GB2482282A - Educational apparatus for developing numeracy and literacy skills - Google Patents

Abstract

An educational apparatus for developing numeracy and literacy skills comprises a learning wheel 1; capable of receiving dry wipe markings but also able to use magnetophoretic technology. The said wheel is mounted on a hand held stand and is comprised of four interchangeable plates 2, 3, 4, 5 being rotatably mounted together through a unit 6. Upon rotation of plate 4 whilst plate 2 and 5 remain stationary; indicia inscribed or otherwise disposed along the plate 3 surface is revealed through openings 9 and 11, the said openings being of any desired size and shape relative to the general size and shape of plate 3 and 4. Further rotation of the plate conceals the displayed information, challenging the user to write (on plate 3) the said information from memory. A magnetic arm 26 is arranged to rotate about the axis of the magnetic plate and erase any of the magnetic markings made by the user.

Description

Educational apparatus particularly useful for developing spelling This invention relates generally to educational devices, more particularly to a multi-functional learning wheel capable of receiving dry wipe markings but also able to use magnetophoric technology for a mess free learning device. The said wheel being in the form of a hand held mirror and magnifier encourages the user to observe, explore and develop an interest in The device is comprised of a number of mounted plates with at least one such plate being rotary and another designed to conceal and reveal information, thereby challenging the user to carry out such functions as spelling and basic arithmetic (from memory). Included with the learning wheel are a number of accessories designed to enhance the learning experience e.g. magnetic letters to form spelling words where motor skills are weak.

The device is best used as part of a wider learning programme, as it compliments other available resources such as workbooks, worksheets, word lists, games and various test activities; supporting learners in a wide range of educational contexts.

The wheel may be used independently, and is designed so that the user is able to see evidence of their progress, making it ideal for use with young children particularly children with special educational needs but may be developed to target learners of all ages and abilities, including adults.

It has been estimated that children only learn to spell about one new word for every twenty-five that they read. This indicates that to spell a student needs to look more intently at words than when reading. Additionally, to become an accurate speller, children need to develop an interest in words; they also need a range of strategies to help them learn new words. These strategies include but are not limited to the auditory, kinaesthetic, and visual aspects of learning. Spelling is primarily a visual/motor activity and to spell correctly, you will usually need a visual image of the word plus practice at writing the word to reinforce your motor memory. The usual pencil to paper approach where the student writes the spelling word clearly at the top of the piece of paper, they fold the paper, to hide the word. They write the word from memory. They uncover the word; check the spelling by looking at the word again and they continue these steps until they write the word correctly at least three times, does not stimulate a child's interest and can be quite challenging for a child with special needs.

There are many boards and magnetophoretic display panels available in the educational field, where the user is able to write on the surface and thereafter erase the markings for repeated use but such devices are not usually designed to conceal and reveal information; a function that is essential to the learning process. Also learning wheels of the prior art which do allow recall, are not generally accessible to children with learning disabilities.

Prior art devices such as presented in U.S patent number 4,776, 802 for example, are restricted to puzzle pieces, which children with special educational needs may find difficult to manage. Also in a classroom setting, puzzle pieces would be time-consuming. Furthermore, this particular approach to learning enables the user to arrive at or guess the answer without using their phonic knowledge, which is not in line with current teaching methods/guidelines.

In addition, the transparent overlay of prior art devices such as presented in U.S patent number: 5409383 have a single use, the present invention doubles as a writing surface and a magnifier to bring the learning material into focus. This is a feature which is of particular importance to those who are visually impaired.

Furthermore, although a number of write on and wipe off learning wheels have been developed to aid in teaching e.g. spelling, maths, music, science, languages etc. there remains a need for such a device that conceals and reveals information that is mess free.

In view of the forgoing disadvantages in the prior art; the primary object of this invention is to provide a multifunctional learning device accessible to all children, that encourages a child to look with interest at the subject matter and demonstrate recall of the material being studied; with the option of using a mess free device.

A more specific object of the invention is to provide a magnetophoretic device with aesthetic value. The said device incorporates a rotatable magnet that allows the device to be any shape, including the traditional rectangular embodiment.

Another object of the invention is to provide a double sided device with unusual writing surfaces that will make the learning experience more satisfying than the traditional paper and pencil approach.

Yet another object of the invention is to provide a learning device that displays each item for learning so that it stands out alone. Consequently, the learning material will be easy to focus upon without any distraction or confusion from other pieces of information appearing on the same or adjacent surface.

