Theatrical Puppetry Exercises with Musical Choral Speech Serve as a Tool to Enhance Memory and Learning Proficiency

Today, there are many brain exercise programs online that expect the client to have the motivation and interest to stay focused with an often tedious program. Many are random visual figure exercises to learn a series of images. The various types of visual and listening memory are not over-viewed, and, what is presented are visual memory exercises that are difficult to complete.

What is obviously missing from this paradigm is the crucial "listening-auditory memory" facet. Researchers have long written that auditory memory must couple with visual memory for the learner to understand or comprehend new information. Auditory/listening memory exercises must accompany the visual ones, and obtain effective results in the process. This challenge becomes a complex measurement and evaluation process to discover what is effective and works with all learning levels and capabilities. Following years of test-train-testing iterations, puppets were found to be an engaging, differentiating tool.

Yet, it can not be “any puppet, with any instructional purpose, or with any filmed procedure”, but should have a specific rationale and lesson objective in mind. Students are taught how to interface, react, and engage effectively.

To teach rapid auditory-visual memory, and to make the training palatable and exciting, I engaged a family of historical vaudevillian ventriloquist puppets that taught sequential learning to children age 9, up to the adult learner, who appreciated “the Charlie McCarthy – Edgar Bergen retro Hollywood radio days”.

Puppet characters offer the following beneficial qualities:

1) They offer a non-threatening, stress free, fun-like presence, and can become a “family affair” for the learning process. The learner remains in an abstract "one-up" position. Although they can challenge your capabilities to the next level, they do not intimate. When they back-talk, you are not personally offended, as they become your friend.

2) Their messages are rapidly understood. For example, they have been used in political cartoons and comic strips for decades.

3) Their vocal intonations penetrate the memory system.

Becoming an effective learning tool, we can learn from speaking puppets, but only when uniquely presented, are programmed effectively, and engage the learner.

Rather than fighting your way through a labyrinth of random, abstract memory lessons, as an alternative, instructional Mem-ExSpan puppetry games can improve our cognitive skills and memory uniquely and easily. We can learn visual and auditory factual names, words, and sequential memories, as in learning technical procedures, having jumped past outdated, rote memory systems.

And, if we find that these puppet characters do give us "guff," we really do not mind!

To find out more about Jan’s 5-Gen’s of classroom instruction backed by published, juried research, visit http://www.memspan.com

"Good Reasons to Understand Your Tablet's Operating System "

My recent article, “Electronic Tablet Devices: Questions to Ponder” drew some criticisms from family members. I was advised not to write such heavy technical articles that no one can understand. I agree that eyes glaze over when you start talking about operating systems or platforms, but – there are several simple reasons why you need to know just the basics, and not ultimately regret your purchasing decision.

Carefully consider why you should chose a tablet according to its operating system (OS), and not depend on a friend’s selection or advice. Or, totally ignore the OS process.

The primary reason is that your tablet's basic functions, or “how it works”, depends upon its OS. That includes settings, features, and controls like its operational rules, and the complexity of your use of them.

First of all, new, updated OS’s are coming out all the time. That very fact makes this discussion confusing. When I wrote the article, there were primary ones (Apple iOS, Google’s Android, RIM’s Blackberry, Hewlett Packard’s Linux, and Windows 7), and now there are multiples by many companies. Furthermore, the tablet may seem like a larger “handset device” that you already have.

To top it off, Windows 7 has morphed into its “Surface” tablet with Win 8 and its NT OS coming out later this Fall with new, updated features trying to resolve some of the iPad “non-productivity” shortcomings.

The initial tablet focus was on Apple’s iOS and Google’s Android. Now, both companies are in subsequent gen's of rapid, sequential development; Android is in its’ 3rd version called “HoneyComb”, and Apple’s iPad sells the iPad2 and 4G light. At the end of this article, I will point you to where you can find excellent tablet comparative insight, with blogs by Dan Grabham.

Before going to these Techradar sites, review my final points:

• My main point is: conduct online research in advance so you understand what features your device’s OS offers.
• Understand your tablet’s productivity functions, in other words, what can you do with it?
• Understand the maintenance requirements with possible ongoing costs.
• Understand that tablets are not cell phones; will it interface with your cell phone device?
• Understand that your OS decision will determine where you will find your tablet device. Who will be your carrier? The same one as your cell phone carrier? Splitting company families is unwise. Consider monthly contracts and binding costly obligations.
• Understand the software compatibility – will selections be primarily in the clouds or various apps to purchase to make it functional like your desktop/laptop? 

Understand that application purchases (apps) vary from company to company as far as selection, price, and download ease. Which apps do you want and need; does it matter? Each carrier offers thousands of choices, all different from each other. That means you will have to sort through them and make purchasing decisions.

Finally, How much time do you have to spend on multiple devices that you may own? Consider why you want a tablet device over your basic home PC or e-Reader? Yet, tablets function as e-Readers. Are you aware that there is a Kindle app for the iPad? Or, should you invest in an e-Reader rather than the pricier tablet? It becomes a matter of personal preferences.

To help decide among the multitude of choices, compare e-Readers online: Kindle Fire Vs Nook Tablet to understand the pros and cons. There are many directions to go.

Understanding that there will be significant improvement updates every few months, you may be tied into a two-year service agreement contract. Are there significant advantages for the increased monthly cost? Or will your tablet investment become another surfing entertainment toy that you replace frequently, or will it become a helpful tool that proves to be a wise use of your time?

For this tablet comparison review, check, “Techradar blog's” by Dan Grabham: "OS Tablet Comparison Articles" and additionally, "Tablet News, Reviews, and Advice".

"Selecting Electronic Tablet Devices: Questions To Ponder "

Introduction: There are many complex considerations to evaluate when purchasing the pricey tablet. 1) Purpose, 2) Operating System Platform Selection, 3) Cost, 4) Application Purchasing (Apps), and 5) Durability, Loss, and Replacement factors.

The very name of “tablet” denotes “simple reading and writing access”. This may be true, but there are many questions you should ask before investing in a tablet for yourself or your child.

To begin with, with the iPad – tablet craze, there are many versions out there for a variety of skill levels. It is becoming a tablet revolution as new operating systems emerge to compete with Apple’s commanding iOS, and now their new O X "Mountain Lion" operating system interface coming out soon.

The tablet device is now being purchased alongside other screen multiples that the average household contains: televisions, desktops, netbooks, laptops, and Smart Phones. To be more accurate, each individual, man, woman and child can each own, and divide their time, between several types of screens, in multiples. They are even being adapted into our automobiles. Even, Internet TV is here.

Tablets are a revolution touch learning device, as students can read and learn new material with the tap of a finger, as young as at the age of three. If you are an adult or teen who has been using a Smart Phone for years, transferring to the touch screen interface will be simple. Tablets seem like an outsized “Smart Phone”, with touch icons, and they give you the larger screen size. The various applications are understood, and where they take you for what you need to know.

There is a question as to how “heavy-duty” the tablet is for intensive business functional document usage, and making presentations, or whether it is best in classrooms or households. To compare the use of a desktop PC and a tablet: With the Windows PC you have to deal with start menus, mice opening and closing specified windows, boot-up time, and directories. It becomes a computer session.

With the tablet device, you launch an application, and you're using that app immediately. That's it. You don't have to teach computer or keyboarding use in order to use the Math or Reading application. And, it is small, highly portable. That is a big difference.

Screen Convergence: Apple, seeing the multiple screen inconvenience, has created a new operating system, OS X called “Mountain Lion”, with accompanying software to interface the iPhone, iPad, Mac desktop, and laptop to merge all screens interactively. They are working on the ability to view desktop apps as icons in an iPhone-like grid. The new Mac software will support a feature called “Air-Play Mirroring”, connecting images of the iPhone, iPad to the user’s television screen, through a $99 Apple TV device.

Subsequently, you will need to consider how you will divide your time between all of the multiple interactive screens you, and your family, own and operate both at home and away.

Five important key questions to consider when selecting a tablet and making a substantial investment:

First Question To Ask Yourself:

Decide on the purpose and skill level of the person using it. Will the tablet be for quick email communications, watching movies, listening to music, shopping the internet, or for classroom instruction? Can the household decision-makers agree on how time will be allocated between shopping and map surfing, presentations, watching movies and sporting events, social networking, conducting business operations, or for instructional usage?

Engaging heavily in any one interest or objective, as texting all day, is like living on potato chips; it is simply unhealthy and unproductive.

Skill Levels Vary Greatly in Dealing with Functions:

Everything from web and map searching, utilizing USB ports for backups, inserting head-phones, and microphones, downloading apps, and uploading to the clouds requires technical knowledge and performance skills.

Unfortunately, some tablets, like the current Apple iPad, do not have a USB ports to transfer data, or print, except to the clouds, or with a transfer cord to a laptop/desktop/printer. Be sure to check this important feature when you shop tablets.

