The present invention relates to a dynamic three-dimensional teaching aid that allows for alphabet teaching or storytelling for infants or children in diversified manners by dynamic movement of a teaching member with teaching content when the teaching member is moved, thereby stimulating indefinite curiosity and imagination of infants and children, meeting their learning ability, arousing interest not to be bored and to appear novel despite repeated use, and letting them actively participate in and focus on learning and that has a simplified structure, is easy to manipulate, and is accurately controllable for its movement. More specifically, the dynamic three-dimensional teaching aid is configured so that a first magnet 23 is moved under a teaching board 1 by a control rod 2, and a moving block 3 coupled with a teaching member 4 is placed, which includes an attractive force element to be attracted by the first magnet 23 and a second magnet 32, on a side of the attractive force element, to exert a repulsive force to the first magnet 23 to be rotated depending on changes in the moving direction.

The present invention relates to a dynamic three-dimensional teaching aid that allows for alphabet teaching or storytelling for infants or children in diversified manners by dynamic movement of a teaching member with teaching content when the teaching member is moved, thereby stimulating indefinite curiosity and imagination of infants and children, meeting their learning ability, arousing interest not to be bored and to appear novel despite repeated use, and letting them actively participate in and focus on learning and that has a simplified structure, is easy to manipulate, and is accurately controllable for its movement. More specifically, the dynamic three-dimensional teaching aid is configured so that a first magnet 23 is moved under a teaching board 1 by a control rod 2, and a moving block 3 coupled with a teaching member 4 is placed, which includes an attractive force element to be attracted by the first magnet 23 and a second magnet 32, on a side of the attractive force element, to exert a repulsive force to the first magnet 23 to be rotated depending on changes in the moving direction.

A magnetic building set and method for teaching numeracy and spelling is disclosed. An example magnetic building set includes a plurality of trays that receive a plurality of unit markers implemented in various manipulative exercises and games that teach numeracy, elementary arithmetic, story arithmetic problems, geometric shapes, and spelling. The magnetic building set enables a user to build a plurality of geometric shapes, structures, and other constructions. Trays can be provided to represent a plurality of numeric quantities. A tray and marker assembly representing a specific numeric quantity can be manipulated as a whole, while the unit markers contained therein are visible to the student and can be viewed, manipulated, arranged and counted individually. Students are instructed to manipulate the trays and markers in various exercises in order to learn counting, number composition and decomposition, subitizing of quantities, arithmetic operations, place value, story arithmetic problems, geometric shapes, and spelling.

A magnetic building set and method for teaching numeracy and spelling is disclosed. An example magnetic building set includes a plurality of trays that receive a plurality of unit markers implemented in various manipulative exercises and games that teach numeracy, elementary arithmetic, story arithmetic problems, geometric shapes, and spelling. The magnetic building set enables a user to build a plurality of geometric shapes, structures, and other constructions. Trays can be provided to represent a plurality of numeric quantities. A tray and marker assembly representing a specific numeric quantity can be manipulated as a whole, while the unit markers contained therein are visible to the student and can be viewed, manipulated, arranged and counted individually. Students are instructed to manipulate the trays and markers in various exercises in order to learn counting, number composition and decomposition, subitizing of quantities, arithmetic operations, place value, story arithmetic problems, geometric shapes, and spelling.

A building set includes a tray having a first row and a second row, each having a plurality of marker positions. The example building set also includes a plurality of markers configured for interchangeably fitting with the marker positions on the tray. A connection mechanism has a first connection on a first side of the markers, a second connection on a second side of the markers, and a third connection at each of the marker positions. The third connection interchangeably mates with the first connection and the second connection of the plurality of markers. The connection mechanism is at least one of hook-and-loop and magnetic, and may be biased toward one side of the markers to aid in subtraction. The tray and markers are configurable in various exercises and games to teach at least one of numeracy, arithmetic, and spelling.

A building set includes a tray having a first row and a second row, each having a plurality of marker positions. The example building set also includes a plurality of markers configured for interchangeably fitting with the marker positions on the tray. A connection mechanism has a first connection on a first side of the markers, a second connection on a second side of the markers, and a third connection at each of the marker positions. The third connection interchangeably mates with the first connection and the second connection of the plurality of markers. The connection mechanism is at least one of hook-and-loop and magnetic, and may be biased toward one side of the markers to aid in subtraction. The tray and markers are configurable in various exercises and games to teach at least one of numeracy, arithmetic, and spelling.

A writing instruction assembly includes a frame is comprised of a magnetic material. A plurality of style panels is provided and each of the style panels is assigned to a respective style of writing. Moreover, a respective one of the style panels is magnetically attachable to the frame to identify which style of writing will be performed. A plurality of instruction cards is provided and instructional indicia are printed on each of the instruction cards. The indicia on the plurality of instruction cards comprise words communicating writing steps. Moreover, the words on the instruction cards range between beginning steps of writing and ending steps of writing. The instruction cards are arranged on the frame to communicate a sequence of steps involved with writing to assist a student with learning the steps of writing.

A writing instruction assembly includes a frame is comprised of a magnetic material. A plurality of style panels is provided and each of the style panels is assigned to a respective style of writing. Moreover, a respective one of the style panels is magnetically attachable to the frame to identify which style of writing will be performed. A plurality of instruction cards is provided and instructional indicia are printed on each of the instruction cards. The indicia on the plurality of instruction cards comprise words communicating writing steps. Moreover, the words on the instruction cards range between beginning steps of writing and ending steps of writing. The instruction cards are arranged on the frame to communicate a sequence of steps involved with writing to assist a student with learning the steps of writing.

The invention provides language comprehension systems, including but not limited to, tactile teaching apparatuses and methods of using the same. In certain embodiments, the teaching apparatus may provide a sequence of outlined display windows in which selected pictorial representations may be placed, wherein each pictorial representation may represent single items or activities that a child engages with or in during a predetermined routine, thereby explaining to a child viewer what s/he will do during the predetermined routine. The apparatus may optionally include incentive indicators, such as stars or other items to provide encouragement or acknowledge success or completion of activities. The teaching apparatus may include a display board adapted to receive magnetized and/or erasable marked pictorial representations. The teaching apparatus may further be used to assist in communicating between patients and hospital, medical or dental personnel, or personnel in living facilities.

The invention provides language comprehension systems, including but not limited to, tactile teaching apparatuses and methods of using the same. In certain embodiments, the teaching apparatus may provide a sequence of outlined display windows in which selected pictorial representations may be placed, wherein each pictorial representation may represent single items or activities that a child engages with or in during a predetermined routine, thereby explaining to a child viewer what s/he will do during the predetermined routine. The apparatus may optionally include incentive indicators, such as stars or other items to provide encouragement or acknowledge success or completion of activities. The teaching apparatus may include a display board adapted to receive magnetized and/or erasable marked pictorial representations. The teaching apparatus may further be used to assist in communicating between patients and hospital, medical or dental personnel, or personnel in living facilities.