Note: Descriptions are shown in the official language in which they were submitted.
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VISUAL/TACTILE TEACHING AID AND SYSTEM
BACKGROUND OF THE INVENTION
1. This invention is directed to a class of teaching aids and to a system for
their
utilization.
2. The teaching of accuracy in a person's perception is of great importance.
Where a
topic or an object is incorrectly perceived then a generalized misapprehension
will
colour all subsequent references to that subject or object, and as well, to
associated
subjects and objects. It will be understood by those skilled in the art that
references to
left and right, and symmetry and asymmetry play an important yet unclear role
in
shaping human perception. Attempts to understand this role are well
documented. It
will be understood that models and artistic obscurities of the prior art are
linked,
wherein a relationship exists whereby clarity requires extended forms.
Brief Summary Of The Invention
The present invention is directed to a teaching system based upon visual and
tactile
comparison aids having a significant scope of possible embodiments, ranging
over
embodiments selected from two and three-dimensional illustrations upon pages
of a book, or
portable tactile forms selected from, but not limited to the group comprising:
models,
foldout-pamphlets, game cards, adhesive sheets, posters, puzzleboards,
blackboards,
whiteboards, display boards, gameboards, virtual-electronic medium, or other
medium, for
use on an individual basis, or in group activities.
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The present invention provides a series of illustrations or three-dimensional
objects in
accordance with the illustrations that can be used for purposes in teaching an
improved
viewing perspective.
In teaching perception enhancement and detecting certain learning-impairment
it is
imperative that meaningful contact is established on an individual basis. Such
individual
contact is frequently extremely difficult to achieve.
The pictorial and associated tangible forms of the physical objects of the
present invention
readily lend themselves to a range of activities, including games, on both an
individual and a
group basis that helps break-down barriers of individual reserve, and
facilitates establishing a
valid, personal, one-on-one contact.
Thus, the adoption of a family of two-dimensional forms (drawings) and three-
dimensional
models, such as planar cardboard cut-outs of those forms can effectively serve
both as
introductory contacting agents for establishing effective communication with
a`student', and as
teaching aids for multi-level instruction.
The subject forms generally rely upon historical representations, with which
the
persons being taught are quite familiar, so that the initial shock of non-
familiarity is
avoided, and the forms provide a readily assimilated point of introduction to
the topic.
After use of the subject pictures or objects to establish communication with
the person
or persons being taught, the aids can then be used as a teaching tool to
enhance the
perceptive powers of the one being taught.
One aspect of perception-teaching is learning to distinguish between symmetry
and
non-symmetry: i.e. distinguishing between symmetry and asymmetry.
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Leading on from that matter of making simple symmetry/asymmetry distinctions
can
then develop into the capability of perceiving the scope of more extended
designs.
Furthermore, the achievement of distinguishing symmetry from asymmetry can
then
lead into language associations, by the use of associated metaphors and
synonyms.
Thus `symmetry' can be associated with congruency, completeness, harmony,
proportionality, wholeness, equipoise, and even perfection and rightness.
Correspondingly, `asymmetry' can be associated with the absence of symmetry,
incompleteness, being off-set/off-centre/out of balance.
The present invention shows a selection of representations of symmetry and
asymmetry, and it will be understood that the scope of illustrative subject
matter for this
topic is virtually unlimited.
There is a wide range of form for such representation: they may be purely
illustrative,
as upon pages of book illustration; they may be in the form of cards, as in a
card game or
puzzle; or as bill-boards or flags; or in the form of lapel badges that may be
worn by
participants. In addition to being in the form of printed illustration, they
may be three-
dimensional representations such as cardboard cut-outs, or even models.
This subject matter may be presented and applied in a variety of ways; for
example:
a) in a straightforward teaching mode, using a textbook illustrated in
accordance with the
present invention;
b) as a puzzle, using illustrations, pamphlets, cards or cut-outs, or 3-D
models;
c) as a classroom game, with each participant wearing a badge or a billboard
identifying
them, for instance, as a symmetrical or as an asymmetrical version of a
particular object,
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so that the two representations of the same object can identify each other and
link-up to
provide an accurate viewing perspective of the three-dimensional model.
The "Game" approach presents itself as the initial, important step in
establishing
`contact' with a new pupil or group of participants.
One embodiment of the present invention may comprise three dimensional
`regular'
figures, including planar figures of cardboard having two identical forms,
such as a pair
of rectangular door frames in side by side, mutually spaced relation, having a
live hinge
in joining relation, such that one can be folded over the other, to physically
and visually
prove the identicalness of their forms, and hence, their symmetry. The factor
of tactile
association assumes particular significance in certain stages of psychological
development, wherein use of language, interpretation of symbols, and
recognition of
relationships are integral.
Similarly, two similar but non-identical forms can also have a live hinge in
joining
relation, to facilitate their mutual comparison, both visually and tactilely,
with evident
asymmetry being very readily detected.
In a further embodiment, these symmetrical and asymmetrical pairings may be
matched up to selected pages of a book having page cut-outs that precisely
match the
paired forms, and where there is no possibility of the symmetrical forms being
accommodated in the asymmetrical cut-outs, or vice versa. These respective
`symmetrical' and `asymmetrical' pages may include texts detailing their
respective
associated metaphors and synonyms, referred to above.