Second Question:

Operating System Choices and Platform Considerations:

Decide, or have someone decide for you, which operating system (OS) you want to go with. You may want to bundle for better value. Although the Apple iOS now controls 90% of the market share, Android, Hewlett Packard’s Linux OS, and Windows 7 are fighting for positioning.

Be aware that multiple category screen interfaces are in the works for companies, but Apples new OS X "Mountain Lion" has a jump start coming out this year.

Onlive, Inc. has recently released an Apple OS free version of Microsoft Office (MS) – the productivity tools of Word, Excel, and PowerPoint, called “On-Live Desktop”. There are still concerns with the mismatch of the touch interface as MS Office was designed for keyboard and mouse.

There has been criticism regarding the Windows 7 Operating System (OS) not doing well on tablets compared to the desktop.

Make sure you do research for your Learning Management System (LMS) instructional requirements and whether you need Adobe Flash Streaming capabilities.

The Google, Windows, and Blackberry Android OS may become favorites as they incorporate Adobe Flash Player. In April 2010, Hewlett Packard (HP) acquired Palm’s web Linux operating system called webOS. The HP TouchPad tablet offers webOS – including Adobe Flash features, and will be released July 1, 2012 at competitive iPad price points.

Although the iPad – iPhone Operating System has not supported Adobe Flash Player which many Learning Management Operating Systems (LMS) require, they have launched a new Media Streaming Server 4.5 for $995 at an Amsterdam trade show.

The Adobe Flash Media Interactive Server 4.5 is $4500.

Third Question:

Price Point and Monthly Fees. When purchasing a tablet, there are many price points from under one hundred bucks up to one thousand dollars. Also, consider service providers’ policies and bundling with your Smart phone. Don’t forget to compare monthly costs for tablet operation. Monthly data fees range from $20 to $80 per month.

With planned obsolescence, you will want to change tablets for ones with newer features. Be aware that your service provider may lock you in for the life of the tablet. When dealing with obsolescence – who will trade them in, and when?

Fourth Question:

Application (APP) Purchase: For home use, who will be the decision maker in buying applications, and what research tools will they use? For classroom learning, who will decide on what apps to buy – where will the budget come from? For educational purposes, will it be a unanimous budget decision by the school building administrators or teachers, or by grades with appointed team-units?

Subsequently, how will the apps be downloaded and launched by younger students? In a classroom environment will all students launch them simultaneously, during break periods, or by the teacher – how? Will the steps and procedures be reviewed to save time and frustration?

Now, with Android and SMS apps, you can both send and receive text messages and calls with Skype and Google voice on some tablets. Check this feature when buying.

Fifth Question:

Durability, Loss and Replacement Cost. Research durability features and how the tablet device is designed. Electronics can be an expensive investment for any age, but particularly for young children who are not certain how to use them effectively, and are known to drop and break things easily. Durability selection will be an important choice.

I known those who left their tablet device on an airplane seat to find it disappeared. Decide if you can afford to replace it, if necessary. How will breakage and repair be handled? Replace the tablet with a new one, or rush to the repair store?

Instructional Usage:

The highly portable, light tablet can be used in all sectors of instruction: primary, secondary, college, or workplace learning. Costing less than textbooks, tablet sales into schoolrooms are expected to escalate over the next year. Subsequently, parents are wondering whether to invest in them for their youngsters’ usage at home.

On the tablet, learning becomes integrated with sound and text. Reading is now interactive and dynamic. Visualized actions are now replaced by stories that come alive with animations and sounds on the color touch screen. Does this activate their brain-room for their own imagination to grow? This question is answered in that it will depend. There is a big difference in the personalities, attention spans, and capabilities between children and the environments in which they live.

Yet, this learning must be directed, as attention spans for most children are short. Students can play fast games, but when applying tablets for instructional use with reading, math, and spelling, lessons must be parent supervised and managed. Questions must be carefully thought out and answered through automated tracking systems.

Tablets are ideal for displaying a variety of content to learners to explain concepts. This allows for differentiated learning, as pacing and timing are critical. Instructors can carry the tablet and move around learning areas to monitor student’s progress and make important adjustments to work.

Written Instruction Interfaces.

It is also to be determined how tapping out individual letters on a weak touch keyboard contributes to solid written expression capability. Will fast sequencing ability and thought flow be as productive as working on a desktop, netbook, or laptop? Or, should they be used together in tandem as screens converge interactively?

Written drafts may have to be printed out of the clouds, unless the tablet has a USB port for a connected printer. Pen and ink may become an alien concept; cursive writing is also nearly non-existent. How will we add our signature when we open a bank account or sign legal documents? Will we sign our names with an “X”, tapping with a stylus, or resort to rubber stamps?

Written communication instruction will still remain paramount, and will need to be taught, with or without paper, moving to keyboards and screens, embracing tablet domination.

Here's a short list of kid-friendly tablet devices in a broad range of prices that you can find online:

Touch Screen Tablet Alternatives for Kids:

When you don’t want your kid to break your iPad and suddenly turn it into a $600 paper weight, there are less costly alternatives. With the younger child, with more limited interactive sequencing skills, a touch screen can be simple, yet you might consider tablet interfaces created specifically for this age group in mind – like V-Tech’s V-Reader or Learning Innotab with a small 5” screen, designed for learning how to download applications (apps) for ages 4-9, $79.

The Korean Nabi, $200 tablet offers apps for three Select Age Groups, (3-5, 6-8, 9-11). It is a nice alternative for the more expensive iPad, as it has a camera, 7” screen, an SD slot for games, an audio jack, with built in speakers and microphone. This tablet features lots of free apps, a Netflix app is built in, and there is a Nabi store.

As a $200 alternative for all ages, the Kindle Fire tablet offers books, music and Netflix movies on a 7” screen; 3.5 mm stereo audio jack, top-mounted stereo speakers and a USB port.

Finally, Personal Well-Being: Isometric Finger Tension Considerations:

For daily student classroom usage, spending hours hovering over a tablet raises questions regarding back, finger, and eye-strain tensions.

Tapping too hard isn’t the only concern, research studies warn that simply holding fingers rigidly over the surface in anticipation of touches causes “isometric tension,” which presents even more problems for your finger muscles and tendons. The study also points out the double-edged sword of high-resolution screens, which might make for clearer images, but also cause smaller fonts that strain the eyes.

Recommendations are to avoid bending at the neck or back to use a tablet device and, if possible, connect it to a physical keyboard.

The jury is out on many of these tablet device questions, technology is moving forward rapidly, but they are something to be considered, and to think about now, as you select your purchase.

Avoid Excessive Over-Charges or Unethical Business Practices

Overview: Being on your guard for excessive over-charges, even fraud, is more important than ever in our fledgling economy. No one has extra cash to spend needlessly, nor want to waste time with the wrong, unscrupulous specialist. Even recognized professionals can devise ways of increasing payment returns and cash flow, especially when you are in a bind. Some go as far as fraud, as deception can be easily concealed in some industries that have layers of hidden technical know-how, and when problems are difficult to prove as malpractice or negligence.

Nothing is more upsetting than receiving a statement showing hidden excess billing charges or cheated by an unscrupulous dealer. No one likes to be taken advantage of.

They may be justified or unjustified surprises, some tantamount to being classified as unethical “rip-offs”. Unfortunately, some may be accidental accounting duplications; others may be embedded surcharges that you were not aware that you would be charged for like hotel usage. Others may be fraudulent or deceptive professional services.

The worst types are “scams” where unscrupulous charges are created intentionally, or planted. Some of the most notorious industries that can create excess charges are: hotels, hospitals, auto repair, veterinarians, dentists, plumbers, website designers, and computer repair technicians.

Initially, be aware how you present yourself, inadvertently announcing your income status. Walking in with a Gucci bag, driving a BMW, prices can escalate.

Coming from a frugal, small Dutch Iowa town, we were taught monetary principles ingrained generations back. Immigrating to the United States in the 1800s, the Hollanders wore velvet breeches and conducted business with gold coins. They soon found they were cheated wherever they went, and finally, resorted to an “unassuming-frugal-chameleon survival code”.

In other words, they learned not do display their affluence, or they would be charged more with business transactions. Currently, remaining unpretentious, few drive new high end cars and do not flaunt wearing expensive apparel with flashy accessories.

There is something to be said for this dictum, because if you look foolhardy, or appear pretentious with careless spending habits, you become subject to excess service rates. There is bias with older people, teens, and women, who become targets.

Or, if the proprietor finds that you are in an "emergency situation", you can be targeted, and unethical business practices may come into play.

Auto repair establishments, whether in a city or out “in the middle of no-where” like rural Utah, Kansas, or Wyoming, will double charge if they think they can “get away with it”, especially when you lack alternative options and need your vehicle.

