Ep #105: How to Help Children Learn Math 30 to 50% Faster with Rainbow Sky Creations

What if there was a way to help children learn math 30 to 50% faster? Would you be curious? Because if you are, you’re going to want to listen to today’s podcast. My guest, Alisha, is a passionate educator and co-host of the Rainbow Sky Creations platform. She is a visionary at helping bring play-based and hands-on learning into the classroom. And she talks about how to help children learn math 30 to 50% faster.

The research behind it, how to actually do it, and it’s pretty simple. It also is a way that increases engagement. When we’re talking about getting kids excited about and working with math, 90% higher engagement when using these materials. Oh my goodness. She’s going to talk about how to make it accessible, how this helps in the long game, right? So it feels like more work up front, but the time you buy yourself back. And how there’s better attention, what parts of the brain is lighting up when we’re using hands-on learning.

This podcast episode is amazing. It’s something you’re going to want from the beginning to just get started on improving a little bit, right? And this isn’t something you have to do everything all at once, but she talks about just making those beginning little changes. What’s the first little thing you can do to start applying this with your children in your classroom? And then watch it compound over time. You’re going to want to listen to this one. It’s coming up right after this.

Welcome to the Raising Healthy Kid Brains podcast, where moms and teachers come to learn all about kids’ brains, how they work, how they learn, how they grow, and simple tips and tricks for raising the most resilient, kind, smart, compassionate kids we can. All while having lots of grace and compassion for ourselves, because, you know what? We all really need and deserve that, too. I am your host, Amy Nielson, let’s get ready to start the show.

Amy: Alisha, welcome to the podcast. I’m so excited to talk to you today.

Alisha: Thank you so much for having me. It’s already had a fun time chatting to you beforehand, so let’s dive in.

Amy: I know, it’s kind of fun to get to chat. And you’re very, very chipper for 6 AM in the morning where you are.

Alisha: Yeah, don’t organize a podcast recording with me at 6 PM because there is not much chippiness. I am fading rapidly as the sun sets.

Amy: I feel like that happens sometimes. I’m kind of more of a morning person too, especially if my kids aren’t quite up yet, and then it’s chaos, and then by nighttime, I’m like, “Can we go to bed yet?” It’s like 7:00. Oh well. They think I’m old, and you know, maybe I am. It’s fine. All right. Well, today we are going to talk about math, which is the most exciting thing ever. I don’t know. Did you like math when you were younger?

Alisha: Yes, I did. My father was an engineer and he would try and tutor me maths and that never boded well for either of us. But no, I loved maths. I love teaching maths when I was in the classroom. Fun fact, I even married a maths teacher. So, yeah, love maths.

Amy: Oh, we’re going to have a lot of fun today then. Okay, I loved math too, which is so funny. And it’s when you go and ask kids, I feel like typically when you ask kids what their favorite subject is, what is like the things they say? I feel like mine always say it’s like recess and lunch and PE. I don’t know.

Alisha: Sport, art. Maybe it’s the type of schools I worked at, but I would have a handful of kids who’d be like, “I just love maths.” And I would probably say the further into the year, I’d have more kids saying that, probably because I loved it and how I would really aim to deliver it to benefit them that you’d see that shift. I did meet a few kids who liked writing, but yeah, definitely sports and art took the top post.

Amy: Those were the fun ones. I feel like math gets a bad rap, but my 10-year-old is obsessed with math. For years, you just ask her a favorite thing in school and she’s like, “It’s math. It’s math. Math’s the best.” And I’m like, “Oh, it’s so fun.” I love having this. This is great. But not everybody feels that way, right? So if you have kids that are not in love with math yet, are there options? And of course, I think both of us are on board with, there’s ways to make math kind of awesome.

We were talking before the show about my upbringing and how I come from a family of 12 kids. There’s more to this story. We worked really, really hard. So my mom would go to the store, I don’t know, once a year, whether she needed to or not or whatever, but we had to grow our own food and we worked hours and hours and hours a day. This is what we did. And so we worked so much, as small children. But my mom had this magical way of making things fun. And I even did homeschool for quite a bit off and on, and she would find ways to make schooling really fun, and she would chase us around the house as we would learn the alphabet letters and sounds and things, right?

