Super Teaching Theory
SUPER TEACHING 2006 – BY BJ Dohrmann
More than half of students at four-year colleges — and at least 75 percent at two-year colleges — lack the literacy to handle complex, real-life tasks such as understanding credit card offers, a 2006 study found.
The literacy study funded by the Pew Charitable Trusts, the first to target the skills of graduating students, finds that students fail to lock in key skills — no matter their field of study.
The results cut across three types of literacy: analyzing news stories and other prose, understanding documents and having math skills needed for checkbooks or restaurant tips.
Without “proficient” skills, or those needed to perform more complex tasks, students fall behind. They cannot interpret a table about exercise and blood pressure, understand the arguments of newspaper editorials, compare credit card offers with different interest rates and annual fees or summarize results of a survey about parental involvement in school.
“It is kind of disturbing that a lot of folks are graduating with a degree and they’re not going to be able to do those things,” said Stephanie Baldi, the study’s director at the American Institutes for Research, a behavioral and social science research organization.
Most students at community colleges and four-year schools showed intermediate skills. That means they can do moderately challenging tasks, such as identifying a location on a map.
There was brighter news.
Overall, the average literacy of college students is significantly higher than that of adults across the nation. Study leaders said that was encouraging but not surprising, given that the spectrum of adults includes those with much less education.
Also, compared with all adults with similar levels of education, college students had superior skills in searching and using information from texts and documents.
“But do they do well enough for a highly educated population? For a knowledge-based economy? The answer is no,” said Joni Finney, vice president of the National Center for Public Policy and Higher Education, an independent and nonpartisan group.
“This sends a message that we should be monitoring this as a nation, and we don’t do it,” Finney said. “States have no idea about the knowledge and skills of their college graduates.”
The case for Super Teaching, a software system that controls mental pacing behind live faculty members grows with each report. Super Teaching provides elevated retention as well as long term learning skills for “new brain” learners entering the education system. New Brain Learners at upper education levels demonstrate improvements to uniform understanding of existing lesson plans ranging from 82% in student bodies using Super Teaching and as low as 34% for learners not using Super Teaching.
Life Success Academy markets Super Teaching software via a twenty year license that costs institutions 150,000 dollars per classroom. Free hardware and furnishing that retro-fits antique classrooms into high tech class rooms of the future are provided. More than 150,000 dollars of hardware and furnishing is provided with the software lease. Learners report immediate results. Faculty is surprised at the lack of retraining required to operate ST classrooms, a key feature for busy over taxed faculty.
The recent survey examined college students nearing the end of their degree programs.
The students did the worst on matters involving math, according to the study. Super Teaching normalizes learning for up to 11 common learner dysfunctions. Super Teaching systems dramatically assist math performance for all ages of learners as data on this web site demonstrates. Super Teaching qualifies for Title I Federal Funding.
Almost 20 percent of students pursuing four-year degrees had only basic quantitative skills. For example, the students could not estimate if their car had enough gas to get to the service station. About 30 percent of two-year students had only basic math skills.
Baldi and Finney said the survey should be used as a tool. They hope state leaders, educators and university trustees will examine the rigor of courses required of all students.
The college survey used the same test as the National Assessment of Adult Literacy, the government’s examination of English literacy among adults. The results of that study were released in December, showing about one in 20 adults are not literate in English.
On campus, the tests were given in 2003 as a base line to a representative sample of 1,827 students at public and private schools. Results were released in Jan 2006. Results were consistent with the growing mandate to retro-fit antique class rooms with ST technology to accommodate “new brains” now reaching classrooms. New brains are hard wired differently. New brains require variable patterns for information to retain data in classroom learning. ST technology is an affordable solution that works for all “new brain” learner groups, now the majority of the learner population. When live instruction is delivered new brains require Super Teaching to affect the ideal pattern shifts that develop elevated retention of the content. Without ST studies like the one reported here are likely to increase.
The January 2006 study report has a margin of sampling error of plus or minus 3 percentage points.
Patent Holder – Super Teaching
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