15Jan/15Off

What ADD & ADHD are really all about explained by Dr. Naoisé O’Reilly

I always see ADD and ADHD as an affect of what is really going on with the students who come to me looking for help and support with their school work. This has helped me to coin a term over the last 4 years called "Diffuse Focus™" to describe what is really happening for them. I equally see these patterns of behaviour carried through to adult life with our business clients!

Dr. Naoisé (Expression Developist™)

 

15Jul/14Off

See-Saw Learning™

See-Saw Learning
See-Saw Learning

This is why I keep our students doing a "play" program over the summer. There is no point undoing all the progress they have made in a few sort weeks of holidays!

25Jun/14Off

Dr Naoise O’Reilly Methods Development and Purple Success:™

1 (1)In February 2009 I started a school, The Homework Club® as what I saw as my lab space in order to develop new teaching methods and understanding of learning. Since then through a number of projects these are the methods and theories that I have developed:

Purple Learning Project®: Understanding of setting up educational environments for all and working simultaneously with all learning styles, difficulties and conditions in the same room.

Purple Profiling™: Unique profiling methods to understand all learners and work effectively with them in the shortest time possible. Now expanded to all business employees and business situations. Focus is on success for each person.

Purple Development™: New development theory to understand patterns in education and to change the Educational Blueprint™. From this a new approach to education and a new focus on expression was developed, Expression Developist™.

The Periodic Table of the Development of Results™, Purple Success™: New unique method and theory to understand the individual elements to get successful results with all ages and individuals in the shortest time possible. Applied at all levels in education and all sized companies, situations and individuals globally.

Purple Processing Scales™: Understanding the individual learning styles and how they work in different situations. Which has lead on to a theory, The Pressure Cooker Effect™.

Purple Success Timescale™: Theory of the development moments in individuals from Child to Adult and their significance in dealing with situations. How Successful You Feel for Life™.

Diffuse Focus™: A new theory on the reasons behind ADD and ADHD. How to develop a new learning approach to accommodate these.

Forget Phonics Reading Method™: A new approach to teaching reading specifically for individuals with dyslexic spectrum reading difficulties. Typically a student can now learn to read and write in 4 weeks.

I have also put significant work in to developing specific programs to get successful results with students with Aspergers. I have developed a number of new programs for specific school issues such as the Primary to Secondary school Transition, Expression Club™ for dyslexic learners to keep them on top over summer months, Dyslexia organisation workshop, Maths Orientation studies for Dyscalculia, Supporting students at home with Aspergers through homework and a Purple Pre-School Success™ program to start dyslexic spectrum students ahead in reading and writing before school. I have currently been putting a lot of work into developing new theories for working with students with Auditory Processing Disorders and Dysgraphia.

Dr. Naoisé O'Reilly Expression Developist™

 

24Jun/14Off

Purple Pre-School Success™

Purple Pre-School Success

Many People did lousy in School & discovered years later they were Dyslexic. (Sound familiar?) Purple Pre-School Success® is a special Programme from Dr. Naoisé O’Reilly Ph.D. the World’s only Expression Developist®. Her educational results with Children & Adults plus Her own academic milestones despite Profound Dyslexia are documented across the Globe. Purple Pre-School Success® is aimed specifically at Parents who found School difficult themselves & have Hereditary Dyslexic Spectrum Conditions they have automatically passed onto their Children. If they found School difficult - their Children will too. Dr. Naoisé picks up the pieces for Children from age 3 NOW instead of being drafted in by Parents, Schools, Teachers & Medical / Psychological Professionals Worldwide when Children are 7 after problems were picked up on too late. Parents can do just 10 minutes a day with their Child of Dr. Naoisé’s Educational Programming Through Play & Children can start at the top in School instead of being way behind. Next step:http://www.confidenceclub.ie/book-appointments/

17Mar/14Off

St. Patrick’s Day 2014: Ireland the Land of Learners

One of the great difficulties with education is that we attempt to fit everyone into the same box.  It is generally accepted that this does not happen but how else can we effectively teach the masses?  Well, as we celebrate St. Patrick’s Day and all that is Irish this is in fact the first mistake when thinking about teaching.  If we instead focus on the learners, the actual students and look at the world from their perspective we may begin to not only accommodate everybody but have them reach their full potential.  Most of all, even experience these people being happy and enjoying education.