And so I just, I kind of feel blessed. I grew up in this environment where we could make all the hard things fun. And so for me, it’s like, why would you do anything else with math? It’s so awesome. And I feel like it lends itself to be that way. So anyway, tell me about what inspired you to focus on making math fun and hands-on and something actually really enjoyable for kids.

Alisha: Yeah, really good question. I grew up in a household where I had my dad who, you know, loved maths, loved science. And I had my mom who was the crafty homemaker who just, it sounds a bit similar to your mom, would just make learning fun. She would bring the real life into the classroom. That’s probably, I took a bit of my mom into the classroom with that real-lifeness. But she just had this mindset and it was, I’m just not good with numbers. I’m not, in Australia, we say maths, so if you hear me saying maths, it’s not that, the math, the maths, it’s just how we say it. So she just had this mindset of like, I’m just not good with maths. And that can set the tone for the rest of your life. She’s in her 70s now and I still hear her say it.

So when I was in the classroom, I would hear kids saying things along the similar vein of, I just don’t like maths. My head’s just not made for maths. Maths is boring. It’s too hard. And when you start to hear this mantra, you kind of go, hang on a second, I don’t think that. I love maths. I love it. It’s embedded everywhere in the world. It’s, you know, maths is everything. It’s a pattern. You see these patterns all the time. So it really sparked my passion for, and probably a lot of my professional development was focusing on how do I make learning engaging? How do I make it hands-on?

And I was really honored to have an amazing mentor called Jeff. And unfortunately, he passed soon after I graduated from university as a teacher, but he left this legacy with me. And I know he left this legacy with many teachers over his 50 years in the education realm. And he gave me these books that were on hands-on learning, and it was like how to use blocks in the classroom, how to use pattern blocks in the classroom. Nobody uses, I don’t know if you’ve ever heard of Cuisenaire rods. You know what? Probably your mother did. They’re back from the 70s. They were different colored rods with different kind of colored values, like a red was 10, then like a purple was nine. So you could do lots of manipulation with fractions, with measurement. And, you know, he would be like, you’re going to find these dusted somewhere in the back of the cupboard, but let me show you how you can make maths magical.

And that was kind of what I ran with. I started to pull more of these objects, you know, more pattern blocks out into the classroom. How could I use this to teach a concept? And when I kind of delved more into the study of it, I’m a feels girl, right, Amy? It’s like, if this feels right, I’m going to go with it. And then my husband’s a real critical thinker, and he’s like, “Babes, where’s the evidence? Come on, where’s the evidence to back this?” And you look into studies and it shows when students are using concrete materials, they develop stronger neural pathways for abstract thinking. And what is maths? Maths is really abstract, and we jump straight into the abstract. And if we use the concrete, it makes that connection and that pathway to understanding the abstract so much easier.

And when students use hands-on concrete materials, they’re able to manipulate things, they’re able to understand 50% faster when learning through concrete experiences. It’s a no-brainer. So there, that was my passion for bringing maths and hands-on learning and combining them into the classroom.

Amy: I love it so much. It’s like this secret magic hack that’s like, it makes it so much easier to teach it, and it makes it make sense, and it makes them love it. I thought it was so interesting, we were talking about your cute mom saying like, “I’m just not good at maths,” right? And I’ve seen parents doing that, and I’ve heard their kids repeating what their parents have said. And so this is one of those things where I’m like, okay, even if you feel that way, because maybe you do, be careful about saying it in front of your kids because it’s something that they can then take on to themselves and say that. So just watch for that. And then also, we want to help kids that are feeling that way see how they’re doing math in ways that they actually enjoy, because just changing their mindset.

When we kind of have this pattern of, or this identity that we’ve adopted of, “I’m bad at maths,” you know, or whatever, right? I’m not good at math, or I hate math, it’s not fun. And then we kind of try to find evidence of that, or we kind of try to protect that piece of our identity, whereas if we can kind of shift it a little bit and be like, “Oh, actually, math’s kind of cool.” So for me, when I do it with my kids, I’ll break out if I’m trying to explain, we’re cooking in the kitchen and I’m trying to explain the idea of fractions or something, right? Then I get out, you know, like their Halloween candy or something.

