Our education system is built to measure and reward the wrong end of the student.

Rather than measure learning and move individual students along to new concepts as they master previous ones, it measures seat time and moves students along when they hit certain dates on a calendar. Time is fixed and the learning is variable, when what we need is a system that makes time variable so that the learning can be fixed.

In their recently released report titled “Clearing the Path: Creating Innovation Space for Serving Over-Age, Under-Credited Students in Competency-Based Pathways,” Chris Sturgis, Bob Rath, Ephraim Weisstein, and Susan Patrick continue the important work Sturgis and Patrick started with their recent report, “When Success is the Only Option: Designing Competency-Based Pathways for Next Generation Learning” to begin to guide states toward escaping today’s backward education system.

That we need to do this is of course not a new observation. Many have written about this over the years. As I myself have written elsewhere with others, “Schools teach using a monolithic batch system. When a class is ready to move on to a new concept, all students move on, regardless of how many have mastered the previous concept (even if it is a prerequisite for learning what is next). … Both the bored and the bewildered see their motivation for achievement shredded by the system.”

If we want to educate every child to her maximum potential, which is something no country does today, including those, like China, Singapore, and Finland, that have garnered so much attention recently with their high scores on the PISA exam, we won’t get there with a system like this.

But to this point, fixing it has been elusive, hence the importance of Sturgis’s and Patrick’s work that sets out definitions and begins to define the steps necessary to get there. As the authors observe, it’s not enough just to create waivers to escape seat-time requirements and assume that the system will take off. States need to create and support a system that is coherent—from the definition of the standards to the assessments in place to measure competency on an as-needed basis and from the ability to reorganize staffing to the integrated student information and learning management systems built around this approach.

In this latest work, the authors discuss the need for protected space to pilot these initiatives, and how targeting this effort at over-age, under-credited students is an ideal place to do so—especially because these students need a fresh approach that emphasizes their success, not their failure.

I would add that because today’s system is built in an intricately interdependent way to produce the exact results that it does, what we can also conclude is that the current system is not designed for this new value proposition of competency-based learning. Just as attempts to measure and pay for outcomes, not inputs, in hospitals dealing with complex conditions and in consulting firms like Bain have failed, so too will implementing approaches like this as a point solution in today’s system.

This is why carving out zones to implement this and rethink everything, as the authors suggest, is critical. It’s also why the disruptive innovation of online learning that is gaining traction is so exciting—because it gives us a chance to rethink this system in a coherent way around the right thing, student learning. But time is wasting as we continue to force online learning into today’s antiquated seat-time rules.

Lastly, something the authors have not yet given enough time to is how the funding must change to support this work. Rather than funding seat time, we need to move the funding based on the successful attainment of competencies to align this new system. And the authors here make an important contribution, which is (my words) that doing this would be dangerous if we only defined competencies narrowly as “academic” competencies around literacy and math and so forth. Instead, we also need to include what they call “efficacy” competencies, around so-called 21st-century skills like critical thinking, problem solving, communication, and collaboration.

For a child to be successful when she grows up, these will of course be important, too, and she just might not develop them from sitting at a desk in a row in a math classroom staring at an electronic white board with a teacher up front on a certain day and time.

 
As 2011 dawns, expect to see the rate of innovation in education increase. The weak economy that has bogged down the United States for the past two years will continue to lift the online learning innovations to new heights in both K-12 and postsecondary education.

Here are six trends and predictions to watch for in the New Year.

1. Just under 40 percent of all U.S. postsecondary students will enroll in at least one fully online course in the fall of 2011. The growth of postsecondary students taking at least one online course has continued year over year. In the fall of 2008, just under a quarter of students were taking at least one fully online course. In the fall of 2009, 29 percent of students did. Don’t expect this to slow down.

2. Public school budgets will continue to shrink, so more districts will do more business with online learning providers to fill in the gaps. Just as technology has made virtually every other sector in society more productive, the same will happen in K-12 education out of necessity. As the U.S. falls further behind other nations in educational achievement, doing less is not an option.

3. An increasing number of suburban schools will begin using online learning, too. Online learning has made its biggest impact in K-12 education to date in rural schools that cannot afford to offer breadth in their curriculum and in credit recovery and dropout recovery programs in urban districts. Two things will change this. First, suburban schools are increasingly feeling the pinch of tighter school budgets and of some students leaving for full-time virtual schools. They will therefore jump on the online learning bandwagon as well out of necessity. Second, as suburban parents begin to see children in other suburban schools accelerate ahead of their peers in other districts thanks to online learning, what was formerly a group that prevented changes in schools will begin to be a force for change. The full impact of this won’t be felt for a few more years, but the early signs of this will be increasingly visible in 2011.

4. Not to be outdone, education entrepreneurs will create high quality chartered schools that jump in the online learning game as well. They will do so by pioneering “blended-learning” schools, in which online learning is knit together with a supervised brick-and-mortar environment outside the home, so that they can scale faster—for less money and with better outcomes.

5. User-generated online content will begin to explode in education. The emergence and success of education rock stars like Sal Khan of the Khan Academy, which has attracted attention for its free online videos that teach math and science concepts and recently received a large grant from Google, will drive both the growth and awareness. The initial impetus for Khan to create videos that explained math concepts was simple: he was trying to help his cousins with their homework, so he created the videos from home and posted them to YouTube. More will follow suit. Some Fortune 500 companies are already seeing dramatic savings by turning to user-generated learning content—and they see no tradeoff in the quality of outcomes.

6. Mobile learning, the subject of increasing hype in the United States, will make its impact in the developing world first. Roughly 70 million children worldwide do not have access to primary school. Over 200 million do not attend secondary school. In the countries and regions where this is the reality, mobile learning will be a fast ticket to scaling education for people who historically have not had access to it.

 
Good day to you!

