T

T
A+B=B+A
T
T
A+B=B+A
X
T
T 5 & = T
T

N A+B=B+A
X A+B=B+A
figural

W E
5 & = alsocognition X
T S
T
N figural X 5 & =
equals five
W E 5 & = A+B=B+A
N
alsocognition
S N figural
figural

X W E
equals five W E alsocognition
alsocognition
S
5 & = S
N equals five
equals five figural

W E
T alsocognition
S
T
A+B=B+A equals five
T
T
A+B=B+A X
5 & =
N
X figural

W E
5 & = alsocognition
N figural
S
W E equals five
alsocognition
S
equals five

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SOI® Model for Learning

Robert Meeker

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T
T T
T
A+B=B+A
A+B=B+A
X X
5 & = 5 & =
N figural
N figural
W E
W E
also S
also S
equals five
equals five
cognition
cognition
Copyright 1996, Robert Meeker

This document uses Multi-Channel Communication, an instructional

procedure designed by Meeker Creativity Consultants.

Published by:

SOI Systems™
45755 Goodpasture Road, Vida, OR 97488
(541) 896-3936
Every formal learning situation has three parts.

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Instructional Material

Instructor

Student

-1-
 Instructional Content

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Most instructional material is well prepared and appropriate for the

level of the student.

Occasionally, of course, the instructional material is not well pre-

pared or is not appropriate to the level of the student. On those
occasions, the instructor or the student may overcome the poor
instructional material or may find alternative material that is well
prepared and appropriate for learning.

In general, however, the instructional material is not the source of

learning difficulties.

-2-
 Instructor

Most instructors are well prepared.

They have studied both the instructional content, and the methods
of teaching.

Occasionally, of course, the instructor is not well prepared in the

content area, or in the methods of teaching. When that happens,
students may overcome poor instruction by themselves, or they may
need to wait for another instructor who is well prepared.

In general, however, instructors are not the source of learning diffi-

culties.

-3-
 Student

We will focus on the students’ part in the learning situation.

Many students come to a learning situation well prepared to learn.

If these students apply themselves—if they attend to the instruction
and study—they will learn.

But there are students who come to a learning situation unprepared

to learn.

No matter how much effort these students make—no matter how

hard they try—they probably will not learn.

To aid these students, we must first help them to understand why

they are not learning.

-4-
 Why do some students fail to learn?

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In order to learn, students must be able to:

receive,
process,
assimilate,
store, and
use

the information that is being presented.

It is assumed that students can do all of these things.

Let’s see what happens when students do not meet these assumptions.

-5-
 Receiving Information

In most instruction, we receive information in two ways:

by sight—we see the information,

by sound—we hear the information.

When students cannot see or hear adequately, they cannot learn,

because they do not receive the information being presented.

So, our first step in helping students who are not learning, is
to make certain that they can:

SEE and HEAR.

-6-
 Processing Information

Once we receive information, we must process it. Have you ever

looked at something and not really “seen” it? Not seeing it well
enough to tell someone later what you had seen? You looked, you
saw, but you did not process.

Many students who do not learn, see the information on the page,
but they do not process it.

Many students who do not learn, hear what the instructor says, but
they do not process it.

So, our next step in helping students who are not learning, is
to make certain that they have the

SKILLS for PROCESSING.

-7-
 Assimilating Information

Once we receive and process information, we must assimilate it.

Have you ever seen or heard a word like “assimilate” and not know
what it meant? You have taken the word in, but you did not know
what to do with it. In a word, you have not “assimilated” it.

Many students who do not learn can receive and process informa-
tion, but they do not have the abilities necessary to assimilate.

Our next step in helping students who are not learning, is to

make sure that they have the abilities to

ASSIMILATE

the information they receive and process.

-8-
 Assimilating Information—Content Handlers

Information is assimilated through “handlers.” We use information

handlers to understand the information we receive.

One important set of handlers deals with the type of information

that we take in.

This handler is for

FIGURAL
information
5 & =
This handler is for
SYMBOLIC and
equals five
information

This handler is for

SEMANTIC
information

Most people have a preference for the type of information they can
handle most easily. This is a person’s learning style.

FIGURAL—architects, surveyors, graphic artists, carpenters

SYMBOLIC—programmers, mathematicians, stenographers

SEMANTIC—teachers, lawyers, writers, politicians

-9-
 Learning Style and Learning

Many learning problems occur because there is a mismatch of learn-

ing styles between those offering instruction and those receiving it.

5 & =
5 & =
and
and
equals five
equals five

So, to help students who are not learning, we need to insure that the

instruction is not inappropriate to their

LEARNING STYLE.

