Dub – A Misunderstood Word
You probably found it much easier to draw a “dub” once you knew what one was. This is the case in any field of study. The ability to fully understand a text allows you to use what you have learned quickly and correctly. Unfortunately, the realization that one has gone past a misunderstood word and the immediate ability to get that word defined are not very common, both in conventional education and in life.
This demonstration makes it very easy to understand the role played by misunderstood words. There are three specific barriers to study which are a core component of the Study Technology method. These are:
- Lack of Mass – Studying about physical things and their details without the actual thing present or at least pictures, etc.
- Too Steep of a Gradient in Learning – Going past onto the next step of the study before you have mastered the prior step.
- Misunderstood Words – Reading materials where there is one or more word which is insufficiently or incorrectly understood.
You may have experienced certain emotions and frustrations on the Study Technology Demonstration when you had a “misunderstood word”. Lack of Mass and Too Steep a Gradient have their own sets of reactions and a teacher well trained and experienced in these methods can usually have a pretty good idea which of these a student is experiencing, and how to remedy it.
Once remedied, the student feels brighter and is once again eager to learn.
There have been many recorded successes of Study Technology worldwide. In Mexico City, for example, Study Technology was introduced into a private high school in which one class had a 95% failure rate on their material. After the students learned to use Study Technology, the same class achieved a 90% passing rate.
A study undertaken in England found that students improved their reading levels by 1.3 years after only ten hours of study using Study Technology study procedures.
A literacy program in South Africa produced an average gain in reading level of 2.25 years. In the same country, the pass rate of students enrolled in 19 government schools increased from 43 to 78 percent after the Study Technology had been in use for only six months.
Also in Southern Africa, Education Alive, an Applied Scholastics affiliated organization, introduced Study Technology into a teacher’s college. The dropout rate for teacher trainees fell dramatically, to only 2 percent, as a direct and immediate result of the program.
In Los Angeles, California in the United States, students at a school which uses Study Technology throughout its curriculum regularly score 30% above the national average on pre-college aptitude tests. Their fourth grade students consistently score two or more grade levels above the norm in reading, math and language on standardized achievement tests.
We ensure that each teacher is trained in our study methods and how to communicate effectively with children. In our school, children are treated as individuals, not herds. We teach them how to learn so they can resolve their own learning difficulties and know how to get help when they need it. We believe that children should be able to work things out for themselves and we are sure to educate them thoroughly on the skills they need to do research to discover information for their use, not just parrot back facts for an exam. Our stress is always toward a purposeful understanding and ability to use the information they are learning. Make an appointment to visit the school and discover for yourself the difference our approach to learning can make in your child’s life and future.
For additional information about Study Technology, go here.