# The Phases of an Album Chapter

Posted by **Greg MacDonald** on

When I talk about delivery in the classroom to students, or to Guides whom I am consulting, one approach that I introduce is the idea of *The Phases of an Album Chapter*. This approach is valid for most chapters of most elementary albums. (Some of the very few exceptions are chapters such as Grammar Boxes, Long Multiplication and Long Division, which are all presentations for Lower Elementary children.)

Here is one way that I’ve written about this in the past:

I received an e-mail from a recent graduate who has given me permission to share the following excerpt, which talks about implementation of this idea with young elementary children:

The children are NOT excited about basic operations with golden bead material -although these children truly need to work with that- nor working with the beadframe or checkerboard all day. But then I find myself presenting square root of numbers greater than 225 with the golden beads and they're loving it.

Anyway, I thought I'd share it with you to thank you for allowing me to discover the curriculum in such a way. As you have said many times, the materials teach the children as well as us if we just let them. Definitely keep insisting on this concept in your trainings. It is VERY valuable!

Presenting something such as Cube Root to six-year-olds DOES sound overly ambitious, and a little premature, until you take a look at the initial presentations:

- Count/calculate the number of beads in one of our Bead Cabinet cubes.
- Record that value.
- Count the number of beads along one edge of the cube.
- That number is the cube root of the cube’s value.
- (
*“Here’s how you can write that!”*)

ALMOST the same idea when we build cubes and count edges using 2cm cubes!

So sensorial! What's difficult about this?

An amazing energy can be generated in the children and the elementary learning community when an elementary Guide takes this approach ...

**© Greg MacDonald 2019**