We recently had our automobile towed from a near city’s hospital to a local repair garage. Then, the same week, our second car had severe mechanical problems, but luckily, happening near the garage we routinely use, so we drove the car in, limping all the way. The proprietor, knowing we were in a health-state emergency situation, gave us excessive double-cost estimates to repair the two autos.

Refusing to be victimized, the next day I called several other places to compare repair rates, and had both cars towed, a second time, from one garage to the next. I saved nearly one thousand dollars by being alert and on the offense.

One of the most surreptitious situations is when you unwittingly trust an unethical dentist. With many small and midsize towns becoming filled with dental competition, some find unscrupulous ways to create cash flow. They know they can get away with fraudulent work, because their colleagues will not acknowledge investigative inquiries regarding their missteps to the State Dental Board.

For some time, I was fortunate to have a reputable dentist, who did fine, professional work. When he retired, I went to an acquaintance who I thought was highly regarded. Then, a minor traffic accident unfortunately loosened four front teeth. Subsequently, to stabilize the fragile teeth, my new dentist inserted four posts without root canals, which would create abscesses. Much successive dental work would be then required, perfect cash flow. Conversely, the expected consequential plan would back-fire. The damaged teeth all abscessed simultaneously, rather than piece-meal.

Was this dentist merely a bad dentist performing shoddy work? At first, it was hard to determine.

Local consulted specialists were obviously appalled, but had little to say. They advised that they had never seen anything like that before, as root canals for posts were basic Dental 101. I would have to go to another state to get a true evaluation for corrective surgery.

I was further dismayed when I consulted a Dental School regarding the issue, and overheard students joking about how easy it was to practice unethical dentistry without fear of reprisal. And, make good money doing it.

To avoid your own dental horror story, if you question any work at any point of a procedure, find a reputable dentist, or dental school, in another state for a complete evaluation. A local second-opinion dentist will not want to reveal or try to correct any faulty work. Remaining professionally bonded with their local colleagues, they will refer you back to the dentist who created the mess.

The best way to avoid hidden fees and unethical business services is to:

           

1)      Research the person’s or the business’ background and reputation. Go online. Talk to people (not their references who may be shams) who have used their services. Inquire within other businesses, like real estate firms, if they have conducted work with them.

2)      Be certain you are working with the authorized decision maker or owner when making a purchase or arranging for services.

3)      Up front, obtain second, even third opinions regarding the work to be done.

4)      Ask questions. Obtain firm, descriptive cost estimates in writing, and establish specific guidelines up front.

5)      Be aware of your surroundings; read body language.

6)      Do not sign any document without carefully reading the fine print.

7)      Carefully review all billing statements and inquire if you note discrepancies.

"Meeting the e-Learning Implementation Challenge"

Creating Successful e-Learning Practice:

Today’s educational marketplace is becoming flooded with educational e-learning programs and products. They each focus on student improvement in learning basic skills such as reading and math, or any subject matter imaginable. Classroom performance will now be measured with each individual learner, not as class averages.

Subsequently, teachers having a classroom full of learning deficiencies will not be blamed for the class’s slow progress. My research demonstrated that with a class full of low auditory and visual memory learners, some of the students made gains latently, one to two years later. There were two types of control groups in the study.

Every classroom has several levels of learners for basic skills in reading and math. They will work at their own pace, possibly with peer partners with a new e-Learning program. Each student’s cognitive skills and learning styles will be recognized. The classroom will be managed with wide differentiation, but some effective training programs will be directed to the class as a whole.

Although continuously evolving as to “who and what” they measure, Performance Management Systems will be in place. Learning performance data will collect how much time each student spends on task and attending to the work flow process, and whether items are completed and answered correctly. This will be sent to the student’s own work assignment dashboard.

This is where benchmarks come into play. Each work unit assignment must be passed before going on to the next level. However, often these are multiple choice questions, which do not always measure a student’s actual performance accurately. This becomes a concern.

The proof-in-the-pudding is through written assignment evaluations. Although they take longer to grade, missteps are easily spotted by a trained eye. These written assignments should be sent home daily for parents to follow.

Easy-to-use data systems will be available to schools for effective instructional decisions. The data will be aggregated into a data base pool as to how the student is performing with each step of the learning process. Scores that are not met, the work will be reviewed and repeated. The benchmarked lessons will comprise program effectiveness summaries.

Parents will become more involved and supervise online learning sessions at home. Students will have their school computerized dashboard transferred to homework assignments. Supplemental online tutorial work – will be explored to high levels. Comprehension will be emphasized, and there will be alternative forms of recitation. Work process flow states will be introduced, and speed of work deemphasized.

Professional educator development will be instrumental in learning these new procedures and processes. The school culture will become one led to continuous personalized student improvement. In some cases, teachers may sign compliance agreements to ensure the accuracy of the instruction, so that student in-class learning time is highly functional. There will be more of “passing through the grades” with students winding up in secondary school unable to compute, read, write, and communicate effectively.

Schools will chose particular e-Learning programs based upon data effectiveness track records. Data will be aggregated according to student learning performance levels and demographic groups. Only the best e-Learning programs will survive, rising to the top and be in demand.

Determining the most effective e-learning programs through performance evaluations will be challenging.

School district administrators should consider a variety of ways for e-Learning data collection implementation; classes with a particular e-Learning training program, a class or two without any e-Learning, and classes with an alternative e-learning training program. This creates control comparison groups not only for the class achievement as a whole, but with individual learners.

A consideration would be to continue to collect the data from individual students for two years, then, switch around the e-Learning programs, and compare results for the following two years. It may be found that there are some results for many programs. School district administrators, educators, parents, and investors will be interested in the outcomes.

Unfortunately, this data measurement scenario will take a few years for complete evaluation outcomes.

Gradually, but purposefully, new research-based methodologies and systems will be put in place through e-Learning transfer. Educators will find their work increasingly exciting as they watch their students grow and excel to new heights. Students, seeing themselves, and their peer classmates excelling, will develop enthusiasm for learning, thus reducing behavior problems.

Consequently, the e-Learning implementation challenge becomes well-worth-the effort for educational practice improvement.

Erland, J. K (Fall 2000). Brain-Based Accelerated Learning Longitudinal Study Reveals Subsequent High Academic Achievement Gain for Low Achieving, Low Cognitive Skill Fourth Grade Students. The Journal of Accelerated Learning and Teaching 25 3 & 4.

"The Necessity of Understanding Procedural Instructions"

Why Students Do Not Perform Well in Science and Math

President Obama recently encouraged students to enroll in science in math, stating that it was "cool" to do so. What is not understood with this statement is that there is a tragic paradox. There is a reason many learners do not enroll in these subjects. Most do not have enough underlying memory capacity to learn the complex information and then apply it.

Furthermore, assuming this, students are unable to understand and follow procedural instructions basic to conceptualizing mathematical and scientific information.

Why is this? Numerical arithmetic is taught in grades 1-3, and there is a major shift in the curriculum in grade 4. Right-brain spatial numbers shift into left-brain sequencing with advanced concepts. National test scores show that math scores, including advanced concepts, drop off beginning in grade 4.

Understanding science requires not only doing simple experiments and reading scientific stories out of textbooks, but requires procedural, stepwise learning.

Procedural learning requires the mastery of learning step-wise procedures. Following directions is usually taught with simple question and answer worksheets, or now, with online question/answer assignments laced with cartoons.

Nationally standardized test scores do not change for the better. Textbook companies scratch their heads. Innovators come up with practice applications. Still, "No Go."

Why do we fall behind other foreign countries -- how can these children encode-decode information while ours do not? Do they have more stringent learning practices requiring focus and sequencing of difficult material? Do they learn more foreign languages that require intrinsic symbolic encoding/decoding applications? Do they study more musical instruments that require focus, practice, with encoding/decoding? Both musical training and learning a foreign language trains auditory (listening) memory, critically needed for learning technical sequences.

What is missing?

If students are unable to listen to complex instructions (teachers spend hours daily repeating directions over and over), and students then work in teams where one member does the application "thinking" and fills out the responses - even on the computer, how are the others learning? Somewhat? Many are working in small tutorial groups with simple assignments far below grade level work.

The missing link is teaching students how to encode and decode sequential information, and expand their visual and listening memories an underlying requirement for conceptualizing formulas and mathematical equations.

This is done through cognitive skills training, although this is not available in the typical school classroom. Every student processes information differently, with different learning styles and capacities. The teacher can not begin to test and measure every child's cognitive skills, nor are they qualified to do so. It is also expensive and time consuming to have them measured and evaluated through private practitioners.

Assignments will not be learned as expected, and there is much time spent "How to take the interim benchmark tests, or "teaching to the test" for the final end-of-year nationally standardized achievement tests that include reading, math, and science scores. Classrooms spend hours teaching how to select and fill in multiple choice answers on the computer. Pressure is placed upon students who naturally lack the necessary "brain-power" to sequence and code instructions.

