JP2021524942A - Symbol manipulation education system and method - Google Patents

Abstract

A system for teaching, including a symbol identification dock and multiple symbol manipulations, a computer device connected to the symbol identification dock, and a database, was disclosed, and the database provided a dictionary database and an adaptive learning curriculum. include.

Description

This subject applies to the field of teaching and exploration systems for children, more specifically physical manipulators, docks or stages for physical manipulators, software applications on interactive computer devices, and Systems and methods for interactively teaching elementary and early learners the skills needed to understand the symbols of abstract systems, including language, mathematics, and logic, using a combination of adaptive database systems. ..

Many current educational applications exist to teach children the basics of reading, quantitative comprehension, and logical reasoning, including pre-reading skills such as alphabet recognition and phoneme awareness. The latest and most innovative of these applications are configured for tablets and smartphone devices, where the touch screens and other easy-to-use features of tablets and smartphone devices are suitable for toddler and classroom use. Because. On the other hand, the previous applications that were conventionally used with personal computers of each generation used a mouse and a keyboard for dialogue. In these language education applications used by children on tablets and traditional computer devices, the real physical objects traditionally used in early language education (blocks with symbols on the blocks, or symbol shapes). Instead of (block), a virtual representation of the symbol on the screen is used.

The traditional use of this physically manipulable symbol has developed many effective teaching strategies that are well suited to the stages centered on eye-hand manipulation and object relationships in early early childhood education. .. It is clear that children learn the language best by combining their earliest learning of the naturally spoken language with learning the symbolization of that language. Children are taught to first learn a phrase as a natural linguistic representation of a real-world object, then physically manipulate a symbol object, and then give a visual symbol representation of those symbols and their combination in the phrase. To construct. It develops the child's symbol memory and mental modeling skills needed to learn the basics of literacy, phoneme awareness, quantitative comprehension and logic.

Preschool, preschool, and preschool education to learn literacy skills that combine the flexibility of interactive tablet devices and educational software applications with the physicality of manipulative symbol shapes. There is a need for systems and methods.

Early readers need to master an ordered set of skills to improve through the stages of understanding symbols and languages in order to acquire reading fluency. At any stage, children may find it difficult to integrate some (subsets) of minimal or aggregated skills and may experience conceptual barriers that impede stable learning progress. Some learners use a particular skill of the learner, with a set of previously completed or inexperienced skills, to overcome conceptual barriers and move on to the next stage. May require practice. Other learners may have certain mild to severe learning disabilities and may require more focused and selective intervention in the development of their set of skills.

Educators and parents do not have to fully understand what these barrier skills are, whether other auxiliary skills are weak or absent, or whether there are certain perceptual difficulties that contribute to the barrier. .. This reduces perceptual or cognitive confusion, the required switches to change tasks for correct phrases, focused proofs, associated skill sets, or potential structures or relationships in associated symbols. Complicate the ability of educators and parents to provide change.

These considerations continuously assess the learner's reading or pre-reading literacy skills and optimize the learner's progress in facing and overcoming conceptual barriers. Based on the need for educational systems and methods to dynamically adapt the curriculum. In particular, educational systems that address this need have three functional components: 1. Real-time assessment of the learner's progress (eg, is the learner improving or is the learner hitting a conceptual barrier?) 2. 2. Adaptive selection and presentation of optimal teaching methods to overcome learning barriers (eg, using real-time evaluation information to select and respond to optimal teaching methods). Relevance integration of evaluations and teaching responses from many learners to adaptively improve teaching response for all learners (eg, learners at similar stages and with similar sets of skills, context It can be assembled into (to receive the optimal teaching response).

The purpose of this subject is to provide educational systems and methods that provide a combination of physical manipulation and software for teaching symbol manipulation skills.
Another purpose of this subject is to provide educational systems and methods that can be applied to lessons and tasks to assess the learner's current literacy skills and then optimize the learner's progress. To provide.

Another purpose of this subject is to provide educational systems and methods that can assist learners in learning literacy principles through unlimited (open-ended) search.

The system of the present subject is a symbol identification device capable of determining a plurality of symbol manipulations and the identification information and position of the symbol manipulation and communicating the identification information and position with a computer device. And. The system is a student computer device connected to the symbol identification device, further comprising a student computer device comprising a processor, memory, and an interface for connecting to the symbol identification device. The processor of the student computer device is configured to perform a step of receiving symbol identification data from the symbol identification device and a step of presenting information to the user. The system further comprises a database configured to receive student response data, evaluate student response data, and make changes to one or more database components. The database includes one or more of a personal database component, a dictionary database component, a skill database component, a curriculum database component, and an auxiliary dialogue database component.

