[00:00:00] One of my students, Teresa. [00:00:04] Shared this message about what she has gained off the fast track. [00:00:10] Cheri's just a wealth of information. I leave here with my head swelled every day. I can't even tell you, I stumbled upon Cheri. I had her book and then we connected one day and I had her on, it was supposed to be 15 minutes. We were on together for 45 minutes and it's it's been happened ever since.[00:00:28] It's been I can't even tell you. , she has me thinking, I've gone through eight of my units. I'm going through them again because I'm rewriting them. Every day she has me thinking, she leaves me with a thought process going. We talked last night about the brain and she broke it into so many good pieces that, even after having gone through that with multiple courses, because I got a doctorate in OT and she made it sound all the better when she [00:01:00] broke it down the way she did.[00:01:01] It made so much sense because she actually put the components and showed us where it goes and how it goes, and it was phenomenal. [00:01:11] What Teresa's trying to say is, I made the connections between what we learned in neurology and what you learn about reading and writing.[00:01:21] I linked them together and so it was much easier to understand the connections between neurology, neuroscience, cognitive-based learning, and what happens when with reading, writing, and math. [00:01:38] Thank you Theresa for. That warm. Response to what you're receiving from the fast track. What is the fast track you might ask? The fast track is a way of completing your dysgraphia certification in as little as 12 [00:02:00] weeks. [00:02:02] What happens is the mandate of the. The certification is included on my homepage. cheridotterer.Com. Those six steps are requirements for getting your certification. But what happens with the fast track is we have one-on-one sessions, which replace the need for the masterclass. As a mandate to get your certification. [00:02:29] So instead of having a monthly masterclass, you get a weekly one-on-one conversation with me. And in that conversation, we work on a special project. Over and above the content that you're getting out of the course to really be able to apply it. And work on a unique program just for you. For example. [00:02:52] Theresa's working on. [00:02:56] A program to help OT [00:03:00] work with kindergarten registration. [00:03:02] I can't tell you anymore. That is her baby. So I don't want to spoil it. But she is working on that. So if you are interested in fast-tracking your certification, I am opening the fast track again. Until the 31st of May. You need to sign up. For the annual plan of amethyst. Plus there's an additional charge for the fast track. [00:03:28] And that requires a one-on-one conversation with me. If you are interested, look in the show notes for the link. To be considered for the fast track. [00:03:40] This has been Cheri Dotterer, dysgraphia consultant with The Writing Glitch. Remember, you were put here for such a time as this. Website: https://www.cheridotterer.comIncludes: The requirements for becoming Dysgraphia CertifiedLink to the Fast Track Call

0:01 Hey, everybody.0:02 This is Cheri Dotterer from The Writing Glitch.0:04 Here is your pocket cast episode of the day today.0:10 I want to talk to you a little bit about sequencing.0:13 Have you ever been looking at a student and looking at their sequencing for their alphabet?0:18 They can start at the letter A and they get so far along.0:22 Some kids stop.0:23 Some kids can get through the entire alphabet.0:26 But have you ever started in the middle of the alphabet to see if they can finish the alphabet?0:33 I'd like to propose, starting at that L section in one of those letters.0:38 Let's start with M.0:40 Can they do M N O P etcetera?0:45 What about going backwards?0:47 M L, Oh gee, what goes in front of that letter J?0:53 And can they do that and go forward and go back?0:59 Many kids can do C B A and maybe DC B A, maybe even E DC B A.1:08 But if we start farther along in the alphabet, can they go backwards?1:14 Can they go forwards, can they start at the letter Z and go backwards?1:19 Counting forward and counting backward in math?1:22 We do a lot more often than we do with the alphabet.1:28 So I challenge you this week in your interventions to start with a letter in the middle of the alphabet and see how kids do moving forward and backward from that letter.1:40 This is one idea and one intervention that we talk about in The Writing Glitch.1:48 A course called the Dottererr Dysgraphia Toolkit and the Dotterer Dysgraphia Method.1:56 Part of it's part of that program.1:59 If you'd like to learn more and become a dysgraphia specialist, join the writing glitch community and then join the Amethi plan and get certified, to become a dysgraphia specialist.2:16 Understand where this framework is based, it's based on sensory-motor and memory development.2:26 First, then we add language, then we add cognition.2:32 So really the idea that we are evaluating when we're looking at sequencing forward and back, we're really combining the visual, the motor, and the memory.2:45 Can we bring it forward?2:47 Can we bring it backward?2:51 So join The Writing Glitch Community Amythyst Plan and get certified as a Dysgraphia Specialist.3:00 And remember you were put here for such a time as this talk to you soon.#stopthewritingpandemic introduction for the Certification course is scheduled for May 24, 2023.If you are listening to this after that date, look for emails with future dates.

0:01 Hey, it's Cheri, your dysgraphia consultant.0:05 I am here for your Monday edition pocket cast.0:10 Today, we're going to talk a little bit about visual perception.0:14 So I want you to imagine you're in your classroom now.0:19 Close your eyes.0:21 What do you see?0:25 Can you tell me what's on the front wall next to the chalkboard, whiteboard, or smartboard?0:35 How about over to your left?0:39 What's on that wall?0:40 Are those the windows?0:42 Are they a billboard?0:51 What I'm talking about, the boards that have all kinds of information on them, or is that a wall of kids' cubbies for their belongings?1:08 All right. Now, go to the other side of the room.1:10 What's on that wall?1:12 Is that some of the same things that I was talking about?1:15 Is there something different there?1:18 And what's behind you?1:20 Do you have a small table in the back?1:23 But you do a small group at?1:25 What else do you see asking kids?1:31 This question will get you many different answers because kids do not always do not have the capability sometimes to visualize what's around them.1:46 So ask your kids ask them what they see, what they notice, what's going on around them.1:52 That, that they can remember part of being able to be successful on some of the tests that they have to take are remembering where things are in the room even though we have to cover up the copy for alphabet, et cetera, et cetera.2:12 One of the things that they still need to be able to do is visualize where it was and go through that list in their mind and be able to access it then.2:24 Kids can't always do that.2:26 So if you want to learn more about how to increase visual perception without vision, sign up for dysgraphia certification, and that can be done in the writing glitch community AMS plan.2:40 Thanks for being with me today.2:42 And remember, you were put here for such a time as this.