1. Discussion Paper –
Quality Cognitive Intervention Korakonui School
Vision:
Learning For Life
The Situation:
It is becoming more and more evident that we have a tail of around 20% of students who
are not achieving the National Standards. Not only are these students not achieving
National Standards, they are disengaged with learning. Many of them suffer low self esteem
as a result, and parents are expressing their concerns. Both teachers and parents talk of
students who are bright, have good oral language but cannot read or can read but have poor
recall and comprehension of events. We hear of students who create the most amazing lego
structures and work efficiently with their hands on the farm, completing tasks that require
careful thought processes. This leaves both parents and teachers wondering why these
children are not progressing when they appear to be somewhat intelligent. In many cases it
is not clear as to why these students are not achieving just simply that they are not.
We are more aware than ever before of the impact or lack of, interventions which have
been used in mainstream education for years.
After much reading, and the draft development of a schoolwide procedure for successful
learning intervention we now know:
 The brain is not fixed, every learner is capable of making progress and we as
teachers share in this philosophy.
 Early cognitive intervention is the key
 We can identify a students cognitive (executive function) strengths and weaknesses.
For example if working memory is low then there is no capacity in the students
brain to store and then reuse new knowledge. Teachers hard work of transmitting
knowledge in the most creative ways goes down the drain pipe. We hear comments
like “he has it one day but it is gone the next.”
 Using assessment tools to identify such strengths and weaknesses helps to develop
empathy between the student, teacher and parents. It enables all to have a shared
understanding of why the status quo is so. These tools also enable us to intervene
with the appropriate programme which will further strengthen the deficit area and
in turn enable the student to become a successful learner. This leads to strong home
school partnerships.
 If we are aware of what these learners look like then we will identify them early and
be able to intervene effectively. If we turn a blind eye we will get the same as we
always have.
 There are many programmes supported by research around the world that could be
used to successsfully prepare these learners. Cogmed, Fast Forword, Arrowsmith
and Feuerestein to name a few.
 Teachers cannot successfully raise student achievement of students with cognitive
deficits or specific learning disabilities without significant in or out of class support.
 We have an opportunity to focus on all learners not just those at the tail end or
priority learners.
 We have a number of dyslexic students and students with other learning differences
and cognitive weaknesses in our school.

2. With this new found knowledge on board we wonder:
 Why we would place a student on an intervention (at a considerable cost) unless we
have specific cognitive information on a student.
 Why do schools not determine (based on tools available) which students are suited
to remedial programmes and which need brain training programmes as opposed to
placing all students identified on exisiting programmes which may not be research
based.
 Why accept the status quo and not work to develop the philosphy that every learner
has potential? If teachers and leaders do not adopt the philosophy that a school’s
role is to increase IQ then what is our purpose?
 How can we continue to bridge the gap between what Neuroscience is saying and
Education?
Objectives:
To enable our Vision of Learning For Life to create an environment and curriculum that
enables and ensures success for all learners not just a select few.
• To embrace the findings in Neuro-science and give careful consideration to what this will
mean for mainstream education in our country.
• To provide personalised learning opportunites based on what research and individaul
students profile data tells us, in a manageable format with qualified personnel.
Our schools Priority for changes are:
1. All students as engaged and active learners – accessibility to tools in a modern learning
environment with expert teachers, and a curriculum that values the process of learning as
much as the content.
2. Identification of cognitive strengths and weaknesses as part of business as usual.
3. Development of schoolwide programme to enhance the learning capacity of all learners
not just a select few.
4. Engagement with parents, family and whanau around the process of learning.
5. Engaging staff in a growing culture of inclusiveness.
6. Development of Modern Learning Environments.
How:
We use this discussion paper to have the conversations at all levels across our school.
Put the facts on the table so there is a genuine empathy and sense of responsibility
developed between all stakeholders.
Continue with research into the Feuerstein programme with an eye as to how this could
become part of our school curriculum and an understanding of the value of this for all
learners.
Begin training interested and selected teachers and teacher aides in the Feuerstein method
at various levels of our school.
Why:
No amount of digital technolgies, modern learning environments, student voice or quality
home school partnership will make the difference for these learners and or, all of our
learners in isolation. We know that what we have trialled so far this year with the Brain
Gain group has had a significant impact on both the students and their families. The
Feuerstein method will provide a more streamlined, manageable and cost effective
intervention with the potential for greater outcomes. This programme benefits all learners
not just a selected few.

3. What will be the outcome?
Increased student achievment
Increased student engagement – success breeds success
Greater learner capacity
Quality home school partnerships – parents who are knowledgeable and educated about
learning and the process
Teachers who are empowered, feel valued and can get on with the job at hand.
Summary:
We can make a difference to learners and their families who have not experienced success
in mainstream education before. A new approach to supporting our priority and targeted
learners is needed. Consideration must be given to how what we have learnt can now
benefit every learner in our school. Teachers need more support to make a difference to all
learners in a 21st century environment which is heavily focused on statistics!
Training selected teachers and teacher aides in the Feuerstein model would enable us to
further develop our teaching and learning skills as well as a shared understanding of the
value of quality cognitive intervention for all students . It would see a shift in focus to the
process of learning as opposed to content, which is the true intent of the New Zealand
Curriculum Document.
Vision with action can change the learning landscape for both our students and teachers.
Carla McNeil
Principal
Korakonui School
August 2014