A further object of the invention is to provide a learning device attachable/detachable and easily mounted to any horizontal or vertical surface, allowing the user to frequently review and practice the study material to fix it in the mind.

Another object of the invention is to provide a learning apparatus with plates that are easy to clean Yet another object of the invention is to present the subject for learning correctly and in logical order, so that the user adopts a systematic approach to learning and does not have to re-learn information, which could be confusing for the learner and time consuming for the instructor.

Furthermore it is an object of the invention to provide a learning apparatus that will help the user to automatically read and spell high frequency words taught in schools and to recognise word patterns which will help them to read and spell irregularly spelled words e.g. ight, tion, ough.

Other objects of the present invention are to provide a learning device that is: economical, easy to handle and manipulate, transportable between the home and school, that is interesting and engaging but firmly focussed on the learning goal, assists sighted and partially sighted individuals and those with other learning disabilities.

Accordingly, the present invention proposes; a multi-functional apparatus useful for developing numeracy and literacy skills, the said device is comprised of: * a frame * exchangeable write and erase plates for receipt into and removal from the said frame * viewing windows * a unit that allows at least two said plates to be rotably and removably mounted together * at least one plate made of magnetized (magnetophoretic) material * a rotatable magnet, wherein the said magnet is an erase lever/arm to clear any magnetic markings made on the upper surface of the said magnetophoretic plate/s of the device * a handle * supports for positioning or attaching the plates to any horizontal or vertical surface such as a base, floor stand, table clamp, suction pads and magnets * accessories which include magnetic tiles and a pen The frame will receive one or more plates at a time, up to a maximum of five; allowing the apparatus to be used as a play mirror, magnifier and/or learning device.

The exterior of at least five plates are comprised of different writing surfaces to enrich the learning experience.

The magnetophoretic plate has a rotatable magnet positioned intentionally on the apparatus to efficiently erase any magnetic markings made on the upper surface of the plate and includes a suitable means for marking or writing on the plate such as a stylus.

Preferably the reverse side of the magnetophoretic plate has dry wipe properties One side of a second plate is a flat mirror capable of receiving dry-erase markings; another such plate may be concave or convex on one side to provide variety The reverse side of the said mirror plate is made of a substrate such as chalkboard A third plate has light refracting properties, preferably with bifocal magnification; each side of the said plate providing a different magnification. Preferably, the said plate is a Fresnel lens Alternatively, a mirror coating is applied to one side of the lens plate (employing a similar technology to the one used for mirror coated sunglasses) to encourage play and to develop the vital skills of observation.

A fourth plate made of transparent plastic is a holder for receipt of one or two plates printed on either side with words or numerals The plates for receipt into the plastic holder can be made of paper, plastics or card and may have a chalk board or dry erase finish A fifth plate made of clear plastic, (preferably with light refracting properties) will accept A5 sheets or smaller, a rectangular embodiment will accommodate a workbook, A4 worksheet or word list etc. supporting learners in a wide range of educational contexts; Preferably, a sixth plate is comprised of a combination of writing surfaces for use with a combination of dry-wipe inks, chalk, pencil or a stylus.

To provide a multi-sensory device, the exterior of one or more plates has magnetic properties, for use with magnetic letters, words, numerals or the like.

Preferably, each plate is circular, rectangular or square but may be any shape to provide an animated representation of a real life object, increasing the aesthetic value of the product Preferably, adjustable screws or grooves in the frame allow the plate/s to flip so the user can easily access the other side of the apparatus.

The plurality of plates encourages learning in a number of different ways. The mirror plate/s for example encourages gesture and voice by providing immediate visual feedback of e.g. spelling words/letters drawn in the air or formed verbally by the user in front of the mirror. In addition, the said plate may be used as a play mirror presenting itself to children as a more interesting and aesthetically acceptable device.

Often the printed information or typeface used in workbooks, worksheets and other existing learning materials (including other learning wheels) are quite small and all that is required to help those with low vision cope is enlarged text. The primary function of the lens plate is to: enlarge the underlying material allowing some students with visual impairment to use the same e.g. worksheets/books as children with normal vision. At least one said plate being made of a suitable light refracting device such as but not restricted to a Fresnel lens.

Both the clear plastic plate and the lens plate allows answers to questions on the underlying material to be written and erased from the plate's surface, leaving the underlying workbook unmarked and able to be used repeatedly.

Alternatively, a transparent/translucent protective cover (for the lens plate) capable of receiving dry erase markings may be provided.

