
Computer-controlled audio
can reduce wasted class time
and increase time spent learning.
The teacher doesn't have
to waste valuable time
talking and explaining.
The computer can talk
while the teacher
spends more time
listening to students.
Audio lessons can be repeated
to fill any void between
classroom activities.
When the computer is talking
the students are
less likely to talk.
It keeps them engaged
in the act of learning.
------------------------------
LOWER COST MATERIALS
Internet technology
has brought educational materials
to a minimum cost
by providing access
to proven methods
and free materials.
Every lesson has downloadable
audio, and printables.
Download free
audio and print materials
for your classroom:
www.test333.com
www.literacyfree.com
www.picturesfree.org
--------------------------------
333 TESTS: NANO-EDUCATION
In this chapter I make
assumptions and explanations
based on observed student outcomes
and the interpretation of test scores.
--------------------------------
333 TESTS AND THE BRAIN:
How do 333 tests improve
learning of new material?
Here is a workable explanation
for the high rate of learning
our brains perform.
Your multi-tasking mind can
simultaneously sort,
organize,
plan,
and act.
It can analyze,
evaluate,
select and
assign relevance to
new information
in nanoseconds.
The human mind
is multi-dimensional.
It is constantly
comparing,
contrasting,
deciding,
interpreting,
predicting and
filling in the blanks.
Advanced imaging machines
have allowed us to learn more
about which sections of the brain
seem to be activated
by certain stimuli.
We have discovered that
learning occurs at the "nano"
or molecular level of the brain.
333 tests can be called nano-education
because they take advantage
of brain function at the nano level.
The tests are designed to trigger
the brain's multi-tasking ability
and harness its potential.
How?
By simulating the learning abilities
of infants and students.
By combining multiple sensory input
and fluent sensory output
to create a knowledge base.
Each 333 test incorporates
multiple brain functions:
Speaking
Writing
Thinking
Organizing
Listening
Attention Span
Any topic can be learned
quickly and fluently
by using the 333 test format.
Visit www.Test333.com
for more about:
Quick training for teachers
Free materials
Proven results
-------------------------------
REWARD MANAGEMENT
Offering rewards and incentives
entices students to get more input
and create more
speaking and writing output.
Many children avoid tasks
they know to be difficult to them.
Improved self-esteem
means more confidence
to try new tasks.
Confidence allows the child
to function in more areas.
We want the child to feel:
"I can do that
because I was
successful before."
Poor readers and poor writers
need to change the proportion
of successes and failures.
Peterson Reading is designed
to maximize successes
versus failures.
------------------------
GIVING STUDENTS
ACADEMIC SUCCESS
Success is the ultimate teacher.
Fewer Rules.
No Criticism.
More Successes.
Engineering academic success
is not rocket science.
If you want a child to succeed
you must give them tasks
they cannot fail.
It requires carefully designed
assignments and materials
where the proportion of success
is very high.
The result is
improved confidence
to try more difficult tasks.
Success becomes the reward
and the motivation.
All Peterson Reading
materials and tests
are designed
for maximum success.
-----------------------
CYCLICITY OF MUSIC
AND READING
Reading problems occur
when the rhythm
of predictable phrasing
and breath pauses
are interrupted.
Our mind expects multiples
of 2-4-6 rhythms.
We expect to feel the rhythms
of poems
of speech,
of reading.
We all pronounce
with phrasing and rhythm.
Rhythm feels good.
Rhythm helps you remember.
Most meditations and prayers
are rhythmical.
Standard songs are
64 measures long.
We walk two beats per second
A phrase is 16 beats.
One 16th of a cycle
per second.
16 seconds of a second
for a phrase.
256 seconds for a song.
------------------------------
PETERSON READING
IS RHYTHMICAL
The repetitions
of each phrase
is like a measure
in a song.
If the rhythm of a song
helps you remember
the words of the song,
The rhythms of Peterson Reading
help you
remember the phrases.
Iambic Pentameter:
Some people say English
is basically spoken
in iambic pentameter.
------------------------------
CLASSICAL RHYMED POETRY
Rhythmic poetry is more likely
to be remembered and appreciated.
Some creative writing
is not rhythmical
and is hard to remember.
Our minds expect the lines
to be about the same length.
Are some rhythms
fundamental to humans?
Writers that break
the rhythm rules
are less popular.
Odd rhythms are not
easily recalled.
Do the above rules apply
to readers as well?
Are Chinese and Korean
rhythms similar as well?
Does rhythm become
an essential part of memory?
Some jazz musicians
vary the beat
to make songs interesting.
Does this help you remember
or hinder your memory?