The entire database may be in the cloud, or the database may be partly in the student computer device and partly in the cloud. In one exemplary embodiment, the system further comprises a teacher computer device that is separate from the student computer device and communicates with the student computer device through a remote interface. In an exemplary embodiment, the database may be partly in the teacher computer device, partly in the student computer device, and partly in the cloud.

In one exemplary embodiment, the processor is the step of presenting one or more tasks to the user, the tasks being capable of being completed by connecting a symbol manipulation to the symbol identification dock. Is configured to carry out the process. When the user completes the one or more tasks, the processor determines the percentage of successfully completed tasks and the category of mistakes made by the user and records this in the personal database component. The user is then presented with one or more goal tasks intended to correct the error.

The tasks go into categories that include, for example: phonological awareness tasks, letter-sound correspondence tasks, consonant clusters and digraph tasks, compound vowel tasks, and plural syllable phrase tasks. May be organized as.

Tasks may be organized into important skill areas, including, for example, the following: print concepts, phonological awareness, phonics, spelling, writing, vocabulary, fluency, and comprehension.

The symbol manipulation may include a character shape, a number shape, a logographic shape, or a symbol shape.
In one exemplary embodiment, the processor identifies a symbol manipulation connected to the symbol identification dock, generates a pronunciation for the symbol manipulation, and one or more effectors. It may be configured to perform the step of presenting the pronunciation to the user using the above.

In one exemplary embodiment, the student computer device is a tablet.
In one exemplary embodiment, the student computer device is wirelessly connected to the symbol identification dock.

The method of the subject is the step of presenting a plurality of symbol manipulations and one symbol identification dock to a student, the symbol manipulations can be placed on the symbol identification dock and the symbol identification dock. Identifyes the symbol manipulative placed on the symbol identification dock, the symbol identification dock is connected to a student computer device, comprising a step. The student is then presented with a first task, which can be completed by placing the symbol manipulative on the symbol identification dock. The tasks are obtained from curriculum database components, including, for example, curriculum, lessons, tasks, games, and open exploration activities, or any combination of the above. The system then detects the symbol manipulative connected to the symbol identification dock in response to the first task, detects whether the task was executed correctly, and the task is executed correctly. If not, determine the type of mistake made by the student. The student's response to the first task is then determined by the student's skill level for one or more skills, such as physical manipulation skills, memory skills, perceptual skills, mental modeling skills, and any combination thereof. Used to evaluate. The assessment is then recorded in the personal database component, including, for example, one or more of a lesson plan, a response record, an auxiliary dialogue record, and a unique learning dialogue record for an individual student.

In one exemplary embodiment, if a student does not correctly place any symbol manipulation during the performance of a task, the student will be given one or more of encouragement, suggestions, hints, teaching models, interventions. Is provided.

In one exemplary embodiment, the period between two symbol manipulations being placed in the symbol identification dock is measured. In the event of an abnormal delay, the student is provided with one or more of encouragement, suggestions, hints, teaching models, interventions.

In one exemplary embodiment, the student is presented with a second task if the student's response to the first task is incorrect, and the second task is an error made by the student. Includes targeted interventions intended to focus on the type of.

In one exemplary embodiment, if the student's response to the first task is correct, the student is presented with a second task, which is the same as the first task. It includes tasks of the above type and requires a faster response than the first task.

In one exemplary embodiment, if the student's response to the first task is correct, the student is presented with a second task, the second task being more than the first task. It is advanced.

In one exemplary embodiment, the method of the subject is the step of presenting a plurality of symbol manipulations and one symbol identification dock to a student, the symbol manipulations being placed on the symbol identification dock. The symbol identification dock can identify the symbol manipulative placed on the symbol identification dock, and the symbol identification dock is connected to a student computer device, comprising a step. The symbol manipulation connected to the symbol identification dock is then identified. The student computer device then generates a pronunciation for the symbol manipulation and presents the pronunciation to the student using the one or more effectors.

The figure which shows an exemplary embodiment of the system of this subject. The figure which shows an exemplary embodiment of the symbol identification dock and the symbol manipulative of this subject. A flowchart of a process that teaches character-sound correspondence according to this subject. A flowchart of a process that teaches character-sound correspondence according to this subject. A flowchart of a process that teaches character-sound correspondence according to this subject. A flowchart of a process that teaches character-sound correspondence according to this subject. A flowchart of a process that teaches character-sound correspondence according to this subject. The figure which shows the heading of the sample for the dictionary database of this subject.

In the present disclosure, a "child," "student," "user," or "learner" is a person who uses the system of the subject. A "computer device" is a laptop computer, desktop computer, tablet, smartphone, wearable computer, or any other computer device that can run educational software of the subject and connect to a symbol identification dock.

