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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ith them. They’re people like you. They’ve had enough, and, rather than waiting for permission, they’re rolling up their sleeves, getting together with friends and neighbours, and doing something about it. Whether they start small or big, they’re finding that just doing stuff can transform their neighbourhoods and their lives.
The Power of Just Doing Stuff argues that this shift represents the seeds of a new economy – the answer to our desperate search for a new way forward – and at its heart is people deciding that change starts with them. Communities worldwide are already modelling a more local economy rooted in place, in well-being, in entrepreneurship and in creativity. And it works.Praise for The Power of Just Doing Stuff
“Once upon a time it was tempting to mock the idea of a ‘Transition town’ or even transition itself. Rob Hopkins is a truly original thinker who has not only given that concept meaning but has put it into practice in a way that now influences individuals and communities in many parts of the world. The essential proposition is not only that we have to adapt our way of life to meet the enormous environmental challenges that we face but that it is quite possible – and no less practically to the point – a stimulating and enjoyable process as well. IF ever there was an idea whose time has come, this is it. Rob Hopkins’ book is a truly unique piece of work that anyone who cares about our future in this densely populated and threatened world should read. It offers original thought and clear analysis. It also combines realism and hope”.
Jonathan Dimbleby, writer and broadcaster.
‘From What Is to What If’ reviewed in Times Educational Supplement
He asks us: “What if school nurtured young imaginations?” Of course, we’d all love to believe that imagination is fostered within the classroom, yet, as Hopkins highlights, “26 percent [of children] feel as though they do not need to use their imagination for their study or schoolwork”. He then provides numerous examples of where imagination is being fostered and nurtured, such as in The Green School in Copenhagen or the School of the Possible in France. By the end of the book, the “utopian ideal” that was set out in Hopkins’ introduction seems somewhat less distant, somewhat more achievable, and all it really takes is a bit of imagination.
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