Arrowsmith Program at Home

The Arrowsmith Program is a cognitive programme that has been successfully used to treat children with a wide variety of learning issues for over 40 years by strengthening the students' underlying weak cognitive capacities through neuroscientific research.

 It's a brain training method that aims to fix various learning problems. The programmes aim to improve 19 different types of learning-related cognitive processes.

There are more than 12,000 levels in total, each focusing on a different cognitive function, and each cognitive programme has its own set of demanding and progressively more challenging exercises.

 Each student in the Arrowsmith Program works on cognitive programmes created for their areas of learning difficulty to identify and strengthen several weak cognitive areas that hinder learning.

If you're looking for a grammar school Melbourne that fosters critical thinking, independence, and a love of learning, look no further. Contact us today to schedule a tour and see why we are the premier choice for parents.

At-Home Programs

Arrowsmith's new "brain training" programme allows participants to work with a certified teacher online from the convenience of their own homes. We have converted our in-person courses to online delivery.

Participants in the At-Home Programs can engage with a qualified facilitator on a programme developed to enhance their capacity for learning while remaining in the comfort of their homes.

Some At-Home Programs allow participants to work at their own pace with guidance from a certified facilitator in the comfort of their own homes.

 At-Home Full-Time Program

Created for students who have learning difficulties and would benefit from working on several subjects at once

• Daily for 5 Days a Week
• 10 months
• At least 4 classes every day, or about 3 hours per day.
• Four or more cognitive abilities can be strengthened.
• Individualised training for improving certain deficient cognitive abilities
• Needs Evaluation

At-Home Part-Time Program

Developed for individuals with learning difficulties and limited weekly time to work on their problems.

• Spend at least 4 hours on each cognitive function per week.
• 10 months
• From 1 to 3 cognitive functions can be improved.
• Individualised training for improving certain deficient cognitive functions
• Needs Evaluation

Two At-Home Programs Targeting Symbol Relations

Concepts in all academic fields are processed using this cognitive ability: reading comprehension, listening comprehension, insight, logical reasoning, making connections between ideas, recognising causality, and mathematical reasoning.

At-Home Cognitive Intensive Program

Created for those with a strong desire to improve their Symbol Relations cognitive function yet limited time to do so.

• Depending on the student's age, classes can last anywhere from 9 to 17 hours a week (90 to 135 overall).
• From 8 to 10 weeks
• Focusing on the Process of Symbol Relations in the Brain
• Computer-based cognitive exercise
• No Evaluation is Necessary
• Check out the Cognitive Intensive Program that may be done at home.

At-Home Symbol Relations Cognitive Enhancement Program

The intended audience is those who wish to improve the brain's most important cognitive function, which underlies the entire learning process.

• 4 hours a week
• 10 months
• Focusing on the Process of Symbol Relations in the Brain
• Computer-based cognitive exercise
• No Evaluation is Necessary

At-Home Program Targeting Motor Symbol Sequencing

Learning and repeatedly producing a symbolic sequential motor pattern depend on this cognitive process (e.g., writing out the alphabet or numbers).

At-Home Motor Symbol Sequencing Cognitive Enhancement Program

Created for people who want to improve a key cognitive ability that underlies proficient reading and writing.

• 4 hours a week
• More time must be devoted to homework.
• 10 months
• Improvements in Motor Symbol Sequencing Ability
• No Evaluation is Necessary

The premise of the Arrowsmith Program is that vulnerable cognitive abilities can be targeted and improved to alleviate specific learning issues.

The intensive and progressive cognitive activities in the Arrowsmith Program are designed to develop a spectrum of weak cognitive capacities that underlie some hypothesised learning issues. The basis for each student's plan is an in-depth evaluation designed to reveal their unique learning challenges.

To help students accomplish their educational and professional aspirations, they must develop the skills necessary to be lifelong learners who are successful, confident, and self-directed.

 Provisions

• The Arrowsmith suite of cognitive programmes is updated and improved every year, and it now includes over 12,000 different levels of computerised, auditory, and pencil and paper exercises.
• Using the Arrowsmith Program Web Assessment, you can get an individual's Initial Learning Profile, which details where that person's strengths and limitations lie in learning and thinking.
• Cognitive training tailored to each student's needs
• Arrowsmith's online Record of Program, where teachers can log monthly quantitative and qualitative student programme data.
• A year-end test that assesses the student's growth in all of the targeted cognitive domains, as determined by a comparison of monthly data to Arrowsmith benchmark goals for each exercise
• A Learning Profile at the end of the school year that considers each student's progress in the targeted cognitive domains throughout the school year, as well as a yearly-changing set of cognitive drills.
• A Program Coordinator at each school to aid with student and educator matching, provide support for teachers, examine student data, and keep tabs on academic growth.
• At the Arrowsmith School in Toronto, we provide a three-week teacher training course with a Reference Manual and continued online professional development seminars throughout the year.

Deliverance

Instruction in the Arrowsmith Program is provided in a classroom by certified educators.