Other contemplated, more advanced figure arrangements include irregular
figures, i.e.
non-parallelopids, arranged in like aspect, or as mirror images. The latter
(mirror images)
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can be live-hinged (see above), for proof of symmetry.
An earlier form of representation by the present inventor relates to
theoretical work in
the field of learning-hindered perception, founded on the published work
NLR&RC
Database TM2008 in the One-of-a-Kind Field Library, a Division of Natural Law
Research and Resource Centre, wherein timelines present new applications of
historical
materials for purposes of treating learning-impairment and facilitating
perception
enhancement in education.
This form of representation adopts the left (L) lobe and right (R) lobe of the
brain as
meaningful aspects of symmetry and asymmetry, with possible associated
implications
for both the instructor and the subject (pupil).
It will also be understood that the illustrations and embodiments of the
present
invention are not subject to quantification by experimentation, and will be
unlimited in
their presentation of operational information, thus introducing a new
preciseness in
comparison systems and studies
Brief Description Of The Several Views Of The Drawing
Certain embodiments of the invention are illustrated, by way of example,
without
limitation of the invention thereto, other than as set forth in the
accompanying claims; it
being understood that further embodiments may be derived by one skilled in the
art.
Reference is made to the accompanying drawings, wherein:
Figure 1 is a representation of a page illustrating a symmetrical arrangement
of
rectangular items;
Figure 2 is a representation of a page illustrating an asymmetrical
arrangement of
rectangular items;
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Figure 3 is a perspective view of a book embodiment of the present invention;
Figure 4 is a perspective view of a first illustrated insert for the book of
Figure 3;
Figure 5 is a perspective view of a second illustrated insert for the book of
Figure 3;
Figure 6 is a representation of two lobes of a brain;
Figure 7 is an enlarged view of Figure 6, having an asymmetric inclusion;
Figure 8 shows the transition of Figure 7 to a geometric representation;
Figure 9A is an ovoid geometric representation;
Figure 9B is an ovoid geometric representation with an asymmetric inclusion;
Figure 10A is a rectangular representation, and
Figure 10B is a rectangular representation with an asymmetric inclusion.
Figure 11 is a view similar to Figure 3 of further pages of the subject book;
and,
Figures 12 and 13 are perspective views of inserts for the Figure 11 book
page.
DETAILED DESCRIPTION OF THE INVENTION
Referring to Figure 1, a page 10 shows a composite figure 12 having identical
halves 14
and 16, with an axis of symmetry 18.
Turning to Figure 2, a page 20 shows a composite figure 22 having identical
halves 24
and 26, with an axis of symmetry 28, with a superimposed, scaled down figure
32 having
identical halves 34 and 36, with an axis of symmetry 38, that is off-set from
the dominant
axis of symmetry 28
In Figure 3 a book 40 has thick pages 42, into which are recessed shapes 44,
46, 48 and
50.
Figure 4 shows inserts 44i, 46i, 48i and 50i, which are sized to fit precisely
into the
respective recessed shapes 44, 46, 48 and 50.
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Pairs of live hinges 45 and 49 connect the respective inserts 44i-46i and 48i-
50i,
enabling them to be doubled over into mutually superimposed relation, such
that their
respective symmetry and asymmetry are tactilely very apparent and readily
perceived.
Turning to Figure 5, this shows a further three-dimensional insert 52 to fit
into another
page 42 (not shown) of the book 40 of Figure 3.
Turning to Figure 6, two diagrammatic substantially symmetrical lobes 54, 56
of a
human brain are shown.
In Figure 7, the enlarged lobes 54, 56 are labeled L (Left) and R (Right), and
are rendered
asymmetrical 57, by the superimposition on lobe L of a substantially enlarged
L & R image
54, 56.
Turning to Figure 8, lobes 54, 56 are shown being transitioned to geometrical
form 60,
with the reduced lobes 57 of Figure 7 being similarly transitioned to
geometrical form 62.
These geometrical forms 60, 62 are well adapted for production as simplified
puzzle pieces.
In addition to planar, visual presentation, the forms 60, 62 may also be made
three-
dimensional, with the asymmetry-rendering form 62 being provided with
attachment means
such as a contact adhesive (preferred), Velcro (T.M.), magnet means or a pin,
enabling its
selective attachment and detachment with the form 60.
Figure 9A shows a reduced size ovoid form of puzzle piece 66; and in Figure
9B, an
asymmetry-rendering form 68 is shown in attached relation with the piece 66.
Figure l0A shows a reduced rectangular form of puzzle piece 70, and in Figure
l OB an
asymmetry-rendering form 72 is shown in attached relation with the piece 70.
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Figure 11 is similar to Figure 3, having pages 42 with cut-outs 74, 76, 78 and
80 that are
precisely sized to receive the corresponding inserts 74i, 76i, 78i, and 80i
that are shown in
Figures 12 and 13. The inserts 74i and 76i are shown as being linked by a
flexible live hinge.
It will be understood that wide varieties and variations, both of the product
and of its method
of use, lying within the scope of the attached claims, may be provided by
those skilled in the
art.
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