Please find enclosed will be the Education course schedule available at Jakarta, Indonesia on 2011. NACE International is the leader in the corrosion engineering and science community, and is recognized around the world as the premier authority for corrosion control solutions. NACE International training courses and certifications are the most recognized and widely accepted programs in the world. The training offered does not teach a specific skill or trade, but rather prepares every student for a comprehensive career in corrosion. This opens the door to more career opportunities and earnings potential. Our goal is to develop corrosion professionals that can support our mission of protecting people, assets, and the environment from the effects of corrosion.
Come and REGISTER NOW and see why more corrosion experts recommend NACE than any other program. Due to the seat is limited, If you interested on the Education course, appreciate you could fill-up the registration form together with the payment and return to us ASAP. This to make sure, we will register you to enroll for the Education courses.

Training Venue:
Hotel Ciputra Jakarta
Jalan Letnan Jenderal S. Parman
Jakarta, Indonesia 11470
Phone: 62-21 566 0640
Fax: 62-21 566 1172

Course Pricing:
Regular Price:**
NACE Members $1835.00
Non Members $1995.00

Payment Methods:
1. Credit card – please stated in the registration form

2. Wire Transfer

3. Register online via http://web.nace.org/departments/education/courses/CourseSchedule.aspx

Kindly to cascade the information to your colleagues and friend, and feel free to contact me for more information to this email or visit our website at www.nace.org for more details.

Thank You.

Best Regards,
Stella San

Regional Support, East Asia & Pacific Rim
NACE International, The Corrosion Society
Now More Than 25,000 Members Making a Difference!
www.nace.org
Mobile : +6012 – 385 0299
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David Willetts MP, minister for universities and science, regarded as one of the intellectual driving forces behind the 'big society'. Photograph: Graeme Robertson Academics will study the "big society" as a priority, following a deal with the government to secure funding from cuts.

The Arts and Humanities Research Council (AHRC) will spend a "significant" amount of its funding on the prime minister's vision for the country, after a government "clarification" of the Haldane principle – a convention that for 90 years has protected the right of academics to decide where research funds should be spent.

Under the revised principle, research bodies must work to the government's national objectives, although the Department for Business, Innovation and Skills said that ministers will not meddle in individual projects.

It is claimed the AHRC was told that research into the "big society" was non-negotiable if it wished to maintain its funding at £100m a year.

The director of research at Cambridge University's history faculty, Professor Peter Mandler, told the Observer that the AHRC was forced to accept the change by officials working for the minister for higher education, David Willetts, regarded as one of the intellectual driving forces behind the "big society".

Mandler added: "The government says they have rewritten the Haldane principle but they have junked it, basically. They say it is now their right to set the priorities for how this funding [is] distributed. They have got the AHRC over a barrel and basically told these guys that they cannot have their money unless they incorporate [these] research priorities.

"Willetts was negotiating nominally, but the word is that it has come down from the secretary of state for business, innovation and skills, Vince Cable. Almost everyone who hears the story is upset about it. What about curiosity research, blue sky thinking? What is worrying is what won't be researched because of this."

There is growing anger at what the Royal Historical Society (RHS) described as a "gross and ignoble" move to assert government control over research in favour of what one academic labelled a party political slogan.

Professor Colin Jones, president of the RHS, said the move was potentially dangerous for the future of academic study in the country. "It seems to me to be absolutely gross," said Jones.

"In a way, the AHRC should be congratulated for securing a good settlement in a difficult spending round, but there is something slightly ignoble about making the 'big society' a research priority."

He added: "It is government money. They have the right to spend it on what they want, but there is a degree of anxiety about the strings being put on. They are being strengthened, which could be dangerous for independent research."

A principal at an Oxford college, who did not want to be named, said: "With breathtaking speed, a slogan for one political party has become translated into a central intellectual agenda for the academy."

Labour MP and historian Tristram Hunt said he intended to raise the issue in parliament, describing the research priorities as "grotesque". He added: "It is disgraceful that taxpayers' money is being spent on this bogus idea."

It is understood that Oxford University intends to discuss the imposition of "big society" research at the next meeting of its sovereign body, the Oxford congregation, in May.

Gareth Thomas, the shadow minister for higher education, condemned the development and called for transparency from the Department for Business, Innovation and Skills.

He said: "Vince Cable and David Willetts need to explain why he has allowed an ill-thought-out, half-formed Tory election idea to divert precious funding away from genuine research.

"When the government is axing virtually all the funding for the teaching of humanities, social sciences and the arts, wasting critical research monies on the 'big society' is simply unacceptable."

Last month, the prime minister rejected criticisms of the "big society" and said the idea was his driving force. He said: "We do need a social recovery to mend the broken society and to me, that's what the big society is all about."

One of the tasks of research, according to the AHRC's delivery plan, will be to define "difficult to pin down" values in "recent speeches on the big society", such as "fairness, engagement, responsibility, mutuality, individualism [and] selfishness".

A Department for Business, Innovation and Skills spoksman insisted that the AHRC itself had proposed the "big society" as a strategic priority.

"Prioritisation of an individual research council's spending within its allocation is not a decision for ministers," she added.

"The government supports [the Haldane] principle as vital for the protection of academic indpendence and excellence."

 
by Brandon McVey

"Each day, more than 1,200 young men and women give up on their high school education, and, in many cases, on themselves" - so says the AdCouncil. Each day, 1,200 young men and women are becoming a burden to society. In a report done in March of 2006 for the Bill and Melinda Gates Foundation, it was found that one third of all Public High School students failed to graduate with less then 2 years to go. Nearly one half of those were blacks, Hispanics, and Native Americans. Many students gave personal reasons for leaving school. A third (32 percent) said they had to get a job and make money; 26 percent said they became a parent; and 22 percent said they had to care for a family member. At the end of this article I will show you where to get the rest of this disturbing report.

