Little Giant Steps Knows From Practice About Learning

For over twenty years Little Giant Steps has known that all input of sensory information is important.  As is, sensory out-put.  The “System” our great creator devised for us is a total package, not designed to work best with just the Visual, or the Auditory, or the Tactile Systems.  When I first heard of the new theories about “Learning Styles” I was highly suspect, and it reminded me how in our modern day many with good intentions come across an idea, then develop it around a given instance, while fully ignoring the “rest of the factors” involved.  I saw professionals seeking to solve a problem, but in the process “dumbing down” the entire system, as a result.

What Is The Accepted Procedure For Strengthening An Area Of Dysfunction?

Physical therapy is what comes to mind as a good analogy that reputes theories of Learning Styles.  If you have a leg that is weak and not functioning as well as the other, the therapist would not set about strengthening your “good” leg.  No, they would address the area of weakness, the non-functional area and build it up…. because, as we all know, it takes two good legs to walk successfully.  The same is true for learning.  If a person tends to have poor processing skills due to low auditory processing, we don’t ignore the need to increase the processing abilities and just tell the person, “You’re a visual learner, we’ll show you pictures, work with icons, to help you get by.  That, in our minds, is called “coping and compensating” and no one will ever be as successful learning by implementing coping and compensating skills, rather than fixing the root cause of area of dysfunction.  All human beings need a good foundation for learning, and that means more than knowing the A,B,C’s and Numbers.  We must have an efficient brain and body that can work send lightening fast communication through all our sensory systems.  If we lack connections (neuro-pathways that can only happen by completing the required steps of development), then we cannot function efficiently and effectively when it comes to learning (Learning Disabilities).  We know students will learn better and easier when their weakened areas of function are addressed and made right by completing the foundational development that was missed in early childhood. Once the foundation is complete, receiving, comprehending, processing, storing, and recalling information becomes organized and efficient.  Which, by the way, makes for a very happy productive student with glowing confidence, because he knows what he knows and can have access to all he knows.  He’s not trying to use only half of what God gave him.

Here’s an article from the NPR Blog, by Patty Nighmond.  It backs up what we’ve known for many years.  I am so glad to see someone out there recognizes we are a “whole” system and all parts need to become as effective and as efficient as possible in order to learn with ease.

Think You’re An Auditory or Visual Learner? Scientists Say It’s Unlikely.

We’ve all heard the theory that some students are visual learners, while others are auditory learners. And still other kids learn best when lessons involve movement.

But should teachers target instruction based on perceptions of students’ strengths? Several psychologists say education could use some “evidence-based” teaching techniques, not unlike the way doctors try to use “evidence-based medicine.”

Psychologist Dan Willingham at the University of Virginia, who studies how our brains learn, says teachers should not tailor instruction to different kinds of learners. He says we’re on more equal footing than we may think when it comes to how our brains learn. And it’s a mistake to assume students will respond and remember information better depending on how it’s presented.

For example, if a teacher believes a student to be a visual learner, he or she might introduce the concept of addition using pictures or groups of objects, assuming that child will learn better with the pictures than by simply “listening” to a lesson about addition.

In fact, an entire industry has sprouted based on learning styles. There are workshops for teachers, products targeted at different learning styles and some schools that even evaluate students based on this theory.

This prompted Doug Rohrer, a psychologist at the University of South Florida, to look more closely at the learning style theory.

When he reviewed studies of learning styles, he found no scientific evidence backing up the idea. “We have not found evidence from a randomized control trial supporting any of these,” he says, “and until such evidence exists, we don’t recommend that they be used.”

Willingham suggests it might be more useful to figure out similarities in how our brains learn, rather than differences. And, in that case, he says, there’s a lot of common ground. For example, variety. “Mixing things up is something we know is scientifically supported as something that boosts attention,” he says, adding that studies show that when students pay closer attention, they learn better.

