| OUTREACH |
Until recently I was manager of a Learning Centre for primary aged children with special needs. The Stern materials were recommended by our Education Psychologist and introduced to our Centre by Vikki Horner who gave a very good presentation to myself and my TAs. She also gave valuable assistance to the children through working with them individually and in small groups. Within a short time the children were much more confident in their recognition of number bonds and their concepts of addition and subtraction. They enjoyed the practical hands-on nature of the materials and the games and activities relating to them. I feel that this system of teaching basic numeracy is excellent, particularly for children with difficulty acquiring concepts in number and with poor concentration. The handbooks are easy to use and each activity is clearly described, so it is easy for all personnel to use."
January 2008 - Felicity Hidderley - Learning Centre Wiltshire
|
| Wave 3 Resource ... |
REPORT RE: USING STERN STRUCTURAL ARITHMETIC SCHEME AS A WAVE 3 RESOURCE
John is a Y3 child who has been diagnosed as having moderate learning difficulties. He has a Statement of Special Needs and is educated one year out of cohort (now in Y2), having repeated his year in Nursery.
John has hearing and speech and language difficulties and receives a high level of support (25 hours per week).
Despite this level of carefully targeted support, using a range of materials and being in classes with very experienced and skilled teachers, John had entered the Y2 class still unable to count with 1-1 matching and with no real understanding of number values.
In June 2006, towards the end of his time in Y1 (but as a Y2 child), it was decided to use the Stern Maths materials to support John. The progress he has since made has amazed and greatly pleased all involved.
As a visual learner John quickly learnt to match the blocks to their home space. The multi-sensory nature of the programme helped to motivate him and make him actively involved in the leaning process. The small steps with lots of repetition helped to lay solid foundations for understanding what number values really are, enabling John to then move on through other concepts.
Following the instructions given and having the spoken concepts linked to visual actions has helped to develop John’s receptive language and auditory memory. He particularly enjoys taking the role of the teacher where he needs to be able to give instructions and use expressive language appropriately.
The layout of the pattern board reinforced accurate 1-1 counting and directionality and this has transferred to counting everyday objects
John’s learning became very focused and accelerated through the next six week period allowed on the Individual Education Plan. John was able to work on concepts of one more, one less and simple number bonds to 10.
This work was revisited after the Summer Holidays and by October 2006 John was working on simple addition and subtraction and demonstrated a very secure understanding of these concepts.
March 2007– John has now started working on Book 2 of the Stern Maths Programme. Within a nine month period he has gone from having no understanding of number values to being able to confidently add and subtract and to record his work.
The Stern Maths Materials have proved themselves to be an invaluable resource with this child and we plan to use them with a range of children in the future.
March 07 -Gaynor O'Ryan SENCO - Holy Trinity C of E School, Dobcross, Oldham |
| After Just 4 Days ... |
Hi Vikki, thought I'd let you know how Olivia and myself are getting on.
First The Charlotte Clock. I can only say this is absolutely brilliant. The book is amazing and straight forward and its the first time I have ever seen the importance of teaching children not just how to tell the time but the concept of time as well. It made me realise that schools focus really on getting children to memorise the time, for Olivia this hasn't worked and also it has made me realise that she struggles with knowing how much e.g. 5 minutes is or an hour. Although she may have memorised where the hands are supposed to be for o'clock, half past and quarter past I don't think they really mean very much to her.
Second Stern Structural Arithmetic - Experimenting with Numbers. Olivia was very excited when I got the counting board, she picked up and studied and had a good feel with the number blocks. We started off with the very first exercise. Olivia had no trouble fitting the blocks into the counting board, however she counted the marks on the number blocks as she was doing this. Again finding the block for the groove I indicated was no problem, but she was counting as she did this. She didn't make any mistakes with this. Building the sequence from 1-10 again she was able to do this fine. We ended on finding a block of equal size (am I going too fast Vikki?). Again this went well but instead of using the colour of the blocks, she checked for a twin by again counting the grooves in the number blocks. She wasn't satisfied to rely on them being the same colour but wanted to check by counting. Even when I asked her to hold 'twins' in her hands she seemed to be reluctant to rely on the evidence if that makes sense. She has enjoyed her sessions very much so far. I hope I am doing this correctly Vikki!!!
Feb 07 - Parent from Middlesex
Vikki's Response...
Hi Karen, So much so soon. What a star!!!!! I am pleased you can see what is required in understanding the concept of time. When researching this myself I was amazed too at what was required. (Recall of our own experiences seem to be that we just learnt to do it???) It was a break through for my Charlotte as almost as soon as we began our time learning journey it began to broaden Charlottes world, and 'time' language crept into her every day vocabulary - very noticably. The unique aspect of the Charlotte Clock is in its representations, the information prompts on the clock face stay put for as long as the child needs - unti it is automatised and internalised. Do keep me posted.