Is this fair? Of course not. We are training test-taking robots, not how to assimilate and learn science and math required for understanding and expanding our technological capacities.

How can we attack and get around this, if the necessary brain skills are not taught in schools or in most computer software skill drilling programs? Students are learning only pieces of the information, not complex series that are fundamental to learning science and math needed for technologies.

Parents can now help fill in this gap - the missing link. There soon will be more parent "how to" information readily accessible through internet learning. Applications will be pleasurable, scientifically tested, and learning will be fast.

The ability to encode/decode sequential information will be taught through specific, scientifically tested training regimens. It might be something for all of us to consider. Let's look to future possibilities.

"How To Understand Your Child's School Test Measurements"

What State Prescribed or National tests Will My Child Take?

Each State’s Department of Education decides which tests will be given in that state, although the "No Child Left Behind" act is a mandated federal law. Now, States must comply with Common Core Standards (CSS) that require that certain levels of subject matter be taught and subsequently achieved at prescribed grade levels.

Students receive multiple tests regularly in school. Not all tests are the same. Some are formal and nationally standardized which measure content knowledge with thousands of students taking these assessments in all geographical areas. These are typically administered at the end or beginning of the school year.

Reading and math Nationally Standardized Academic Achievement tests are given annually in grades 3 to 8, and at least once in grades 10 to 12 in all fifty states. Students are tested in science at least once during grades 3 through 5.

Many states give additional tests in social science, writing, and language arts in various grades. It will be up to you, as a parent, to discover what tests are given, and when; and where you can fill in by obtaining needed tests for your child.

What are Formative Tests? Other tests are informal measures of learned subject matter like classroom daily written assignments, a spelling test, or simple observations and checklists. These are ongoing on a regular basis to evaluate progress in learning. These informal measures are called criterion referenced and formative. Here is how a parent can be further engaged to help their child: 

How Parents Can Engage With Their Child’s Classroom:

1. Connect with your child’s teacher in the school.

2. Call the school office to ask for an appointment with the teacher.

3. Visit the classroom at the beginning of the year in September, and ask questions pertaining to your child’s daily classroom assignments and homework.

4. Ask to see samples of your child’s work, or request that they bring their daily work assignments home that were completed in class.

5. Ask when your State’s prescribed math and reading formative tests begin, how many will be given in the year, and what information is and will be available for your child.

6. Some interim tests may be called “testlets.” The purpose of the testlets is to guide future instruction to close gaps between current performance levels and target proficiency levels.

7. Although every state will design their own test schedules, generally, there will be two-four interim tests during the months of August, October, December, and February, and two final summative tests during February, March, and/or April. Ask when these tests are given at your school.

8. The initial August interim tests for grades 3-8 will show scores in the basic skill reading and math subject matter areas.Typically, all students begin with the same test level and receive baseline scores. Then, these test scores may be divided into three definitive ability areas: (hard, medium and easy).

9. Then, ask the teacher what test indicators are given and where your child fits into the criteria levels that have been assigned.

10. Ask to see the interim test results to define strong and weak areas, and also to help guide your student at home in weak areas with online learning applications.

11. Indicate that you would like to communicate with the teacher following each of the testlet time frames so that your child can show progress in closing gaps, and move up in the defined ability/achievement levels.

12. Ask, what can I do next to support and backup class work, and when can I visit and assist in the classroom next?

Now, you have begun understanding how your child’s class work is being measured and evaluated. This simple checklist is part of evaluating your child’s learning styles, strengths, weaknesses and personal interests. Once you determine these testing and measurement categories – you can begin identifying the right resources to help your child learn in just about every subject matter imaginable.

Sharpen Your Problem-Solving Skill

Our work world is becoming ever more complex as we work in teams and problem-solve continuing workplace issues. Even our personal lives are complex. In facing problems, it is baffling why some of us can see them coming, and can diffuse them off, while others stay mired in a constant web of distress.

Although we avoid looking for trouble, we often wish we could be better at avoiding it before they appear as full-blown issues that we must cope with.

Unfortunately, we can stay locked into an analytical mode, do not recognize situational patterns, and miss the point. We become so engrossed with scrutinizing details that we fail to see the big picture. Missing clues that are obvious to others, we stumble along.

Concurrently, this is detrimental to our image and future as we can become pigeonholed at a particular skill level in our work.

It all boils down to having an ability to intuitively spot patterns going amiss with our work and daily life situations. How can we do this?

We need to reflect and understand our own mental machine and our information processing capability. It lies in our ability to encode right-brain patterns quickly and then recognize tell-tale signs of irregularities. This is referred to how "we see into situations," or “getting it,” and you probably know if you are adept in this area.

What can we do to see into situations with their web of inherent difficulties? We can become aware of insightful patterns and improve our encoding ability for spotting pattern breaks which alerts us that something is amiss.

What is a pattern break?

A “pattern break” is something different in routine thoughts, body language, wording, speech, routines, actions, individual’s appearances, or expressions. When you see something differently than expected, or out of the norm, you must become aware of your insightful realizations, and put yourself on “alert,” and react accordingly.

Avoiding Problems at Work: Observe the team members you work with. What are their attitudes, values, and hidden agendas? Are they sincere? What does their body language indicate? Do they appear positive and offer honest opinions? Are their contributions valuable to the project? Or, are they convoluted and too complex to be practical? Will their input create complications?

What are the drawbacks?

Do you see their work favorably, creatively, with an open mind? How does the team compliment each other in terms of work quality and input? How will I react to an impending obstacle? Will I remain level headed, as I notice irregularities? Can I systematically solve them by smoothing out the missing links?

Avoiding Problems at Home, ask yourself: Am I taking time to participate and listen to family members? Do I spend too much time "in my own world?" When I see a bad situation, can I work through it systematically, noting the attitude and reaction along the way? Do I hastily react, creating a deeper abyss of trouble? Am I willing to compromise and work the problem out before it intensifies?

Avoiding your Personal Problems, ask yourself: Do I continuously make the same mistakes, because I do not recognize self-destructive patterns? If I do recognize them, am I unwilling to change the pattern because it has become a habit (like smoking or drinking alcohol excessively)?

How to practice and speed up your encoding of patterns:

1. Learn a foreign language -- practice new vocabulary words with a tape recorder as a response system. Speaking creates sound patterns that activate the brain.

2. Learn to play a new musical instrument. Musical notes are symbolic patterns. Reading music involves rapidly encoding notes while scanning the measures and phrasing. It is excellent brain exercise.

3. Try repairing or installing something mechanical. Note the design or maintenance patterns. Many of us dislike and avoid reading technical manuals. However, noting technical patterns, as on Smart Phones, is good encoding practice.

Becoming aware of the evolving patterns in our world will keep us sensitive to things that are out of kilter and which create problems that we can do without.

Blended e-Learning to the Rescue - 6 Available Models

By Jan Kuyper Erland


Today's students eagerly welcome new virtual educational approaches, as new information is readily at their fingertips. To complement the vast amount of available curricula, even the high average and overly bright students can upgrade their cognitive skills beyond imaginable depths. Now, we can move forward without hesitation.

For slower students, the typical solution was in-classroom or pull out tutorial assistance of daily assignments. Teachers, not knowing how to implement advanced instructional strategies, remained instructing within this inefficient model. In many cases, teachers feared additional, cumbersome work in learning and implementing new methodologies.

In-class time remain at a premium. Tight budgets prevent ordering instructional materials. Even though grant and State monies pave the way, test scores stagnated.

Years of often poor and limited instructional content and video production on CDs-DVD's, hindered streamlined, high impact education. High tech-quality instruction will now make a difference for both the teacher and now “Screenager” student to achieve quality education meeting State policy Common Core Standards.

Now, the internet booms with educational innovation, paving its way into the emerging high-tech classroom. Teachers will no longer have to learn new methodologies, because Blended e-Learning will do it for them. Interactivity between the student and online lab will be key. Various forms of student engagement practice exist to interface with virtual learning.

A recent article (January 2011) by Horn and Staker of Innosight Institute, reviewed the current six available classroom Blended e-Learning models to relieve the teacher by offering new insights, and recharge all students to higher academic performance levels: http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/

Model 1: Face-to-Face Driver; Supplemental Assistance
The physical teacher deploys online learning on a case-by-case basis to supplement or remediate, often in the back of the classroom in a study carrel, or in a technology lab.

Model 2: Student Rotation on a Fixed Schedule; Remote and Onsite – Teacher in Charge
Students rotate on a fixed schedule between online self-paced learning and sitting in a classroom with a traditional face-to-face teacher. The classroom teacher usually oversees the online work.

