Introduction Part III
Third, a poetry is often provided in which each grammar concept is highlighted. Emphasis is on the recognition of patterns and on developing a ‘sense’ of a grammar concept, not on learning definition, per se.
Introduction Part IV
A short comprehension passage is used next. In this, the children circle each, part of speech as being taught, for example nouns. Comprehension questions are presented at the end of each prose, to which a teacher or students may add their own questions.
Followed by all these, the work modules begin. Each one is graded and they are divided into two parts: COMPULSORY and OPTIONAL.
To accelerate the learning process, it is proposed that before a pencil is picked up, the compulsory exercises are done orally with the class as a whole, involving the children in an interactive setting as much as possible, after which the children do the exercises on their own in pencil. Those who finish fast move on to the Optional Modules.
A Four Part Introduction to Every Concept
The Programme presents ample opportunity for the integration of multiple-intelligences in the classroom. These approaches accelerate the process of learning while adderessing different learner types.
Introduction Part I
Each new chapter in the MAXIM Classbook begins with a teacher gage. This provides a teacher a few ideas for dramatic / interactive presentation of the concept, for example, for the presenation of ‘Nouns’ as below. A teacher may come up with her own interactive ways to present a topic.