Re Stern Structural Arithmetic Materials don't worry about the need to count the blocks, when children start something new, they will revert back to something they know and feel secure doing. This should pass once she gains more confidence through her own discoveries. The main thing is that she enjoys the activities. From your account of Olivias maths ability she would wiz through the first levels, which are puzzled based specific to familiarising the child with the materials, however they learn/reinforce scanning ability, judging sizes, sequencing from the smallest to the biggest block (which becomes 1 - 10 when she learns the number names of the blocks and pattern boards). Hand-eye coordination, one-to-one correspondence and spatial awareness also develops. Much is gained that carries through when broadening the understanding in the next levels of teaching. Just go through the activities as directed and observe.
The rule of thumb is observe what Olivia is doing, this is your assessment tool as children show their thinking when handling the materials. Is she naming any of the blocks when handling them for example when asked to find the blocks in the Counting Board does she say this is 1 or 2 as some children can recognise the quantity of the blocks immediately. If so let her use them and log it. I have attached an evaluation assessment sheet to fill out and guide you.
This is all so good. Well done you!
Vikki
|
| Improved Expressive Language ... |
I am using the programme at Counthill School with 2 pupils:
Thomas (year 10 - he should be in year 11 but is a year out of cohort) who is 15, has autistic spectrum disorder which includes a sevre expressive/receptive language disorder (1st centile language function) and is working at the low end of level 1 in Maths. He is completely disapplied from the GCSE Maths curriculum and we do 35 minutes of Stern 3 times a week.
James (year 9 - he should be in year 10 but is a year out of cohort) who is 14 and has Down Syndrome. He is working at the higher end of P levels and is completely disapplied from the KS3 Maths curriculum - we do 35 minutes of Stern 3 times a week.
Thomas began in June 06 and James in Sept 06.
Since starting, their expressive language has noticeably improved. They are enjoying the role plays and the very small steps approach with repetition means they are secure in one skill before moving onto the next. They both have fine motor difficulties and the size of the equipment is ideal when they are placing cubes and blocks. We did not have a structured scheme to use before and this is ideal.
The SENCO is looking at extending it to other pupils with statements. Nov 06 - The Complex Communication Difficulties Resource - Fiona - Lead Teacher |
| For the last 2 years ... |
Dear Vikki and Jackie, We at Tiddlywinks & Scallywags have been using the Stern Math system for the last 2 years with our children. I have yet to find a child who is not drawn to the beauty of the craftsmanship, nor the simplicity with which the materials can be used. The Stern system can be used from the beginning of the Montessori cycle to its end. It has the ability to grow with the child from the learning of concept of size to the understanding of quantity, followed by the ability to do addition and subtraction with the materials.
We have found that it works beautifully with the Golden Bead material and it is now an essential part of our Maths Curriculum.
One of the greatest benefits included with the System is the wonderful manual that is provided, with in depth lessons. With each lesson in the manual comes a picture. We have found the manual highly useable, as it allows all the workers in the school to participate in and teach lessons. I would highly recommend the Stern Structural Arithmetic programme to any practitioner of Montessori.
Sept 2006 - Tiddly Winks & Scallywags Montessori Nursery - Southern Ireland |
| Thank you for all your help... |
Dear Vikki, I wanted to thank you for all your help on my project. I could not have done it without you because you pointed me in the direction of great articles and programs. I finished my class last week and ended up with an A. My research focus shifted from Niles to his brother Sidney, who also has Down Syndrome because he is more cognitively advanced and, due to time constraints, would show more progress in a shorter period of time. I worked with him on counting by ones and tens to one hundred, using first only auditory methods and then visual/tactile methods. As you can guess, the visual/tactile was much more effective for this student. It was a good project and I learned a lot about what methods and materials will help both Niles and Sidney learn math. I will of course continue with these methods even though the project is over.
I want to thank you again. You were so great about getting back to me and giving me information. Brenda loved the books on Stern and The Charlotte Clock! She is reading them over right now to see what she is going to order for the coming school year. Thanks!
Aug 2006 - Melanie Potter, New York, USA |
| Excited reader... |
Dear Maths Extra, I was very excited to read about the experiences from other parents and schools using Stern Structural Arithmetic materials and the Charlotte Clock. I am a parent of a little girl with Down syndrome and I have just purchased the first kit and can't wait to get started. I will of course be writing to you with an account of our experiences at some point in the future! Also, I love your website, it is so easy to navigate and is full of really useful information! Thank you!
Aug 2006 - Parent from Devon |
| Year two progress... |
| Dear Vikki, I have been using the Stern Kit for the past year with a group of year two children and I thought I would let you know of their progress. These childen were giving their teacher real concern as they had almost no concept of number and could not complete any of the curriculum maths. Moreover, they now considered maths too difficult a subject and were reluctant to even try.The children were immediately engaged by the colours and feel of the Stern equipment, really enjoying the hands on approach and the 'play' quality of the exercises. We needed to use the equipment daily to start with as they had poor memory spans, but they have gradually picked up the idea of number concept, more and fewer and greater and smaller. The equipment was particularly useful in establishing their number bonds to ten and all the children were able to say them within a few weeks. If they missed a session because of other commitments, they were really disappointed. I feel that the Stern approach has definitely made learning easier for these children and I look forward to using the next kit and building on these early foundations.