Model 3: Flex, as Needed, for Dropout - and Credit Recovery Programs
Flex model programs feature an online platform that delivers most of the curricula. Teachers provide on-site support on a flexible and adaptive as-needed basis through in-person tutoring sessions and small group sessions.

Model 4: Online Learning Lab Delivers the Entire Course in the Classroom
The online-lab model characterizes programs that rely on an online platform
to deliver the entire course but in a brick-and-mortar lab environment. Usually these programs provide online teachers. Paraprofessionals supervise, but offer little content expertise. Often students that participate in an online-lab program also take traditional courses and have typical block schedules.

Model 5: Self-Blend; High School Students Enroll in Online Courses
Blended learning among American high schools is the self-blend model, which encompasses any time students choose to take one or more courses online to supplement their traditional school’s catalog. The online learning is always remote, which distinguishes it from the online-lab model, but the traditional learning is in a brick-and-mortar school. All supplemental online schools that offer a la carte courses to individual students facilitate self-blending.

Model 6: Online Driver Platform and Remote Teacher; Home Schooling Option
The online-driver model involves an online platform and teacher that deliver all curricula. Students work remotely for the most part. Face-to-face check-ins is sometimes optional and other times required. Some of these programs offer brick and-mortar components as well, such as extracurricular activities.

These models have the potential to revolutionize education as we know it, offer excitement and learning nuances to the classroom, while additionally solving the budget crunches and raising student achievement performance scores.

Innosight’s 2011 white papers on Blended e-learning: http://www.innosightinstitute.org/innosight/wp-content/uploads/2011/01/The-Rise-of-K-12-Blended-Learning.pdf

Horn, M. B, & Staker, H. (January 2011) The Rise of K-12 Blended Learning. Innosight Institute, Philadelphia, PA.

Clayton M. Christensen, Michael B. Horn, and Curtis W. Johnson, Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns (New York: McGraw-Hill, 2008).

"INTENSIVE SENSORY INTEGRATION INSTRUCTION TRANSFORMS HANDWRITING”

Pub. Special Education Advisor 10-17-10 http://www.specialeducationadvisor.com/intensive-sensory-integration-instruction-transforms-handwriting/

A recent Wall Street Journal article, “How Handwriting Trains the Brain” (Bounds, G.) could conversely be stated that “Brain Training Changes Handwriting.” Technically speaking, increased and retrained brain activity can transform handwriting following twenty hours of intensive multi-sensory integration instruction (Erland, 2000).

What is Multi-Sensory Integration? Sensory integration can be defined as a successful combination of the visual, auditory, and tactile input processes to the brain. Early pioneer researcher and occupational therapist, Anna Jean Ayres, (1920–1989) wrote several books on the topic describing how deficits in sensory perception blocked informational input to the brain inhibiting motor output (Ayres, 1972, and Wikipedia, Ayres, J.).

Her forward-thinking work stirred controversy for a number of years. She wrote, quoted in the 1980s, Wikipedia, “It has not been easy for the helping professions to conceive of human behavior as an express of the brain, and they are still struggling to do so.” Unfortunately, these brain-learning, theory-practice amalgams remain today.

Which Cognitive Abilities are Required for Handwriting and Written Communication? Handwriting requires right-brain visual closure and spatial perceptual ability, with left-brain sequencing of letters combined with fine motor coordination.(Reid & Hresko, 1981) The connection of visual (seeing) and auditory (listening) learning are required for understanding, or the “integration of information (Hessler, 1982).”

Was Penmanship Taught? It is important to note that penmanship was not trained in my classes; per se. Students were instructed to “Think, Say, Do,” following the renowned Bandura’s 1971, Social Learning Theory, and the Gillingham & Stillman early reading-phonics multi-sensory model, 1970, which later became the recognized Orton-Gillingham Dyslexia training program.

Can Visual and Auditory Abilities Be Reliably Measured through Formal and Informal Assessments? Recognized norm-referenced, valid and reliable cognitive skills test batteries readily measure these sensory processing areas, The Detroit Tests of Learning Aptitude (DTLA) v. 1, 2 Visual Closure, Letters Sequences,, Auditory Memory for Words, and Oral Directions subtests; v. 3, & 4 subtests came later (Hammill, 1985; Baker and Leland, 1967, 1935, Pro-Ed). Additionally, Visual and auditory memory subtests from the Woodcock-Johnson Psycho-Educational Battery (1978) were also applied to obtain student baselines.

When I first began testing and retraining cognitive abilities in 1980,(Erland, 1980) it became an ongoing incubation project covering many years of test-teach-test-publish iterations applying my puppetry and choral speech methodology to these recognized research and practice models. The sensory integration interventions revealed pre-posttest training change on the visual closure and letter sequencing DTLA subtests, beginning in 1981 following my program instructional interventions.

Can Handwriting Change Reliably Indicate Changes in Learning Capability? Notable handwriting changes were consistently and immediately evident with a perceptual “turning point” after twenty hours of daily, intensive, multi-sensory training. Fourth and fifth grade students with additional adult pre-to-posttest handwriting and testing cumulative compilations exist, documenting perceptual and fine motor change. With school classroom 48-Day, 24-hours of prescribed sensory integration implementation, following the same twenty hours of media-based instruction, revealed improved perception, thought, handwriting, and test-taking (Special Education Advisor, 2010).

One experimental study evidenced posttest change with one-two-year marked longitudinal student improvement with two classrooms of low-achieving/low auditory processing fourth graders on the Iowa Tests of Basic Skills CogAT Quantitative (pretest 58%-posttest 71%; 2-yr. 70%) and Nonverbal (pretest 59%-posttest 72%; 2-yr. Long 76%) areas. (Iowa Tests of Basic Skills, CogAT and Erland, J. K. 2000, p.20). The CogAT test was externally administered by the school and scored by the Princeton Educational Testing Service (ETS). These results have a high correlation with reading comprehension and mathematical learning. Individual student three-year CogAT trending is on pp. 22-23 of this published report (Erland, 2000).

A sampling from the handwriting perceptual and sequencing change exhibits is available on: http://www.memspan.com/handwriting2.pdf

Early on, it was determined through continuous, in-depth assessment and monitoring of all levels of learners and ages; children, business adults, and college students, that most individuals have information processing weaknesses or cognitive gaps ranging from mild- to- moderate- to- severe. And, unidentified, they are forced to cope with them.

Seeing continuous formal assessment outcome success, the ongoing research was continuously documented (1989-2000) in a scientific publication, The Journal of Accelerated Learning and Teaching. Needing a nominal reference for this research intervention, the edutainment methodology of using puppetry and choral speech was given the name: The Bridge to Achievement® (The BTA). The accompanying continuous formal assessment regulated that trained students were not merely “motivated’, or thus transformed through positive thinking, but had outcomes of improved reading and math scores (Erland, 1994). Yet, this overt handwriting transformation also operated as positive personal feedback and as an incentive for learners to “keep trying.”

To eliminate the possible motivational contamination of using puppets as “novel stimuli,” an eleven classroom experimental study was conducted using an “alternate media activity” for the control groups (Erland, 1999).

Discovering Learning Issues: Problems in these cognitive and fine motor areas show up in the early grades when basic skills are initially taught, indicating visual perceptual difficulties or directed as ADHD. While many children are formally referred and tested for Special Education from classroom observations, many are not, and subsequently fall through the cracks, missing important inter-sensory training during the critical early years.

Parents should show advocacy and watch for faulty handwriting symptoms and seek professional guidance and direction. Ignoring these critical perceptual symptoms, leads to a life-time of potential auxiliary written communication set-backs and other social-educational learning issues.

Another recent Special Education Advisor article by Claire Nissenbaum, M.A. (2010), “Messy Handwriting is a Predictor of ADHD in Girls," also indicates perceptual-penmanship red flags, because boys have spatial and coordination advantage over girls, Durden-Smith and DeSimone, 1984. Yet, boys outnumber girls in Special Education referrals and many parents do not want labeling stigma, “Once In, Never Out.” p. 115 Turnbull, Stowe, Huerta, 2007.

The bottom line is that perceptual and fine motor skill problems, as evidenced in handwriting samples, can be retrained through cognitive skill sensory integration instruction. Many well-known programs have existed for some time that offers this type of training in varying methodology formats and time requirements, obtaining a range of outcome results.


Ayres, J. A. (1972). Sensory integration and learning disorders. Los Angeles: Western Psychological Corporation. Wikipedia: Anna Jean Ayres biography.

Baker, H. & Leland, B. (1967). Detroit Tests of Learning Aptitude - 1. Indianapolis, IN: Bobbs-Merrill.

Bandura, A. K. (1971). Social learning theory. Palo Alto, CA: Stanford University Press

Bounds, G. (October 5, 2010). How handwriting trains the brain. The Wall Street Journal. Health and Wellness.

Durden-Smith and DeSimone, D. (1984) Sex and the Brain. New York: Warner Books.

