PLONSKI MATH METHOD
  Copyright Thomas M. Plonski 1987-2012
All rights reserved
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SOME THOUGHT PROVOKING QUESTIONS:

WHEN IS THE LEARNING MOMENT?

CAN WE IDENTIFY IT?

CAN WE EXAMINE IT ?

WHAT CAN WE DO TO PROMOTE
"LEARNING MOMENTS" ?

As I watch my students work on the PLONSKI MATH METHOD they will often become so intensely focused that they can be heard quietly talking to themselves. I always smile when I hear a student suddenly say, "Oh!" That sudden exclamation, "Oh!", clearly marks a learning moment. Yes, we can identify learning moments. Yes, we can examine learning moments. And, yes, we can learn to promote learning moments. We can promote learning moments by making the student aware that he has had a learning moment and talking about it with him. Encourage him to have more. As we learn more about learning moments we can learn to adjust our presentation of study materials to take maximum advantage of the the learning process.

CAN WE LEARN WITHOUT THE HELP OF A TEACHER?

Of course, we can learn without a teacher. How do babies learn? Think of it. A new-born baby lying in a crib does not know that language exists. - - - does not know that words have meaning. - - - does not even know that words exist. How does a baby learn that some sounds are words? How does the baby learn that some words have meaning? Yet, babies born in China learn to understand and speak Chinese. Babies in France learn to understand and speak French. How did you learn to understand and speak your mother tongue. Did you go to school to learn this? Did you learn it by reading books? Babies don't even know that reading exists! Why not learn mathematics the same way a baby learns?

WHAT IS INTUITIVE LEARNING ?

Intuitive learning has its basis in very certain thinking skills. The student already has these thinking skills we just need to help the student organize and strengthen these thinking skills.

They are:

    1. GATHER DATA
    2. COMPARE
    3. ANALYZE
    4. EVALUATE
    5. ORGANIZE


What is this thing we call
"INTUITION" or "INTUITIVE LEARNING" ?

Whenever a person learns something on his own, without outside help, that person did so by GATHERING DATA, COMPARING, ANALYZING, and EVALUATING, and to some extent ORGANIZING or RE-ORGANIZING.

COMPARE:
When we compare we must have at least two items.
Then we examine them and ask:
  1. How are they similar ?
  2. How are they different ?

ANALYZE:
When we analyze something, we examine its parts to ask:
  1. What is it made of ?
  2. How do the parts fit together ?
  3. How do the parts function ?

EVALUATE:
When we evaluate, we are making a value judgement.
  1. Which is better ? Which is worse ?
  2. Which is more ? Which is less ?

ORGANIZE:
Many times, before we can really come to learn something new we must first organize or reorganize the data. When we organize or re-organize, we are dealing with several items which we collect into meaningful groups (We associate). Naming or putting a label on a group is an important step when organizing.

When we organize we must focus on two tasks:
  1. Assign a place for everything.
  2. Make sure everything is in its assigned place.


We want the student to eventually be able to function WITHOUT the teacher.

The prime objective of a good teacher is to help the student to the point where the teacher will no longer be necessary for that student. The teacher should only consider himself to be a TEMPORARY crutch. Indeed, a teacher's main job is to make himself no longer necessary. The teacher can not consider himself "successful" as long as his student still needs him.

Tom Plonski
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Copyright 2005-2012 TOM PLONSKI All rights reserved.
Last modified: July 22, 2012