And recent studies find that our brains retain information better when we spread learning over a longer period of time, say months or even a year, versus cramming it into a few days or weeks. Rohrer and colleagues nationwide are currently researching what teaching methods work best for all students, but only using the evidence.

We’ve all heard the theory that some students are visual learners, while others are auditory learners. And still other kids learn best when lessons involve movement.

But should teachers target instruction based on perceptions of students’ strengths? Several psychologists say education could use some “evidence-based” teaching techniques, not unlike the way doctors try to use “evidence-based medicine.”

Psychologist Dan Willingham at the University of Virginia, who studies how our brains learn, says teachers should not tailor instruction to different kinds of learners. He says we’re on more equal footing than we may think when it comes to how our brains learn. And it’s a mistake to assume students will respond and remember information better depending on how it’s presented.

For example, if a teacher believes a student to be a visual learner, he or she might introduce the concept of addition using pictures or groups of objects, assuming that child will learn better with the pictures than by simply “listening” to a lesson about addition.

In fact, an entire industry has sprouted based on learning styles. There are workshops for teachers, products targeted at different learning styles and some schools that even evaluate students based on this theory.

This prompted Doug Rohrer, a psychologist at the University of South Florida, to look more closely at the learning style theory.

When he reviewed studies of learning styles, he found no scientific evidence backing up the idea. “We have not found evidence from a randomized control trial supporting any of these,” he says, “and until such evidence exists, we don’t recommend that they be used.”

Willingham suggests it might be more useful to figure out similarities in how our brains learn, rather than differences. And, in that case, he says, there’s a lot of common ground. For example, variety. “Mixing things up is something we know is scientifically supported as something that boosts attention,” he says, adding that studies show that when students pay closer attention, they learn better.

And recent studies find that our brains retain information better when we spread learning over a longer period of time, say months or even a year, versus cramming it into a few days or weeks. Rohrer and colleagues nationwide are currently researching what teaching methods work best for all students, but only using the evidence.

We’ve all heard the theory that some students are visual learners, while others are auditory learners. And still other kids learn best when lessons involve movement.

But should teachers target instruction based on perceptions of students’ strengths? Several psychologists say education could use some “evidence-based” teaching techniques, not unlike the way doctors try to use “evidence-based medicine.”

Psychologist Dan Willingham at the University of Virginia, who studies how our brains learn, says teachers should not tailor instruction to different kinds of learners. He says we’re on more equal footing than we may think when it comes to how our brains learn. And it’s a mistake to assume students will respond and remember information better depending on how it’s presented.

For example, if a teacher believes a student to be a visual learner, he or she might introduce the concept of addition using pictures or groups of objects, assuming that child will learn better with the pictures than by simply “listening” to a lesson about addition.

In fact, an entire industry has sprouted based on learning styles. There are workshops for teachers, products targeted at different learning styles and some schools that even evaluate students based on this theory.

This prompted Doug Rohrer, a psychologist at the University of South Florida, to look more closely at the learning style theory.

When he reviewed studies of learning styles, he found no scientific evidence backing up the idea. “We have not found evidence from a randomized control trial supporting any of these,” he says, “and until such evidence exists, we don’t recommend that they be used.”

Willingham suggests it might be more useful to figure out similarities in how our brains learn, rather than differences. And, in that case, he says, there’s a lot of common ground. For example, variety. “Mixing things up is something we know is scientifically supported as something that boosts attention,” he says, adding that studies show that when students pay closer attention, they learn better.

And recent studies find that our brains retain information better when we spread learning over a longer period of time, say months or even a year, versus cramming it into a few days or weeks. Rohrer and colleagues nationwide are currently researching what teaching methods work best for all students, but only using the evidence.

