Spark PILOT 2017 [Kumon Oak Bay Victoria] Spark PILOT 2017 [Kumon Oak Bay Victoria] | Page 12

S PA R K M a g a z i n e | P I L O T 2 0 1 7
KUM O N ST U DI E S
As Instructors guide students to use previous
exercises, gradually, students will be able to use this
skill on their own to learn from the worksheets and
further develop their self-learning ability.
OTHER TYPES OF GUIDES
If a student needs help in Levels 3A-A, Instructors
can point to a previous problem, for example, ‘10–5’
to help students solve ‘10–6’. In Level B, Instructors
can use previous problems or compare columns to
guide students who may need assistance. In Level
D, Instructors can use previous problems with the
same divisor to guide students.
Here are two examples:
In addition to “previous exercises,” there are
other types of guides that Instructors can use as a
reference for students. Using these guides is another
way that students can learn from the worksheets.
Students will encounter different types of guides
throughout the program, including guided exercises,
boxes, hints and examples. Remember that, in
the beginning, Instructors can use these guides to
help students who need assistance, and gradually
students will begin to reference these guides on
their own. It is important to know where the guides
begin to appear in the worksheets.
4A-A Guided Exercises
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On 7A 127a, if students do not recognize four
dots, one way to guide them is to use the first
exercise of three dots as a guide to recognize
that there are four dots in the second exercise.
(*Note: There are other ways to guide students; for example, telling them
the number of dots. Our examples will focus on how we can utilize the
worksheet.)
Similarly, while studying 6A 111b, students can
use the first two exercises (eight dots and nine
dots, respectively) to recognize that there are 10
dots in the third exercise.
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VOICES
WINTER 2013
B
Boxes
C
Hints
C-F
Examples