You Should Learn:
You Should Learn:
You should learn:
(1) The Key Indicators to monitor for student success.
(2) The identification of each student’s individual needs.
(3) How to save valuable time by automating the preparation and communication of reports!
Fast ForWord language and reading intervention allows educators, parents, and clinical providers to easily track a learner’s progress. MySciLEARN reports and Reading Progress Indicator assessments ensure every learner receives the appropriate guidance and support necessary to become a better reader and better student.
MySciLEARN reports are online data analysis and reporting tools tha
[spacer t track individual learner, classroom, school, and district level performance.
Students Who Use Neuron English Learn English Faster
Ranked the top English language development program on the US government’s What Works Clearinghouse™, Fast ForWord is uniquely designed to build the listening, speaking and reading skills for beginning to advanced language learners. The program provides the English phonics training, intensive grammar and vocabulary practice, and oral speaking and reading reinforcement necessary to build both basic and academic English proficiency.
You should learn:
(1) What to expect from the New Fast ForWord,
(2) When to use your guided reading tool, Reading Assistant, to get reading fluency and comprehension results before winter break, and
(3) The tools available at your fingertips to make this year feel…dare we say it…Effortless!
Title: Introducing the New Fast ForWord – Now with SmartLearning Technology!
Originally broadcast Date: Thursday, August 23, 2018
Duration: 1 hour
Mistakes and setbacks occur when students rush to complete the program. Staying focused will earn the student points and that is how a student makes progress. Students get responses in a row correct and they will actually see the points there and then, which motivates the student when they see how many points in a row they get right.
Play Back on Fast ForWord means a student can be able to rewind/playback a word or sentence with the click of a button to hear it again.
This allows a student with a click of a button to run through a series of trials. Autoplay and earning points work together to assist the student attain the correct trials. The autoplay feature allows the students to get through the trials much faster.
Students adapt faster with materials and tools that they can easily associate themselves with. The materials Fast Forword provides can easily be adopted by new students.
Progress indicators inform users about the status of ongoing processes. Fast ForWord meter indicator has been improved with the new Feeder Meter, and the percentage complete of the student. This feature will motivate the students to aim for a higher percentage.
Fast ForWord Foundations 1 has a better method of training students to make a better and strong start while using the program.
Students who need help while using the program can rest assured that Fast Forword Foundation I, have identified and introduced just in time automated coaching to correct and help common issues associated with the program.
Ele-bot – The Fast ForWord Language v2 exercise program is now improved and is able to help with what to listen for and how to understand various grammatical forms.
Students ready to use Fast ForWord facilitates have an advantage. This is because Foundation I, has combined instructions and relevant vocabulary within the exercises, giving students the meanings of words before they encounter them.
Fast ForWord program has been greatly improved using Smartlearning technology. With artificial intelligence educators can deliver smarter, more focused interventions and faster results for students.
Neuron English is the only English program designed by neuroscientists for YOUR curriculum
We adapt our materials to meet your classroom requirements.
Help your students become better learners by developing their cognitive skills.
Start by developing listening skills such as, English phonemes, vocabulary and oral comprehension
Give your students intensive practice that adapts to each participant.
Our speech verification technology listens and corrects students as they speak aloud, like a guided pronunciation coach!
Lesson planners are available for each year that you can adapt to your own class’s requirements
Each Lesson Plan is based on YOUR standards with differentiators between proficiency levels.
Teachers get free access to workbooks, class materials, videos and presentations.
Teachers blend their classroom activities with on-line exercises that can be done at home or at school
Neuron English’s reporting and automated assessments make it easy to monitor learning progress.
Teachers get precise feedback on each student’s performance and errors which allows for timely intervention
We provide full professional training as well in-service days and follow-up seminars
Our programs builds attention and memory skills so students are better able to process the sounds of English and then organize those sounds within words and words within sentences.
Fast ForWord provides intense practice. The program provides over 25,000 trials in academic language exercises, whereas other reading interventions provide just over 5,000. With 5 times the amount of trials, the progress comes fast.
