In Primary Education

1. Systemic Approach In Teaching and Learning Linguistics and Math [ An Innovative Approach] In Primary Education Prof. Dr. Ameen F.M. Fahmy* *Faculty of Science,, E-mail:afmfahmy42@gmail.com Prof. Nabil Eldabie** , Prof. Dr. Asmaa Geith****Faculty of Education Ain Shams University, Abbassia, Cairo, EGYPT 2013

2. Systemic Approach To Teaching and Learning (SATL) After globalization became a reality that we live and survive with its positive and negative impacts, and after the wide spread of the systematization in various disciplines and activities including tourism, commerce, economy, security, education etc.. The systemic approach has evolved in the field of teaching and learning in 1997, as a fruitful cooperation between Ain Shams University and Texas University at Austin (USA), and then the science education center (SEC) adopted it since 2000 until now.

3. What is the Meaning of SATL? By "systemic" we mean an arrangement of concepts or issues through interacting systems in which all relationships between concepts and issues are made clear and up front, to the learner (Fig. 1). SATL is a new way of teaching and learning, based on the idea that nowadays anything is related to everything globally. Students shouldn't learn isolated facts (by heart), but connect concepts and facts in a logical context. In contrast with the usual strategy we believe it is more difficult to obtain a global view of a collection of linearly arranged concepts than with the systemic representation, which stresses all relationships among concepts.

4. concept concept concept concept Fig: 1a: Linear representation of concepts concept concept concept concept Fig: 1b: systemic representation of concepts

5. Why Systemic Approach? • It verifies the major goals of educational system and proceeds towards systemic thinking and continuous growth of knowledge that is referred to as quality of education. • It represents a theme and method of teaching and learning beside way of life that can be utilized in the management of various sides and activities of a normal citizen in all the scientific, and technological aspects. • The challenges that face the world today such as terrorism, environmental pollution...etc. that requires preparation of human calibers to be able to systemic and creative thinking that stops such phenomena for the sake of a better world for all.

6. Theoretical bases on which the systemic approach • is based: • SATL is based on the holistic vision for phenomena where linking different facts and concepts take place into a dynamic systemic network. This reflects the relationships which settles them into the cognitive construction of the learner and enables pupils to use it in different situations. • SATL was based on the systems analysis and theory of constructivism. • The following systemic diagram illustrates the criteria, and products of learning by SATL.

8. Application of SATL : SATL was applied in the fields of Basic, Environmental, Agricultural, Engineering,Medicinal,Linguistics. ..Sciences, in General and University Education. The statistical analysis of student achievement results shows that the students engaged with SATL materials and taught by teachers trained in systemics achieve at significantly higher levels of performance than those taught by the standard linear methods.

9. SATL In English Language Systemic Approach to Teaching and Learning (SATL) was founded in Egypt (1997) and implemented successfully during academic years (2004/2005), (2005/2006) and (2006/2007) in English, Arabic Languages, and Math. Objectives of (SATLE): 1- Enhancing pupil’s ability to make systemic relationships between letters to form words and words to form sentences and sentences to form comprehension. 2- Developing pupil’s ability for learning and teachers capability for teaching. 3- Promoting cooperative and interactive learning. 4- Enhancing pupil’s ability to learn at higher level. (Synthesis, Analysis and Creativity). 5- Helping the teacher to discover the gifted and talented students. 6- Enhancing the ability to think globally which is quite important for the preparation of contemporary generations in the global age.

10. Test (1) Letter (A) (Apple) Analyze the word into letters A p p l e 5 Letters Arrange the letters in a systemic diagram:  A e l p p

11.     Test (2) Letter (B)

12.    Test (3) Letter (C)

13.    Test (4) Letter (M)

14.     Test (5) Letter (S) 6 7

15. I Like Peace    Test (6)

16.   C قـ a t ـة ط SYSTEMICS APPROACH IN ENGLISH LANGUAGE VS ARABIC LANGUAGE I- Writing and Readings words: • Example: (1) • The pupil analyze the words into English and Arabic letters: • The pupil arrange the English and Arabic letters in systemics: (Cat) (قطـة)

17.   A d د أ e h m مـ حـ • Teacher ask pupils to write their names in English and Arabic Languages: • Example: • Then ask the pupil to analyze his name into English and Arabic letters: • Then ask pupil to Arrange the Arabic and English letters in systemics: (Ahmed) (أحمد)

18.   F d م ط o o ـا عـ • Teacher ask one pupil to write the word Food, and the Arabic equivalent (طعام) : • The pupil Analyze the English and Arabic words into letters: • The pupil arrange the English and Arabic letters in systemics: (Food) (طعــام)

19.   Ahmed أحمد eats food الطعام يأكـل II- Write sentences in a systemics • Teacher ask one pupil to write sentence from words (eat, Food; (يأكل- طعام in Arabic and English: • Example: • The pupil analyze the sentences into Arabic and English Words: • The pupil arrange the English and Arabic words in systemics to give sentences:

20.   Ali على eats Apple تفاح يأكـل • Example: • Teacher ask one pupil to write sentences from words (eat, Appleيأكل- تفاح) in Arabic and English: • The pupil analyze the sentences into Arabic and English Words: • The pupil arrange the English and Arabic words in systemics to give sentences:

21. (Names) (أسمـــاء) Ahmed Ali Sayed I أحمـــد علــى سيــد أنـــا   …... ...... East's) …….. ...... أكـل Apple Orange Meet (Food) (طعـــام)   Sayed سيد eats Apple تفاح أكـل GENERAL METHODOLGY تفــــــاح برتقــــال لحــــم • Example:

22. MATH

23.     (+…) 5  30 2 10 40 90 (-…) (-…) (+…) (+…) (+…) (+…) (+…) (+…) (+…) (+…) 10 15 40 60 (-…) 6 8 15 20 (+…) (+…) (+…) 60 80 (+…) (-…)   40 90  4 8 (-…) (-…) (-…) (-…) (-…) (-…) 12 16 60 80 (-…) 16 20 (-…) (-…)

24.     3 (+3) (+6) (-6) (-3) (-3) 6 9 (+3)

25.       100 .... 100 .... 100 .... 300 300 300 300 300 300 .... 50 .... 100 .... .... ... ... ... 150 ... 100 • Divide 300 pupils into 3 classes in your school:

26. +... +... +... +... +... +... +... +... 36 24 18 42 48 12 30 6 30 24 36 18 12 42 6 0 ×... ×... ×... ×... ×... ×... ×... ×... ×... ×... ×... ×... ×... ×... ×... ×... 6 6 6 6 6 6 6 6 Multiplication • Complete the following systemics: 6 x ….. = 18 6 x ….. = 24 6 x ….. = 12 6 x ….. = 18 6 x ….. = 6 6 x ….. = 12 6 x ….. = 0 6 x ….. = 6 6 x ….. = 42 6 x ….. = 48 6 x ….. = 36 6 x ….. = 42 6 x ….. = 30 6 x ….. = 36 6 x ….. = 24 6 x ….. = 30

27. -... +... +... +... +... 72 60 66 54 66 60 48 54 0 +... -... 42 72 6 36 ×... ×... +... ×... ×... ×... ×... ×... ×... ×... ×... ×... +... +... ×... +... ×... ×... 6 ×... 48 66 6 6 6 6 ×... ×... 6 12 30 ×... +... +... ×... ×... +... ×... +... 54 60 18 24 +... +... 6 x ….. = 66 6 x ….. = 72 6 x ….. = 60 6 x ….. = 66 6 x ….. = 54 6 x ….. = 60 6 x ….. = 48 6 x ….. = 54 • From the previous systemics complete the following systemic diagrams: (SD1) (SD2) • Analyze the previous systemics into multiplication processes 6 x ….. = 0 6 x ….. = 6 6 x ….. = 12 6 x ….. = 18 6 x ….. = 24 6 x ….. = 30 6 x ….. = 36 6 x ….. = 42 6 x ….. = 48 6 x ….. = 54 6 x ….. = 60 6 x ….. = 66 6 x ….. = 72

28. +…. +…. +…. 6 12 0 18 ×…. ×…. +…. -……. ×…. ×…. 24 72 ……. ×…. +…. +……. ×…. 6 30 66 ×…. +…. ×…. +…. ×…. 36 60 ×…. ×…. +…. ×…. +…. 42 54 48 +…… +…. Multiplication Table (6) • Complete the following systemic diagram from (SD1, SD2): • (SD3) • The resulted systemic diagram is known as • Systemic Multiplication Table (6) • Analyze the above systemic diagram (SD3) into multiplication processes: 6 x ….. = 0 6 x ….. = 6 6 x ….. = 12 6 x ….. = 18 6 x ….. = 24 6 x ….. = 30 6 x ….. = 36 6 x ….. = 42 6 x ….. = 48 6 x ….. = 54 6 x ….. = 60 6 x ….. = 66 6 x ….. = 72 Linear multiplication Table (6)

29. -…… +…… -…… +… +… 63 54 30 45 56 49 48 56 42 54 +… -…… +… -…… -…… × .… × .… × .… × .… × .… × .… × .… ÷ .… ÷ .… ÷ ..… × .… ÷ ... × ...… × ...… ÷ ... ÷ ... ÷ ... ÷ ... ÷ ... ÷ ... 9 5 7 8 6 • Complete the following systemics: • Analyze the above systemics into the corresponding mathematical processes:

30. USES LINGUISTIC INTELLIGENCE TO ENHANCING LOGICAL MATHEMATICAL INTELLIGENCE FROM ENGLISH LANGUAGE TO MATH AN INNOVATIVE APPROACH

31.  Aly Eats Apple  3  3 -2 -1 +1 +2 4 5 +1 4 5 -1 FROM ENGLISH LANGUAGE TO MATH • Write the following sentence in a systemic: Aly Eats Apple • Derive the number of letters in each word: Alyd = 3 , Eats = 4 , Apple = 5 Letters • Then write the number instead of words in the following systemic: • Then find the math relations between the numbers:

32.  Ahmed Eats Meet  5  5 +1 -1 +1 -1 4 4 +0 4 4 -0 • Write the following sentence in a systemic: Ahmed Eats Meet • Derive the number of letters in each word: Ahmed = 5 , Eats = 4 , Meet = 4 Letters • Then write the number instead of words in the following systemic: • Then find the math relations between the numbers:

33.  Love gives freedom  4  4 -3 +1 -1 +3 5 7 +2 5 7 -2 • Write the following sentence in a systemic: Love gives freedom • Derive the number of letters in each word: Love = 4 ,Gives = 5 , freedom = 7 Letters • Then write the number instead of words in the following systemic: • Then find the math relations between the numbers:

34. REFERENCES • “Hand on Hand” for Primary one, Egyptian Ministry of Education (2005). • “Systemic Approach to Teaching and Learning English Language (SATLE) for Primary One”, Ameen F. M. Fahmy, Asmaa G. Gieth, Science Education Centre, Ain shams University, Egypt (2006). • -SATL-Website; www.satlcentral.com