So, if we take the learning nation of Ireland, what are we really like here?  We are a country stockpiled with sociable chatterboxes and have a huge number of successful athletics when you think about the size of this land.  We make an impact wherever we go and we are also very generous philanthropically for the size of Ireland.  We as a race contribute hugely to global charities, peace keeping forces and volunteer work.  We are hugely proud of anything remotely Irish.

So, in simple terms that makes us auditory and kinesthetic learners that need huge amounts of encouragement and praise.  We really care about what everyone else thinks of us.  So like most other parts of the world we are a largely extrovert society.  We need to work with others in social settings and we are very social beings.

The hugely interesting fact about auditory learners is that they do not need to just listen, they need to talk as well.  We all know how much we Irish love to speak.  The idea of us starting school at five and learning to be quiet in a classroom situation is just outright ridiculous.  We must admit that we work our way through so much in Ireland by gossiping. The information overload taxi driver, the restroom queue gossip or the local store conversation. It makes us better able to cope with the legendary Irish rainy weather if nothing else.

One of the real difficulties with being an auditory learner (besides just being in trouble in class for talking all of the time) is the rambling way we work, there is no structure.  This is the most common difficulty that many of our students have, especially all the super talkative kinesthetic boys who are brilliant on the sports field but feel like trash at everything else in school.  They simply have no idea how to structure an answer or to focus their thoughts onto the page at hand.

Sure, for the Irish it is perfectly alright and acceptable to write exactly the way you talk too.  The best way to work with auditory kinesthetic learners is through role play.  This is sociable group work that allows us to talk out scenarios.  We get to put ourselves in the situation and we all do great in this part of oral school examinations.  We are a country filled with bucket loads of generationally provided and divided political views.  It is important for us to get to talk about these at length on a regular basis.

Students almost fall off of their chairs with shock when we ask them what they think or have a personal opinion on, but it is so much easier to write about what you feel especially when this is what matters to you when you are kinesthetic.  Normally boys just get to run this out of their systems on the sports field rather than working through it in english or history class.

It is equally vital to allow us Irish to talk about everything that matters to us in our own unique way.  The Irish have a great gift of the gab, the wit that has a name for every object, landmark and sculpture.  We talk about creativity and innovation, this is a wonderful example of innovation with words.  We can express any situation as a joke.  We have always been gifted story tellers and can spin any yarn.

We are also hugely competitive, hence our many sporting heroes, the mark we leave whatever we set our minds to.  Competition is such a great way to inject energy into any learning environment too.

There is a pride deeply engrained in the Irish and as a result we can never cope with being made a fool of in public.  We may try to joke our way out of any situation but it hurts deeply.  Everyone we have ever spoken to in this country has a school story where they lost face and they have never forgotten it.  This is why we have to focus on the learners always, the real people we are helping to grow and develop.  Everyone is different but we all fall into patterns of behavior that can be accommodated.  You can't just take an education model from one country to another and expect it to work, especially since the models are always developed for the teachers and governments not the students.  There are very simple patterns and learning styles but you have to look for them and you have to use each nations strengths and values to achieve what is important for them, even the Irish.  Happy St. Patrick’s Day from the island of saints and scholars.

Dr. Naoisé O'Reilly & Marie O'Riordan

 

18Nov/13Off

Leonardo Da Vinci appeared to suffer from ADHD – how much more could he have achieved in his lifetime?

Leonardo Da Vinci appears to display all the traits of having had ADHD. For me having this condition is an effect of so much happening below the surface and Da Vinci demonstrates this better for me than many of the modern people who are rolled out as examples to others.

It is long thought that Da Vinci was dyslexic, especially with the examples of his mirrored writing. His note books have proven a challenging task in fact for any historian trying to document his work - in one sense he seems highly visual and creative - there is no other inventor that left as much of a paper trail behind but on the other hand they prove very difficult to read because of there presentation. Something many a teacher will sympathize with correcting a dyslexics paper!