Erland, J. K. (Fall, 2000). Brain-Based accelerated learning longitudinal study revealed subsequent high academic achievement gain for low-achieving, low-cognitive skill fourth grade students. 25, (3&4).

Erland, J. K. (Fall, 1999). Brain-Based accelerated learning and cognitive skills training using interactive media expedites high academic achievement. Journal of Accelerative Learning and Teaching, 24, (3&4).

Erland, J. K. (1994). Video-taped instruction creates listening and visual memory integration for higher reading and math scores. Journal of the Society for Accelerative Learning and Teaching, 19, (2), 155-227.

Erland, J. K. (1980). Vicarious modeling using peers and puppets with learning disabled adolescents in following oral directions. Unpublished master's thesis. University of Kansas, Lawrence.

Gillingham, A., & Stillman, B. W. (1970). Remedial training for children with specific disability in reading, spelling, and penmanship. Cambridge, MA: Educators Publishing Service, Inc.

Hammill, D. D. (1985). Detroit Tests of Learning Aptitude-2. Austin, TX: Pro-Ed.

Hessler, G. (1982). Use and interpretation of the Woodcock-Johnson psycho-educational battery. Hingham, MA: Teaching Resources.

Nissenbaum, C. (September 30, 2010). “Messy Handwriting is a Predictor of ADHD in Girls,” Special Education Advisor; The IEP and Special Education Social Network.

Reid, D. K., & Hresko, W. P. (1981). A cognitive approach to learning disabilities. New York: McGraw Hill.pp.16-17.

Riverside 2000. (1994). Iowa Tests of Basic Skills Integrated Assessment Program, Technical Summary I. Chicago, IL: The Riverside Publishing Co.(a subsidiary of Houghton Mifflin Harcourt)

Turnbull, H.R., Stowe, M.J., and Huerta, N.E. (2007). Free Appropriate Public Education. Denver: Love Publishing.

Woodcock, R. W. (1978). Development and standardization of the Woodcock-Johnson psycho-educational battery. Higham, MA: Teaching Resources Corp.

Don't Fire the Teachers - Retrain the Kids' Learning Abilities

Teachers are in a hotbed now. Not only are salaries and teaching positions frozen, but many are being fired due to budget constraints. School Districts and Schools, not knowing how to get a handle on whom to show the door, have tied standardized testing classroom scores to teacher worthiness and instructional excellence.

Teachers are being asked to “re-teach” what children have not learned: like basic math facts, generally taught in the third grade. With specific curriculum requirements for each grade level, it is difficult to go back and continually review, and then have enough time to teach the necessary basic skills for that particular grade level.

To top it all off, teachers, grades four and up, are forced to spend several hours daily, four days a week, to teach the standardized test mechanisms. This is not subject matter-content instruction; it is merely test-taking mechanics on how to choose a multiple choice answer and move through the exam in a certain amount of time. Struggling students often sit with a higher-ability level peer and mimic test-taking actions, not understanding the concept.

What is not taken into consideration is that classroom student ability level composition varies from room to room. One class may have more “struggling” students than another, placing that teacher at a disadvantage compared to another class of higher ability students.

What is missing here is that each student’s ability level should be pre-tested in the early elementary grades, and carefully followed by the parents and teachers. That way, learning progress can be tracked.

Private assessment consultants can be identified for parents’ engagement, and brief group cognitive skills standardized test batteries can be administered by the school in early elementary years. Listening and visual deficiencies can be pinpointed as to severity. Classrooms can then have a fair distribution of ability levels dispersed between classes.

Any teacher should not be unlucky enough to inherit a classroom full of low performers, and then be fired because they were tough to teach and failed to obtain immediate test results.

My own research demonstrated that a classroom of low performing fourth graders did not obtain a change in standardized test scores immediately following a strong intervention. The results appeared a year later, when the students’ scores were reconfigured, and it was discovered there was sometimes a latency effect with slow learners. Two years’ later these two low-achieving classes passed up a group of gifted students, achievement score-wise because of my intervention.

Moreover, should we fire the unlucky teacher who had to wait a full year to see results from her own excellent teaching? And, ironically, the subsequent teacher receives applause and a bonus for the work the former teacher conducted?

Concurrently, students’ learning abilities are not predetermined, and the myriad of drill and practice subject matter computerized programs while they do some good, do not remedy the information processing shortcomings. That is why we are caught up in this academic achievement dilemma.

We spend time practicing the mechanics for standardized tests, do not learn the subject matter, nor are we retraining cognitive abilities so every child can be an efficient learner. With systematic early student ability retraining, teachers would be able to teach, students would learn what they are taught, achievement test scores would systematically raise, and teachers will not have to be fired.

“Rushed and Connected: Why Do We Crave Social Networking?”

Do you get an adrenalin rush viewing a snippet of unimportant information on your social networking page? Perhaps an incredibly accessible internet with our sense of personal isolation promotes our craving for social networking. Why do we exist in a state of continual “hurry and worry” with a need to be connected remotely rather than personally face to face? Do we live sheltered within our pressing moments, a click away from our next connection?

Have you ever wondered, while out in traffic, why cars are racing, darting in and out of traffic lanes, their drivers hurriedly talking on their cell phones? When we reach our intended destination, have we completed a purposeful objective? Or, do we rush on to another scheduled commitment?

Why do we stay in constant communication with a distant voice and texting, adding simple remarks on social networks, remain available to chat with online strangers or people you knew years ago, yet not know the name of your next-door neighbor?

Nevertheless, the list is almost endless with positive online social networking opportunities: gaming, dating, learning, business, health, social, shopping, blogging, job searching, and health; they still remain as abstract social connectedness.

Online networking can be meaningless, even inane; compared to time spent reading good literature, sitting down visiting with a friend, or writing expressive discourse. Some captured remarks off my page: “We need rain.” “I will enjoy buying school crayons.” “My dog misses me.” “I hear thunder.”

This is first-rate conversation?

Yet, virtual social urgency somehow feels safe, a consoling part of us, less judgmental, and we don’t have to find ourselves feeling self-conscious in front of others. There is no body language to read.

Happily, social net pages lack traditional societal income level pecking orders, and rely more on meritorious achievement connecting “like minds.”

Subsequently, we are all in there together, and can easily remove ourselves by touching the off button. Or “X’ them off our list. Done. Chats can be unanswered. Nothing is justifiable, or has to be explained, no commitments.

Today’s Gen Y generation is “I want it now – and I will get it now.” That means, they have to hurry to get it, or at least they think they do. And, they remain connected online. Is the internet the perpetrator, or is it merely a fast-tract social avenue?

Those that seem to be in the biggest hurry are Gen Y, people ages 18-32 and are 30% of the internet population. Those younger, ages 12-17, are online 92% of the time, whether it is communicating through texting, locked in entertainment, or researching on netbooks or smart phones. (Pew Internet Research, January 2009. “Generations Online, 2009.”)

This younger group, our teens rush also, especially when going out for fun or shopping, expecting the next moment to change their reality. Staying in a constant state of “trivial busyness,” they receive instant gratification from the internet’s beckoning social opening, their virtual world. Do social pages satisfy their inner insecurities and nervous anxieties?

Maybe it is time to step back and spend less time with the addictive social connectedness rush. Quietly consider future objectives and how we might reach them. There is a saying, that all comes to fruition in the “fullness of time.” Unfortunately, creating a sense of purpose takes patience, with directed focus. It is something to contemplate.

Fooled by False Indicators?

We are bombarded daily from a myriad of distorted signals, including unreliable financial, market and real estate reports, and blatant advertising. It pops up everywhere. We become wary.  Thousands of tweets beckon our way; most are promotional in nature.

Software has been designed for social media marketing, in addition to existing sales sites, to make purchasing decisions based upon your clicks, and the type of merchandise you buy. Soon this 3.0 technology will be on hand-held device apps.

Does your intellect challenge the validity of the onslaught of these intertwined signals? Or, do we become thick-skinned; ignore what we can, as we grapple with it? It becomes a sorting process.

Now, there is an additional, insidious layer that many of us do not take into account or even recognize; False Indicators. According to Kelley Services (May 5, 2010, New Wave of Independent Contractors Emerging Around the World), more than one quarter, 26%, of the work force is self-employed as consultants or professionals, including legal, medical, technical, software developers, automotive, and website developers. Not easily obtaining your attention, they can also obtain your business through sales pressure, or even unethically, insidiously, through slow, deliberate measures. And, to top it all off, in many cases, you will overtly request and welcome them.

Independent professionals need to earn a living and obtain strong cash flow. Here is where false indicators come into play.

Every day we encounter a myriad of small-to- large problems. The biggest mistake we can make is not trusting our own problem-solving capabilities.  You can find yourself distorting your own insightful signals. It is time to believe in your own intuition and what makes sense.