I am not a fan of the public school system. Not with numbers like... the nationwide grand mean in reading for home schoolers was at the 79th percentile, and the 73rd percentile for language and math. This ranking means home school students performed better than approximately 77% of the sample population on whom the test was normed. Nearly 80% of home schooled children achieve individual scores above the national average and 54.7% of the 16,000 home schoolers achieved individual scores in the top quarter of the population, more than double the number of conventional school students who score in the top quarter.

Facts are facts, but commons sense dictates that the public schools just do not work. They keep throughing money at the problem, working on self esteem and incentives while passing out condoms. They took out morals and replaced it with acceptance. They took out accountability and replaced it with food stamps. That's what the government gives in return for your tax dollars. Not to mention the NEA. They are a force in Washington that would rival the IRS. Just mention the word 'school vouchers' and red flags go up while the race cards come down.

Point being that this great country does allow us a means to avoid the peer pressure filled, barb wire lined, police patrolling institutions we call public education. The number of home schools is rising every year, and with that are SAT test scores. The fact that nearly all home schools are Christian based is reason enough to go this route. But even if you took that out of the equation you would be left with flexible schedules, like going year round and taking a week off anytime you like. One on one training and tutoring, a nurturing environment as apposed to one that requires self defense as part of the curriculum.

It is easy to realize that the home school beats public school, and even private schools for that matter. One must consider the time it would take to pursue such a task though, along with the cost. I have found places that get the process rolling for a $75 Registration fee, $25 processing fee, and then $500 - $750 per child, depending on the number of children. These organizations will provide proper paperwork, curriculums, planners, schedules and support to keep it in line with all the various state laws that apply.

For those interested in many more statistics and getting further details on home schools, a good starting piont would be at http://www.wulliebull2.com/homeschool . Included is a fun read call "The Teachers Interview", which will need no explanation.

Brandon McVey

 
Introduction

The ISTE Classroom Observation Tool (ICOT) is an observation tool developed by the International Society for Technology in Education (ISTE). The ISTE is a membership association for educators and education leaders. The association’s purpose is to engage in advancing excellence in learning and teaching through technology. The association is also responsible for developing the National Educational Technology Standards (NETS) for students, teachers, and administrators. The classroom observation tool was designed to evaluate the amount of technology being used in the classroom as well as its effective use based on the NETS.

        Educators can download the ICOT application by registering free online. Once the educator is has registered and downloaded the application, classroom observations of both teachers and students can be conducted using a lap top computer off line, upload the data to a secure online account, where the data can be aggregated to generate reports.

Why use ICOT as an Observation Tool?

There are several good reasons for using an observation tool such as ICOT to evaluate the effective use of technology in the classroom. For one, Moskowitz & Martabano (2009) argue that today’s district and building level administrators are busier than ever. In addition, administrators are being asked about the use of technology or evaluated themselves based on the amount of time and quality of technology being used in their classrooms. In fact, one of the NETS for administrators, according to the ISTE website is to create, promote, and sustain a dynamic, digital-age learning culture at their school or district. Another reason to use an observation tool such as ICOT, according to the authors, is because larger amounts of school and district budgets are being earmarked for technology in the classrooms. The authors report that technology spending in education will reach $56 billion by 2012. Being able to document and retain the effective use of technology in the classroom using observation tools such as ICOT will give administrators much more confidence in requesting funds from the district or grants. A final reason for using such technology to evaluate the use of technology in the classroom is for administrators to better prepare and plan professional development for teachers in the use of technology. Collier, Weinburgh, & Rivera (2004) imply that the majority of teachers do not feel comfortable using computers in the classroom for instruction. The authors go on to say that educators must focus more attention on how to effectively use technology in the classroom.

About the Instrument

            The components of the ICOT instrument consist of setting, groups, activities, technology, NETS, and charts. There are a series of questions, calendars, timelines, or charts for each of the components. For example, the setting consists of a series of questions about the subject, grade, time of day, and number of students. The group component asks questions concerning what type of grouping (i.e. individual, pairs, small groups, whole class) as well as engagement in the activity. The activity component touches on what the students and teacher are doing during the lesson (i.e. researching, writing, test taking, simulations, etc…). The technology component is the meat of the observation tool. In this section, the observer reports on what type of technology is being used, who is using it and how they are using the technology. The NETS component reports on what teacher or student standards are being taught or used during the lesson. Finally, the chart section reports on how long technology was being used, who was using it, and for what purpose (i.e. used for learning or used for something else). The charts are arranged for the observer to report who is using the technology and for what purpose in increments of 3 minutes for the duration of the lesson.

Observation

         For the practical purposes of this article the writer used the ICOT instrument to observer a fifth grade teacher at the writer’s school. The teacher is a fifth year teacher who has taught traditional classes as well as boys’ single gender classes. The school is located in central South Carolina and has approximately 640 students. There are five fifth grade classes containing approximately 23 students per class. All of the fifth grade classes have one to one computing using wireless lap tops provided by the school. Each class also has a mounted interactive board as well as a mounted projector. Teachers are encouraged to engage students in the use of technology at least on a daily basis.  

The writer observed the teacher teaching a single gender boys’ class during a social studies lesson for 30 minutes. The teacher was having the students research and report on the Reconstruction period of United States history. There were 23 students in the classroom at the time. The environment was uncluttered and purposefully organized for movement and collaborative work. Each student had their own lap top computer provided by the school. This was the teacher’s first year having one to one computing in his classroom. Each pair of students was working on a Power Point presentation. One hundred percent of the students were focused and actively engaged in the activity. The teacher’s role was to facilitate and coach the boys as they researched and created a presentation. Students were creating, researching, collaborating during the lesson. The teacher also used an interactive board to model what he expected from the boys.

