Learning at Home, Again

April 24, 2020

As COVID 19 is still a real danger and Robert is staying home, we returned to more divers teaching and learning.

Today, Robert and I prepared three new  folders from three different Take It to Your Seat Centers. Each of them required a new skill to be used to complete previously acquired knowledge.

1. Prefixes.

The concept of prefixes is not new to Robert.  Many times he practiced adding “re”, “un” “dis” “mis” to other words. Today however, he faced previously unknown prefixes “co”, “fore”, “super”, “sub” “multi”. and “im” .  With new prefixes came  words, he was not familiar with: forewarned, coexist, supersonic, immature, submerge, multipurpose.  I gave him a few examples, but of course I didn’t expect him to master them yet.  I opted for creating a vague idea of their meaning and possible usage.

2. Name that Relationship

Robert and I completed many sets of analogies in the past. I dare to say that he was rather familiar with them and able to finish quite a few independently. Today’s task, however, was a different one. The analogies were already completed.  Robert’s assignment was to decide what kind of relationship were they based on and place them in one of the 4 categories: Cause and Effect, Part- Whole, Antonyms, or Synonyms. That was slightly confusing as it required Robert to change the focus and opt for more abstract ideas.

3.Compare Decimals

Robert encountered two kinds of problems while working with this folder. He had unexpected difficulties with the first kind. He was so unsure of himself, and made so many errors that I started believing that he forgot how to compare numbers in general, not just decimals. Then I realized that adding a new element to comparisons baffled Robert. There were already mathematical signs of “less”, “more”, and “equal” placed between numbers but sometimes those signs were correct and sometimes not. Robert had to decide if those were true or false statements. He clearly didn’t want to disagree with what was in front of him and thus hesitated, seemed to smell a trap and trying to avoid it he chose the wrong answer. When I realized that, I covered the sign with my finger and asked Robert which one of two number is larger.  He knew that.  I took my finger out and allowed him to decide if the answer on the page was the same he gave me. Now he realized that when the sign didn’t match his response it meant that the inequality was false and if the sign agreed with his answer then the inequality (or equation ) was true. I do hope that it was also a lesson in understanding that he should trust and rely on his own judgement.

Not surprisingly the task of just placing correct signs in the empty circles between two decimals was an easy one for Robert since there was nothing to misdirect him and confuse him.

 

 

 

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