hysical objects and the ways those objects interact.
M-strengths consist primarily of abilities in areas that can be termed spatial reasoning. In particular, excelling in spatial reasoning involving the creation of a connected series of mental perspectives that are three-dimensional in nature-like a virtual 3-D environment in the mind. Basically, the strength enables people to see 3-D images in their mind and walk round them, take them apart and reconnect them. Many M-strength children with dyslexia display their creative potential quite clearly outside of the classroom with building, experiment, drawing or creating.
Difficulties
Letter reversals, answering apparently “simple” questions-especially writing (because the ideas that the students are attempting to express or often so complex), many M-strength people with dyslexia reason in largely non-verbal ways and often find it difficult to translate their thoughts into words (often discrepancy between conceptual understanding and ability to express or demonstrate understanding in words).
Key points about M-strengths
the ultimate purpose of M-strengths is to create a continuous, interconnected series of 3-D perspectives as a basis for reasoning about real-world, global, all big picture spatial features, rather than about fine detail or 2-D features.
The spatial imagery perceived by individuals with M-strengths may take many forms, from clear visual imagery to non-visual perceptions like force, shape, texture or movement.
The form spatial imagery takes is less important than the uses to which the person can put it.
M-strengths often bring trade-offs like symbol reversals and subtle language challenges.
Individuals with dyslexia in general, and those with prominent M-strength in particular, show a late blooming pattern of development and their developmental progress should be judged on its own terms, rather than bystanders created to judge people who do not have dyslexia.
Individuals with dyslexia who show prominent M-strengths often show signs of impressive creativity outside the classroom.
Dyslexic children with M-strengths have tremendous potential and often grow up to become remarkable and creative people.
Occupations and fields for this strength:
Engineer, mechanic, construction, mathematician, interior designer, industrial designer, Illustrator, graphic designer, architect, medicine, painter, sculptor, photographer, filmmaker, landscaper, aeroplane pilot, air traffic controller, dentistry.
Teaching methods - Reading
M-strengths usually benefit from methods that engage their strength in spatial imagery. These typically involved various forms of visual, positional or movement-based imagery. Finding a method that stresses the particular form of spatial imagery that an individual excels in (e.g. kinaesthetic, visual) can greatly increase the likelihood of success.
Information taken from: Eide, B & Eide, F. (2011) The Dyslexic Advantage. London: Hay House UK Ltd.
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to inhabit this land. Sitting Bull
The Global Citizens' Initiative is pleased to transmit this months second Expert Opinion piece. Each article in this series is written by an expert or experienced practitioner working on issues of global citizenship, global governance or related fields. We welcome your comments and feedback on this new series. .Please send to editor@gcitizen.org- Ron
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Indigenous cultures have known for thousands of years the importance of staying connected to nature for the sake of the human race. Today more than ever, societies have taken on a dangerous human-centered perspective that might lead us to our own demise. In this month's second expert opinion piece, Four Arrows, a professor at the College of Leadership Studies at Fielding Graduate University, explains why adopting a complementary Indigenous perspective is the key to knocking down societal structures that harm us and the planet, and keep us from living more connected lives.
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Wahinkpe Topa (Four Arrows), AKA Don Trent Jacobs, is currently a professor in the College of Leadership Studies at Fielding Graduate University. Of Irish/Cherokee descent and a made-relative of the Oglala, he previously lived and worked on the Pine Ridge reservation where he served as director of education at Oglala Lakota College on Pine Ridge and fulfilled his four sun dance vows with the Rick Two Dogs Medicine Horse band. He was named one of 27 “visionaries in education” by the Alternative Education Resource Organization, and is recipient of the Martin Springer Institute’s Moral Courage Award for his activism. He is the author of 20 books.
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