       There were a number of NET standards for teachers that the writer observed. One was the fact that the teacher was using curriculum-based presentations to engage the students. Second, the teacher created a developmentally appropriate learning activity for fifth grade boys. Third, the technology used during the lesson enhanced instruction. Fourth, the technology supported learner-centered strategies. Fifth, the teacher applied technology to develop students’ creativity. Finally, the teacher modeled legal and ethical technology practices by using the interactive board to show examples.

        After conducting the observation, the observer and the teacher were able to sit down and discuss the lesson. The observer was able to walk through the observation question by question and praise the teacher as well as offer constructive suggestions. For example, the observer suggested that since the boys were using wireless lap tops to let them sit on the floor, at their desk, or stand at the bookcase to work on their project. The observer felt that this is one of the benefits of using a wireless lap top to complete a task.

Conclusion

         ICOT is a useful tool for administrators to safely document the effective use of technology in the classroom. The tool allows educators to observe technology being used by both students and teachers based on the NETS. The data gathered is aggregated and stored for future reference. This data can be used to track effective practice, track the amount of technology use, and compare the use of technology to national standards. This information can be useful as administrators are competing for grants and other district funding for additional technology. The observation tool itself is user-friendly and is easily accessible by anyone.

It is important for educators to be able to observe a classroom for the purpose of evaluating the use of technology in the classroom specifically. Many general classroom observation tools touch on technology in the classroom, but very few if any go in to as much detail as the ICOT does. The writer suggests that the ICOT instrument be used in isolation to evaluate the effective use of technology in addition to the more general observation tools.  

In addition, district office administrators and directors of IT departments could definitely use the ICOT to evaluate instructional technology district wide. As administrators observe in classrooms and upload data to the website, district administrators can generate and view reports that can guide professional development and future purchases.

             

 References

Collier, S., Weinburgh, M. H., & Rivera, M. (2004). Infusing technology skills into a teacher education program: Change in students’ knowledge about and use of technology. Journal of Technology and Teacher Education, 12(3), 447-468.

Moskowitz, S. & Martabano, S. (2009). Administrators accessing the effectiveness of technology. Retrieved from http://www.schoolcio.com/default.aspx.

 
Back-to-school season is the second most profitable time of year for retailers (after Christmas, of course).  Advertisements, "special deals," and in-store displays are designed to lure you off course, tempt you to spend more money and specifically prey on your desire to "finally get organized!"  

But, "back-to-school" organization is much more about systems than it is about stuff.  Don’t be tempted by the "loaded" new binder or "pretty" new notebooks.  There is usually a very high correlation among school and paper-management supplies: the more features something has, the more expensive AND ineffective it tends to be.  Below, you will find a list of supplies, broken down into three categories of systems: Time Management, Supply Management, and Paper Management.

Time Management

Time Management is an issue for students of all ages AND for their families.  It is very difficult for a student to manage his or her time well in a family that does not.  Ten minutes a week can resolve this issue.  Grab the family calendar and have an informal "Sunday Summit."  Coordinate schedules for the week: upcoming sports practices, after-school activities, scheduled appointments test and project due-dates.  Have your children make notes in their planners.

Managing an Effective Sunday Summit

The key to an effective Sunday Summit is to make it a conversation, not an interrogation.  This means you must share your schedule, too.  Do you have a big deadline at work?  Are you planning to finally get to the gym to do a workout?  Share you deadlines and your goals with your kids.  You may be surprised how receptive they will be!  At the very least, you will all start your week on the "same page."

Supplies Needed

* Family calendar (basic monthly calendar).
* One academic planner for each child (The best planners are slender–not bulky–spiral books with a monthly calendar and space for daily assignment entries. Planners are often supplied by the school).

Supply Management

Most households have a "silverware sorter."  This is a tray with slots that are designated for spoons, forks, knives and silverware.  In just about any home, you can quickly determine where to put the spoons based on the organization of the silverware tray. 

This common household item inspired what I have called the "Silverware Sorter Theory." This theory states that items will remain organized if there is a designated location to place them and they are easily accessible. 

How Does the Silverware Sorter Theory Apply to School Supplies?

Supplies should have a specific storage location in the book bag and a designated place at home.

In the book bag, students can use a front pocket of the bag or a supply case to store pens and pencils.  If students cannot carry a book bag during the school day, they can snap a 3-ring pencil case into their binder (see Paper Management).

At home, a designated bucket or basket for common household school supplies (pens, pencils, scissors, stapler, tape, markers, etc.) not only keeps items neat and organized; it also helps students manage time better.  With an established storage location students will no longer have to romp all around the house to find needed supplies. 

It is best to have a container with a handle so it can easily be moved one-handed.  This allows students to do homework in different locations around the home, as needed.  Establish a specific location on a shelf, desk, or in a cabinet to store the supplies at the end of the day.  These designated locations help everyone keep things in order because everyone will know where things belong.

Supplies Needed: 

* Front pocket of a book bag OR a pencil case.
* Bucket or basket for household school supplies (chances are very good you already have the perfect container somewhere in your house). 
* Standard supplies.  (Back-to-school season is a great time to take advantage of deep discounts and stock up on the standard supplies, but don’t overbuy…then you create another organizational nightmare for yourself!).

Paper Management

Paper management is one of the most frustrating elements of school organization!  Students are often required to have separate folders and notebooks for each of their classes.  The average student has 12-16 different folders and notebooks they are expected to manage.  That would be like us trying to keep track of 12-16 different e-mail inboxes each day!

The traditional practice of maintaining several different folders and notebooks also violates the Silverware Sorter Theory because items become inaccessible.  Since folders and notebooks look alike when sandwiched in the locker or book bag, students commonly bring the wrong materials to class, or home for homework.  With so many supplies, it is easy for them to leave a folder or notebook at home…along with a completed assignment.  The sheer volume of "stuff" sends students into a downward spiral of missing supplies and assignments, which then leads to poor grades.