This is a real fMRI data from a study conducted at Harvard and Stanford universities. Let’s look at the brain of a proficient reader and then a struggling reader. See the difference? After just 8 weeks, Fast ForWord helped weak readers develop the brain activity patterns that resemble those of strong readers.
With 55 patents in neuroscience and education and 300+ research studies, no other reading intervention program has been as thoroughly researched and reviewed as Fast ForWord.
You can depend on the quality, innovation and results that has made us the # 1 English language development software on the US government’s What Works Clearinghouse
The programs builds language and reading systematically – from younger to older students, at high interest and low ability all the way to International Baccalaureate level…
Proficient language and reading requires strong cognitive skills. This is why other English programs frequently don’t help struggling students. Each of the intervention exercises in our program cross-trains core language skills with equally important cognitive skills.
Give your students the best opportunity to accelerate their English skills and become better learners
Thank you for watching our presentation and Please Contact us for more details and access to the programs.
The Secret to Raising Smart Kids
1) Children need strong foundational cognitive skills
2) Build the brain capacity needed to build content.
3) A growth mindset is essential
4) If you thing you can you can, if you think you can’t you can’t (Henry Ford)
5) Learning from their mistakes and making thousands of mistakes.
6) Instruction can be broken up into time frames that are more manageable or just beyond
7) New content should be less than 50% of instruction time
Role of Neuroscience Technology
Foundational Cognitive Skills
If we really want to impact foundational cognitive skills students learning a new language, students in special education, and students from poverty, we’ve got to start with those . The ones that are here in this graphic memory, attention, processing, and sequencing, we have to build attention and memory skills in our students, so they’re better able to process the sounds of English and then organize the sounds within words and words within sentences. So, if we want better outcomes in our schools, we need to make sure that our students have a strong foundation, and the brain capacity needed to build those content area levels of proficiency.
Building Learning Capacity
You may be familiar with Dr. Eric Jensen, and one of the things he talks about frequently is the importance of building learning capacity so students can process and retain the information those content areas that they need to learn. I know schools are providing caring environments which is a big part of it, but what methods are we using now to really develop student’s cognitive skills, and to build that overall cognitive capacity. I think a lot of schools may not have things in place, to really help, So, let’s look at some things that we can do in the classroom to help with that.
This one may be a familiar
A Growth Mindset.
So, let’s do a kind of a quick review cover, but just to give people who may not be familiar with it, a basic understanding of what it’s about. So, a mindset, according to Carol Dweck who’s a researcher is the perception of how we look at ourselves. So, a good example in our students, would be that some believe that they are maybe intelligent or smart and others may view themselves as unintelligent and perhaps even call themselves dumb. Those would-be examples of different mindsets. So, Dweck did a study looking at seventh graders and determined that the students who believed that intelligence was malleable, which is a growth mindset those students earned higher math grades in the fall semester than those who believed that their intelligence was static or fixed. Even though the groups had the same math achievement test scores in the sixth-grade look at the difference, in this graph as they went from the Fall of seventh grade to Spring of eighth grade. So, four assessments and you can see that the students who believed that they couldn’t change their intelligence or their ability went down just slightly, but look at the students who believed they could, who believed that with additional effort that they could make a difference in their performance and their intelligence, sure enough they could.
Learning from their Mistakes
So, using data can be a really powerful tool for teachers to help develop a growth mindset in students, as students see that their hard work is making a difference and then you can show them data to show they’re making growth on their assessments or their class work whatever, it may be then their self-motivation and their growth mindset is going to increase. Now this is not to say that failure as the students are learning has to be avoided, that’s not the case we don’t want to just focus on student success. Failure to challenge is part of the learning process and they need to learn that that’s one of the key aspects of learning, if you look at some quotes from famous people who’ve been very successful they talk about learning from their mistakes and making thousands of mistakes. So, through failure students learn what doesn’t work or they decide on more efficient, effective methods and strategies that they can use to develop those content and language knowledge and skills. The more explicit we are in regarding the student’s growth over time the more likely they’re going to connect to their work and effort that they’re putting in to success and achievement.
