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March, 2009

  1. Kids Learn to Type with this Keyboard

    March 8, 2009 by MommySite Mom

    kids learn to type keyboard

    If you’ve read this blog before, you know I used to be an elementary school computer teacher for first through sixth grade. One of the skills I insisted that my students learn is touch typing. They didn’t have to master it, but they did have to try. The earlier a child learns to touch-type, the easier it is for them to complete their work without distractions as they get older. They don’t have to take their eyes off the page they are typing if their muscle memory tells them what buttons to push.

    I introduced the concept of touch typing by closing my eyes and asking the children to tell me what to type. (Expect to type some silly things if you try this at home!) Young children in first or second grade were surprised I could do it, and older kids in fifth and sixth grade were amazed at the speeds I could reach typing when they intentionally talked faster and faster. Of course, with such a fun introduction, they wanted to try it, too, but were frustrated at the QWERTY keyboard layout.

    When I discovered the Chester Creek Keyboard LessonBoard, I knew I found the best tool to help kids learn to type. There are a lot of children’s computer keyboards on the market, but this one is different because it is color-coded to match the fingers used for each letter. For example, the keyboard is blue where the index fingers are used, yellow for the middle fingers, green for the ring fingers, red for the pinky fingers, and purple for the thumb (spacebar). Look at pictures of other children’s keyboards and you will see that the most differentiation is between vowels and consonants. That’s a start, but it doesn’t tell the children where to put their fingers like this one does.

    Computer Compatibility

    The keyboard is configured for Windows computers (includes a backspace key and a few other differences) but it works on Mac operating systems as well.

    Tested in an Actual Elementary School Computer Lab

    The difference in children’s willingness to try to touch-type before and after we introduced this keyboard at my former school’s computer lab was night and day. Before, all of the keys were black and the children were frustrated trying to remember where to put their hands. Afterwards, it was intuitive for them to place their fingers in the right place, and the children were easily able to help each other.

    An unexpected benefit of the keyboard is helping the children find letters on the keyboard. If a child said, “where’s the U?” all I would have to do is say “right hand, index finger in the blue and move up.”

    Highest Recommendation

    The LessonBoard exceeded all of my expectations. I would even go so far as to say that if you want to teach a child how to type, either at home or at school, this is the easiest way to avoid stress, tears and arguments. Use it with Dance Mat Typing, a free typing program, and you’re well on your way to having a child who can type with ease.

    Disclosure: I paid for my own keyboard for home use, and my school purchased the keyboards for the computer lab. Since I like it, I have included an affiliate link in case readers want to buy one.


  2. What is the University of Chicago Math Program Thinking?

    March 4, 2009 by MommySite Mom

    How about a math program that works, please.

    Here is a mother’s rant on yet another example of math taught badly in American public schools. It breaks my heart when something so logical – mathematics – is taught in a convoluted way that makes children doubt their abilities and makes parents pull out their hair to make their children understand simple concepts.

    Today my focus is on the University of Chicago Math curriculum. It goes by the name “Everyday Math.” I really wanted to like this program, as I have nothing but respect for the University and the brilliant minds who attend the school. It’s won all kinds of major awards for effectiveness. Personally, I don’t see it.

    One of the biggest selling points of the University of Chicago’s touted math program is it “spirals” throughout the years. The concept is that children are exposed to math ideas but are not expected to master them, and then the following year they revisit the concepts for a layered approach toward eventual mastery. “Spirals out of control” is more like it. Tell me, what possible good can it do for a child to be “exposed” to a math concept that is not fully explained or fleshed out, then dropped, then picked up the same time next year? By the time I have figured out what my child is expected to do, the unit is over and, since it wasn’t explained or taught properly in the first place, it leaves my child with lower self-esteem and a belief that she isn’t good at a given topic. I won’t have it, and my school district finally agrees.

    Here’s a disclosure: as a child, I was math-phobic. I would avoid math at every turn. It ruined my chances at my post-college dream job to work at an advertising agency because the company wanted me to start with all the other recent grads in media buying. I turned down the job because I was afraid of the numbers. Sad but true. How many other opportunities had I missed out on by being math phobic?

    Math Manipulatives that Actually Work, Please.

    Finally, enough was enough. I enrolled in a Montessori teaching program after seeing the concrete math materials at my child’s preschool. A number squared actually looked like a square. A number cubed actually looked like a cube. Learning place values for ones, tens, hundreds, thousands, ten-thousands, hundred-thousands and up were easy for these children. They had concrete materials they could touch in their hands that allow numbers to make sense to them. Finally, the world of numbers made sense to me, too. These preschool kids took it for granted that numbers work in a logical order. It didn’t stop there. Fractions materials, geometry materials, equivalency and volume materials helped these kids understand concepts that many middle school children struggle with today because they are given concrete representations of math that they can hold in their hands instead of abstract ideas that make no sense on their own.

    Karl Dahlke in Troy has written a complaint as well, and has linked to math teachers who are critical of this so-called“Chicago Math”. Take a look and see that there are numerous problems with this approach.

    Parents, if you have the chance, take back your school’s math program. Tell them you want a curriculum and manipulatives that make sense. And by all means, if your school district is considering the University of Chicago Math program, make sure you make your voice heard. Tell them no!