The Solution

To resolve this problem, students should keep only ONE binder for ALL classes.  Believe it or not, they can trim a stack of 8 folders and 8 notebooks down into one 1-inch binder.  Simply replace two-pocket folders with plastic folders inserted into the binder.  Swap out spiral notebooks with loose-leaf notebook paper, using folders as subject dividers.

To keep the binder manageable, establish a Paper Station at home.  The Paper Station is a specific location to file graded papers, old notes, and other materials that will be helpful resources for unit tests and final exams, but do not need to be hauled around on a daily basis. The Paper Station can be updated during your weekly meeting on Sunday.

Note: Students who see only one teacher throughout the day (typically K-4 students) only need one folder to go back-and-forth from school to home every day.

Finally, another very important paper-management system is a routine called "Take Two."  Students take the first two minutes of their homework time each evening to clean trash out of the book bag and organize papers in the binder.

Supplies Needed

* 1-inch binder.
* Plastic binder folders, one for each class.
* Loose-leaf notebook paper.
* Box or crate to leave at home for the Paper Station.

Conclusion

Use these tips to establish a few systems for yourself this back-to-school season.  Then, when you are in the store and you see a beautiful display of new-fangled school supplies, you can trust that it is your systems, not your stuff, that keep you and your children organized!

© 2010 Susan Kruger, All rights reserved. You are free to reprint/republish this article as long as the article and byline are kept intact and all links are made live.

 
Psycho-education is an educational approach for managing emotionally troubled and acting-out students that is based on the principle that students can grow socio-emotionally and can learn how to self-control their behaviors. Psycho-educational interventions are skills-based, where socio-emotional skill building is the key intervention. Psycho-education is multidisciplinary, incorporating perspectives and techniques from disciplines such as psychology, sociology, and social work. Psycho-education challenges teachers to be versatile in current psychological and child guidance techniques. In schools, psycho-educational techniques can be adapted for use with practically any child, at any age or skill level.

In the psycho-educational classroom, we believe that when a single set of strategies becomes the only one that the teacher knows and applies to deal with students having difficulty with emotional and/or behavioral self-control (one size fits all), the stage is set for limited effectiveness and teacher’s discouragement. For example, a behavior management intervention structured exclusively around rewards and environmental control fails to explain and address each child’s unique socio-emotional needs, offering only a very narrow view of the problem and few available options or solutions. This does not mean that teachers should avoid behavior modification techniques in the classroom; it simply means that behavior modification is only one of the many options available to teachers.

Psycho-educational teachers believe that there are multiple options for every situation, and the more child guidance theories, methods, and interventions teachers know, the broader our understanding of the problem behavior and the more effective we are in applying skilled individualized techniques for each particular child.

Characteristics of Psycho-educational Teachers:

    1. Psycho-educational teachers go slowly to build success, thinking of making a slight change each day, not a big one. They always keep in mind that little changes together make a big change at the end.

    2. Psycho-educational teachers accept that change takes time and that each child is responsible for his or her behavioral change.

    3. Psycho-educational teachers choose to perceive children’s problem behaviors as challenges, not threats. The psycho-educational teacher’s motto is “I choose to be challenged by this child’s behavior.”

    4. Psycho-educational teachers are “cool reactors,” avoiding reacting emotionally to students’ disruptive behaviors.

    5. In each disruptive event, psycho-educational teachers look for opportunities to teach students how to handle their emotions and behavior.

    6. They do not personalize the disruptive behavior and stay calm throughout the disruptive event.

    7. They are flexible and capable of adjusting to each specific child.

    8. Psycho-educational teachers understand that, if we want the disruptive student to learn new behaviors, then we need to teach explicitly those behaviors.

    9. They show the child that they believe in him or her, and never give up on a child, no matter how challenging the behavior.

    10.  Psycho-educational teachers see problem behaviors as a reflection of children’s inability to cope with stress and conflict in an age-appropriate and productive way; in other words, disruptive children are deficient in social problem solving skills. Psycho-educational teachers analyze problem behavior using problem solving techniques and give options to students for solving social problems.

    11. Psycho-educational teachers teach social problem solving skills; that is, searching for information, generating alternative courses of actions, weighing the alternatives with respect to the outcome, and selecting and implementing an appropriate plan of action.

    12. Psycho-educational teachers use behavior specific language (description of the problem behavior), not evaluative remarks. In changing behavior, they coach, not criticize.

    13. Psycho-educational teachers coach children by presenting a set of instructions for appropriate behaviors and then having the child rehearse those behaviors while the teacher provides verbal feedback.

    14. They detach from the problem behavior, discussing the behavior without engaging, blaming, or accusing the student.

    15.  Psycho-educational teachers do not focus on causes, or where the child has been, but on goals, or where we want the child to go.

    16. They focus on the child’s competencies (strengths) instead of his deficits or weaknesses. In changing behavior, they consider and use the child’s strengths.

    17. Psycho-educational teachers empower the child by focusing the child on successes rather than failure.

    18. Psycho-educational teachers focus on the possible and changeable.

    19. They do not bring up old issues, focusing on the here and now.

    20. Psycho-educational teachers do not use language that implies that the child has no choice; for example, “You must…” or “You have to…” They train the child in using the language of choice, e.g., “I choose to do _____ because I want _____.” Psycho-educational teachers help students understand that they have the choice of behavioral change.