The subject provides exemplary systems and methods for learning the symbolic representation of a language, just as preschool, preschool, and children in the garden learn the speaking form of the language. These exemplary systems are configured for their independent learning through a guided curriculum with a little monitoring other than the initial introduction and ancillary attention in progress. These exemplary methods create learning barriers, such as selecting the current best or optimal curriculum for the child's evaluated language skills, measuring the child's progress, and creating learning barriers. It works to recognize in adaptively changing teaching guidance to overcome these barriers. The exemplary method continuously assesses the effectiveness of teaching changes made for many children to optimize and customize the curriculum, lessons, tasks and intervention responses for all children.

This subject is intended for teaching systems for teaching abstract thinking and symbol manipulation through physical manipulations combined with computer devices. While some described exemplary embodiments of the subject use character shape manipulations to teach literacy skills, other applications of the subject are numbers, logograms, or any of them. It is understood that other symbol manipulators, such as other symbols, may be incorporated.

System Overview This subject is intended for teaching systems to teach children abstract thinking and symbol manipulation, as they interact with physical manipulations and computer devices. This physical manipulation of abstract symbols is an important element of the subject, as in early literacy learning, patterns of physical manipulation are transformed into similar patterns of mental manipulation. Some exemplary embodiments of the subject use letter-shaped manipulations to teach literacy skills, while other applications of the subject include numbers, logograms, or any other. It is understood that other symbolic manuals, such as the symbol of, may be incorporated.

In the exemplary embodiment shown in FIG. 1, the student system 120 comprises a student computer device 180, on which the teaching application 182 visually and tasks on a customizable curriculum instruction and task. It is performed to present to student 110 by using the voice instruction 143. Student 110 places the symbol manipulative 124 in a recess 122 on the top surface of the dock 121 by touch and voice dialogue 112 and by selecting and connecting the symbol manipulative 124 to the symbol identification dock 121 (eg, by placing the symbol manipulative in the recess 122 on the top of the dock 121. Respond (by). The symbol identification dock 121 uniquely determines the identification information (eg, name) and position of each connected symbol manipulative, because the symbol manipulative is connected to the teaching application 182 through the wireless link 123. Communicate the identification information and location of the symbol manipulative.

In the exemplary embodiment shown, the student computer device 180 is connected to the symbol identification dock 121 through a Bluetooth® wireless link 123 or through any other wireless or wired connection that may be used, iPad ( A tablet computer such as a registered trademark) or Android® tablet. The student computer device 180 may include an effector for output (eg, a display screen and a speaker) and a sensor for input. In the exemplary embodiment shown, the sensor is a microphone and a camera.

As the dialogue improves, the teaching application 182 delivers real-time instructions for the learning dialogue to the teacher system 150, the cloud system 160, or both, and responds to real-time teaching changes from one or both of these systems 150 and 160. It is possible to receive. The teaching application 182 communicates with the teacher system 150 and the cloud system 160 through wireless connections 148 and 149. The transmitted real-time dialogue information includes, for example, correct and incorrect character selection, response speed, voice or touch response, and other indications of student involvement in the learning process.

The student system 120, the teacher system 150, and the cloud system 160 may include separate applications and a collaborative teaching database. The teaching application 182 manages teaching material, interacting with students, assessing student responses, and managing curriculum, lessons, tasks and ancillary instructions by accessing a joint teaching database. Works like.

The application and teaching databases in the teacher and cloud systems 150 and 160 receive student dialogue data, evaluate the student's response to instructions, and likewise return to the curriculum, lessons, tasks, and teaching application 182 in real time for auxiliary dialogue. Provide changes to.

In one exemplary embodiment, the teaching database in the teaching application 182 is a smaller subset of the teaching database in the teacher system 150, and the teaching database in the teacher system 150 is similarly a subset of the teaching database in the cloud system 160. , A smaller subset. The teaching application 182 can use a subset of the teaching database to teach students in standalone mode when not connected to the teacher system and cloud systems 150 and 160. While connected, it may rely on the database in the teacher system 150 or the cloud system 160.

Both of these applications and databases form a complete teaching system adapted to provide real-time instructions for students to improve through their learning involvement to meet each student's needs. Applications in each of these systems further function to optimize the collaborative teaching database over time so that the effects of teaching instruction presented to many children are continuously assessed and integrated.

Symbol Dock and Manipulative In the exemplary embodiment shown in FIG. 2, the symbol identification dock 220 is located between the container for arranging and aligning the symbol or character manipulative 210 and also between the character and the dock 220. It comprises eight concave character spaces 221 that serve as both a character reader and a character reader that provides the information connection of.