- 10 -
Assimilating Information—Category Handlers

Another important set of handlers deals with how the information

will be used.

This handler is for This handler is for

UNITS SYSTEMS
of information of information
X

This handler is for T

This handler is for
T
CLASSES TRANSFORMATIONS
N
of information W E of information
S A+B=B+A

This handler is for

This handler is for
RELATIONS
IMPLICATIONS
between information
of information

To help students who are not learning, we need to insure that they

develop handlers on

HOW to USE

information.

- 11 -
 Storing and Retrieving Information

Once we receive information and assimilate it, we need to store it.

We have a handler for that, too—it is called “memory.”

An effective memory is one that can retrieve stored information

when it is needed.

To help students who are not learning, we need to insure that they

develop their

MEMORY.

- 12 -
 Using Information

We have a number of handlers for using information.

We use information to make judgments.

We use information to solve problems.
We use information to be creative.

This handler is for using

information to make
JUDGMENTS

This handler is for using

information to
SOLVE PROBLEMS

This handler is for using

information to be
CREATIVE

To help students who are not learning, we need to insure that they

develop the handlers for:

JUDGMENT
PROBLEM-SOLVING
CREATIVITY.

- 13 -
 Helping Students—Finding the Needs

The first step in helping students with their abilities to process and
assimilate information, is to find their needs.

and
equals five

5 & =
X

T
T
A+B=B+A N
W E
S

To help students who are not learning, we need to find which of

these should be further developed.

- 14 -
 Helping Students—Finding the Needs

How can we tell if a student does not meet some of the requirements
of the learning situation?

We could ask the students themselves, but they usually

don’t know the cause of their learning problems.

We could observe students, but it takes a highly trained

person to identify learning needs.

The surest way to identify learning needs is to test for them.

and
5 & = equals five
X

N T
A+B=B+A W E T
S

To help students become better learners, we need to test their learn-

ing abilities.

We can test their learning abilities in less than four hours.

- 15 -
 Helping Students—Finding the Needs

Of course, every student has different learning needs. Almost no

two are the same.

Some students have very few learning needs—their abilities are

already well developed.

Others have many learning needs—they have many abilities that

need development.

T
T
T
T A+B=B+A

X
5& =
N
N W E
W E also S
also S equals five
equals five

T
T

X
5& =
T N
T W E
A+B=B+A
S
T
T
X
5& = X
N N
W E W E
also S N
S
W E
equals five
S

In order to improve learning, we need to know that learning abilities

should be developed or improved.

- 16 -
 Helping Students—Develop
Learning Abilities

Once we have identified the needs (the learning abilities that need
development), we can start the students on a “mental fitness” pro-
gram.

We have exercises that will build these mental muscles.

T
T
A+B=B+A
T
T
X
5 & = 5& =
N figural
W E

and and S

equals five equals five

Learning abilities can be improved with the proper exercise.

- 17 -
 Helping Students—Develop
Learning Abilities

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So, with the appropriate assessment information, and the appropriate

training:

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We can reconnect the student in the learning process.

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 Preparation for Learning

Of course, we do not need to wait for learning problems to occur

before we connect the student with the learning process.

We can prevent learning failure, if we prepare students for learning.

T
T
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T xxxxxxxxxx
T xxxxxxxxx

X A+B=C
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5& = C=Z

5 & =
A=X+Y-B

N figural
W E

and and S

equals five equals five

We prevent learning problems by PREPARING students for learning.

Preparation is more efficient, easier on the instructor, and much better

for the student than failure and remediation.

- 19 -
 A Complete SOI/IPP Program
T
T
A+B=B+A

X
T 5 & = T
T
T N A+B=B+A
T figural
T A+B=B+A
W E
A+B=B+A
alsocognition
T S
T X
X equals five 5 & =
A+B=B+A
X 5 & = N T
T
T
T
5 & = N figural
W E
figural
A+B=B+A
N W E
X A+B=B+A
figural
5 & = alsocognition
S
W E alsocognition X
alsocognition
S
N equals five X
S equals five figural
5 & =
equals five W E N figural
5& =
T alsocognition
S W E N figural
T
A+B=B+A equals five also S W E

T equals five also S

T X equals five
A+B=B+A 5 & = cognition

N figural
X W E
5 & = alsocognition
S
N figural
equals five
W E
alsocognition
S
equals five

The

SOI Model School™

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offers all of these

programs to help
students become more

effective learners.

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 The

SOI Model School™

becomes a

Mental Weight Room

to prepare students
for
School Success.

- 21 -
 SOI Systems™
®

Structure Of Intellect™