It’s amazing that Little Giant Steps (LGS) is often times “pigeon holed” as a neuro-educational consulting group that only works with children, teens or adults with learning disabilities or brain trauma.  The fact is, the Neuro-Educational Programs they provide work for everyone!  Why? Because all of us have been raised in a society that began practices (40 some years ago) that were convenient, but not the best interest for our infants neuro-development. The truth is, each individual must go through vital steps and stages of development in order for the brains and bodies to be wired and functioning efficiently. What has happened is that we’ve hampered our off-spring from developing solid strong neuro-connections because we’ve taken them off their tummies during their waking hours, and placed them up-right, in seats that rob them of the neuro-stimuli they require.  They’ve been affected with less than ideal function neurologically, neuro-muscular development, vision (central vision development and tracking), auditory development, tactile and motor function.  Not to mention other factors  (food additives, genetic engineering of our foods, vaccinations, medications, etc.) that may play a part in the development of our neuro-connections.

Each individual  requires a sound auditory processing ability, which is part of the early learning experiences. Yet, today most of our children are functioning below grade level with a skill set that effects them globally. Auditory Processing can make the difference in a person’s ability to receive information, hold it in short-term memory, and then recall and utilize it. Here are a few other benefits of having an efficient auditory processing ability, because when I say globally, here’s  the areas affected:
* Phonetic Utilization
* Behavior
* Following Directions
* Comprehension
* Conceptual Thinking
* Conversational Language
* Staying On Task

Who needs an increase in critical thinking, memory, academic or work-related function?

The answer is everyone!

Can Little Giant Steps address the needs of businesses function?  YES!   When brain organization improves, so does organization of ones work and production.

Can Little Giant Steps address the needs of those who are gifted? YES!  Gifted people many times have such talent they can cope an compensate with unique quirkey learning, organizing, and behavior issues, but what we’ve seen over the years, is when they get the “coping and compensating monkey off their backs“  and they no longer deal with neuro-inefficiency ~ their true potential can be realized.

Can Little Giant Steps provide schools with improved reading, writing, and math scores and function? YES!                                                                                                                         According to a school principal, just last week,  reported that her middle school had been suffering from poor functioning in the area of math, math facts specifically.  They began utilizing Rapid Recall System (an LGS supplemental math facts program that works alongside the state approved curriculum),  and she said. “ their scores came up more than 100points.”   YES!!!  YES!!  All students can benefit from Little Giant Steps’ Neuro-Educational Programs!

Can Little Giant Steps address the needs of our seniors with their Memory and Motion program that helps with memory, comprehension, balance, and well being?  YES!

Can Little Giant Steps addres the needs for intervention with those who are incarcerated, born with mental challenges and learning disabilities?  YES!  YES! YES!

Share this information with your friends, it’s important.  Once you gain solid neuro-efficiency… it lasts a lifetime!

First Step:

 Get your child neurologically organized.

Little Giant Steps has been providing education for parents and teachers for many years, so they can assist their children to reach their full academic potential.  All learning begins with the brain. So, first let’s get the brain ready to learn. Everyone, regardless of age or I.Q. will improve in their abilities if their brain is better organized and neurologically efficient.

A child arrives in this world with many areas of the brain still developing.  One of the crucial stages of early development includes establishing the central nervous system so the brain and body get connected (we call this “becoming neurologically organized”).  When a child is neurologically organized, information can travel effortlessly between the senses (sight, sound, touch, taste and smell).  When a child is neurologically organized, his movements are coordinated and he has age-appropriate fine and gross motor skills.

Most children become neurologically organized without any outside assistance.  God designed the human brain in such a way that when an infant begins moving, the brain receives the stimulation required to develop higher function.  Infants start out with very random and primitive movements, and then, as the brain develops, their movements become more complex.  It is the cross pattern movement of crawling and creeping that is so vital to a child’s continued progress and development.