In the exemplary embodiment shown, the symbol or character manipulative 210 is in character shape to make the learning experience tactile and visual. In another exemplary embodiment, the symbol manipulative 210 may be in the form of a rectangular tile with three-dimensional letter protrusions on the manipulative, or as an alphabet block with letters on the surface. It may be shaped into other forms that facilitate operation and symbol identification.

The symbol identification dock 220 comprises a board containing a character array capable of detecting identification information and relative positions of characters placed on the board, connected, touched, or in close proximity. .. The Symbol Identification Dock 220 further comprises a processor and memory that enable character sensing and identification and communication of the identified characteristics of each character to the student's computer device 180.

In the exemplary embodiment shown, the symbol or character connection to the symbol identification dock 220 consists of a "character reader" matrix of capacitive sensing pads at the bottom of each concave character space 221. These sensing pads read the encoded pattern of the conductive pad at the bottom of the inserted character to determine the unique ID of each character (eg, "A").

The exemplary embodiments shown are provided with capacitive identification and sensing means to identify characters, while a wide range of other identification and sensing means (eg, direct electrical connections, RFID tags and sensors, optical sensing, and magnetic sensing). Including) can be used.

In one exemplary embodiment, the symbol manipulative 210 may be differently colored, have different textures, or both to make the learning experience more perceptual. For example, vowels may be colored differently than consonants. In another exemplary embodiment, the symbol manipulative 210 may include a Braille pattern for the character in question. The Symbol Manipulative 210 may be made from a non-toxic and durable material that is safe for use by young children.

In another exemplary embodiment, the symbol identification dock 220 has a backlit surface that illuminates each concave character space 221 so that the user (eg, a child) knows where to put the characters. This can be, for example, an underline, a dot, the entire circumference of the character space, or the entire character space. The Symbol Manipulative 210 may be translucent or partially translucent so that it can shine when selected. The backlight can also be used to illuminate a particular character. For example, characters containing complex consonants, such as TH, may be backlit, or silent letters may be backlit, as required by the user.

In yet another exemplary embodiment, the symbol identification dock 220 further provides a stand for assisting and pointing the student computer device 180, storage space for storing unused symbol manipulations, or both. Be prepared.

Teaching Modes and Applications The teaching application 182 of this subject includes a range of seamlessly linked applications and separate applications supplied to tutor students in language literacy. These applications provide a range of interactive modes, including, for example, curriculum-oriented applications with formal lessons and tasks, competitive game-oriented applications, and unlimited search play-oriented applications.

Curriculum Applications Elementary teaching applications on this subject include integrated sub-applications that guide students by presenting learning tasks in a range of forms or modes. These modes may include, for example, formal tasks for trial and error learning, speed test games as an assessment of progress, and interactive communication with virtual playmates who provide encouragement, assistance and coaching. The concentration of these sub-applications ranges from fast learning to slow paced merging and mere enhancement of learned skills. The child's pace in the lesson tasks, the evaluation as a game, and the virtual playmate mode are stable and focused learning.

Game Applications This subject can be used in learning games that are independent of any curriculum or evaluation. Any game that requires the child to interactively place the Symbol Manipulative 210 on the Symbol Identification Dock 220 may be part of the subject. As a non-limiting list of possible exemplary embodiments, such games are interactive, for example, requiring the child to supplement the story with words or to create a story based on the words entered by the child. It may be a story, a letter-sound matching game, etc., where the child needs to find a letter that matches the sound or find a sound that matches the letter, or may include them.

Unlimited Play English (and many other languages) has complex pronunciation and spelling rules that are not easy for young children to explain or pronounce clearly. Therefore, it is a more efficient process for a child to be able to easily search for different letter combinations and their pronunciation so that the child can implicitly learn the rules of pronunciation.

In one exemplary embodiment of the subject, the child is encouraged to connect the Symbol Manipulative 210 to the Symbol Identification Dock 220 in any order or in any combination. The Symbol Identification Dock 220 then identifies the order of the Symbol Manipulative 210 and the Symbol Manipulative 210 and transmits that information to the student computer device 180. The student computer device 180 then uses a dictionary database to look up pronunciations for a particular combination of symbol manipulatives 210 generated by the child. In one alternative exemplary embodiment, the student computer device 180 comprises a set of rules for generating pronunciations for letter combinations based on English phonics rules, which rules are generated by the child. It is applied to a combination of letters to generate a pronunciation for a particular combination of symbolic manipulations 210.

In one exemplary embodiment, a student computer where a child places the symbol manipulative 210 indefinitely and unorientated and intentionally or accidentally generates a phrase (eg, "CAT"). The device 180 recognizes a phrase and, in addition to generating a pronunciation for the phrase, displays an image or animation of the cat on the screen.