Preferably, the said protective cover will reduce the pattern glare that often confuses dyslexics.

The magnetized (magnetophoretic) plate provides for a mess free device, saving on ink and the amount of paper often used in the traditional spelling list approach.

The plates made from paper or card may be customised to a weekly spelling list, using a computer template. The template may then be photocopied (or accessed via the net) and handed to students. This removes the need to transcribe information from the board, saving on the time that this would take students and any possible transcribing errors. Alternatively, plates may be customised using dry wipe inks, chalk, magnetic words or the like.

The outer periphery of at least one plate is temporarily inscribed, permanently imprinted, or otherwise disposed along the disc surface with information that encourages the user to study the learning material in a systematic manner e.g. "Look and learn" will encourage the user to first look at and remember the spelling word, "Say and turn" will then prompt them to sound the word out aloud, helping them to make auditory distinctions, particularly those associated with phonic relationships. Next, "Write it down" will encourage kinaesthetic learning and "Now check" self-correction and cross-referencing skills.

Preferably one side of at least one plate is blank with no markings, so that as well as being an aid to memorising text, (due to the infrequency of other text appearing on the same plate); the apparatus may be used for therapeutic and recreational activities such as drawing and playing games; the upper surfaces of the plates capable of receiving e.g. magnetic letters, shapes and numerals as well as dry erase markings.

The number of plates and range of accessories make the learning wheel a multifunctional tool more enjoyable and appealing to the user than the straightforward pencil to paper approach; which should motivate the user to spend more time studying the learning material.

Also, using a dry erase marker or stylus (magnetic pen) means less fine motor co-ordination is needed compared with traditional pencil, an important consideration where motor skills are weak.

Various different support means allow the wheel to be portable and removably attached to different surfaces, providing frequent opportunity to practice and review learning.

In addition, the plates, particularly those designed to conceal and reveal information may be individually attached to existing boards, which is of importance with rising educational costs, and reduced budgets within schools.

Also, after frequent use, only the plate will need to be replaced, making the present device even more cost effective.

Preferably, a mechanism in the frame (similar to the card eject mechanism found in mobile phones and digital cameras) enables easy removal, replacement, general use and cleaning of the plates. Alternatively, grooves in the frame or adjustable screws enable the same function.

A sheet of transparent material will cover the viewing windows. This will allow the user to write on a continuous surface. Preferably, the said material will act as a spot lens for viewing fine details or reading very small typeface.

Preferably the said sheet of transparent material will be removable allowing the user to write directly onto an underlying plate.

Preferably, the handle of the device will be ergonomically designed, to allow the wheel to be grasped and rotated easily, thereby enhancing the learning process, particularly for those with Special Educational Needs (SEN).

Preferably, the said handle will be comprised of a lighting means to improve visibility of the information.

The handle could be in the form of a pen.

A base is provided that allows the apparatus to be attached to any horizontal surface, the said base is also a storage compartment for spare plates, pens and various other accessories The said base is removable from the handle and when the frame is fitted with either the mirror or lens plate, the apparatus (without the base) may be used as a hand held mirror or magnifier.

Preferably, an audio CD or an explanatory A4/A5 sheet with instructions on how to use the device, will accompany the learning apparatus or wheel.

Preferably, in another embodiment, the device will be electronic; battery and/or mains operated, allowing the user to follow audible instructions on the use of the wheel, save written answers or animations on a memory card and produce a black and white or colour copy of the said answers/animations.

The invention will now be described solely by way of example and with reference to the accompanying drawings in which: -Figure 1 shows the learning apparatus (wheel) according to the preferred embodiment of the invention, -Figure 2 shows an exploded view -Figure 3 shows the plate holder and inserted paper plate of the device -Figure 4 shows the accessories to the device -Figure 5 shows the back view of the learning wheel upon rotation of the middle plate (plate holder).

-Figure 6 shows a close up view of the magnetophoretic plate and the eraser positioned on the reverse side.

-Figure 7 shows the removable base and the magnetophoretic plate substituted for a lens plate -Figure 8 shows a square embodiment of the invention -Figure 9 shows the reverse side of the square embodiment -Figure 10 shows an exchangeable transparent plate of the square embodiment (for receipt of different learning materials).

Detailed description

Referring to FIGS. ito 10, these figures illustrate the learning wheel according to the present invention, generally designated by reference numeral 1.

