How Does BrainLinking Differ from Traditional Tutoring?
| Traditional Tutoring | BrainLinking | |
|---|---|---|
| FOCUS | • Identify weak academic areas • Improve the acquisition of information |
• Identify WHY the student is having difficulty learning • Facilitate the ‘linking’ of the neural connections for increased proficiency in all areas of learning |
| THEORY | More time, attention and one-to-one instruction is needed | By combining physical activities with mental exercises and brain training games, an individual’s capacity to learn is expanded |
| EMPHASIS | Instruction in: • math • reading • writing • phonics • study skills • homework help • test prep |
Skills essential for ease in learning subject matter: • concentration • memory • organization • visual perception (including dyslexia) • brain processing • brain integration • sustained self-directed attention • More skills |
| MATERIALS | Materials and methods similar to those used in classrooms | Non-traditional, scientifically-proven, physical and mental activities and technologies |
| FORMAT | Drop-off program | Parents participate to gain understanding of the child’s learning difficulties, thereby learning how to assist the child and to learn skills useful with other children in the home |
| TIME | Scores of hours over a long period of time (even years) | 4 month program (sometimes parents choose to continue for additional 4 months) |
| |
Michelle M., Parent of 2nd Grader Alex, Delta, UT
“Alex couldn’t read and I was at a loss. Typical tutoring wasn’t the answer. I knew he was smart and it frustrated me – I learned what was wrong and how I could help Alex learn. Pat knows these kids and how to help them unlock their brains – Alex loves to read now and loves math as well.” (April, 2010)
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What Learning Skills Does BrainLinking Assess and Train?
MEMORY
- 1. Get it into the memory
2. Keep it in the memory for future use
3. Retrieve it from the memory
4. Semantic memory (words)
5. Abstract memory (symbols)
6. Concrete memory (things/pictures)
7. Auditory memory
8. Visual memory
9. Kinetic memory
10. Tactile memory
VISUAL PERCEPTION / READING FLUENCY
- 1. Tracking
2. Return Sweeps: moving from right edge of the paper to the next line
3. Regressions: unconscious, inadvertent right to left eye movement while reading
4. Dropping letters
5. Missing small words
6. Silent reading proficiency: ease of reading with successful understanding
7. Accommodation: adjustment of eye focus between far-sighted and near-sighted; (i.e. copying from the board to the paper on the desk)
REASONING
- 1. Logical
2. Deductive
ORGANIZATION
- 1. Sequencing: systematic ordering (opposite: random, chaos)
2. Classifying (grouping)
a. Comparing (likenesses)
b. Contrasting (differences)
3. Patterning: recognizing predictable recurrences
READING COMPREHENSION
- 1. Visual perception
2. Thinking about what is being read while reading
3. Thinking vs. word-calling
4. Silent reading fluency (ease and understanding during silent reading)
CONCENTRATION, FOCUSING and BRAIN INTEGRATION
- 1. Balance
2. Rhythm and timing
3. Left/Right hemispheres (integrating gestalt and logic)
4. Connection between executive processing and emotion
PREFERRED LEARNING STYLES ARE ALSO EVALUATED AND FACTORED INTO THE DEVELOPMENT OF EACH STUDENT’S PROGRAM
- 1. Verbal / Auditory / Visual / Kinetic / Tactile
2. Right-brain (creativity/gestalt/pictures) / Left-brain (logic/language) / Integrated brain
3. Random / Sequential
4. Open-ended / Closure
5. Detailed / Big Picture
6. 2D / 3D
7. Internal / External/