Evaluation of Learning Performance In one exemplary embodiment, the subject comprises software that includes lessons intended to teach literacy skills to students. In one such exemplary embodiment, the lesson is one or more (eg, seven) important skill areas (eg, print concept, phonological awareness, phonics, spelling / writing, vocabulary, fluency, and It may be organized into an integrated learning path that includes (understanding).

The curriculum may be presented to students in a teaching setting, defined as a step in learning literacy skills. Each teaching scene covers a particular lesson or concept presented subsequently so that the subsequent stages can only be reached by mastering the previous stage. In one exemplary embodiment, the teaching scene is
a. Scene 1: Focus on phonological consciousness (eg, early phonological / phoneme consciousness building activities, songs / rhymes, stories, connection and decomposition of spoken phonemes, introduction to letter identification of AZ, or any combination thereof. do)
b. Scene 2: Letters and Sounds (eg, Introduction of 26 Letters and Sounds, Phoneme Decomposition / Concatenation by Letters, Introduction of Frequently and Partially Decodeable Words, VC / CV / CVC Concatenation / Decomposition by Letters Start, write / trace, or any combination of these)
c. Scene 3: Consonant clusters and digraphs (eg, focus on consonant clusters and digraphs, decode / spell CCVC / CVCC words with introduced consonants, read sentences, or any combination thereof)
d. Scene 4: Compound vowels (eg, vowel digraphs, long vowels, unvoiced e, R control, focus on double vowels, decode / spell CVVC, CCVVC, and CVVCC phrases, meaning words from context Guide, read paragraphs, or any combination of these)
e. Scene 5: Compound words (eg, reading and spelling words with multiple syllables, flexion, affixes, compound ending patterns, writing sentences, reading long text passages, or concentrating on any combination of these) Or include them.

Each scene may include lessons and tasks that incorporate each one of one or more (eg, seven) important skill areas.
Instructional flowcharts for the "Letters and Sounds" portion of the curriculum are shown in FIGS. 3A and 3B. Teaching begins with the child learning the sounds of the letters. At the beginning of the letter-sound dialogue, the child's letter-sound correspondence skills are evaluated or gained from past dialogues, what the child knows is put into a "learning bucket", and what the child finds or does not know Is placed in a "learning bucket" and stored in the child's personal database portion of the teaching database as well.

Correspondence in the "learning bucket" is then presented to the child in a game-like context along one of two separate tracks. The track taken by the child depends on whether the child finds greater difficulty in the visual (eg, letter shape) or auditory (eg, letter sound) aspect of the learning experience.

Along the visual track, the child moves the Physical Symbol Manipulative 210 to match the letters on the screen, to match the uppercase and lowercase letters, and to trace the letters on the touch screen. Encouraged to use. Along the auditory track, the child is presented with a song / chant of the letter, imitating the sound of the letter to match the picture and sound, and to pronounce the sound clearly with audio feedback. That is encouraged. After all of the letter-sound correspondence in the "learning bucket" has been covered, the child is given a "review game" to repeat the assessment of their current level of letter-sound acquisition.

When the child's character-sound acquisition level reaches 70-90% of the character-sound correspondence, the child moves to a character-sound speed game, where the child is an animated character to improve student involvement. Gives tasks in a fun game-like atmosphere. As students perform each task, the student's performance on the task is evaluated in real time. Variables used to assess student performance in this interactive play may include, among other things, the speed of letter placement, pauses during tasks, and mistakes made by the student. An assessment of a child's performance in a letter-sound velocity game is then used to assess the student in one or more elements of literacy skills.

As an example, if a child constantly makes mistakes due to "CH" in the phrase CHURCH, the system may determine that this is a characteristic of the mistake for the student and include it in the assessment. Students may then be given lessons that focus on CH phonemes. In one exemplary embodiment, a lesson that focuses on a particular problem may be a "scaffold" to provide the student with an optimal environment for improving learning.
An example of scaffolding is that the phoneme at the beginning of a phrase is easier to hear than the word at the end of the phrase, so the child may be presented with the phrase that begins with CH first, and only after the step has been mastered. Children are not given words that end with CH. In one exemplary embodiment, linguistic data is tracked, so if the child is bilingual who speaks Spanish, the child may be given the CH phrase in Spanish.

In one exemplary embodiment, the "learning profile" (eg, the learner's performance assessment) is constantly updated as the learner performs more and more tasks. This leads to a highly individualized adaptive curriculum tailored to the particular learner and his or her individual needs.

Database Dictionary Database Components This subject comprises a database containing several components. One of these components is a dictionary database component that can be stored in the cloud system 160. A smaller subset of the dictionary database may be on the teacher's computer device for easy access, and a smaller subset of the dictionary database containing only the most common words, pronunciations, related words and tags is the student computer device. It may be on the 180 or on the symbol identification dock 220 itself. In one exemplary embodiment, the entire dictionary database is in the cloud, and student and teacher computer devices can easily retrieve data from all dictionary databases from the cloud. In another exemplary embodiment, the entire dictionary database is on the student computer device 180 or the symbol identification dock 220 for a stand-alone system.