If your child didn’t spend much time crawling and creeping, or if they skipped this important developmental stage, there is good news!  It is not too late!  Young children, teenagers, and even adults, can benefit by spending time every day crawling and creeping on the floor in a good cross pattern.  It just takes 2 minutes, twice a day each for cross crawling (like an army crawl) and cross creeping (up on hands and knees).  That’s just 8 minutes a day, five days a week!  Make sure the opposite hand and knee hit the floor at the same time (this cross pattern movement provides the proper stimulation to the brain).  The benefits will amaze you!  Improvement can be seen within 2 to 4 months in academics, behavior, social interaction, coordination of movement and other functional abilities.  It would be best to do these cross pattern activities for at least 6 months to ensure that the brain has received enough stimulation to make these positive effects permanent! 

See you next time with Step 2.  God bless.

Jan Bedell, The Brain Coach, Strives For Excellence

Over the years Jan Bedell, founder of Little Giant Steps and leader of the LGS Dream Team, has been inspired by God to create Neuro-Educational Programs.  Each year we change up and improve our educational curriculum that is richly embedded with neurodevelopmental activities, as a means not only to prepare the students to function academically, but to prepare the brain to receive, comprehend, process, store, and recall information in the most accurate and efficient way possible.

• This year is no exception.  The biggest change for 2011 has been the improvement in Early Learning Foundations (ELF).  Now, there are three levels (and expect a level 4 next year). 

* Early Learning Foundations Level 1 – Serves preschoolers and helps them with becoming more school-ready with gaining neuro-efficiency in addition to getting them ready for reading, writing, and math. We’ve added a new DVD to teach you how to use this program more effectively! All facets of the activities within this program will stimulate the brain to improve and enhance your child’s Auditory, Visual, Tactile and Gross Motor abilities. You’ll be amazed at your child’s new found skills when they become neurologically organized. They will be able to stay on task, follow directions and they will enjoy learning. Here’s what one mom had to say about this program:
“I ordered Early Learning Foundations for my “just turned” 4 year old. This is the most incredible curriculum I’ve ever had!! It almost makes me have “momma guilt” for not having it for my two older children. I also ordered ABC’s in a Flash and look forward to using it.”  K. S. in Spring, TX

* Early Learning Foundations Level 2- Serves Kindergarten. ELF is a multi-sensory approach to teaching basic math skills to early learners as well as individuals with challenges. Level 2 begins where Level 1 leaves off.  Rapid Recall System is included in the Kindergarten Level 2 ELF.  This program is not only excellent with what it accomplishes educationally and neurologically, but it is fun! Watch this video and listen to this principal with what she witnesses in her classrooms.

* Early Learning Foundations Level 3- Serves 1st grade.  Again this program is innovative, educationally sound, and the children love it. Watch this classroom’s response to taking a one minute speed and accuracy test with the Rapid Recall math facts program.    More information on the research done in schools on Rapid Recall System is available on LGS Educational Services website.  Have a blessed day.

 Get Your Child’s Brain Ready to Learn

Little Giant Steps builds foundations for learning.  Jan Bedell, M.Ed., Certified Neuro-Educational Specialist created this Early Learning Program Level 1 that can be started as early as 2 years of age and serves up to age five, as well as helping those children with challenges.  There are 3 levels that not only get children’s brain and body communicating efficiently, but improves auditory and visual processing abilities.  It readies students for school success, as well as addressing what they will need in reading, writing and math.  Here’s just a few parent’s remarks concerning this fun and important program:

Early Learning Foundations

“The Early Learning Foundationsprogram is amazing! Thank you! When we put our son back in public school after home schooling him for a couple of years, he started off right away needing to learn his math facts. We are really hanging in there thanks to this program. He is also being timed in these areas and this has always been difficult for him. His first test he made a 68%; but the last four tests – 100%!!! K.M in Midland, TX  

 ”My 3 year old grandson absolutely loves to do his Early Learning Foundations each day. In fact, he would like it if I’d let him continue past the two pages you recommend. Each day he wants to do more. He had terrible ear problems between ages 1 & 2. He missed a lot due to not hearing and his speech was distorted. It’s amazing how he’s picking up in his speech now that we’re doing some of the neurodevelopmental activities. Thank you for helping our children!” C.R.