Something goes wrong. Frustrated, we seek help, those who seemingly will have an immediate answer and can resolve the problem.

Assistors will have one thing in mind; capitalizing on your problem, whatever it may be. Can we trust them? They will offer cordial assistance so articulately; you will not suspect their motives. The problem seemingly resolved, you will smile, and thank them gratefully, and make payment.

I will list some situations, that could have been most unfortunate, to say the least. The examples will be followed by some insightful, problem-solving suggestions.

1)      Block Banking Theft.  Having a check payment to use as a model, an interloper prints and forges a counterfeit check to your account, cashing it at an out-of-town bank. This type of occurrence is typical, according to the bank.

Counterfeiters focus on numerical figures between 2- and 7K, a typical down-payment amount. Some large banks have fraud departments that scan checks for irregularities. A suspicious check is red flagged, and bank check inspectors then study close signature replicas. If not caught, the counterfeit check will clear by 11 AM in most banks. In most cases, you will be held accountable, and will have to notify the police, and fill out a report, before the bank can proceed with an investigation. The problem will take your time, energy, and money.

Advice: Have on-line banking accounts and check your accounts daily at 7-8 AM. Print them out and make sure they are copacetic. If there is an unusual large, unidentified check in the “pending” column, notify the bank immediately, and go there if possible, to have it blocked. In the case where checks have been printed, that infers that additional false checks may be pending.

Subsequently, when this scenario happens, banks recommend that you immediately close your account and open a new one to block any continuing fraud. It is also a good idea to have an additional, auxiliary (decoy) banking account open, and ready to go; not only to monitor unfamiliar vendors for your own personal safety, but so you do not have the sudden work of opening a new bank account, and then wait several days to install special features, such as covering bounced check charges. Better still, pay cash for any risky expenditure, like yard maintenance by a new vendor. Then, additionally, set up” Theft Block” for your credit cards and banking accounts.

2)     Printer Jam. Printing jams are common occurrences, and we are used to removing stuck paper feeds. But, this time, it seems different. Impatient, we rush to conclusions, and consider calling the printing tech. Yet, if we do this, we know he will say “it is the fuser roller” and we need a new one. Be sure to consider the age and condition of your printer, and whether it worth the repair investment. If the tech has come out to your office, there is an on site charge, plus time and equipment. We gratefully thank him for promptly coming and his time.

Advice:  Take your time, checking all of the feeding avenues for jammed paper. Check for paper over-fill beyond the guidelines. Make sure it is inserted squarely, and does not have crimped edges that will buckle during the feed. Turn the printer off and reset. Be patient, and carefully reprint. Only then, decide whether you need the tech person @ $75 an hour.

3)      Malfunctioning Car Ignition: Nothing is worse than your car not starting during the summertime. You are stuck, a couple of miles from home. Fortunately, you have a back-up car key, and try that. It works. Is it an electrical shortage with the ignition?

You take your car to a reputable, popular mechanic to have it checked, as you do not want it to happen again. You trust him, are reassured that he can problem-solve the issue, so you stay on the wait list. Overloaded with work, he keeps your car three weeks, even checking in with him daily. Undoubtedly, the cost will be more reasonable than the auto’s recognized dealer.

Final verdict: bad electrical system. For 1K he can repair it. And, soon.

Advice: Ask yourself, is this believable? I did not want to be fooled into spending 1K. Yet, you need your car, right?  It has been a three weeks’ wait.

Stop and think: The second key started the car intermittently – sometimes it worked, and sometimes it did not. Unbeknownst to us, there was a small burr on the new key. Yet, could it be the car key that was causing the ignition problem? We took our auto to the dealer. He tried both keys, and the one made by the locksmith was faulty. Three weeks without a car, but we saved 1K. Consider having a second mechanic’s diagnosis, always double check locksmith’s back-up keys – don’t switch it around with the original key, or go to the car maker’s dealer, where the company offers support to problems. Or, best yet, use your own intuition in combination with others’ help.

4)      Jammed cell phone settings:  I fiddled with the cell phone call settings, and suddenly could not make calls or hear ones entering. Read and reread the manual, until it was memorized. Found no appropriate info. Went to the dealer.
Verdict: speakers have gone out. Of course, need a new cell phone, coming complete with a 2-year contract. I insisted that it was not the speakers, and I wasn’t going to “fall for the sales pitch.” The agent, admitting that every cell phone model has different settings and sequences, finally said, “You may be on to something – the problem is not listed in the manual. It is part of the cell phone architecture.”

He unlocks the setting.

Advice:  Don’t jump to false conclusions regarding your cell phone. The best thing you can do is “dink with it” or find a tech savvy young person to problem-solve the settings. Bottom line: do not fall for new cell phone 2-year contracts. If forced to replace your cell phone, take time to consider the amount of phone time, convenience needs, and the cost benefits before jumping into a new purchase. In the meantime, consider buying an inexpensive “paid minutes by card” cell phone at a discount store.

5)      Extensive Dental work:  Dentists dream of big repair jobs, especially those requiring root canals and crowns. That will offer income to cover overhead costs, for a European summer vacation, or a down-payment on a condo. If you have bridges or partials, any additional missing tooth will require new appliances with extensive work. To keep a loose tooth, a post may be inserted. Without a root canal, it will abscess. That will require more work, and a new design for your mouth. Complex work architectures trying to maintain teeth are rewarding for dentists, but time-consuming, exhaustive, painful, and expensive for you.

Advice: Dentists, even prominent specialists, will never reveal missteps and issues of their fellow colleagues. If you are having potentially expensive, large project, dental questions or issues, do one- or-both of two options: 1) Get advice and a thorough evaluation from a prominent dental school instructor-specialist. 2) Go to another state for a complete evaluation by one or two dentists. They will give you an honest opinion, because it is a different state, and they have no obligatory ties to the lack of ethics, or poor dental treatment quality of those practicing in another jurisdiction.

These are examples of false indicators that can encapsulate you. Try to resolve your problems through careful, insightful problem-solving, and by considering the following steps:

-          Deal with only reputable people. Ask around.

-          Do not jump to false conclusions.

-          Give your decisions careful consideration and thought.

-          Do not be easily duped; stick to your rationale.

Mem-ExSpan's Jan Kuyper Erland Education Results Table

Mem-ExSpan's Jan Kuyper Erland Education Results Table

Posted using ShareThis

"Understanding Cognitive Skills Testing: What Is It? Why Have It Admin? & Where To Find It?"

We can now all move forward to new learning and achievement heights, providing we understand how our own information processing works. Our reluctance to be the very best we can be, can now be left behind us. My work is based upon the premise that “intelligence” is trainable, and that skills, like reading, writing, mathematics and problem solving are dependent on cognitive information processing basic blocks called “primitives.”

Why understand what these blocks are? Because all work proficiency, including academic achievement, depends upon how our “mind works” operate. The renowned psychologist, J. P. Guilford, identified 150 cognitive skills cubes, called the Structure of Intellect theory (SOI), which has been used as a foundation and measurement of general intelligence for decades. See footnote.

Why should we care? Because our future endeavors, how we cope with everyday life and our achievements/life styles will depend upon our information processing capabilities. It will become our lifetime path we lead, and how contented we will be with what we end up doing as a livelihood.

How do we find out what capabilities we have? It is through standardized cognitive skills testing and evaluations can show information processing strengths and weaknesses of the individual.

Why is testing and evaluation not routinely prescribed? Why do we not know about it? It is because testing can only be administered by highly trained, state certified, professionals at the masters/doctoral degreed levels. These people include psychologists, school psychologists, and learning disability specialists. Testing companies will not sell testing materials to anyone other than these highly qualified and trained professionals, who are trained to do measurement and evaluations.

Subsequently, the testing requires trained expertise, money, and takes time. One set of cognitive skills tests usually runs from $2,500. - $3,000. Therefore, parents often go to physicians or psychiatrists who can prescribe medication to calm the learner, which may appear to be a quick, inexpensive solution. Yet, this intervention is not low-cost, and can run $100. a month or more depending upon insurance coverage. And, prescribed medication can become habit-forming.

There is little, if any, scientific knowledge, summarizing the life-long effects of any kind of stimulant medication on the brain and body that is used to increase focus and concentration needed for learning new material.

Cognitive skills training and cognitive skills assessment has been available for some time. In 1975, Guilford's student, Dr. Mary Meeker, formed the "Structure of Intellect" (SOI) Institute and trained educators how to measure cognitive skills according to task. She and her husband, Robert, designed tests and materials. The SOI Institute exists today with clinicians in every state that have been trained at their "Advanced Level" out of four levels of experienced practice and training. The program has focused on reading, math, and learning problems, early childhood weaknesses, Gifted instruction with remediating missing blocks, and career counseling.

Yet, cognitive skills measurement and standardized testing has not been mainstreamed for the average, yet ambitious person, due to training, time, and cost constraints. Generally speaking, individuals needing remediation were tested either privately, in schools, clinics, or within learning institutions.