The dictionary database may contain any dictionary data 521 and 521 that may be needed to teach literacy skills. In one exemplary embodiment, the dictionary database contains a list of words and phrases that may be relevant to a student learning to read. Each phrase is index number 510, pronunciation, the phonetic that contains the phrase, common mistakes made when spelling the phrase, images or videos of objects or concepts described by the phrase (eg, sounds made by animals or To pointers to words (identified by index number), compound words, homonyms, homonyms, etc. that contain the phrase (with any relevant data, such as what the animal eats). Associated. For example, heading 500 for a cat (CAT) may look like that shown in FIG.

In one exemplary embodiment, the dictionary database may include multiple languages. For example, the heading for cat (CAT) may include GATO (Spanish) or KOT (Russian).

In one exemplary embodiment, the dictionary database may include separate classes of mistakes based on the child's cognitive skills and the particular form of learning disability. For example, some mistakes are very typical and may be a diagnosis of dyslexia. For example, if a child spells a cat (CAT) as TAC, the system may classify the mistake as "possible dyslexia."

In one exemplary embodiment, each phrase and each phoneme is also associated with any lesson that teaches a particular phrase or the literacy skills associated with that particular phoneme. For example, the phrase CHURCH may be associated with a lesson teaching CH phonemes.

It is understood that the dictionary database may contain any combination of the above data and that the subject is not limited to the particular type of data provided in the example given above.
Personal database The database may include personal database components. The personal database component contains information about the student, including the learner profile mentioned above. Personal database components are student-specific, such as student age, any specific learning instruction or task, student's mother tongue, and family or pet name, student name, or any specific phrase that is unique to the user. Information such as any "personal phrase" of may be included with the same information for each "personal phrase" present in the dictionary database for any other phrase.

In one exemplary embodiment, the personal database is a response record for a student, a skill record for a student (eg, an assessment based on each one of literacy skills in one or more skill areas), a student. It may include any auxiliary dialogue record (eg, how well students receive the tips or other assistance described below), or any combination thereof.

Skill Database In one exemplary embodiment, the database may include a skill database component that records any literacy or pre-literacy skills that a student may need to be evaluated. The skill database may include, for example, physical manipulation skills, memory skills, perceptual skills, mental modeling skills, and any combination of these skills in an aggregate skill.

Curriculum Database In one exemplary embodiment, the database also includes a curriculum database component. The curriculum database contains one or more curriculums in which each curriculum is organized into lessons and each lesson is organized into tasks. The curriculum database may include games and open exploration activities related to the curriculum. The structure of the curriculum in one exemplary embodiment of the subject is described above.

Auxiliary Dialogue Database In one exemplary embodiment, the database also includes an auxiliary dialogue database component. The Auxiliary Dialogue Database component has one or more incentive messages (eg, "You can do it!"), Suggestions and hints on how to complete the task (eg, "You need round letters!"). ”), Teaching models, interventions, or any combination thereof. In one exemplary embodiment, the system detects when a student makes a mistake during the completion of a task or pauses for an unusually long time during the completion of a task, and also intervenes appropriately in the auxiliary dialogue database. prepare. Appropriate intervention may be encouragement, brief tips, more detailed explanations, or any combination thereof.

It is understood that the subject matter described now is not limited to the particular aspects described and may therefore change. It is also understood that the terms used herein are for the purpose of describing specific aspects only and are not intended to be limiting.

Where a range of values is provided, up to one tenth of the lower bound unit, the upper and lower bounds of the range and any other defined or median value within that defined range, unless the context explicitly states. Each intermediate value between and is understood to be contained within the subject. The upper and lower limits of these smaller ranges are independently included in the smaller range and may be included within the subject matter, subject to any particularly excluded limits within the defined range. Where the defined ranges include one or both of the limits, the ranges that include one or both of those included limits are also included in the subject matter.

A range is presented herein with a number preceded by the term "about". The term "about" is used herein to provide verbatim assistance for an exact number preceded by "about" and a number close to or approximately that number preceded by the term. .. In determining whether a number is close to or approximately that number specifically stated, a number that is close to or approximately unlisted is particularly in the context in which the number is presented. It may be a number that provides something that is approximately equal in the numbers listed.

Unless defined, all technical and scientific terms used herein have the same meaning as commonly understood by one of ordinary skill in the art to which this subject belongs. Any method and material similar or equivalent to the methods and materials described herein can be used in the practice or testing of the subject, but representative exemplary methods and materials are described herein. Described in the book.