And I’m like, “Okay, we’ve got this. And now you need to split it between this many people. How are you going to do that?” And they’re like, they can sort candy all day long. And then they’ve got to figure out, “Oh, wait, but there’s only two left,” and we’ve got like four people. I need to be able to cut them in half. And it just, it makes it so tangible and so real, and it brings it right to something they already care about. And you’re just attaching math to something that they already care about. And they’re like, “Oh, this is actually really interesting, because I don’t want someone else getting more candy than I get,” or whatever, right?

Alisha: That’s it, right? It’s like, are you going to share candy with three of your siblings or four of your siblings? You know what I mean? It’s like, “Oh, so if I did only three, we’d get more.” So with thirds, and it allows you to kind of extend their thinking and add that problem-solving element because who’s not motivated when it’s linked to a real problem, right?

Amy: Yes. So you just make it a real problem. Like, how do we, how do we split, you know? And then they do, and they just play with it. And all of a sudden, they’ve been doing math for a half an hour and you never called it math. And they don’t realize it’s math. And all you’re doing is helping them figure out stuff and problem solve with something they care about. And you’re like, “Well, I just taught you fractions, you know?” It’s kind of great.

So I love stuff like that. And I love that you bring that to the classroom. And so you talked about how bringing in that, actually being able to tangibly touch it, really helps with their learning and the speed and the amount that they’re bringing in. What do you think are some of the reasons that we’re not doing more of this? What’s keeping maybe teachers from using more of this in the classroom, do you think?

Alisha: Yeah, it’s a really good question. And let’s peel back the layers. Teachers are strapped for time. Time is a real pressure upon teachers. So a misconception is that it’s going to just take up too much time. And the initial startup is. It’s going to take a little bit of time to make sure you’ve got your materials, make sure you’ve kind of got a bank of activities that you’re going to use, or if you’re new to teaching a concept, you find out what activities I could link in to teaching with hands-on learning. The most obvious one is you start with measurement, right? You start with measurement because you know you can use that tactile, and then you build on that and integrate into your number concepts and so forth.

So a lot of the time people go, “I don’t have the time.” But yeah, you’re going to put a little bit of effort in, but you’re going to get that back tenfold. So it’s going to take longer to set up, but remember, kids are going to learn 30 to 50% faster, and they’re actually going to retain that information more when they’re using that hands-on learning. So when they’re applying that hands-on, the retention and the need to re-teach isn’t as much. So think about that. You might be going, “Why do my kids never get multiplication? They’re always struggling with division. I feel like I’m teaching it all year long.” But integrate some really clever hands-on learning, you will find you don’t need to keep doing that because they’re going to learn it quicker, they’re going to make connections quicker. So you’re playing a bit of the long game, right? You’ve got to work a bit hard to get the really good returns.

The big thing is, and you probably hear this a lot at Amy, it’s like, “Oh, it’s just playing. It’s not real learning.” And you’re like, “I beg to differ.” So there was a study from Stanford University where they demonstrated that physical manipulation of objects activates additional sensory regions in the brain. So when students are using concrete materials, they’re developing those neural pathways for better abstract thinking, and they’re retaining that information faster. So the science is there to back it up. You can see the brain light up when they’re using their hands and everything, they’re sensing, they’re touching, they’re feeling.

The other thing is that sometimes we get told, “Oh, it’s just too difficult to assess.” How do I assess hands-on learning? But actually, you can gather more authentic data. I used to do this one activity where it was my pre-assessment into fractions, and I was teaching year three, and I’d put out a bunch of different objects. It’d be like blocks, pasta, buttons, shapes, and I’d be like, “Can you show me a quarter?” And I’d be like, “You can show me as many different ways a quarter with any of the objects here.” And I’d be like, “You can use pen and paper.”

But kids would write a quarter, but they couldn’t actually make a quarter. But they knew the symbol for quarter because they’d seen it so much, but they couldn’t actually make it. Or I’d have kids who couldn’t even go to the symbols. They couldn’t get their head around it, but they could divide objects into halves. All right? So it was right then and there, I could go, “All right, these groups of kids, they’ve got it. This whole big bunch, we got major misconceptions of what a fraction is.” And these kids over there, we’ve got a lot of work to do, but we’ll get there.