Subsequently, many who who were fortunate enough to obtain low-cost assessments and training, or at no cost through their school, later felt embarrassed that they might be considered as "inadequate or a slow learner." Yet, they could subsequently experience giant steps forward in perceiving and learning new information faster and reaching greater career heights. Now, this sense of "being singled out as imperfect or having a problem " is no longer the case, as we move forward with a new dimension of identifying learning strengths and weaknesses to create the high performing, confident individual. We must all excel. Tomorrow's world is demanding it of us.

How can I get started with solid, eye-opening measurement of my own or my children’s cognitive skills if it is expensive and time consuming? Is this beneficial, and worth the time and trouble?

Soon there will be available online options that will offer access to finding the right professional in your area, who will now charge less for solid evaluations. And, the online options will give you the information you need and want, and point you in the right direction for not only testing, measurement and evaluations, but for instructional, learning solutions.

My dream is that most of us will want optimum mental fitness in the future for our children and ourselves the same way we want physical fitness and personal well-being. It will be our choice to move forward to higher levels. We can be competitive in the new, global world.

Footnote: Guilford, J.P. (1967). The Nature of Human Intelligence. New York: McGraw-Hill. In Guilford's Structure of Intellect (SOI) theory, intelligence is viewed as comprising operations, contents, and products. There are 5 kinds of operations (cognition, memory, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual, auditory, symbolic, semantic, behavioral). Since each of these dimensions is independent, there are theoretically 150 different components of intelligence.

"Cognitive Skills Training or Brain-Based Learning; Which Is It?"

Cognitive Skills training has a long history from the 1960s into the 1970s. Since it is a scientific, technical term, the average lay person is not sure as to what it really means. It can convey a detrimental underlying meaning that something mentally is wrong with the person.

This is not the case. Unless you understand the psychometric testing that measures the information processing and cognitive skill components, the subject becomes complicated. Unless one has advanced course work in this area, it is difficult to explain memory and cognitive processes in simple terms. Yet, we all have a particular cognitive profile, and most of us do not realize or know what it is.

For years, cognitive psychologists tested for problems, and gave medication or remediation. Little assistance was available for the average person. Teachers knew they had learning and behavioral difficulties in the classroom. Yet, it became too tedious and time consuming to complete full psychological batteries on the many children requiring identification. And, only the certified School Psychologist could administer the complex testing batteries. Yet, something had to be done.

In jumped "Brain-Based Learning" into the typical classroom. Many teachers and lay people came up with an irrational exuberance of solutions. The problem was that these techniques or methodologies were randomly implemented and not scientifically tested. It became a "hit and miss" proposition.

Interestingly, it requires minimally 12 hours of pre- and post-testing and a few more hours of evaluation to arrive at solid conclusions. This level of work becomes mind-boggling, and psychologists and specialists deservedly charge solid professional fees.

Since people are not willing to make large investments unless there is a real nagging necessity for it, subsequently the average person is not often, or ever, tested for cognitive skills weaknesses.

Yet, I conducted these exhaustive, comprehensive, standardized measurements and evaluations on thousands of high average, average, low average, and gifted individuals as part of the course pro bono because of my scientific curiosity. Each had a unique profile, which could be improved.

Importantly, I could see dramatic change with my intervention, although experienced at different time intervals by each individual. I knew how important it would be to document it completely.

Living in a university town, full professors and statisticians volunteered their services for this important analyses work, that entailed twenty years of publications and almost thirty of applied research practice. I had many scholarly advisors. As the work progressed through publications and peer review, additional psychology and education professors from different universities analyzed and followed the unique data compilations.

Scientific discovery was in process.

Today, there are programs that have statistical results, but few that have longitudinal findings. In other words, does the training intervention "last"? It takes years to collect this type of data, especially among various demographic groups. It is also difficult to locate the same individual years down the road for subsequent testing. Additionally, even if they are located, are clients willing to be retested years later?

Of my seven experiments, six studies, with a variety of ages and demographic groups, had 1-3 years longitudinal tracking with complete positive findings.

For further information, see the link "scholarly publications" on the nav bar. For comment, click on:" Respond Further on Jan's Blog."

"Multi-Sensory Training in the Traditional Classroom?"

Many schools today are embracing change to help learner's perform easier and at a faster rate. There are multitudes of commercial programs, yet few have in-depth scientific documentation. This is because it takes years and years of experimentation to obtain it.

Multi-sensory education has been around for many years, even before I applied it in 1980, nearly thirty years ago, having learned from the experts and textbooks of that time.

In the late 1960s and early 1970s, there was a push for sensory integration through auditory-visual-motoric-kinesthetic applications, led by Jean Ayres, Chalfant and Scheffelin, and others. (in Lerner, J. W. 1976, 1971; Children with Learning Disabilities, Houghton Mifflin Company, Boston p. 180). Inter-sensory exercises were emphasized during the 1970s, then they were abandoned. Other, often lesser effective, methods replaced them.

The missing link was the creative inter-sensory Accelerated Learning applications that could be applied to these theories. In 1980, I applied them with The Bridge To Achievement program, and it has taken me nearly thirty years to show documentation that they work. Traditionalists were skeptical and children , especially those with learning difficulties, often floundered, as they stayed within a narrow educational mindset.

Now, brain science is verifying the early works of the eminent professors and the practitioners, like myself. The last several issues of Brain in the News by the Dana Foundation, Washington DC, tout how Neuroaesthetics and Neuroeducation are moving forward together. They state that the elements of the theater through simultaneous use of several sensory inputs, work for activating the brain for learning (July 2009, p. 3).

The multitudes of published learning applications may very well move in this direction, because they do create the academic achievement change that is now not only necessary, but mandatory.

Jan on: Those Who Have Improved Intelligence

Can Intelligence Be Improved?

Many eminent psychologists and brain scientists have worked on improving intelligence - making people smarter, and success was obtained! Even teacher practitioners, like myself, have created effective applications, with much effort, of course. 

Most research conducted through university research institutions find that with constant rotating doctoral staffs, and difficulty in obtaining longitudinal measurement in schools that can not always furnish this important data tracking, discover creating intelligence enhancement programs is a difficult undertaking. This, coupled with the 1997 federal privacy act of students’ records, plus checking with each individual student for annual outcomes, makes continual monitoring difficult, if not impossible.

Additionally, learning institutions of higher education are focused on their own system capacity building by creating a long series of research with their applications. Therefore, faced with disconnects, they can lack the capability of developing innovations of raising cognitive intelligence, and taking a new system to the marketplace. 

Robert Sternberg, formerly of Yale University, now Dean of the School of Arts and Sciences at Tufts University, has long given technical discourse about raising intelligence in the classroom. Howard Gardner, Harvard University, offered a directed design of “Seven Intelligences” modules for classroom application. 

The University of Kansas, my alma mater, and number one school internationally for learning disabilities, offers a series of learning strategies for secondary school students. The success of these strategies requires the student’s selective application, which can not always be determined or measured. All of these intelligence building programs, which are comprised of study skills, are most beneficial, but unfortunately give just measured steps toward desired elevated and permanent intellectual change. 

However, in 1965, J. P. Guilford, professor of psychology at the University of South California (USC), and then president of The American Psychological Association, (APA) defined an intelligence cube, or model, of 128 components, which evolved into a program that did increase intelligence successfully. 

His doctoral student, Mary Meeker, applied it to a workable program in 1967 called “Bridges Learning.” It operated successfully in many school districts until recently, when Bob and Mary Meeker passed away. Their problem, however, was not only the cumbersome teacher training and lengthy teaching aspects, but the testing, evaluation, and tracking; as they used Meeker’s own designed set of assessments, which were not nationally standardized. But,there was success in this construct. Children's intellectual abilities improved. 

Based upon the Guilford Intelligence Model, but not interested in applying Meeker’s lengthy, labor-intensive applications, in 1981, I created a creative cognitive skills training program which included the fine arts of prosody, rhythm and music using filmed, media-driven historical vaudevillian puppets. It became Edutainment for the classroom, called "The Bridge To Achievement." 

Twelve national locations served as initial test sites, featuring a short 15-day, 1 ½ hrs per day, small group intervention, (based upon age and pre-tested cognitive ability levels). It consisted of 24 hours of intensive media based verbal repetition, called "The Bridge To Achievement." (The BTA) This time format was based on the earlier 1960s findings of biophysicist, Marian Diamond, University of California - Berkeley, who revealed that brain dendrites in rats could be developed in just 24 hours of treatment. 

The bottom line is longitudinal practice and research development success over time. Any program should be researh-based with years of field testing and publications. That is why it takes twenty-five or more years to realize whether any particular system really works and how effective it is in the long run. Long-term outcomes become overly evident.