certified learning, Classrooms

Starting Education with a Solid Foundation

There are two alarming “trends” in the classroom that I have observed as a teacher. First, children are frequently focussed on getting their school work done quickly at the expense of doing it well. Conscientious children or those who take pride in using discretion and ‘getting it right’ are in the minority. It doesn’t help that video games usually reward speed over accuracy.

The other trend is students taking social direction from TV shows. Unfortunately, the characters that are emulated are often superficial, stereotyped, and unkind. Competition to be ‘cool’ leads otherwise basically soft-hearted children to become aloof or exclusive. Concurrently, children with borderline social abilities may experience little friendship from one day to the next.

The SOI Certified Learning program was established so that all students would get foundational skills in a systematic way from kindergarten up. Students move at their own pace and master all the basics of their learning module before moving on to the next one. Certified Learning is a program that teachers and students love! Children take responsibility for their own progress and teachers are able to provide one-on-one assistance as needed.

As a by-product of the system, children are taught that accuracy is important and that they are not being compared to one another. They quite naturally assist their fellow students and celebrate each other’s success.

One of the biggest problems for teachers in our traditional classrooms is that the number of children who are able to attend to teachers’ group instructions throughout an entire day is decreasing. The hyperactive students are immediately in trouble as they are unable to ‘sit and listen’ with any regularity. The non-hyperactive students who have difficulty learning by auditory instruction also become disruptive as their tolerance wears thin or they develop the habit of ‘tuning out’. SOI Certified Learning tackles this problem.

How does the Certified Learning system work?

Students are assigned to various stations. A small group will begin at the computer. The first week of computer establishes that accuracy, Continue reading “Starting Education with a Solid Foundation”

learning skills

The Effectiveness of IPP Remediation

The effectiveness of IPP remediation is linked to the order in which abilities are remediated and to the completeness of the program.

Over a two and a half year period, I worked closely with a school that described itself as offering an alternative school experience for students who were both gifted and had learning issues. As you are aware, there is a profile for the gifted/learning disabled student which Mary Meeker described as ‘mountains and valleys.’

In the school where I was assisting, many of the students did not have a lot of gifted cognitive abilities. However, all the students were bright and had some level of giftedness – be it creativity or good spatial awareness. At least three of them had no cognitive scores below average at a composite level. All of them were having difficulty doing academic work and none of them had been thriving in a regular school system. When I first did the IPP assessment on them, an alarming number of them could not stand on one foot for 10 seconds.

We began a program for eight students who attended IPP classes within normal school hours and then arranged an IPP program in an after school time period for some of the part-time students.

Many students had auditory and/or vision therapy before they came to the school. The feedback from the parents was that they had spent thousands of dollars on therapy without seeing any measurable improvement. Sure enough, through SOI/IPP assessment, we would see auditory and visual problems with their child. We’d also see vestibular problems. They would have cross-over, balance, and body -in-space difficulties. Continue reading “The Effectiveness of IPP Remediation”