And right then and there, I had authentic assessment. So actually, if you allow kids to, you can integrate this into all subjects. We’re not just ruling it out for maths, but we’re talking about maths today. But they can demonstrate 40% better ability to explain their mathematical thinking when they can use concrete materials. So in my head, I’m like, this is a pretty good assessment tool. It’s a bit of a no-brainer not to use it.

And come on, we’ve talked about the kids who are like, “Hey, I just, I hate maths. Maths is so boring.” But incorporate some hands-on, like Amy was saying with the Halloween candy, your student engagement is just going to soar. The links with it, as well studies have done, like we’re talking about the brain, it activating that ability to make connections. Studies actually show it’s 90% higher engagement when you’re using hands-on approaches. 90%. That’s huge. That’s great, right?

I remember I would start, I loved my maths. I loved it so much. Even Ashley and I, we’ve created a program about how to make maths as fun and engaging using hands-on, and we’ve got a really great formula for doing that. But I would always have teachers, because I moved to a few schools, and at my last school, I’d always have teachers who came up and just went, “Your kids love maths. And I just see the growth that they’re having.” And they’re like, “How do you do it?” And I’m like, “Let me tell you about it,” right?

And it always stemmed down to your hands-on learning. It really made a difference. So don’t let time, don’t let assessment, and don’t let the play talk stop you from giving it a go, because the studies are just showing how beneficial it is for kids’ brains. And I’m guarantee you as a teacher, it’s going to make you enjoy teaching. You’re going to see those lightbulb moments these kids are having, and you’re going, “My gosh, if they can learn a concept twice as fast by adding in some hands-on activities, I got to give this a go.” How couldn’t you?

Amy: It feels like a no-brainer on so many levels, except for there’s that initial, “Oh my gosh, but I’m already so overwhelmed,” right? And so these tools, right, if we can create tools to make it a little easier, then that makes all the difference. But it’s so interesting that you talk about this with assessment. So I actually have a course where I teach teachers how to teach kids to read and help them set up their reading coaching businesses.

And one of the things that they’re always shocked by is how we do play-based reading assessments. And so it’s been so interesting. I love that you bring that up that you do your assessments through play because what they’ll say is like these kids come and they’re like, it’s this pressure and this fear, and then they’re freezing up. If you have, I have one kiddo that gets to deal with a little bit more anxiety maybe than some other ones, and so she’d always kind of freeze up a little bit at test time or whatever.

And so you come and it’s just toys and manipulatives and you’re getting to play with things with your hands. And then you just forget that you’re being assessed. It’s not even a thing and you’re just playing and you show what you actually know. And it’s this fun thing and they’re like, “When can I come back? When do I get to do this again?” right? And it’s so simple and it works so well. And I love that you talk about how 90% better engagement. I mean, come on. Of course they’re learning faster if you can get them engaged in doing things and then making those extra pathways and stronger pathways in the brain because we’re connecting it to things that you know and using more senses. It’s just amazing.

Alisha: Yeah. And like you’re saying, what you do with the reading is that everyone in a little way has a bit of a fixed mindset. We kind of have some fixed mindset. And kids as little, I see my 4-year-old and she’ll be like, “I’m just not good at this.” And I’ll be like, “Yet, you’re not good at it yet, but you’re getting better.” And it’s kind of like retraining your brain to have those growth mindset affirmations of like, “I can do this. This is really hard, but I’m going to get there.” And that we don’t have this pre-described little, these are the only things you can do in your whole life, that you can learn new things. And I think that’s just so powerful. And I think when you allow kids to explore beyond just their thinking with their hands, with the movement, and when I was doing assessments and I did that, I mentioned that fraction one, I would have that the same as my post assessment.

So at the end of the whole thing, I’d be like, “All right, here are all your objects again, show me a quarter.” And I would probably say 95% of the kids had smashed that out of the ballpark. They could write it, they could make it multiple ways. They could then extend to like equivalent fractions, and then you got kids who would be going, “Oh, you know what? I could make an improper fraction, or I can make a proper fraction with like quarters.” So I think sometimes we put kids into boxes and we limit their thinking, and we got to let them have that opportunity to just open it and go with it.

