Educational Theories

Within classrooms, and now via the Internet, education is delivered to the learner because of the theory of The Cycle of Learning (COL) and the theory of Educational Skill Representations.

THE THEORY OF THE CYCLE OF LEARNING
The theory of The Cycle of Learning states that each educational skill has its own name, thus, its own meaning. Therefore, each skill is identified in a statement sentence. However, in order for the learner to know the skill, a question is crafted from the statement sentence by using the portion of the sentence that does not have the skill's meaning. When the learner answers the question with the part of the statement sentence that was not used in the question, he knows the skill. Therefore, because each educational is unique and identifiable in a statement sentence, each educational skill is available to learners.

THE THEORY OF EDUCATIONAL SKILL REPRESENTATIONS
All Educational Exercises
The theory of Educational Skill Representations states that because each educational skill has its own name and is defined in a statement sentence, an exercise is designed for each skill. To construct the exercise, the skill is explained as a topic composed as a paragraph.The skill's name is the topic's name, and the topic's sentence is the definition sentence; supporting sentences describe the elements that make up the skill. The learner studies the topic and is asked questions to test his knowledge of the skill.The same method used in The Cycle of Learning to fashion the question for the definition sentence pertains to the sentences in the paragraph. The answers for the topic's questions, or clues to the answers, are in the paragraph, and the same rule in The COL to arrive at the definition sentence's answer also applies to the sentences in the paragraph. All educational skills' exercises may be structured in this manner, which is called the Topic format.

Grammar and Mathematics
While grammar and mathematics exercises may be designed in the Topic format, each exercise is better delivered to the learner by naming the skill, writing its definition in a statement sentence, supplying examples to show how it is used, then providing questions to which the learner practices to correctly apply the skill's definition. This technique to assemble educational skills' exercises is called the Grammar/Mathematics format.

The Topic and Grammar/Mathematics formats are patterns to style exercises; they are not relegated to the subjects they name. For example, a word problem in mathematics may be written as a topic.

Foundation Education: Phonics and Numeration
The National Right to Read Foundation reports that teaching "explicit" phonics aids learners to read. Harvard psychiatrist, Dr. John J. Ratey notes: "...children who may be prone to reading difficulties benefit primarily from more extensive teaching of phonics." Former governor of Utah and education proponent, Olene Walker, explains: "Children learn to read from K to third grade... [thereafter] they read to learn." Therefore, children fail because explicit phonics is not taught during early childhood to enable reading. Thus, IES provides explicit phonics exercises so that students learn to read; it is part of IES' foundational curriculum that includes numeration, and delivery of educational skills' exercises through games, books, products, and toys that assist learners to see, hear, say, touch, and do in order to learn.

The Higher Order of Thinking
To cultivate the higher order of thinking, critical and analytical exercises begin during infancy. In addition to exercises crafted as Topic and Grammar/Mathematics formats, skills are delivered by computer games, books, toys, and educational products.

Conclusion
All of the technologies available to access and process information on the Internet are utilized to access and process educational exercises on Internet Education System. After each exercise is formulated, it is "progressively loaded" onto IES-in the same manner that they are "appropriately sequenced" in traditional education's text books to build up the learner's academic achievement. Thus, as the learner progresses through the exercises by practicing to correctly apply each skill, his or her knowledge increases.