The case for action:
Because for too many, learning isn't happening
A Global education crisis is occurring and an immediate action is required. Every child - regardless of gender, country or family circumstances - must be able to receive a quality education. Since 1990, as a result of targeted actions by multiple countries and their development partners, the number of out-of-school children globally, has been reduced by more than half. Often, even when children do go to school, abundant evidence shows that too many children and young adults pass out the education system without acquiring the knowledge and skills they need to be able to lead healthy and productive lives, to care for themselves and their families, and to contribute to their communities and society as a whole.
Research has shown that cognitive skills are a determining factor of an individual's learning ability. Cognitive skills are mental skills that are used in the process of acquiring knowledge; these skills "separate the good learners from the so-so learners." In essence, when cognitive skills are strong, learning is fast and easy. When cognitive skills are weak, learning becomes a struggle.
Many children become frustrated and find schoolwork difficult because they do not have the cognitive skills required to process information properly. Many employees find themselves stuck in dead-end jobs that do not tap into their true vocational potential due to weak cognitive skills. In the later years of life, a lack of cognitive skills - poor concentration, the inability to focus, and memory loss - is a common problem that accompanies us.
It should be noted that, irrespective of age, cognitive skills can be improved with the right training. Weak cognitive skills can be strengthened and normal cognitive skills can be enhanced to increase ease and performance in learning.
SOI is a system of tests and training materials to develop intellectual learning abilities necessary for academic success. Train weak abilities and enhance strong ones. SOI based cognitive skills training facilitate critical thinking and self-regulation. We equip students with the necessary intellectual skills to learn subject matter, do analytical thinking, become more creative and learning how to learn.
"Structure of Intellect" model, enhances the curriculum learning abilities of individual students. SOI identifies and measures 90 human cognitive abilities. These abilities lay foundation for acquisition of specific academic skills. In this sense there is a natural transition for SOI abilities to related academic and practical skills; SOI training can be viewed as preparatory for acquiring curriculum content. SOI products and programs are designed to change the way students approach curriculum
SOI process is simple:
Is the ability to assimilate new material or to recognise material that has been learned or acquired before. Those who are high in cognition we call "bright"; those who are low in cognition we call "slow".
High cognition student understand material (learning new concept) the first time it is presentation - low cognition student on the other hand, have problem in understanding (learning new concept) and will take longer to grasp the content of the material.
The ability to assess one's own actions, to self-monitor, and observe. High cognition is an opportunity for children to review on their efforts and evaluate their successes and failures. It is a particularly important function for helping children to gain some perspective on their decision-making and skill development.
It facilitates taking a birds-eye view of the impact of one's actions on others, checking on how one has done.
The ability to understand situations and respond to them appropriately.
Memory is the ability to recall previously learned material. Cognition is the ability to take information in; memory is the ability to bring- back information.
Memory skills are required for reading comprehension, when a child needs to keep in mind what has occurred in previous sentences and then integrate this information in order to achieve a cohesive understanding of the text.
Learning how to decode words. Keeping track of various elements of a story. Using context clues to aid in comprehension.
Recalling previously learned vocabulary
Manipulating and identifying sound patterns when decoding words.
Integrating new content with background knowledge.
Sustaining attention during a reading task.
Critical thinking is focused, careful analysis of something to better understand it. Here are some of the main critical-thinking abilities:
Analysing is breaking something down into its parts, examining each part, and noting how the parts fit together.
Arguing is using a series of statements connected logically together, backed by evidence, to reach a conclusion.
Classifying is identifying the types or groups of something, showing how each category is distinct from the others.
Comparing and contrasting is pointing out the similarities and differences between two or more subjects.
Defining is explaining the meaning of a term using denotation, connotation, example, etymology, synonyms and antonyms.
Describing is explaining the traits of something, such as size, shape, weight, colour, use, origin, value, condition, location and so on.
Evaluating is deciding on the worth of something by comparing it against an accepted standard of value. The products, processes, and members of the group provides a clear sense of what is working well and what improvements could be made.
Explaining is telling what something is or how it works so that others can understand it.
The ability to use a systematic approach to achieve a goal or complete a task.
Decision Making involves the capacity to arrange elements into a functioning whole. It involves the ability conceptually to organise all facets of an activity to create a unified approach. It may involve sequencing, analysis of a complex situation, and promotes efficiency and task completion.
Decision-making requires sorting through the many options provided to the group and arriving at a single option to move forward.
Delegating means assigning duties to members of the group and expecting them to fulfill their parts of the task.
Goal setting requires the group to analyze the situation, decide what outcome is desired, and clearly state an achievable objective.
Leading a group means creating an environment in which all members can contribute according to their abilities.
Managing time involves matching up a list of tasks to a schedule and tracking the progress toward goals.
Resolving conflicts occurs from using one of the following strategies: asser ting, cooperating, compromising, competing, or deferring.
The ability to be adaptable, to improvise, and to shift tactics to demands. Problem solving involves developing novel strategies and shifting attention from one task to another is often necessary.
Recognition of the need to utilise different problem-solvi ng strategi es, i ncludi ng reflecti ve, careful approaches or a trial-and- error/random approach is seen in Problem solving.
Problem solving is often utilised in social situations and in dealing with peers. It is an important part of a child's ability to transition between activities. It helps individuals to deal with disappointments and shifting expectations. It helps children deal with unexpected events and changes in routines.
Creative thinking is expansive, open-ended invention and discovery of possibilities. Here are some of the more common creative thinking abilities:
Brainstorming ideas involves asking a question and rapidly listing all answers, even those that are far-fetched, impractical, or impossible.
Creating something requires forming it by combining materials, perhaps according to a plan or perhaps based on the impulse of the moment.
Designing something means finding the conjunction between form and function and shaping materials for a specific purpose.
Entertaining others involves telling stories, making jokes, singing songs, playing games, acting out parts, and making conversation.
Imagining ideas involves reaching into the unknown and impossible, perhaps idly or with great focus, as Einstein did with his thought experiments.
Improvising a solution involves using something in a novel way to solve a problem.
Innovating is creating something that hasn't existed before, whether an object, a procedure or an idea.
Overturning something means flipping it to get a new perspective, perhaps by redefining givens, reversing cause and effect or looking at something in a brand new way.