As used herein and in the appended claims, the singular forms "one (a)", "one (an)" and "the" may be plural unless the context explicitly states. Note that it includes a reference to. It should be further noted that the claims may be drafted to exclude optional elements. Thus, this statement is such an exclusionary statement, such as "only ... only", "only ... only", with respect to the description of the elements of the claim or the use of the "passive" limitation. It is intended to serve as a precursor to the use of various terms.

As will be apparent to those skilled in the art who have read this disclosure, each of the individual aspects described and presented herein will have separate components and features that deviate from the scope of this subject matter. Instead, it can be easily separated from or combined with features of any of several other aspects. Any described method can be performed in the order of the described events, or in any other logically possible order.

Illustrative embodiments of this subject are described in some detail by illustration and examples for clarity of understanding, but certain changes and amendments are made without departing from the appended claims. It will be readily apparent to those skilled in the art in light of the teachings of this subject.

Therefore, the predecessors only show the principles of the subject matter now disclosed. It will be appreciated by those skilled in the art that, although not expressly described or indicated herein, it is possible to practice the principles of this subject and devise various configurations within the scope of this subject. Will be done. In addition, all examples and conditional languages described herein are primarily intended to assist the reader in understanding the principles of the subject and the concepts contributed by the inventor, as they aid the art. Is intended and is understood to be without limitation to such specifically described examples and conditions. Moreover, all statements herein that describe the principles and aspects of the subject matter, and specific examples of the subject matter, are intended to include both structural and functional equivalents of the subject matter. NS. In addition to this, such equivalents include both currently known equivalents and future developed equivalents (ie, any developed equivalent that performs the same function regardless of structure). Is intended. The scope of this subject is therefore not intended to be limited to the exemplary aspects set forth and described herein.

Claims (22)

