Semple Math - Simply Unforgettable

I wish the materials were better organized. But I have not used anything else but teacher developed or (name removed) type calculator workbooks. Sorry if I mentioned too much. I strongly feel the program would lend itself to being organized by lesson with appendix cards, graphics, etc. There is too much prep time. I realize that when it has been used once it will be much easier. It's hard to get with the flow.

Jan Semple (Author) : You said a mouthful and I have to agree. The Level One manual you have (1st Edition) was the first manual I wrote for the math and it was a learning experience for me. Consequently, the manuals for Levels Two, Three and Four are much cleaner and user friendly. I had always wanted to revise the Level One Teacher's Manual and in 2004 I finally did. Unnecessary language was removed, the dialogs were made clearer, and each lesson was simplified in the interest of the teacher using our program for the first time with out sacrificing results. Still, the first time through there is a good deal of required preparation on the part of the educator but, you are right. It does get easier. The first time through is by far the hardest.

As for the illustrations they are intentionally simple. We have tried incorporating professional art work into our lessons. One artist offered a wonderful impression of whole number street, for example. Each house was an old brownstone with cars in the street and our brick wall and trees and cats and dogs and clouds... it was beautiful! However, it diminished the effectiveness of the lesson. We found that students would lose sight of the concept being taught. Although professional illustrations may make the program look much more attractive and sell a few more books...it will make the program less effective and succeed with fewer students. Our illustrations will remain very simple so that concepts are conveyed effectively.

Also, a simple (Semple) illustration can be readily reproduced on the chalk board by the teacher and easily recognized by the students.

Jan Semple (Author) : I feel for you, Kim. I have worked with students like yours and I know the extraordinary challenges you face each day. I am amazed that you found the strength to take on this Challenge and learn a completely different approach to teaching basic math. Please continue with Level One. I want you to see what this program can do in the hands of a teacher who cares enough to go above and beyond for her students. We will look forward to hearing from you in round two.


Lockhart, Texas, Round 1 Kim Kafka, Life Skills Class Lockhart High School 1. How many years have you taught? (not answered) 2. What grade level are you currently teaching? Special Ed, Self-Contained age 14 to 20 3. What do you teach? High School, Special Ed, Life Skills 4. How many students have you enrolled in the Semple Math Challenge? 3 5. Have you executed the program in good faith, as written with no omissions or substitutions thus far in the Challenge? Immersed. The only other curriculum being used is teacher developed functional math. 6. Please comment on the math performance of each student as they entered the Challenge. Were they on or below grade level? Below – Each child has a significantly insecure feeling about math in general. I have enjoyed watching my kids look forward to working on your curriculum. They enjoy the experience. Jan Semple (Author) : And they are lucky to have you! Sounds like you are right on track, Kim. I am happy to hear their spirits are lifting. We are all at our best when we are succeeding. Please keep going! 7. What progress have you seen in their math skills over the last 30 days? Are they on or below grade level? My students are MR and will never reach grade level. But, I can see where they may master some concepts they have never been able to master before. Jan Semple (Author) : They may surprise you. In any case, I am happy to hear of their success. I would be interested to know which concepts they are now able to master but never could before. 8. How do you rate the overall attitude, outlook and self-esteem of each student on a scale of 1 - 5, 1 being the lowest score? Comments are welcome. 4 – They feel confident especially now that the work is very basic and they are comprehending it. Best of all, they know what is expected of them. One lower level student is explaining some earlier worksheet pages and feeling great about it. 9. How does the portion of Semple Math you have now seen compare to any "non-Semple" learning materials you have used in the past? (Please do not identify and materials and programs by name.) I wish the materials were better organized. But I have not used anything else but teacher developed or (name removed) type calculator workbooks. Sorry if I mentioned too much. I strongly feel the program would lend itself to being organized by lesson with appendix cards, graphics, etc. There is too much prep time. I realize that when it has been used once it will be much easier. It's hard to get with the flow. Jan Semple (Author) : You said a mouthful and I have to agree. The Level One manual you have (1st Edition) was the first manual I wrote for the math and it was a learning experience for me. Consequently, the manuals for Levels Two, Three and Four are much cleaner and user friendly. I had always wanted to revise the Level One Teacher's Manual and in 2004 I finally did. Unnecessary language was removed, the dialogs were made clearer, and each lesson was simplified in the interest of the teacher using our program for the first time with out sacrificing results. Still, the first time through there is a good deal of required preparation on the part of the educator but, you are right. It does get easier. The first time through is by far the hardest. As for the illustrations they are intentionally simple. We have tried incorporating professional art work into our lessons. One artist offered a wonderful impression of whole number street, for example. Each house was an old brownstone with cars in the street and our brick wall and trees and cats and dogs and clouds... it was beautiful! However, it diminished the effectiveness of the lesson. We found that students would lose sight of the concept being taught. Although professional illustrations may make the program look much more attractive and sell a few more books...it will make the program less effective and succeed with fewer students. Our illustrations will remain very simple so that concepts are conveyed effectively. Also, a simple (Semple) illustration can be readily reproduced on the chalk board by the teacher and easily recognized by the students. 10. Has any standardized or local testing been used as part of this Challenge? If so, please explain the means of assessment and share your findings with consideration for student privacy. Only the test that came with the packet has been used. It was informative and surprising in some ways. 11. Would you recommend this program to other educators? Why or why not? Can't say as of yet if I would or not. 12. Should we sponsor a second round of the Challenge and for the purpose of sharing our Times Tables Kit? Sure – I think it is worth pursuing. Jan Semple (Author) : I feel for you, Kim. I have worked with students like yours and I know the extraordinary challenges you face each day. I am amazed that you found the strength to take on this Challenge and learn a completely different approach to teaching basic math. Please continue with Level One. I want you to see what this program can do in the hands of a teacher who cares enough to go above and beyond for her students. We will look forward to hearing from you in round two.
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