How Davis is Different
Traditionally most ‘Specific Learning Difficulties’ have been viewed as a disability. Moreover, many remedial approaches focus on coping strategies involving drill and repetition.
Davis facilitators understand the root cause of dyslexia, dyscalculia, ADD and other ‘Specific Learning Difficulties'(SpLD).
As a result, we recognise that, at the root of all SpLD, is a form of intelligence – not a disability. How Davis is different is that our approach treats dyslexic intelligence with respect. Then we use that intelligence to address learning problems.
Here is How Davis is Different:
The Davis methods use the three-dimensional learning style of the dyslexic student.
Conventional methods are based on the idea that there is something wrong with the student. The student therefore needs to learn how not to be dyslexic. Davis methods are based on the idea that there is something different and very creative in a dyslexic individual’s thinking style. During a Davis programme a facilitator will show the student how to use the medium of plasticine clay to master a greater understand of language, concepts or maths.
The Davis methods do not use phonic instruction.
Dyslexic students think in images, so they have difficulty thinking with the sounds of words. It is thus difficult for them to try to read by breaking words down into the sounds used to say them.
The Davis methods do not rely on repetition or drill.
Dyslexic students have a hard time remembering things that they do not fully understand. For this reason, repetition and drill will only increase their frustration.
The Davis methods deal with the causes of the problems dyslexics have, not the symptoms. They will put you in control.
This programme uses the strengths and talents of the dyslexic’s thinking and learning style to correct the learning difficulties. It does this in a creative and fun way.
The Davis Methods do not rely on medication or herbal treatments nor on devices such as coloured overlays or large print books.
Instead it uses a visual, meaning based approach to reading, relying on full understanding rather than rote learning, leading to full retention; and on gaining full understanding of concepts that are key to understanding how life works. This allows the individual to take control of his own learning without needing to be dependent on any outside device, medication or supplement. Davis facilitators know that Dyslexia and other SpLD are not a disease or psychiatric condition. Therefore, there is nothing wrong with a dyslexic’s brain, it simply works differently.
Why Davis Facilitators use Clay?
In the words of Ronald D Davis.
For the dyslexic, creativity is an essential part of the learning process. Mastery requires creativity.
We (dyslexics) only learn those things that we ourselves create. If we create something in the form of memorisation, that is what we have- something memorised, if we create something in the form of understanding that is what we have- understanding, if we create something in the form of mastery, it becomes part of us; it becomes part of our intellect. When something is mastered it becomes part of our thinking process.
If we memorise something or we understand something we have created it mentally. In other words we have created mental pictures or mental sounds for the thing. When something is mastered it isn’t just created mentally, it must also be created in the real world. Creating mentally, inside ourselves, the best we can come up with is understanding; it requires creating it outside of ourselves to master it.
No matter how thoroughly we understand riding a bicycle the understanding of it won’t keep us from tipping over the first time we get on the bike and ride it. We have to create it in the real world to master it.
The question is: how can we master a word? We can’t get on it and ride it around. But we can create it in the real world.
When we create the concept of the word in clay and then add what the word looks like and what the word sounds like we have created the meaning in the real world. That word is mastered.