August 2006 - Helen,
Hayesdown School, Frome, Somerset |
| What the Practical Preschool Testers said ... |
Our reception children enjoyed working through some of this workbook (we used children who were introduced to the Counting Board etc last year). Also some year 1 children with SEN who need some support. Both groups worked co-operatively and have a good understanding of what 10 looks like and therefore means as opposed to other children who have learned this by rote. It really is a better way to learn about concepts in reality.
July 2006 - Practical Preschool Tester for The Practical Preschool Awards |
| What the Practical Preschool Testers said ... |
The Teachers Manual is clear and gives detailed lessons using the original equipment on addition, subtraction, forming numerals and money. The manual includes lots of good activities to try in a practical context which the children enjoyed and learnt from.
July 2006 - Practical Preschool Tester for The Practical Preschool Awards |
| Just thought I would drop
you a quick note to say... |
Dear Jackie, although we have been on
holiday and my boys have both been unwell we have
managed to do experiments 1 - 8, Level I, to page
20 and to be honest I found that Freddie (3yrs)
found it very easy, he picked the concept up very
quickly. My only trouble is Stanley (21 months)
wants to keep taking the blocks. I'm obviously going
to have to do it when Stanley is out of the way.
I find the manual easy to follow particularly when
I need to refer back to the exercises. The brief
but simple examples make it easy to double check
that what I am doing is correct.
June
2006 - Parent from Brighton |
| Parents timing... |
Dear Vikki, I used the Charlotte Clock with my six year old daughter. As an ex-primary school teacher I had always been dissatisfied with the way I taught time as a concept and was very excited by the ideas presented in Vikki Horner's new approach to teaching time.
We put the working clock on the kitchen wall, where we eat, and started to use it at the begininning of the summer holidays.
I found the section on fractions very helpful as my daughter hadn't really covered it at school, but with the rest of the programme it was really just a case of showing her how the knowledge she had already gained with number could be applied to telling the time. A big breakthrough came for her when she realised that accuracy wasn't always called for. She loved telling the time the way we as adults do using the phrases in the book, "it's just gone" and "it's almost/nearly." This gave her the freedom she needed to move on quickly.
My daughter now tells the time accurately from all kinds of clocks as the knowledge gained from the Charlotte Clock has transferred readily. If she is ever in doubt she runs to the kitchen to check it out with the Charlotte Clock to reassure herself. She is now able to estimate how long an activity will take and can work out how much time we have left before we have to go somewhere. My daughter was so proud when she told her new teacher at the start of the Autumn term that she could tell the time. And she really could!
Parent - Warwickshire
|
| Extract from a Special Needs Co-ordinator... |
This is an extract from a special needs Co-ordinator at a primary school who has used the Charlotte Clock method with children with SEN and has also used it to teach in a group situation in the classroom.
"Dear Vikki, I have been using the Charlotte Clock with a couple of children with Special Needs and I have found it very successful. I like the format and feel there is a steady progression that can be adapted to suit the individual child.
I have also used it in a whole class teaching situation and feel it is equally adaptable to that as well."
SEN Co-ordinator Primary School - Wiltshire |
| What the Practical Preschool Testers said... |
A marvellous resource - attractive, resilient and extremely useful, offering a lot of scope for developing different mathematical concepts. The handbook was excellent, teaching an innovative approach to practical maths, which teachers really enjoyed. The summary of objectives achievable at the end of the handbook was particularly useful.
One tester said - "I would recommend this to ALL early years groups."
No negative comments were received from the testers!
October 2005 - Practical Preschool Testers for Practical Preschool Awards |
| Montessori praise indeed... |
Dear Vikki, just a note to tell you that the children in my Montessori just adore the Structural Arithmetic Programme. It really makes teaching math so enjoyable. We have started the programme at level one to make sure that all the kids were introduced at the same level. From there we have moved some of the older children on to the higher levels, as they grasp the concepts quicker than the younger ones. The amount of material provided with the kit, allows the majority of the pieces to be used at the same time, by children with different levels of math understanding. The children also love doing the exercises where they get to be the 'teacher' and often you will find the older children, teaching the younger ones.
It's wonderful to see this programme, not only help with their spatial and numerical understanding, but increases their social interaction as well. Sharing, nurturing, teaching, helping, waiting for turns, all wonderful characteristics that are brought out by the Structural Arithmetic Programme.
Tiddly Winks & Scallywags Montessori Nursery - Southern Ireland |
 |
