P.I.E. provides intellectual stimulation of the mind through Dr. Ellyn Arwood's Neuroeducation Model, the Neuro-semantic Language Learning Theory (NsLLT). At P.I.E., children participate in drawing, writing, and movement (hand over hand) to further conceptualize and gain the tools necessary for understanding human experience. We will equip students with tools to adapt and respect people around them. We will help them develop creative problem-solving skills, and communicate their thoughts and ideas in a variety of ways.
“The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.”
― Ken Robinson
We use the Neuro-Semantic Language Learning theory (NsLLT). Internally, the neurobiological process for conceptual learning is layered and starts at the sensory level that overlaps into patterns, then those patterns create concepts. Research confirms that conceptual learning through language occurs in neural networks with multiple access points running along circuits of nerves in the brain (Olson, 2001). Our program is based on how language and the brain function together. Language is the mediation between a child's literacy and behavior. Language names a child's thinking. The program focuses on helping children express themselves by increasing rich language and providing a rich and respectful socio-cognitive environment.
We believe that learning is a whole person process; it takes multiple points of access, using hand over hand drawings, and rich language to engage the learning process. We believe that every child can and will learn from doing, writing, drawing, seeing and participating.
We believe that learning never ends.
What makes us different: P.I.E. utilizes Dr. Arwood's NsLLT model. The program overlaps movement (hand over hand drawing and writing) to layer concepts with context and rich language to promote higher order thinking. Teachers will assign meaning to what students are doing to create agency. The program also teaches in the learner's learning system. When we change the input of how we teach, such as teaching visually for students with a visual system, we engage the circuits in the brain. Then teachers will use language to assign meaning and create more concepts.
Children's learning should come from within and include those around them. We must teach from a conceptual view and help kids conceptualize their world so that they are prepared to face the world as adults.