Language holds great power.
So, let’s look at some examples of what that sounds like. So, when students have been successful, instead of saying something like a good job, nice work, or excellent which I think all of us do with our children at school as well as at home. Think about things like your hard work is paying off, or you kept going even when the going got tough or it got challenging. It helps students when they’re struggling to think about things differently. When changing our language alone doesn’t immediately change students’ mindset, you have to remember that language holds great power. So, words can help build students’ confidence and encourage them to keep going and persevere and to think differently about their success and their failure. That’s another important aspect. So, instead of saying work harder or keep trying, help them to delve into it what’s proving difficult or let me try explaining it a different way. Let them understand that not everybody understands things the same way and that that you also expect them to make mistakes, that’s just part of learning, So, we can be intentional and strategic in our use of language to help students develop a growth mindset and I would venture to guess it’s going to have an impact on their self-esteem as well.
So, another way to encourage growth mindset in struggling learners and even second language learners is to help them build stamina, through the instructional periods. To do that by chunking information for specific amounts of time, for example, students who are easily frustrated may need shorter time spans at first to be able to really digest the complex concepts and instruction. So, instruction can be broken up into time frames that are more manageable or just beyond what the students are able to handle in order to help them build up stamina over time. So, if students have difficulty after 10 minutes of instruction maybe we need to just push the instruction for 12 minutes when they get pretty comfortable with that, bump it up to 15 to 20, and so. Communicating to students ahead of time that the work they’re about to encounter is hard, it’s complex can also be helpful. So, they understand it’s going to take effort on their part, it’s going to take significant focus for a certain amount of time to be successful with that information. Sometimes the complexity of a particular instruction or task is better handled in what we could say as short bursts, especially at first until students build more stamina and by making these changes explicit to students over time, letting them know what’s happening. You can help them to see the growth they’re making in terms of stamina during instruction.
New content should be less than 50% of instruction time
Now we also have from again Dr. Eric Jensen the concept of never giving more than half of our instructional time to the delivery of new content.
So, when you have a lesson and you’re introducing new material think about that strategically so no more than half of your time is given to that new information because students need at least half of the learning time to process that new information and to connect it to previous learning. If you do that they’re going to understand and remember it longer and I really as a teacher I enjoy. I got a kick out of the phrase “you can teach faster, but, students will just forget faster” and how many of us have been in that situation, where we think we’ve done a great lesson, we’ve covered all the modalities we’ve done everything we knew to do, send them home and they come back the next day and it’s as if we never said a word about that information before. So, we’ve really got to consider how much can they take in at one given time. Thinking back about the chunking too for some of the students and really helping them apply that new learning to previous learning and developing a growth mindset as well.
See the full webinar Click here
Use Neurosciences Tools
What I would like to do right now is talk to you a little bit about some neuroscience based tools and that’s the Fast ForWord k12 program which includes two products that I’ll give you a little bit of information on. Fast ForWord addresses language and literacy needs and it’s based on the science that the brain can change under the right conditions. So, two things to remember about the Fast ForWord products, if used correctly, you get results quickly and those results last. I was a special Ed teacher for many years and what I saw with my kids was we tended to use the same program year after year after year, and the students may have made some progress but when they came back the following school year we picked up instead of where they left off the previous year further back into the previous school year. So, we weren’t making a year’s gain in a year’s time and then after my student some of my students used Fast ForWord, we saw a very different picture for those students. Because it was making a difference in their ability to capture process and retain the information they were given. Now the second program is called Reading Assistant and reading assistant basically gives a private tutor for students to have guided oral reading. And this really allows teachers to move on with the business of teaching. It’s really difficult today for a teacher to sit with a student for 10 minutes of oral reading, even a group of student’s multiple times a week, and so we can really eat up your school day, if you were to do that. But if you can have a computer do that service that private tutor for the students, then and capture the information that you need the running record type information, then that would be a huge help and that’s exactly what reading assistant provides for teachers.