In Fig 1, the upper surface of the learning wheel I can be comprised of any desired material, but the present embodiment is made of reflective material with a magnetic backing. The cartoon face is created using magnetic/tactile pieces 18 (see Fig 4) but may be drawn on by hand using dry wipe inks or in another embodiment chalk or a stylus. The slogan 7 is etched onto the upper surface but may be overprinted instead. The said slogan 7 is positioned about the periphery, but may be printed or etched elsewhere on the wheel's surface or may be omitted altogether.

The wheel I may be any size and thickness but the present embodiment has a diameter of approximately 7.5 inches and an overall thickness of approximately 1.2cm; a single plate being approximately 3mm.

In FIG 2 an exploded view of the learning wheel 1 includes four mounted plates 2, 3, 4, 5 Plates 2, 5 have a recess 6 at the centre for receipt of screw 12. The said screw 12 holds plate 2, 5 together. Plate 4 receives/holds plate 3. The said plate 4 is rotably mounted, whilst plate 2, 5 remain stationary. The plate 4 is made of clear plastic, although it is appreciated, it can be made from other materials. The plates 2, 4, 5 are injection moulded or die cut.

Fig 3 shows plate 3 loaded into plate 4. The said plate 3 is made of paper, printed on both sides (one side shown) with spelling words 20 and comprised of a finish that allows the user to write and erase words or characters from the plate's surface. The said plate 3 can be any colour but for the present embodiment, the upper surface is white. Both sides of the plate 3 are pre-printed with guidelines 8, which radiate from the centre of the plate, dividing it into 14 wedge-like sections. The said guidelines 8, allow the user, child, parent or teacher to customise the disc to a weekly spelling list whether by hand or by computer. The guidelines 8 should correspond to the general size and shape of the opening 9. The said opening 9, positioned along the radius of plate 2, 5 is covered by a removable sheet of clear material 10.

The removable sheet of material 10 provides a continuous surface so that the user is able to write or draw on the plate 2 surface without interruption. When the sheet of clear material 10 is removed, the user is able to write on the underlying plate 3. The openings 9 provide sufficient room to display one of seven spelling words 20 disposed along the surface of plate 3. Positioned on the periphery of plate 2, 5 (see Fig 2) is an aperture 11, which reveals one of fourteen prompts 37. When any one spelling word 20 is viewed through openings 9 a prompt is simultaneously seen through aperture 11. In another embodiment, plate 3 may be customised using magnetic words, letters or numerals (see Fig 4) In Fig 5 plate 5 is provided. The said plate 5 is made from any substances known in the art of magnetophoretic panels; such as the transparent/semi transparent inner and outer sheets of a panel with viscous material between the said sheets and particulate magnetic material dispersed in the said viscous material. A magnetic eraser 26 is positioned on the back of plate 5 (see Fig 6). The eraser 26 is removably attached to a central axis 38. The said axis 38, allows the eraser 26 to rotate freely clockwise and anticlockwise. In another embodiment (e.g. Fig 8) the axis may be positioned elsewhere on the plate or outer frame.

Plates 2, 3, 5 are exchangeable with other plates. Plate 5 for example, may be exchanged for a plate comprised of light refracting material such as a Fresnel lens (see Fig 7). Other embodiments of the plates 2, 3, 5 may be constructed of a combination of materials. For example plate 2 may be constructed in part of any substance known in the art used in magnetised (magnetophoretic) panels and material that refracts light such as a prism. Plate 5 could be composed in part of reflective material and raised line drawing or flannel board. The said reflective material may have a focal point, for visual perceptual experiences with multi duplication of images and changes of shape and size.

Whilst the embodiment has four plates mounted together, it is within the breadths of this disclose to mount one, two or three plates at a time for a multifunctional device.

In Fig 7 a removable base 16 is provided which enables the apparatus to be used as a hand held mirror/magnifier. The said base 16 is comprised of a storage compartment 17 wide and deep enough to hold pens and various other accessories.

The handle 15 is provided, to help the user grasp and rotate the apparatus. The handle 15 is permanently attached to the frame 13 but in an alternative design can be removably attached to the frame 13 or permanently/removably attached directly to plate 2.

The handle 15 incorporates a lighting means (not shown).