Amy: It makes so much more sense, I think, on paper. I remember back in school trying to understand new concepts and you’re seeing it on paper and you’re trying to, why do I care kind of situation or why does this matter or whatever, right? But if you can bring it to something hands-on and actually do, like what you’re talking about with your assessments, I love it so much because they get to build it and they get to see it. And then once they can see it and do it with their hands, they can start to visualize it in their heads better. And then when they don’t have the tools anymore, they’re still visualizing in their heads what that would look like and how they create that and then how that applies to other things. And so it’s something that sticks with them well beyond them just, you know, getting to do that activity with you at your table one day, right? It’s just so amazing how that helps them through time.

And then these skills in math build on each other, right? And so it just adds on and adds on, right? So we start with something like subtraction. And I do like a whack-a-mole game with an old shoebox and ping pong balls, right? And we’ve got this many and we got to take some away, right? And they get to whack them down. I mean, it’s like, who doesn’t want to do math? Everybody’s like, when do we get to do math, right?

But they get to visualize it. There’s so many different ways to do it, and it’s just this beautiful concept that then we add on to as we go. So I love that. Tell me about how, because I think one of the challenges then is this time constraint, right? Like how, when teachers are already so time starved, and this is really good in theory, right? This is going to make all this difference. It’s going to save me time later, but functionally, how do I do it now? So talk to me, I know we have some tools. Tell me about what tools, how do we help teachers make this more doable? What do you have for that?

Alisha: Absolutely. So you want to start small. With anything that is new, you want to start small and give yourself grace that you actually making the decision to embrace this is a positive change, and you’ve made a decision. So go you, celebrate that. And then you build small. So for me, it started with games. So I would make sure I’d start off my lesson with doing games. And with those games, we’re pulling out cards, we’re pulling out blocks, we’re pulling out dice. And it automatically shifts the kids’ mindset to, if you’ve got that kid and you first thing you say is, “Okay, guys, we’re starting maths.” And already you see some kids, their brain shut off. Right, just that word is a trigger enough for them. But it’s like, “Okay, we’re going to play a game. Let’s go.”

And you play and you start to play games, and maybe that’s your first stepping stone. You start with games and then you do what your traditional lesson is, and then you gradually start to integrate. And starting with a concept that is accessible to using hands-on materials. I mentioned measurement because a lot of people go, “Oh, great, I get to get the measuring cups and we can go out to the sand pit, we can pull out the water.” That in itself can be overwhelming for some teachers, right? Sensory overload, kids are everywhere.

I loved using games. I also loved to, for me, place value is what I always started with at the beginning of the year. And I taught predominantly middle primary, like years two, three, four. And one of my favorites to incorporate was trading games, because I knew no matter what, I had to, especially with like my year twos, year threes, we’re moving on to more abstract thinking, and they’re having to see abstract shapes, right? They have to learn that a shape represents a value, and that value has power wherever it’s positioned.

And I knew my kids knew how to write numbers, but they didn’t quite understand that concept of place value, the place value houses, and how it built up our base 10 system. So I’d pull out trading games. I’d put a whole pile of blocks in the middle of the classroom. I wouldn’t even bring out place value charts, the tens and the ones. I would just start, be like, “Okay, guys, we’re going to play tower to 10.” You got to listen to my claps. And we would start with clap. I’ll do three claps. I’m like, “How many blocks do you need to get?” You know, I was just clapping, so they had to listen, they’d go get their blocks, and everyone would check and be like, “Yeah, we’re all on part.” And then when we got to 10 blocks, I’d be like, “Ooh, we’re at the exciting moment. This is it. We make a tower of 10.” And they’re like, “Ooh, tower of 10.” So they like pile up all their little multi-link blocks, and then you’re like, “We’re going to start again. We’re going to add onto this.” And I’d start clapping.

And so we would be learning about how from the ones, you trade them in for the tens. And then you would build from blocks to incorporating, we call them MABs, which are already made into ones, tens, and hundreds, and we’d build up from there. And that allowed you then to be teaching kids without them knowing, they’re learning subtraction of regrouping and adding on. So you’re doing it in a way that people might come in and be like, “That’s what you taught your kids?” You’re like, “Oh, look, when I start to pull out those numbers and column addition, these kids are going to nail it because they’ve got a strong foundation of understanding the visual of how it actually looks and what those numbers actually mean.”