So, we have three steps that we recommend with the Fast ForWord, reading assistant products to really help get your kids up to speed using a neuroscience approach.
The first is to prepare the students. There’s a difference between struggling readers and typical readers brains, and that is that struggling readers brains don’t process words and sounds as efficiently. So, if we can prepare their brains for reading by improving those cognitive skills we talked about, improving the perception of the sounds of English, both for our just struggling learners and our second language learners, then we can make a big difference for those students. Now we have research if you go to our website we have hundreds of studies but this one is an FMRI study that was done both at Harvard twice at Harvard and once it’s done excuse me once at Harvard twice at Stanford, and if so if you look on the left-hand side you see what a proficient readers brain looks like, doing a reading task so we see very specific areas of activation in that left hemisphere or the language center of the brain. If you look at the center picture of struggling readers we see a very different picture, they don’t have those clear areas of activation. Not that the brain is damaged, it’s just that it hasn’t been activated properly. Maybe they come from a poverty background and no one talked to them very much they didn’t get that language exposure maybe they had a lot of ear infections as they were growing up. So, different things can cause students to not develop those areas of activation. But then after those struggling students went through Fast ForWord for eight weeks, look at the third graphic to see the changes in their brain activation. All they needed was activation, and that’s what Fast ForWord provided the good preparation of the brain to be able to receive good instruction.
The next step in the process is practice. Students have to have good practice in order to develop good skills. And we know that struggling readers need 10 to 30 times the practice that their peers do in order for them to catch up. So, with Fast ForWord students receive personalized individualized and intensive practice on a wide variety of reading skills, more than any other approach or intervention. Intensity is the key to getting those enduring results that lasts. So, here’s a graph that shows the intensity of the practice in grammar vocabulary, verb tenses, prefixes and suffixes, morphology all those different skills that our students have to build. You can see the orange line it gives you the Fast ForWord experience and the blue line is another reading intervention. So, the program provides over twenty-five to thirty-five thousand trials in academic language exercises, where the other one was about five thousand. So, 5 times the practice to make a difference for those students who are struggling and need to catch up and catch up quickly.
We also have for the third step that reinforcement piece. We know that silent reading is not effective for struggling readers that students need to read out loud to improve their fluency comprehension and they’re reading expression which also helps with comprehension. So, with speech verification technology reading assistant listens to the students as they read out loud, and then provides a guided reading coach for them. So, they reinforce their new reading skills as they’re building fluency and comprehension as well as developing their vocabulary.
So, the key is tying it all together. Proficient reading isn’t just about core reading systems that you see listed there at the top half on the left-hand side It’s also about developing those mental systems and those cognitive skills. And that’s why many other reinventions don’t help as much as we want them to because they’re not bringing in the mental system piece. So, each of the intervention exercises in Fast ForWord and reading assistant cross train those core reading skills with the cognitive skills, that’s what makes the difference that we see in our programs. Taking the preparation piece adding the practice and then reinforcing those skills the application piece that is going to tie it all together and help the students develop automaticity.
So, we have products for k-12 from basic those really intensive cognitive and language skills all the way up to higher-level thinking skills and so you get a comprehensive intervention that addresses different reading abilities different skill levels all the way from younger to older student’s high interest low ability if that’s where they are. So, again the first two in each of these two rows elementary and secondary provide that preparation piece, building the skills in the brain then they get to practice in the reading products and then they get that reinforcement with that guided oral reading, that reading assistant provides. We also have a great reporting and assessment features so we have our online programs called Myscilearn and that is where the teachers can access the reporting students can be assessed automatically before and after they complete different levels of products. And it makes it very easy for us to monitor the learning progress from the individual level to the classroom to the whole school or the district. Different reports are available for different levels and I can tell you from personal experience in using Fast ForWord, I saw phenomenal growth in my students. I had 25 students who were receiving special education services and in a six-week summer program I saw those students make a year and a half gain in both language and reading assessments, simply by activating those cognitive skills and those language skills that they needed. So, I mentioned that we have lots of research studies on our website our programs have more than 55 patents in neuroscience and education and there’s really no other reading intervention program that has been researched as thoroughly and reviewed as much as Fast ForWord has.
