We’re excited to have you join us at a Genuine Lindamood-Bell Online Workshop.  The format is live and highly interactive with activities and polling throughout the day. Participants are paired in breakout sessions to practice each step of the program, and our presenters will observe, model, give feedback, and answer questions.

Seeing Stars

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 Seeing Stars Course Objectives

 
This course explores the sensory-cognitive processes basic to phonological and orthographic processing, decoding, reading in context, and spelling.

Class members will learn the role of symbol imagery in:

1) automaticity in phonemic awareness,

2) acquisition of sight words,

3) acquisition of accurate spelling rather than phonetic spelling, and

4) development of fluency in contextual reading.

The class will learn to develop symbol imagery for students of all ages.  Study and supervised practice allow class members to learn how to "respond to the response" to develop sensory-cognitive functions, and integrate the steps into any curriculum, phonics program, reading program, or language arts program. Information and techniques are gained through discussion, demonstration, video, reading, and supervised practice. 


Visualizing & Verbalizing

This course explores the sensory-cognitive processes basic to language comprehension and critical thinking. One of the primary goals of the course is to make class members aware that concept imagery is the specific sensory-cognitive function basic to language comprehension and critical thinking.

Class members will learn the role of concept imagery in:

 

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VV Course Objectives

1) reading comprehension,

2) oral language comprehension,

3) following oral directions,

4) critical thinking,

5) oral language expression

6) written language expression.  

Class members learn to develop concept imagery for students of all ages in one-to-one, small group, and classroom settings. Study and supervised practice allow class members to learn Socratic questioning in "responding to the response" to develop sensory-cognitive functions, and integrate the steps into any curriculum, reading program, language arts program, and all content instruction.  Information and techniques are gained through discussion, demonstration, video, reading, and supervised practice.


LINDAMOOD PHONEME SEQUENCING (LIPS)

 

This course explores the sensory-cognitive processes basic to phonemic processing, decoding, spelling and reading in context.

Class members will learn the role of phonemic awareness in:

1) tracking sounds and letters within words,

2) decoding,

3) spelling, and

4) development of fluency in contextual reading. 

The class will learn to develop phoneme awareness for students of all ages. Study and supervised practice allow class members to learn how to "respond to the response" to develop sensory-cognitive functions, and integrate the steps into any curriculum, phonics program, reading program, or language arts program.  In addition to demonstration and practice in developmental techniques, class members participate in evaluating their own phonemic awareness—an individual's own phonemic processing is basic to full understanding and use of the assessment and instructional techniques presented. Discussion, demonstration, and supervised practice in techniques are utilized to teach class members questioning techniques to stimulate integration of auditory, visual, and articulatory cues. Application of this processing is applied to decoding and spelling. Information and techniques are gained through discussion, demonstration, video, reading, and supervised practice. 

Talkies

This course explores the sensory-cognitive processes basic to language comprehension and expression. One of the primary goals of the course is to make class members aware that there is a specific sensory-cognitive function basic to language comprehension and critical thinking.

Class members will learn the role of concept imagery in oral language comprehension and oral language expression. Class members learn to develop concept imagery for students of all ages in one-to-one, small group, and classroom settings. Study and supervised practice allow class members to learn Socratic questioning in "responding to the response" to develop sensory cognitive functions, and integrate the steps into any curriculum, reading program, language arts program, and all content instruction. Information and techniques are gained through discussion, demonstration, video, reading, and supervised practice. 

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On Cloud Nine

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This course explores the sensory-cognitive processes basic to math computation and facts.

Class members will learn the role of dual coding with imagery and language in the acquisition of math, especially applying concept and numeral imagery in:

1) a mathematical reasoning base,

2) acquisition of math facts,

3) application to computation in addition, subtraction, multiplication, division, decimals, and fractions, and

4) development of ability to solve word problems. 

Class members learn to develop concept and numeral imagery for students of all ages, following the formula of "concrete to imagery to computation." Study and supervised practice allow class members to learn to respond to the response to develop sensory-cognitive functions, and integrate the On Cloud Nine® steps into any curriculum or math program. Information and techniques are gained through discussion, demonstration, video, reading, and supervised practice.


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