lunchbuddiesplus

Learning and Sharing

Big Picture Thinking

 

 

Learners of all ages who experience difficulty with big picture thinking and concept imagery may struggle with:

  • Reading comprehension
  • Listening comprehension
  • Critical thinking and problem solving
  • Following directions
  • Memory
  • Oral language expression
  • Written language expression
  • Grasping humor
  • Interpreting social situations
  • Reading “between the lines”
  • Understanding cause and effect

In order to become proficient readers, learners have to be able to understand the meaning of what they read.  This skill requires not only comprehension but good thinking.  Information is conveyed through concepts and not just facts. Most of my clients are able to answer fact based wh-questions about what they read because they are good at rote memorization of facts and knowledge.  When asked to summarize or talk about cause and effect, these same clients use a list of facts to retell a story.  Rote memory recall is not really thinking.  Conceptual processing difficulties impact reading comprehension, getting the main idea of what is read, and formulating written expression.

 

 

 

We can build our brains with critical thinking skills.  Below are a few of my favorite resources:

 

https://lindamoodbell.com/program/visualizing-and-verbalizing-program

Develop concept imagery as a basis for comprehension and higher order thinking

https://www.playosmo.com/en/

https://www.teacherspayteachers.com/Store/Cat-Says-Meow

Think about situations as a whole rather than parts.

 

My Best,

Robin

 

 

 

 

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Time Robbers

Time robbers are those things that steal valuable time away from us.  Some time robbers are out of our control as they are imposed on us by others or unexpected circumstances.  Time robbers are often self-inflicted as we allow our valuable time to be stolen.  Either way, it is an important strategy to learn to identify and manage them in order to minimize the damage.

As I coach clients who are working to strengthen executive function skills, I ask them to first identify what they perceive as their own unique time robbers.  The following is an excellent example of something that I might use to visually guide my clients through the process.

 

 

http://www.glenbardgps.org/wp-content/uploads/2016/06/sarah-ward-executive-function-lecture-handout-December-6-2016-Glenbard-IL.pdf.

 

 

 

 

 

 

Managing time robbers requires a great deal of self-control.

https://www.teacherspayteachers.com/Product/Self-Control-Boot-Camp-3721869

The activities in Self-Control Boot Camp help learners to:

  • understand what self-control means, why it is important and how it impacts our daily life
  • how to stop and think before making a decision
  • understand impulse control and will power
  • use self-control to accomplish tasks and responsiblities
  • self-regulate emotions and use coping strategies
  • stick-to-itiveness
  • strengthen self-control over time

 

We often need to ask ourselves “what does a client really need?” or “in what way can I best support a client?”.  Self-control and managing time robbers are foundation skills that are helpful to all learners.

~Robin

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