There are three different ways to access cognitive programmes:

Strengthening abilities in numeracy, literacy, visual memory for symbol patterns, face and landmark recognition, and the capacity to reason and employ logic through computer-based exercises

Auditory exercises can improve one's short- and long-term memory, phonemic memory, oral and written output, vocabulary growth, and general cognitive performance by increasing one's capacity to retain and process information (working memory).

Activities using a pen and paper that focuses on developing the brain's motor, language, organisational, planning, executive, and social capacities for better writing, speaking, listening, reading, and communicating are all on the table.

Each cognitive system is designed to meet predetermined performance standards regarding precision, reliability, velocity, and consistency. Students must fulfil these requirements to reach the next more challenging level. The programme evolves throughout the academic year to accommodate the student's development.

Students Who Can Benefit

Students with average or above-average intellect who exhibit one or more of the learning dysfunctions detailed in the Chart of Learning Dysfunctions and Learning Outcomes are prime candidates for the Arrowsmith Program.

 Due to its narrow focus on learning difficulties, the curriculum is not appropriate for students with more severe conditions such as severe intellectual, emotional, or behavioural issues; serious brain injury; or autism spectrum disorder. In addition, students are unable to participate in Arrowsmith cognitive programmes due to the current environmental constraints.

 Kids who have been diagnosed with a learning disability or who have not yet been formally diagnosed are both good candidates for the programme, as are students who have mild to moderate issues studying, whether in a single subject area or multiple. When trying to figure out if the Arrowsmith Program can help a child's learning difficulties, the Cognitive Profile Questionnaire can be a helpful tool for parents and students.

Our youngest students are only six years old, but they have benefited just as much as our older ones. The vast majority of students are younger than in college.

We have experience teaching college-level material to young adults and have run programmes for them. However, many students enrolled in the young adult programmes have already graduated from high school or college when they realise they need more help developing the cognitive skills necessary to succeed in those environments.

The suitability of each student is determined by the Arrowsmith Program schools individually. The decision was reached after consulting with parents, educators, and, in some cases, the students themselves. If a teacher or principal has questions about whether a student should participate in the Arrowsmith Program, they can contact the Arrowsmith Program Coordinator.

Build a Stronger Brain

The Arrowsmith Program has been found to rewire the brain, activating previously dormant neuronal pathways essential for learning. As a result of this rewiring, pupils are empowered to forge a new path in life.

Difficulties in learning are not necessarily irreversible. Our approach has improved students' learning ability, boosting their engagement in all facets of life. It can enhance one's cognitive abilities, such as memory, reasoning, problem-solving, comprehension, writing expression, and social awareness.

Identifying Progress and Supporting the Growth

The Department has released a manual for educators that provides ways to track student development and encouraging individual students' achievement.

The guide reflects a good practice that is already occurring in our schools, and it supports teachers as they meet their children's academic, social, and emotional needs. However, it also acknowledges that some schools will revert to distant and adaptable learning and offer guidance on modifying tactics and procedures accordingly.

Transform Your Future

Investing in children's education is now widely recognised as a global imperative. The scientific community has produced indisputable proof that a strong foundation in early education eases the transition to school for kids. Moreover, it encourages each kid to develop full academic, social, and emotional potential. As a result, there is a resurgence of concern about how to prepare the next generation of global citizens best to enter the workforce. This concern is reflected in governmental initiatives (in places as diverse as Japan, the United States, and Chile) and in the media and commercial efforts aimed at luring early childhood parents with the promise of improved academic outcomes for their kids. As world-renowned researchers in the field of child development, we applaud the recent focus on the world's youngest citizens. Still, we also urge that this focus be grounded in the highest quality scientific evidence and that policies, standards, curricula, and, to the extent possible, commercial endeavours take into account the best available evidence.

The field of cognitive neuroscience is making tremendous progress in areas that are extremely important for classroom instruction. But there is a gap between the state of the sciences and their practical implementation in the classroom. The majority of scientists believe it is too soon to fill the gulf. Nonetheless, in the modern day, educators are bombarded with many "brain-based learning" products. Packages like this are used in many classrooms, even though they contain substantial amounts of misleading or false information. Is there anything neuroscientists can do to ensure sound neuroscience is taught in schools?

Very little research has been done on long-term changes in academic output outside the United States (U.S.). For this new evidence, we drew on two data sets from Australia, where parallel assessments date back to the 1960s. We observe a slight but statistically significant decline in numeracy among young adolescents (13–14 years old) between 1964 and 2003 and 1975 and 1998 for both sexes. The drop is around a tenth to a fifth of a standard deviation. Factoring in demographic shifts amongst students has no discernible impact on this finding; if anything, it makes the decrease seem even steeper. Available data also indicates that changes in student attitudes, school violence, and television viewing are unlikely to have significantly affected test performance. There was a significant increase in the real cost of educating a child throughout this period, suggesting a decline in educational efficiency. We cannot rule out every possible phenomenon that has impacted academic performance, but we do find some possible causes.