 ”My three year old really enjoys working on the activities. One day I got some other activity books out that I had bought at the department store, my little guy said, “no mommy, I want my big school book (meaning the Early Learning Foundations notebook)” Mom in TX.

Read all about the curriculum, loaded with embedded neurodevelopmental brain-based techniques.  It’s fun, it’s easy, and it only takes 2 minutes twice a day to see you child gain skills far beyond your imagine!  Here’s one of the reviews provided by publisher Old School House.  Here’s a private school’s end of year test scores in Math Facts for their Kindergarten.  Notice how they scored compared to the third grade who did not have the advantage of Early Learning Foundations, and the Rapid Recall that is a part of it!

So many parents come to us after they have spent years knowing something was up with their child and their ability to learn and carry out simple plans. 

* They knew the child was smart, but was not being successful in school.

* They knew their child heard their directions, but consistently unable to carry out the directive.     

• * They knew their child was disorganized in their actions, thought processing, and behavior, but assumed they were just lazy or disobedient.  The list goes on.

When The Light Finally Goes On

Unfortunately, all too often it is the child that crashes emotionally that sounds the alarm that signals “vitally important” and something must be done to help this suffering child.  In my own case, my son stated, “I just wished I was dead.”  He was smart, creative, had advanced skills verbally, could do advanced math…. but only in his head. His motor skills were about 4 years behind his mind.  With other families I’ve had to opportunity to be associated with their child had other symptoms. Some couldn’t read, even though they were bright and articulate. Other’s showed signs of intolerable behavior outbursts when they would get frustrated, or they couldn’t tolerate noises or were distracted to the point of being on every-one’s black list.  These were all kids that the parents suspected there was something different, but didn’t act until it became a volatile event that literally shocked and shook their world.  Hearing my 10 year-old son wishing he was dead rocked my world. I suddenly saw the depression, frustration and outcry from his soul.  He knew something was wrong and no one was able to help him.

The Truth

There was help for him, but I, as his parent, didn’t know where to look.  I’d been after the school to help him since the day he entered kindergarten, because I actually saw his distinctive way of interacting with the world when he was three.  His pre-school teacher and I even discussed it at the time!  The school said, “His grades are above average, so we do not have any intervention for him.”  The day he told me he didn’t want to live any longer… the school’s answer just wasn’t good enough!  Then came the resolve and clarity that I had to save my son!  I didn’t know how, where, or what to do, but I could no longer ignore his sense of failure that had been a part of our lives for 7 years, regardless of what the school told me!  So, I prayed, I investigated, and I educated myself.  It worked!  I found a neuro-educational specialist who evaluated him, created an individualized program to assist in getting his brain and body better connected (created neuro-pathways) and communicating efficiently. We addressed his eye-hand coordination deficits with special activities that created neuro-pathways, we developed better cognitive skills and most important, I saw this child… a messy, disorganized child emerge as a clear thinking, acting, and confident son that by age 12 became a phenomenal success in school, athletics, and was spiritually centered.

So what’s my thought for you today?  Here’s a quote sent by a reader of our blog by Jim Rohn. It’s the secret to Little Giant Steps’ Neuro-Educational Programs:

“Success is nothing more than a few simple disciplines, practiced every day; while failure is simply a few errors in judgment, repeated every day. It is the accumulative weight of our disciplines and our judgments that leads us to either fortune or failure.”–Jim Rohn

I thank God everyday for the path I was able to find for my son. It allowed him to become whole, reach his full potential and bless others with his professional skills and service to God. I’ve had the pleasure of seeing him grow and become a very successful dentist, father and leader in his community.

The Neurodevelopmental Approach is a simple discipline when utilized each day for a season of your child’s life that reaps benefits beyond many parent’s wildest dreams, not only for those with special needs, but for gifted children like my son, and for everyone in between… regardless of age or I.Q.  Now go have a blessed day!