    21. Psycho-educational teachers give students ownership of the social problem they have created.

    22. Psycho-educational teachers rely primarily on preventive discipline; they are proactive, and plan ahead.

 
My high school principal has just announced that our state (Maryland) is now one of 10 winners of RTTT. Our county will be getting $22 million for Professional Development, assessment and evaluation.  Fantastic!  More NGO’s, 501c3’s, and burnt out teacher-administrators will get a good chunk of change for their latest schemes to make the world safe for democracy, or is it to teach and reach all children and graduate them into the ranks of the army, the reserve army of labor (the massive unemployed) or McDonald’s? 

What this means is that teachers will be stressed out even more with testing, evaluating the tests, and workshops on how to administer and evaluate the tests.  Perhaps equipping each school in Maryland with a full bar would go a long way in improving the data.  Happy teacher. Happy student.

What’s missing?  In the funny sign at the church it says CH_ _ CH; the answer is UR.  (Not something I particularly endorse but I love word play.)

In the soon to be well-endowed schools what’s missing is the student. His and her real needs are not in the equation. Testing the student does not make him or her achieve. Evaluating and reforming the test only increases the speed of the wheel in the rat cage.

Here’s what I’d like to see happen in our schools with the additional $22 million. 1.  Hire more teachers, even if it means bringing in portable facilities.

2. Shrink class sizes with these new teachers.  One of our luckier Spanish teachers only has 47 in his class.  He got off easy.

3.  Restock the book room with new books and enough for the students to take home, not  by sharing a class set that’s short a dozen or so.

4.  Make sure all schools have a working library. I’ve taught in 3 high schools in Baltimore that didn’t even have one.  Put A People’s History of the US into the History curriculum.

5.  No more unrealistic quotas for reams of paper per quarter. No more waiting years for a simple lock to a closet and basic school supplies. Regular update of computer warranties.  You know this list is endless. 

6.  Fix the damn leaky faucet in my faculty bathroom that’s been leaking for more than the 2 1/2 years I’ve  been here and don’t say that it’s contracted to a company in Louisiana that went out of business.   

7.  Put AC in every school so when it comes time for the dreaded state assessments in May the students are not taking it in a pool of sweat. And, if the school fails the tests, don’t fire the teachers; get rid of the tests. Come up with assessments that are a combination of realism, rigor, and humanity.    

8.  Wire our schools so using computers and the internet is not based on who signed up first for the one computer room and will hog it for a whole week.

To all the youngins out there in colleges in training to be teachers. Re-evaluate your life’s goals. Do you want to be of a profession that sees you simply as a purveyor of data? Do you want to be evaluated for your ability to teach your students, reach your students, inspire your students, or to get their raw numbers higher than your colleagues, ‘cause one of you is gonna get furloughed, and your mortgage is higher than theirs?

It is a race to the top and the rats are winning.

 
”SHIELD THEORY”

A DISCUSSION OF COGNITION, DEVELOPMENTAL LEARNING DISORDERS AND THE NATURE OF HUMAN INTELLIGENCE

By Robert DePaolo

Abstract

The article proposes that attention, memory and cognition are dependent on an energy apportioning pre-input capacity that provides a shield against input and facilitates engagement in the learning process. The shield mechanism is described as an essential component in normal learning, while deficiencies in the shield mechanism are attributed to autistism, attention and learning disorders.

___________________

In discussing brain function as pertains to normal individuals, those with learning disabilities and also those on the autistic spectrum it is important to consider a possible foundational mechanism that creates a readiness for perception, language, memory and broad cognition. Since, despite its immense associative and mnemonic capacities, the brain is most fundamentally an electro-chemical device it might be possible to describe that foundation in terms of energy dynamics.

Whenever stimuli impinge upon the brain an energy dispersion process occurs, as it does in all electrochemical structures. In such circumstances it is important for input not to exceed the load/resistance capacities of the structure. One reason for this can be seen in the second law of thermodynamics, which holds that energy always flows from a high state to a low state (whether the differentials pertain to heat, pressure or material elements). In simpler terms, whenever a high energy source is adjacent to and interacts with an extremely low resistance source, the former will tend to overwhelm and hyper-influence the latter. Conversely, when two systems are more equal in terms of energy content the flow will be less forceful. As a result less information will be lost (entropy reduced) and the systemic organization of the recipient source will remain intact. A shield mechanism in the brain would ensure that resistance could adequately meet input head-on.

The suggestion here is that since the brain operates by an electro-chemical energy dispersion process it would tend to obey the 2nd law of thermodynamics. While that assumption is somewhat general, there is research to suggest that an energy source in the brain operates outside the realm of neurons and in the absence of direct stimulus arousal to provide a backdrop of energy reserves and maintain homeostatic functions (Magistretti, Pellerin et al 2000). While that study does not directly address the concept of a shield mechanism, it would appear that to be adaptive the brain must handle inputs and submit behavior with some precision. To do so would require an energy flow apportioning mechanism. Assuming that is the case, one can speculate as to the possible involvement of this mechanism in learning and developmental disorders.

INHIBITION/MODULATION



Various researchers, ostensibly beginning with Pavlov, discussed the importance of inhibitory neural circuits as a mechanism by which input and arousal levels could be modulated. Pavlov’s notion of protective inhibition (called into question by some) postulated that the brain will tend to shut down in the face of hyper-arousal. His primary concern was with cortical hyper-arousal, particularly with regard to its impact on schizophrenia. In the aftermath of his writings, some Russian psychiatrists used stimulants like caffeine to treat psychotic patients as a means of re-activating the cortex, (the so-called higher brain structure that is indigenous to mammals and quite massive in humans) and restoring lucid, integrative thought and language. While there were some claims of success, the practice is now practically nonexistent. The problem with cortical stimulation has always revolved around the question of whether stimulating the cortex re-invigorates or further depletes its energy resources. Thus the question arises as to whether the stimulant in itself would become a possible antecedent to hyper-arousal, thereby creating overload in the brain and exacerbate the patient’s symptoms.