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Let’s look as well at vocabulary. Now I’m from Texas or at least I live in Texas now, and so I pulled some data from 2002 but I think it still is some good information. It was from a reading initiative that was done and looking at second language learners. When we look at grades kindergarten through second this information showed that general education students learn over 800 words new words, each year which is about two a day. From third-grade up these same students learn about 3,000 words each year, which is six to eight a day. So, for our second language learners to succeed, they need to learn 2,000 new words in English per year, for grades K-2 which comes to about five to seven new words a day. And then from third up they need to learn about eight to twelve per day or four thousand per year. I don’t know about you, but those are some pretty overwhelming numbers. And so, what can we do to help our students build their vocabulary.
Well, one thing we have to consider is that we know that students who have a restricted code or a low level of oral language they’re not going to enjoy the same academic success as those who’ve mastered grade-level vocabulary. So, the key is creating strategies semantic maps and things like that to help teachers teach vocabulary in a way that they can really build up their language acquisition. So, a lot of these strategies work with General Eds students with Special Eds students, the key is really using the things available those semantic maps and things like that, to really help students master vocabulary and then to hang on to it. and not every strategy is appropriate for teaching every word, so you’ll have to determine which strategies are going to work best for students in order to maximize the results. So, one of the things that we’ve learned is that conventional methods aren’t always really successful, and when I’m talking about conventional methods, I’m talking about looking up a word in a dictionary or thesaurus, writing down the definition learning the word in isolation that really proved to be ineffective with most struggling learners. But we found that with through the National reading panel that current teachers, many current teachers who were taught in their prior schooling, that those traditional methods of looking up words in the dictionary or the thesaurus were with you, but they are the least effective methods. So, it’s ineffective for native English speakers and English language learners and they’re not going to be exposed to what they need to be exposed where to be successful. So, the words are best learned in context and there it’s best if you can provide an emotional connection. So, if you can really do something or tell a story or perhaps play some music, something that really gets the kids connected, that’s going to help them remember the information longer. If they can read multiple stories, that use the same vocabulary that’s just going to help cement even more. And then if you compare words with actions, then that’s one of the most effective ways to learn new words. So, if it’s things they could get up and do then it’s going to be even more helpful for those students, as they’re trying to really accelerate their vocabulary development.
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Each and every day, those who work with students in school or in after-school programs are impacting those student’s brains. Are you using strategies and programs that will make the most effective impact that you possibly can for your students? I think that’s what we have to determine. Especially right now as most of us are beginning a new school year in so many places. Are we maximizing the effectiveness of our programs and our strategies that we’re using with our students?
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Boosting Essential Skills – Memory
So, let’s think of a few other things that we can do to boost the memory working memory of students. So, I have eight ideas here: –
One of them is, working on visualization skills: – So keep creating a picture in students’ minds of what they’ve just read or heard. My granddaughter was here one day and I think she was that the end of first grade and she was starting to read a chapter book, and I thought I don’t know if she’s really ready for that so I said “Riley do you understand what you’re reading do you know are you getting this?” And she looked at me and said, you know I just don’t know how I do it, but I can just visualize it in my mind. Now I’ve got to admit I was first of all mightily impressed that a seven-year-old could use the word visualized correctly in a sentence, but then I realized she really could do it and wasn’t that what I wanted for every student I’d ever worked with. The ability to get a picture in their minds of what they had just read or heard. So, maybe they can start out with some little things like, if you told them to divide up ten pieces of candy among five students, have them draw a picture think about what that would look like draw a picture of it and then as they get better at visualizing they probably won’t need to draw the picture to go along with it.
Another good thing is having children teach us h