Elements Of The Program

Seeing, saying, hearing, and doing are essential elements in the learning process.  Over the course of the last thirty plus years, the importance of these elements has been confirmed as student after student has shifted from struggles to success. 

Utilizing visual, physical, auditory, and phonetic activities can be challenging, but the outcome is well worth the effort.  Implementing these four processes into every class has dramatically turned low self-esteem into successful confidence.

As children, we are all born with the instinct of curiosity and the desire to learn.  Learning requires the ability to process visual and auditory information while managing one’s physical body.  Pathways for processing information ( the eyes and ears to the hands and mouth), are expected to be intact when a child begins Kindergarten, but these processes go unchecked, creating unnecessary struggles for many children.  Processing is Physical. It can be tested and measured. Testing processing is the first thing accomplished at Kal*eye*do*scoptics, A Visual Approach to Learning.

Some students are physically ready to learn, while others need some extra assistance.  Schools and curriculums lean heavily on presenting information through books, worksheets, and tests.  Learning requires more than books and worksheets.  If a child is not learning, there is something blocking the processing of information.  By correcting the blockage, learning can be accomplished by ALL students.

Our vision is a very complex process!  For everything we look at, our brains receive TWO images.  These two images enter the brain upside down and backwards.  The brain must then process these images aligned right side up and in focus.  What our right eye sees is stored and processed on the left side of our brain and what our left eye sees is stored and processed on the right side of our brain. 

For some people, children and adults alike, their visual processing is lined up correctly, allowing the information to be seen quickly and accurately.  For others, when the visual processing is misaligned, tasks are more difficult.  The result can be double vision, inability to keep one’s place, things disappearing off the page, ADD, ADHD, Dyslexia, Dyscalculia, etc.  All these conditions impair one’s ability to understand what has been read or seen.  This has nothing to do with intelligence!  It has to do with function. 

Correct or improve function and performance improves exponentially. Every student is beautiful with talents and abilities all their own, growing, evolving, and developing ever changing one day to the next. Each student must be seen as an individual and the individual needs must be considered.

As student’s master skills the class must evolve and grow with the student. At Kal•EYE•do•scoptics, A Visual Approach to Learning, each class is designed specifically for the student, children move forward at a pace that is good for them and each class evolves as the child grows and develops.

Students move forward at their own pace which can feel a bit slow at first, but as they move forward the pace always picks up. Becky calls it the snowball effect.

A snowball starts out very small, just a handful of snow, taking many rolls to make it into a baseball size, but as the ball grows it can pick up more snow, until it only takes ONE roll to go from a medium size ball to a giant ball!