In Fig 4 the half frame 13 forming a substantially u shape structure, may be various shapes rather than the preferred embodiment. The said frame 13 is for receipt of plates 2, 3, 4, 5. A hook 27, a clamp 28, a floor stand 29 and the base 16 is used to position the rotably mounted plates 2, 3, 4, 5 in different locations, so the user can frequently review learning. Tactile pieces 18 are made of plastics, felt, metal or a combination of these materials but may be made of any material well known in the art. The rear side of the said pieces 18 allow them to be temporarily secured onto the surface of the apparatus, whether by magnets or suction etc. At least one tactile piece (not shown) is comprised of transparent/translucent material with a central viewing strip which highlights and contrasts words disposed along the surface of the apparatus.

The frame 13 incorporates two grooves 14 for easy insertion, removal and cleaning of mounted plates 2, 3, 4, 5. The grooves 14 allow the mounted plates 2, 3, 4, 5 to flip together to show the opposite side of the apparatus. In another embodiment, the grooves may incorporate an adjustable screw to keep the mounted plates at a particular angle and to prevent movement whilst the plates are in use.

In use, plate 2 is mounted to plate 5 by inserting the screw 12 into the recesses 6 of both plates 2, 5. The protrusions 39 (see Fig 6) of plate 2 is inserted into the grooves 14 of the frame 13. The paper plate 3 is loaded into plate 4 and both plates 3, 4 are pushed down so that the loaded plate 4 clicks into position and is free to rotate, using the tab 19. Plate 2 having a wedge like opening 9 and an aperture 11 is designed upon rotation of plate 4 to simultaneously reveal one of seven spelling words at a time through the wedge like opening 9 and one of fourteen prompts through the aperture 11. The said spelling word and prompt being either pre-printed, hand written or otherwise disposed along the surface of plate 3.

Rotation of plate 4 anti-clockwise conceals the spelling word, whilst revealing a blank space immediately below it, so the user can write the concealed spelling word (from memory).

Rotation of plate 4 in a clockwise direction then causes the hand written spelling word and the learning word to be viewed together (see Fig 5). The user can then cross check the hand written word with the revealed learning word (enhancing their cross referencing skills) to determine whether they have spelt the written word correctly or not.

The words are written, wiped off and re-written until the user is able to spell the words correctly at least three times, from memory. The prompts are displayed at the same time as the word to be spelt to encourage the user to: 1. Look at the word -with the intention of learning it.

(Making a mental note or drawing a box around any parts that are particularly difficult.

Alternatively, drawing around the entire word to form a shape specific to the word, to re-enforce the visual image and recognition of the word) e.g. Fpeoi 2. Say the word out loud (To encourage auditory memory of the word) 3. Cover the word -by turning the disc clockwise so the word cannot be seen (At the same time remembering how the word should be spelt) 4. Spell the word -saying the letters in the words e.g. c (cee), a (ay),t (tee) 5. Write the word -from memory (Saying the letters or sounds of the word as it is being written; ensuring every letter can be read. The printed words may also be traced over using a dry wipe maker before covering and writing it to further improve motor memory) 6. Check the word -by rotating the middle plate to view the spelling word and the hand written word together.

(Checking letter for letter, paying attention to any mistakes, re-writing the whole word correctly, to reinforce motor memory) Steps 1 to 6 are continued until each word has been written correctly at least 3 times, after which, plate 3 may be exchanged for another plate.

FIG 8 shows another embodiment of the apparatus, the frame 21 is a semi rectangle/square for receipt of a rectangular/square plate 22 with an inner circular face 23. The inner circular face 23 is made of mirror reflective material and the surrounding frame 36 made of dry erase plastic, both the inner face 23 and surrounding frame 36 has magnetic properties.

The handle 15 can act as a pen having different tips for use on the different writing surfaces of the apparatus; where for example a magnetic nib may be exchanged for a tip composed of chalk and/or dry wipe ink.

The said pen may include a magnetic eraser combined with a chalkboard and/or dry wipe ink eraser.

The extended hollow part 32 of the frame 21 meets with the top part of the handle/pen 15; the said extended part 32 is the pen's 15 top.

In FIG 9, the reverse side 24 of plate 22 is made of dry wipe material. In use a circular back plate 25 may be mounted to the said plate 22. A rotatable middle plate holds an inserted plate. The said inserted plate is inscribed with learning material 30 that becomes visible upon rotation of the said middle plate.

In Fig 10 the plate 22 is exchanged for another plate 33. The said plate 33 is transparent with a slot 34 along the top. The slot 34 is for receipt of a worksheet 35 so the user can write and erase from the plate 33 surface, leaving the worksheet unmarked for repeated use. The plate 33 may also be exchanged for a magnetophoretic plate (not shown).