But what I feel is much more interesting is the diversity of Leonardo Da Vinci's interests. I have long seen and proven the correlation between what I call multiplicity and ADHD. Multiplicity is the ability to take in information in a multiple of ways - Visual, Practical, Auditory and Kinesthetic - no wonder people with ADHD seem to have overload - jump around and get distracted easily. Da Vinci was very obviously Visual, Practical and Auditory - the Kinesthetic is hard to see as you need to know more about someone on an emotional level. He was drawn to representing characters and dwelled on the faces of the characters in his paintings - his portraits were very emotional which gives us a clue that he was kinesthetic. Mona Lisa's smile has captured the hearts of so many millions of people over the decades and even spent time in Napoleon's bedroom!

But the above would explain why he jumped around for project to project - did have prolonged periods of concentration and focus on topics he was interested in - can be described as a painter, sculptert, engineer, strategist, philosopher, writer, inventor and on and on... Many of my ADHD students show such diverse talents and interests. In fact I'm working with one 15 year old at present that I see as a Da Vinci type!

The Flip side of this of course is that Da Vinci became distraced easily - jumped from project to project. Didn't complete many commissions - created a great bigger picture but didn't focus on the details, like for example the long term lasting effects of the painting durability of the new technique he developed to paint the Sistine Chapel so he could paint slower and obsess over the faces for certain characters in the painting.

Leonardo Da Vinci only completed 25 paintings in his lifetime as a result of the random nature of his life. Many of his ideas where not built or created until hundreds of years after his death - such as his bridges or his famous bronze horse. Some of this can be put down to being far ahead of his time but in other cases I see great similarities between the students and adult clients we work with in Confidence Club and The Forever Method. Many of our clients seem to have the same "self-destruct button" that prevented Da Vinci from developing more of his ideas into reality. I meet many students who either focus too much on small details of interests or jump randomly to the next fad or interest. Their work will often be presented in as erratic a nature as the hundreds of notebooks Da Vinci left behind - interestingly he always wanted his notebooks to be published. We so enjoy taking people with these extreme levels of information overload and creativity to their true potential. Da Vinci is someone I would have loved to have had the opportunity to have worked with!

 

Dr. Naoisé O'Reilly   Expression Developist™

 

16Aug/13Off

Dyslexic Book Club Part 4: The Film Issue

So welcome back after the summer. I have been taking the time to read some fiction over the summer. One of the ways it is really easy to get dyslexic teenagers reading more difficult books is to introduce books that they have already seen the films of. This is also the best way to get through that brick that you have been set for school exams! And yes the teacher will tell you not to watch the film as it will be different from the book but it is a great way to get over the initial hurdle of reading it and you can learn how to do the comparison study by knowing what it different from the book and the film!

One Day by David Nicholls is a clever book that will appeal to students who like dates and diaries as it is set very much around time and the passing of the years! A single day every year and the changes to each others lives.

Hunting and Gathering by Anna Gavalda is a great way to get students into international fiction as it is originally translated from French - A very French style story with lots of character development and ways to really develop your understanding of people and their relationships. I think this is the first translated book I read which got me on to many after! It would be great to combine with a french lesson class too...

Water for Elephants by Sara Gruen is an interesting mix of adventure, life turning events and an interesting portrait of old age all set around a circus! Who hasn't wanted to run away with a circus! 

The Help by Kathryn Stockett shows why it can't always be easy to write a book - sometimes you really have to stick your neck out to talk about the world you see around you and what's wrong with it!

 

Fried Green Tomatoes at the Whistle Stop Cafe by Fannie Flagg is one of the earliest books I remember reading and I have read it many times since - I don't think you can get a better recommendation of a book if you can re-read it again and again over 15 years... A very easy book to read and again one that fixes itself around dates.

Notes on a Scandal by Zoe Heller is the other side of school - what the teachers get up too! It was so much easier to read this book after I saw the film.

 

Until next issue happy reading for all but especially all those Dyslexic Teenagers out there who have out grown baby books!