At present caffeine is now more likely to be viewed as a pathogen than a cure (Bolton, 1981). Yet caffeine-induced cortical stimulation has been shown to enhance cognition (Kelly, Gomez-Ramirez et al 2008).

Thus, it appears that while the treatment derived from Pavlov’s notion of protective inhibition was somewhat questionable his description of this process had merit, Now of course it is a well established fact that neural inhibition is crucial in learning, perception and also the prevention of overload in the brain.

With regard to its possible role in the input-shielding process, post-synaptic neural inhibition seems less than complete. One reason is that inhibition depends largely on prior learning. There are of course pathways in the brain with inherent inhibitory and excitatory functions, but just how they are applied and recruited to specific experience depends to an extent on learning, memory, expectations and even the brain’s extant chemical status. Furthermore, inhibition would tend to arise after stimulus impingement, e.g. after relevance and impact have been determined within the brain. By then it might be too late to forestall an unbalanced proper (input-heavy) flow of energy into the brain.

Because brains need to be efficient to have evolutionary value that would seem to require an a priori mechanism providing a built-in, versatile and readily available means by which to ensure that the energy dispersion is immediate, thus conducive to perception, learning and cognition.

MECHANICS AND MIND



One way to conceptualize how this works can be seen in the example of a water pump. For it to work efficiently, water must flow through with a certain rhythmic regularity. The only way for that to happen is for the hose to have sufficient resistance to prevent the walls from lumping up or breaking down. The relationship between water pressure and internal resistance creates a synchronous flow that enables the pump and the machine it drives to operate fluidly. A simila example would be the fuselage of an airplane.

With respect to “brain mechanics” that implies that one of the most important initial capabilities of the brain is a built-in device (a kind of wall or shield) providing stimulus resistance, submitting its own ongoing counter-force to ensure that mental functions can ensue properly.

While analogical, the concept of a shield is not at all mysterious. It can and has been indirectly discussed in terms of norepinephrine and epinephrine levels in the brain, specifically with regard to the resting levels of these neurotransmitters/hormones and learning prowess. For example Berridge and Waterhouse (2003) demonstrated a relationship between norepinephrine levels and cognitive efficiency.

It has also been discussed with regard to neuro-developmental disorders. For example in research on autistic subjects Akshoomoff (1989) and Brunea (2003) found that subjects’ responses to inputs were characterized by both overload and delayed perception. Both outcomes would be predicted in a high energy-to low energy transition in the brain and also imply that unless the brain is itself sufficiently energized and able to “meet input at the door” internal/neural overload (or possibly experiential chaos) could occur.

Other research studies have pointed to a low level of norepinephrine in children with Attention Deficit Disorder, (Biederman, Spencer, 1999), (Shekin, Bylund et al 1994). Their results imply that terms like “hyperactive” and “inattentive” might be something of a misnomer; the phrase insufficiently pre-activated being perhaps a bit more accurate.

The potentially broad influence of a shield mechanism is implied in other studies, particularly if norepinephrine is assumed to play a role in the structure and functions of the shield. For example Sahehi was able to reverse cognitive dysfunction in mice with Down Syndrome by administering Norepinephrine (2009). Meanwhile Matsuishi and Yamashita (1999) found correlations between low norepinephrine and both attention-deficient and learning disabled students, which suggests the possibility that their subjects lacked an inadequate a priori arousal (shield) mechanism.

That norepinephrine has a major impact on various mental faculties is well established. Yet it is unlikely to comprise the total foundation of the shield. There are several reasons for this. First, if as Courchesne has stated, autistic individuals use repetitive, rhythm-inducing behaviors as a substitute for an internal shield mechanism, one would expect resting norepinephrine levels to be lower in autistic subjects. At least one study by Young and Kavanaugh et al (1982) suggests this is not the case. Another reason to suspect a more complex neurochemical structure for the shield is the nature of cognitive ability.

COGNITIVE DYNAMICS



Whenever one engages in an activity involving attention, associative or integrative skills a number of cognitive and affective processes come into play. Attending requires mobilization of various brain circuits – which could be provided by norepinephrine output. It also requires inhibition of peripheral motor activity and another other, crucially important element. Attending is not unlike any form of exercise in that it involves arousal and a certain amount of duress. When the body incurs stress it produces neurochemistry that enhances pleasure, ostensibly as a means of overriding stress and buffering the arousal levels that might produce aversive states and withdrawal. That suggests a dopaminergic influence beyond norepinephrine could be part of the shield structure. Perhaps, due to the need for associations and closure to alleviate uncertainty so too would cholinergic systems. In that context the shield mechanism referred to here would be comprised of a pan-supportive, neurochemical soup.

The idea that proper brain function and the fine tuning of excitory/inhibitory differentials that facilitate mental faculties depend on an even energy flow and adequate neuro-chemical resistance seems consistent with the symptoms inherent in ADHD and autism, which can include an aversion to input, underdeveloped self regulation, dependency on external cues, stimulus-bound impulsivity and deficits in internal/social skills such as empathy, contemplation and self awareness.

Interestingly, Courchesne’s Overstimulation Theory of Autism holds that the child shields himself against outside inputs. His theory revolves around the idea of deficient brain circuits (for example in the cerebellum) which ordinarily facilitate perceptual shifting, attention and memory. (1999).

Self Regulation is of particular interest, not just for ADHD and autism but for human learning in general. Like the term “executive function,” self regulation is somewhat difficult to define without exhausting every verb in the dictionary. For example skills such as planning ability, decision making, moral judgment, self monitoring, self awareness and empathy are all encompassed in the term. One way to streamline the concept is to attribute related deficits to a weak shield mechanism. For example, with low internal arousal comes low resistance to input. As a result, the capacities for self examination, post processing of experience, imagination and empathy would all be overwhelmed from the outside and under-stimulated from within. A vacuum-like, low resistance neuro-humoral predisposition, (or inadequate shield) would not only make the individual subservient to outside stimuli but would also preclude the processing of internal stimuli (ie. thoughts, feelings and operational cognition per se) that ordinarily lead to self regulation.