It ’s a system for teaching,
With multiple symbol manipulations,
A symbol identification device and a symbol identification device capable of determining the identification information and position of the symbol manipulation and communicating the identification information and position with a computer device.
A student computer device connected to the symbol identification device, wherein the student computer device comprises a processor, memory, and an interface for connecting to the symbol identification device.
The processor
The process of receiving the symbol identification data from the symbol identification device and
Student computer devices, which are configured with software and data to perform actions, including the process of presenting information to the user.
It's a database
The process of receiving student response data from one or more processors connected to the symbol identification device, and
A step of evaluating the student response data from the one or more processors connected to the symbol identification device to determine the degree of student understanding, and
The process of making changes to one or more database components,
It comprises a step of responding to one or more processors connected to said symbol identification device having teaching data, and a database configured by software and data to perform actions including.
The database includes one or more of a personal database component, a dictionary database component, a skill database component, a curriculum database component, and an auxiliary dialogue database component.
The personal database component
Lesson plans for individual students,
Response record of the individual student,
Skill records of the individual students,
Auxiliary dialogue record of the individual student,
The individual student's unique learning instruction record,
One or more personal phrases selected from a category consisting of family or pet names, the user's name, and special terms unique to the user.
Pronunciation of one or more of the above personal phrases,
Phonemes containing one or more of the above personal phrases,
An image associated with one or more of the personal terms,
Data associated with one or more of the personal terms,
One or more rhyme phrases associated with the one or more personal phrases,
One or more of one or more homonyms associated with the one or more personal phrases, and one or more common mistakes students make when spelling the one or more personal phrases. Including
The dictionary database component
One or more words,
Pronunciation of one or more of the above words,
Phonemes containing one or more of the above words,
An image associated with one or more of the above words,
Data associated with one or more of the above words,
One or more rhyme words associated with the one or more words,
One or more homonyms associated with the one or more words,
One or more common mistakes students make when spelling one or more of the above words,
One or more translations of one or more of the above words into a foreign language,
One or more syllables,
Containing one or more of the pronunciation of the one or more syllables and the phonemes containing the one or more syllables.
The skill database component
One or more physical manipulation skills,
One or more memory skills,
One or more perceptual skills,
Includes one or more mental modeling skills, and one or more combinations of multiple skills into one aggregate skill.
The curriculum database component
One or more curriculum,
One or more lessons,
One or more tasks,
Including one or more of one or more games and one or more open exploration activities
The auxiliary dialogue database component
One or more encouragements,
One or more suggestions,
One or more tips,
A system that includes one or more instructional models and one or more interventions. The system according to claim 1, wherein the entire database is in the cloud. The system according to claim 1, wherein a part of the database is in the student computer device and a part of the database is in the cloud. The system of claim 1, further comprising a teacher computer device that is separate from the student computer device and communicates with the student computer device through a remote interface. The system according to claim 4, wherein a part of the database is in the student computer device, a part of the database is in the teacher computer device, and a part of the database is in the cloud. The processor
A process of presenting one or more tasks to a user, the tasks of which can be completed by connecting a symbol manipulative to a symbol identification dock.
When the user completes one or more of the tasks, the step of determining the percentage of successfully completed tasks and the category of mistakes made by the user.
The process of recording the percentage of successfully completed tasks and the category of mistakes in the personal database component, and
1. An action further configured to perform an action comprising presenting the user with one or more goal tasks intended to correct an error in the category of the error made by the user. The system described in. Tasks are organized into categories, which are
Tasks related to phonological awareness and
Tasks related to character-sound correspondence and
Tasks related to consonant clusters and digraphs,
Tasks related to compound vowels and
The system of claim 6, comprising a task relating to a multi-syllable phrase. The tasks are organized into important skill areas, and the important skill areas are
Print concept and
Phonological consciousness and
With phonics,
Spelling and writing,
Vocabulary and
Fluent and
The system of claim 6, comprising understanding. The system according to claim 1, wherein the symbol manual has a character shape. The system according to claim 1, wherein the symbol manual has a numerical shape. The system according to claim 1, wherein the symbol manual has a logographic shape. The system according to claim 1, wherein the symbol manual has a symbol shape. The processor
The process of identifying the symbol manipulative connected to the symbol identification dock, and
The process of generating pronunciation for the symbol manipulation and
The system of claim 1, further configured to perform an action comprising the step of presenting the pronunciation to the user. The system of claim 1, wherein the student computer device is a tablet. The system according to claim 1, wherein the student computer device and the symbol identification dock are wirelessly connected to each other. It ’s a way to teach symbol manipulation.
In the process of presenting a plurality of symbol manipulations and one symbol identification dock to a student, the symbol manipulation can be placed on the symbol identification dock, and the symbol identification dock is on the symbol identification dock. Identifying the symbol manipulative placed in, the symbol identification dock is connected to the student computer device, the process and
A step of presenting a first task to the student, the task can be completed by placing the symbol manipulative on the symbol identification dock, the first task being a curriculum database component. The curriculum database component obtained from
One or more curriculum, including one or more lessons,
One or more lessons, including one or more tasks,
One or more tasks,
A process and a process that includes one or more of one or more games and one or more open exploration activities.
The step of detecting the symbol manipulation connected to the symbol identification dock in response to the first task, and
The step of determining whether or not the first task was executed correctly, and
The process of determining the type of mistake made by the student if the first task was not performed correctly, and
Using the student's response to the first task, one or more of the following skills, i.e.
One or more physical manipulation skills,
One or more memory skills,
One or more perceptual skills,
The process of assessing the student's skill level for one or more of one or more mental modeling skills and one or more combinations of multiple skills into one aggregate skill.
In the process of recording the skill level of the student in the personal database component, the personal database component is one or more of the following, that is,
Lesson plans for individual students,
Response record of the individual student,
Skill records of the individual students,
A method comprising a process comprising one or more of said individual student auxiliary dialogue records and said individual student specific learning instruction records. After each character manipulation is connected to the symbol identification dock in response to the first task, a step of determining whether or not it is correct, and
If incorrect, the student will be given one or more of the following:
One or more encouragements,
One or more suggestions,
One or more tips,
16. The method of claim 16, further comprising one or more instructional models and a step of providing one or more of one or more interventions. In response to the first task, a step of monitoring the period between two character manipulations connected to the symbol identification dock, and
If the period is longer than the prescribed period, the student is given one or more of the following, i.e.
One or more encouragements,
One or more suggestions,
One or more tips,
16. The method of claim 16, further comprising one or more instructional models and a step of providing one or more of one or more interventions. The step of presenting a second task to the student when the student's response to the first task is incorrect, the second task concentrating on the type of error made by the student. 16. The method of claim 16, further comprising a step that comprises a targeted intervention intended to be performed. A step of presenting a second task to the student when the student's response to the first task is correct, wherein the second task is a task of the same type as the first task. 16. The method of claim 16, further comprising a step that includes and requires a faster response time than the first task. A step of presenting a second task to the student when the student's response to the first task is correct, wherein the second task is more advanced than the first task. 16. The method of claim 16. In the process of presenting a plurality of symbol manipulations and one symbol identification dock to a student, the symbol manipulation can be placed on the symbol identification dock, and the symbol identification dock is on the symbol identification dock. Identifying the symbol manipulative placed in, the symbol identification dock is connected to a student computer device, the student computer device comprising one or more effectors, a process and.
The process of detecting and identifying the symbol manipulation connected to the symbol identification dock,
The process of generating pronunciation for the symbol manipulation and
A method of teaching phonics, comprising the step of presenting the pronunciation to the student using one or more effectors.

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