The Arrowsmith Program has been offered as an option for students at TIGS since 2015. The program is based around neuroplasticity and the brain`s proven ability to change by creating new neural pathways to improve focus, memory and performance. A current research project in the United States is examining the effects of the Arrowsmith program through MRI scans and finding scientific evidence to prove the functional changes seen in students after spending time doing the Arrowsmith exercises.
Deciding to take this approach is very different from the usual ways students with learning difficulties are helped. Often students having difficulties keeping up with school work are supported in the classroom and are given different learning outcomes or adjusted tasks. The Arrowsmith approach aims for cognitive exercises to improve the function of the brain allowing students to learn more effectively and independently. Exercises are programmed based on students’ cognitive profile and the conditions for cognitive change are the focus in the Arrowsmith room. The focus in a cognitive classroom is to create the conditions that will enable success in developing neural pathways.
Three students in the current Arrowsmith class were asked about their experiences.
Michael*
What is it like being in the Arrowsmith Classroom performing cognitive exercises instead of learning in a regular classroom?
“The room is very quiet and students are concentrating on their cognitive exercise for the full 40 minutes. We are always working to our goals every period. Once we master the task we ring the bell and the exercise gets a little harder.”
Michael likes the independence of the Arrowsmith class because he knows what to do in the exercises whereas in class he doesn`t always understand and know how to complete the class work without help.
Tell us about yourself, what is an exercise you have been doing and the effects that have been seen?
“I am in Year 6 and joined the full-time class last year. I found out about Arrowsmith from a new girl in my class. I asked Mum if she would look into it for me. Barbara Arrowsmith-Young came to do a talk at School and we went and we made the decision to join the full-time class. I had to promise to do the homework.”
Michael is a good student who works hard but has always struggled with spelling and numeracy. He had tried many avenues of support. Intensive speech therapy has led to some improvement in spelling but he still found numeracy challenging.
“I do an exercise called QSense and I am getting really good at adding and subtracting numbers quickly in my head. I am also finding it easier to learn my multiplication tables.” Quantification Sense helps to strengthen students’ ability to retain numbers and manipulate them.
Michael also undertakes an exercise called Symbol Relations. This exercise uses clocks with increasing numbers of hands for students to read. “I am on ‘6 hand’ level and it`s my favourite exercise”. This exercise is very challenging and sharpens the students’ ability to think conceptually, develops deeper levels of comprehension and flexibility of thought. Michael is finding he is better able to think conceptually and this is showing in his improved mathematical understanding.
Robert*
What is it like being in the Arrowsmith Classroom performing cognitive exercises instead of learning in a regular classroom?
“It’s very different especially with the exercises and how you don`t stop for the full 40 minutes.”
Tell us about yourself, what is an exercise you have been doing and the effects that have been seen?
“I am in my third year of the Arrowsmith cognitive program. My family moved from Melbourne to Wollongong for my brother to be in the Arrowsmith Program and then my mum and dad put me in. I have dyslexia and I was not doing as well as I could do in my class work. I have seen a lot of changes, especially in my reading and writing.”
Robert’s teachers have seen improvements in his ability to focus and complete tasks to a much higher standard. He is a capable student and is showing his potential now.
He was doing an exercise called ‘LThink’ last year which strengthened his thinking, helping him focus, plan how to approach tasks and remain engaged till completion.
Robert received a Distinction award in the Australian Council for Educational Research (ACER) Maths Competition last year. Robert has always been an avid reader and keen mathematician but his comprehension of problems in Mathematics and in reading texts needed to be stronger. He has been doing an exercise called Symbol Relations which uses clocks with various numbers of hands to improve conceptual understanding and this has flowed through to deeper comprehension noticed by his teachers in class as well as in his mathematics results.
Mary*
Mary is a Year 6 student whose family relocated to the Illawarra from Bawley Point on the South Coast so she could join the Arrowsmith Program. Dyslexia has interfered with Mary reaching her potential. She finds spelling, grammar and numeracy difficult. She also found reading social cues a bit difficult.
What is it like being in the Arrowsmith Classroom performing cognitive exercises instead of learning in a regular classroom?
“We are doing the same exercises each day but it’s a lot harder because you are doing what you find the hardest”
Tell us about yourself, what is an exercise you have been doing and the effects that have been seen?
“I found the (non-verbal thinking) exercise hard but it really helped me. Now I understand how people feel.” The exercise strengthens students’ ability to read social cues such as body language and facial expressions and respond more appropriately. This makes life in general easier, for example working with peers in class and socialising in the playground.
There are places available in the full time, part time or home-based programs at TIGS. Visit TIGS website at www.tigs.nsw.edu.au/arrowsmith-program to submit an inquiry.
*Students names have been changed in the article to protect their privacy.
