I just sent my son to school to take a quiz on bones for health that I have no doubt he will not pass. It just went in one ear and out the other. I don’t care about the passing part—in general he is doing much better this year and knowing bones is hardly like learning multiplication (which is he doing very well with using Multiplication the Fun Way). It is just that it got me thinking about all the memorization that school requires and how is he and we going to get through it.
My son is classified as SLD and has been diagnosed with CAPD. After intervention, he tests in the normal range for short term memory. His long term is fine. But one thing I have noticed with him is that information has to be related to something he already understands for him to learn it. I don’t know if that is the CAPD or what. In some ways that is not hard because he is a very curious kid and knows a vast amount. Recently, he had to learn all the continents and the major oceans and after some sustained effort on all of our part he was able to Ace the test. But I was able to tell him that Europe was the only continent that I had visited other than North America, that Daddy’s aunt lives in Australia and there you can’t pick up sticks because they might be snakes. Well….you get the idea.
Some things like bones names just don’t lend themselves to that sort of approach. I guess I am wondering what others do….how do your kids (and you) survive the memory demands of school.
Beth
Re: memorizing the names of the bones in third grade
It’s been a significant challenge. Like you, I’ve had to find ways to relate it. What also has been very helpful (if very time consuming) was that the sample tests I made up. After the first test, I could type up tests on the next unit that were similar to the first test in format. I would try to make up several (thank goodness for computers and word processors) as it really helped my son to see how it might look on the test. It also helped him with the memorization too because as he saw it on the sample test, it embedded a little bit more.
If the teacher was fond of matching tests or multiple choice, I’d take the information of the unit and write it up that way.
The dreaded total recall “fill in the blank” questions still proved a challenge but not every teacher uses that kind of test and some will provide a word bank if they do.
Without those home made sample tests, my LD son would not have made it to the 11th grade he’s in now.
Good luck to you and your son.
Re: memorizing the names of the bones in third grade
JUST finished this with my 4th grader.
Ive really locked into the idea that ds is rightbrained and thinks in pictures, not words. I made tags with bone names on them for him to place on the sample paper skeleton. He picked it up immediately. One caveat-he obviously snapped a picture of the whole layout so when the line on the test pointing to the ulna was above the line pointing to the radius he didnt notice and reversed them. Does that make sense? I knew this would happen but he had to experience it to believe me. The picture thing still amazes me. It was the key to spelling as well-forget sound it out, phonics. We make flashcards-he “writes it on the chalkboard in his brain” or “snaps a picture” and he gets them now for the first time. No more writing 10 times which never helped a bit. The way to find out if your child can do this is to work with them to visualize a lengthy and difficult word-take about 20 sec-and then ask them to spell it backwards. I read that suggestion like…..ha! But he spelled backwards quicker than forwards.
I try to make a picture to “snap” with everything I can-parts of the cell-forget the book-just memorize the diagram. States have been easy as well-just take it down to a chunk of 5 or whatever he can “hold” in his brain at a time.
I also use a lot of color. Write words with markers-all the arm bones were blue for example. If teh middle of a spelling word is causing him a problem I write it in a different color.
Of course all of this is useless advice if he isnt visual, but you can try!
Re: Thanks
My son does not have strong visual skills but still it is good to have a variety of ideas to try out. The testing idea sounds good too—but a lot of work. I think I am already tired!!!
Re: memorizing the names of the bones in third grade
My son has to see it to learn it also and the phonix thing makes no sense to him. He is doing well with spelling and math he learned touch point math and spelling if he writes in he will keep having me ask and spelling it verbally.
I don’t know but whatever works for him I do the school insists on shoving phonix at him so I got him a reading tutor and he is doing better.
Re: You might want to try this!
In my son’s IEP, I stated that all tests must be multiple choice.
I discovered while studying with him, that if he heard the word, he had recall. He has a hard time with finding the right words, and like your son I think it’s visual. He often says things like, “remember that one place we went”. He gets really upset with us when we don’t know what he is talking about, it’s like in his mind, he sees exactly what he is talking about.
Anyway, I got off the subject, but try requesting muliple choice tests.
Gee it sounds like your son could be my son’s twin. My son is in a NI class which I am not happy about since he isn’t learning enough.
It is hard for all of us that have kids have trouble remembering all the stuff they are taught. For my son to remember he has to be interested and if he is he will remember. That leaves it up to us to get his attention at some level important to him.
I know it is too late for your son’s test today but if he likes animals and you want to pursue him learning body parts you could compare animals and people. Cats are a good one to use since they have a similar structural design.
Good luck!