So I always found, like starting with place value, bringing out blocks, manipulating those numbers, and yeah, there’s probably teachers here listening going, “Yeah, but I teach upper primary.” Kids in upper primary don’t care for that. And it’s like, no, they do. Yes, it’s easier in the early years to use the manipulatives, but I would tell you as a year four teacher, I was always, I had, the kids knew blocks are at the back. MABs are at the back. There’s the dice. We had a station for it. And I would not poo-poo any kid who pulled them out to work a problem out because they’re working out their thinking. And that’s it, right?

When they go to school, they’re not just coming to school to learn knowledge, they’re coming to school to learn skills. So we’re teaching them resilience, we’re teaching them critical thinking, problem solving, communication, collaboration. There are so many skills that they’re getting built up with that they’re going to carry with them for the rest of their life. And I think that’s one of the most powerful things now as teachers is that knowledge is at everybody’s fingertips. But understanding that knowledge, understanding how it works, and understanding the ability to question it and wonder it and analyze it. That’s kind of what we’re now building upon.

So always start small and add in the layers. So if you’ve added in a new game you’ve taught your kids and they’ve loved it and that motivates you to then find another game, and then that’s going to motivate you to like go, okay, how do I incorporate this into our main lesson? And for me, that’s what was the challenge I was taking throughout my teaching career was, how do I make this part of my whole maths lesson?

And that’s where now we call it our course, our Transform your Maths groups, where we teach teachers how to make maths groups part of your everyday maths lessons for you to allow students to have that chance to have greater input with hands-on activities, to have greater autonomy over their choice of their learning, and allow you to work with a small group of students on a concept where they’re really struggling with and embed this really great hands-on learning for them to have that faster retainment of that knowledge and faster retainment. That’s it. That’s exactly what I’m looking for. For them to then move on.

So people would be like, “Oh, but that must be just so much work having all these different little stations going on.” But you’re like, you have a system, you know how it works, you’ve got your bank of activities, you’re not changing them every week. You know, you’re keeping some core ones, and you’re getting to work with kids on concepts they’re stuck on, and that 20 minutes is so powerful because it’s really like 40 minutes to an hour of learning over the week, and they just run with it because you presented it in a way that they understand. So start small, my friends.

Amy: Amazing. I love it so much. Okay, tell us where to find your course for any of our teachers that want to get in on this awesomeness and figure out how to do it.

Alisha: Yes. Well, we are Rainbow Sky Creations, and I work with the amazing Ashley. We started, oh my gosh, 10 years ago now. So if you head to our website at RainbowSkyCreations.com, you will find we have courses for maths groups, transforming your maths groups, your reading groups. If you’re new to teaching, we even have a course for teachers in their first years. And get onto the social media. You won’t see me as much on social media, but the amazing Ashley, she runs our socials and she is phenomenal. And we have a blog with so many ideas.

So if you’re like, “I don’t have ideas for teaching maths,” we’ve got blogs filled with hands-on activities for fractions, multiplication and division, or your number. We have got you covered. I even got a whole thing on my love of trading games and how you can use those and activities and resources. So, yeah, head to our website, and if you guys want to have a chat, send us an email, drop a DM, we are always happy to chat, because if you can’t tell already, I kind of love, love learning and love talking about learning.

Amy: Amazing. Amazing. Oh my goodness, so exciting. And I love that. I think, yeah, I think you and I could hang out and chat about learning all day. It’d be super fun. Thank you so much for sharing the information and for the course that you do, because what a gift, right? To just help people get started and figure out how to do it, you know, maybe a little bit better, right? And those small little improvements over time, right? Just compound and are amazing and you can just reach kids that maybe you wouldn’t have been able to reach in the other way, which is so fantastic. So, thank you so much for sharing and we will link that in our show notes. And thank you for sharing and it’s just been such a pleasure to get to talk with you today.

Alisha: Thanks so much for having me here, Amy. I have loved talking about all things maths and hands-on. So, thank you.

Amy: Amazing.

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