Helpful Products:

Stretching a hyper-flex ball for a minute two times a day will build up the flexor muscles of the fingers.  Consider products like putty-eye creatures, squirt fish, poppers, puzzibits and button on a string to develop cortical opposition (index and thumb touching pad to pad) which is important for manipulating a pencil.  A “claw” can train muscle memory for holding a pencil correctly. 

Learn more about utilizing developmental advantageous toys to make the best opportunities available for your child as they get ready for their academic future!    Little Giant Steps offers free articles that instruct you in how to make a big difference in your child’s learning experience.  We back up this instruction with a wide array of products to make the most of the opportunitiy you have in helping your child’s brain get organized, insure mind-body connections that in turn gives them improved processing abilities, better thinking and comprehending abilities and most important is neurological efficiency for ease of learning that develops curiosity and a true love of learning!

Today on the radio I heard a message from our state govenment educating people about the importance of the the first five years of development in a child’s life.  One statistic quoted states: “Those children entering school lacking learning skills and are behind developmentally, tend to stay “behind academically” throughout their entire school experience.”  On a state-wide basis they said, “If you want to retain a “good life”  and have our youth to grow up to be prosperous and innovative citizens, then we all must make sure they are made ready to learn by the time they go to school. We must invest time and energy in teaching them in their pre-school years.  This was music to my ears!  We all must take heed, as our slippage in our children’s academic abilities are at an all time low. The U.S. A. now ranks 9th in the world!

Little Giant Steps has been in the business in reclaiming academic lives since 1992, and we also noted our pre-schoolers are lacking in neuro-efficiency (ability to receive, comprehend, store and recall information).  When you look back at what the capabilities were in this country and the rigorous educational expectations were, today’s learning abilities pale by comparison.  The good news is that we do have a program to get our two to five year olds on track and it’s called “Early Learning Foundations“!

Here’s a couple of notes we have received ~ From some very satisfied customers:

“I ordered Early Learning Foundations for my “just turned” 4 year old. This is the most incredible curriculum I’ve ever had!! It almost makes me have “momma guilt” for not having it for my two older children. I also ordered ABC’s in a Flash and look forward to using it. K. S. in Spring, TX

“I put the pages from Early Learning Foundations (ELF) in sheet protectors in a large notebook. My three year old really enjoys working on the activities. One day I got some other activity books out that I had bought at the department store; my little guy said, “No mommy, I want my big school book (meaning the ELF notebook)”. K. C. in Katy, TX

Start your 2 to 5 year-old child on the road to success with this multi-sensory curriculum for early learners, and this program is especially helpful for those with learning difficulties. We’ve added a new DVD to teach you how to use this program more effectively! All facets of the activities within this program will stimulate the brain to improve and enhance your child’s Auditory, Visual, Tactile and Gross Motor abilities. You’ll be amazed at your child’s new found skills when they become neurologically organized. They will be able to stay on task, follow directions and they will enjoy learning.

Jan Bedell, M.ED, M.ND

Brain training for every age!

The secret to a good life has many facets. Jan Bedell, M.Ed., The Brain Coach: a Christian educator, has over thirty years experience in making life better for her students. She’s devoted the past 20 years of her professional life as a master certified neurodevelopmentalist to help make each person’s potential become a reality, regardless whether it be problems with memory, learning issues, brain trauma, stroke, or as with her daughter, being learning challenged. It works!

Jan has been prolific in writing curriculum, developing tools, educational teaching aids, training, and lecturing. She shares the latest research, but most importantly, she demonstrates to those she teaches how to stop the struggle by sharing the best kept secrets in maintaining, sustaining and improving their cognitive function and memory.  As she has demonstrated throughout her private practice with clients and those with whom she has trained, “What the future holds is not pre-determined or preset ~ what the future holds is based on specific opportunities offered to the individual”.

Programs we offer:

Evaluations- Individualized home program

Screenings

Home program for school age through college level.

Home program for professional adults through seniors. 

See the research we are doing in schools: LGS Educational Services