Dr. Naoisé Expression Developist™

15Apr/13Off

ADHD Treatment

I was delighted that the kindle version of the ADHD book I'm part of was launched last week in the US - according to them I'm one of the experts with proven results they searched the planet for!

Link to kindle book on Amazon
15Jan/13Off

Helping Dyslexics to write within an hour

Even if I don't want to be pigeon-holed as a dyslexic specialist I can't help but attract many dyslexic students to help! I currently work with a range of dyslexic students from the ages of 5 to 55.

It is an absolute joy to see someone effortless write their first page in an hour. I remember only too well how hard it was for me!

 

 

 

19Apr/11Off

Visual ways to read

For most students we learn to read by sounding out each letter and learning how these go together to form words. This is the Phonics method.

At The Homework Club we worked with many students who can't ever learn to read by phonics. It might as well seem like rocket science. In fact with time and much effort they could learn about rockets long before they will ever develop an understanding for phonics. I know this because I've done it, learnt about rockets that is... In short due to the way dyslexics brain's work this is an impossible task.

However I like many other dyselxics manage to read, write and study successfully. We may be slower, make the odd mistake and be lousy at proof reading but we can read somewhat. How do we do this?

My most common question to students is " do you remember what the words look like?". The answer is always yes and then they guess them in context to what they are trying to read. They look at the pictures to tell them what the story is about and they memorize the patterns of the words.

Big words are easier to learn than small words - they have more parts. We learn the "odd" words easier, these stand out to us.

So here are a few tips to help students rely on their talents to read in a way that suits them.

If a student is  struggling block out parts of the words and let them piece the words together like lego - this is reading by visualizing word patterns not letter sounds. It will also help with spelling. Pay special attention to word endings, tion, ed, ment, ness, ion, an, er, ing …. It is like applying a maths formula to read.

Pick out the small words, cat, ad, add, it, is, on, play, gest, gory, let, man, pic, gram, num,com, con, out, cont, tent, in, ark, as….

Examples:

dark/ ness

light/ blub

add/ it/ ion

as/ sort/ ment

Great games to use in word visualization are word searches, hang-man, picture dictionary, Boggle, Scrabble cards. We will go through more examples of these in later blogs and show how they can be developed for all language classes. We will also post up how to create a colour system for reading. This then forms the basis to link reading and expression tasks as sequences and structure are also challenging for dyslexics but as they have supper visual memories we just need them to learn the patterns.

When reading encourage them to trace the words with their fingers or better still use a ruler and go down through the text line by line. There are also reading tools available link x-mark that are simply a slit cut in card that allow us to travel down the text.

When the amount of text increases we still only see we have a line to read not a whole paragraph and it prevents jumping or skipping lines. This reduces the noise element to text and stops it becoming overwhelming for students. We often find students suddenly develop reading problems between the transition of senior infants (aged 5-6) and 1st class (aged 6-7). This is not just because the reading gets a little harder - the text shirks, the sentences suddenly double and it just looks worse than it really is!

Above all else we have to have a reason to read - many of the books in school are plain boring. Aliens, cars, volcanoes, dinosaurs and snakes are so much more interesting. Find a good topic always to base the exercises on. We need to be able to read for a reason - to absorb interesting facts and knowledge about the things we like in "our" world. Follow these topics on for the expression exercises, the word searches, hang-man and the exciting picture books. You need to create the links between reading and writing.

 

Introduction

Welcome to the Purple Learning Project.

The aim of the Purple Learning Project Foundation is to create a legacy of the methods which Dr Naoisé O’Reilly has developed since 2009.

The methods in learning and personality theory have been developed while working with people of a variety of ages, backgrounds, and cultures. The methods have been applied to the education, business and sporting environments. The ages are in the spectrum of 4 to 70's. The methods include: Purple Profiling, Purple Processing Scales, The Periodic Table of the Development of Results, Forget Phonics Reading Method, Purple Pre-School Success and so on...

There has always been a clear distinction for Dr Naosié in working with people who currently need help within the system and leaving behind something of integrity for the future generations.

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