SHIELD DOWN/COMPENSATORY ANGER



Another behavioral feature of interest in the context of Shield Theory is aggression. Tantrums have long been viewed as “behavior problems” subject to and remediable by behavior teaching methods. When it comes to autism spectrum and attention-related disorders, there might be more to it than that. The body has a somewhat compensatory way of distributing chemicals around its internal environment. For example when the pancreas does not produce adequate levels of insulin, diabetes can result. That usually means blood sugar levels rise, often requiring medication for treatment. However the relationship between elevated blood sugar levels and medication treatments is a bit more complicated than one might assume. For example low blood sugar might lead to a stress response, in which case sugar levels will spike, in what amounts to a compensatory response – even in the absence of sugar intake. This is particularly true after exercise or duress and it signifies that the body has a signal system that can correct for neurochemical depletions. In this particular instance lactose would be released in considerable volume, thus converting low sugar levels into high sugar levels.

Something similar could occur with norepinephrine and other neurotransmitter/hormone outputs that comprise the shield. In somewhat of a neuro-behavioral irony, aggression might simply represent a compensatory spike prompted by low neurotransmitter/shield resistance and high energy task demands. If so, that would suggest the cause of the tantrum is not just habit and/or frustration but also a neurobiological compensation originating in a mismatch between stimulus levels and attention requirements, coupled with a deficient shield mechanism.

Theoretically (some might argue, too theoretically), this model could be applied to everyone from the autistic individual to the client with depression, or even individuals with conduct disorders and socioopathy. It could also be used to explain the unique juxtaposition of antisocial behavior and autistic symptoms seen in Aspergers Syndrome.

Perhaps in that sense it casts too wide a net. On the other hand, a neuropsychological principle discovered by Yerkes and Dodson (1908) offers support. In their classic experiment, they demonstrated that behavioral efficiency and performance depend on a close correlation between the level of activation and the nature of the task. The Yerkes-Dodson law was not applied strictly to the neuro-developmental population but might have relevance in that regard. In that sense the shield could be viewed as a very significant determinant of intellectual ability, memory, attention, motivation, language and other mental faculties affecting not just those on the spectrum but all of us.

If that hypothesis is feasible then it might be interesting to see if clinical approaches focusing on shield-enhancement might make a difference in the lives of individuals with ADHD, Autism, learning disabilities, depressive clients and anyone who finds it hard to function on a day to day basis vis a vis the demands of the outside world. That of course would require a greater understanding of the process of neuro-humoral preparedness in the brain.

In a previous article this writer wrote about the potential benefits of norepinephrine as a pan-curative element that helps us cope not just with learning problems but also medical problems. The above-mentioned study by Sahehi on Down Syndrome is interesting in that respect. Whether any research has been conducted regarding input/brain energy differentials and neuro-humoral conglomerates is not known to this writer. Of particular interest would be how those factors correlate with symptom severity, attentive faculties, memory and cognition. Such an undertaking might help provide a more thorough understanding of developmental disorders and human intelligence per se.

REFERENCES



Akshoomoff, N. (1989) Brainstem Auditory Evoked Potentials in Receptive Develomental Language Disorders. Brain and Language 37 (3) 409-418

Berridge, CW, Waterhouse, BD (2003) Locus Coeruleus Noradrenergic System and Modulation of Behavioral State and State-dependent Cognitive Processes. Brain Research Review. April 42 (1) 33-84

Biederman, J. Spencer. T (1999) Norepinephrine System Associated with modulation of higher cortical functions. Biological Psychiatry 1: 46 (9) 1234-1242.

Bolton, E. (1981) Caffeine’s Psychological Effects: Use and Abuse. Orthomolecular Psychiatry 10 (3) 202-211

Bruneau, N. Bonnet-Brihault, F. Gomot, M. Adrien, JL & Bartholemy, C. (2003) Cortical Auditory Processing and Communication in Children with Autism. Electrophysiological/Behavioral Relations. Journal of Psychophysiology. 5 (1) 17-25

Hellew, L. (1999) Article referencing the work of Courchesne. Neurobiological Perspectives on Autism. Biology 202. Web Report

Kelly, S, Gomez-Ramirez, M. Montesi, j & Foxe, J (2008) L-Theanine and Caffeine in Combination Affect Human Cognition as Evidenced by Oscillatory alpha-Band activity and Attention Task Performance. Journal of Nutrition, 138: 15725-15775

Magistretti, PJ. Pellerin, L. Martin, JL (2000) Brain Energy Metabolism: An integrated Cellular Perspective. Neuropsychopharmacology.

Matshuishi, J & Yamashita, Y. (1999) Neurochemical and Neurotransmitter Studies in Patients with Learning Disabilities

Sahehi, A (2009) Cognitive Dysfunction Reversal in Mouse Model of Down Syndrome. Science Translates Medicine. Article 11/19/2009 in Science Daily.

Shekin, WO, Bylund, DB, Hodges. K. Glaser, R. Ray-Prenger, C & Oetting, G. (1994) Platelet alpha 2 adrenergic receptor binding and the effects of d-amphetamine in boys with attention deficit hyperactivity disorder. Neuropsychiatry,: 29 (3) 120-124

Yerkes, RM. Dodson, JD (1908) The relative strength of stimuli to rapidity of habit formation. Journal of Comparative Neurology and Psychology 18: 459-482

Young, JG, Kavanaugh, ME. Anderson, GM. Shaywitz, BA. Cohen, DJ. (1982) Clinical Neurochemistry of Autism and Associated Disorders. Journak of Autism and Developmental Disorders. 12: 147-165