1938 Avenida Del Oro, Oceanside, CA 92056800.527.5321 • www.QuantumLearning.com
GET YOUR STUDENTS HOOKED
ON LEARNING MATH!
©2011 Quantum Learning Network
CAMT ConferenceJuly 18, 2012
1:15 - 2 :45 PM
Presented by :Senior Educat ion Consultant
Chr ist ian R auch
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Quantum Learning for Teachers embodies Vve tenets, or resident truths. These Vve tenets permeate allaspects of Quantum Learning.
Everything
is on
___________
Everything
___________
___________
Before
Label
___________
Every
Effort
If It’s Worth
___________
It’s Worth
___________
Everything that happens
under our orchestration has
an intended purpose.
Everything from our environment
to our body language sends
a message.
Learning happens best whenwe experience the informationbefore acquiring labels for whatwe’ve learned.
Learning requires work.Acknowledgment for ourefforts is essential. Celebra
tion provides fe
edback
regarding progr
ess andincrease
s
positiveassocia
tions with learn
ing.
Tenets
©2011 Quantum Learning Network
2© 1999 Quantum Learning Network / Revised 2008
The Quantum Learning Tenets
The Tenets are important concepts or guidingprinciples that are basic to the Quantum Learningsystem. These ideas are woven throughout thefabric of the system, and as a result will be redis-covered in many applications and strategies. TheTenets are speciVcally designed to improve ourpractice in the classroom by directing our focus.We recommend that you post them in a placewhere you will see them on a regular basis.
Everything SpeaksThis concept reminds us that everything we do inthe classroom sends a message to students. Theway we greet students Vrst thing in the morningor at the beginning of a class sends a message.The way we handle an incorrect response from astudent given in front of peers sends a message.Our Environment, the Atmosphere we create, theDesign of our lesson delivery or educational tasks,how we dress, the way we listen, or the charactertraits we model all send messages to our students.By being constantly aware of this important prin-ciple we tend to be more deliberate and proactivein orchestrating the messages students receive.This helps us better manage the variables thatcontribute to an optimal classroom atmosphereand learning environment.
Everything Is On PurposeThis Tenet follows logically from the one before it,Everything Speaks. If everything speaks, then itfollows that we want to be purposeful with every-thing we do in the classroom to get the desiredoutcome. A focus on the Tenet, Everything is onPurpose, encourages a greater awareness of allthe variables that inWuence learning. It is thisTenet that helps us to begin to see our role in theclassroom differently. We are not in the classroomto dispense knowledge – we are there to orches-trate learning. We are striving to get masterful inthis orchestration, and even small variables anddetails become important to us.
Experience Before LabelThis is an important principle that inWuences ourlesson design and delivery. It means that we in-volve students in an experience or elicit an expe-rience that they can relate to before we attempt toattach it to any symbolic language or label. Froma scientiVc perspective we are creating schema ora new neural network in the brain before attach-ing the label. It can also mean that we move thestudents to inquiry where they are seeking thelabel or concept before we give it to them. For ex-ample, a math teacher may involve students in areal-life situation in which they are trying to solvea problem but having difficulty based on whatthey already know. They may begin to look for anew formula or principle to help them accomplishthe solution. This state of inquiry or searchingwould be an ideal time for the teacher tointroduce the new concept, and this processwould be called Experience Before Label. In a lit-erature class a teacher may have students experi-ence writing from a talented author beforeintroducing the literary concept of mood. A sci-ence teacher may have students experience orobserve the laws of motion before actually label-ing them.
Experience Before Label is about creating a teach-able moment. It is about getting students emo-tionally involved and questioning with questionssuch as Why? When? Where? What? How? Theword label in this principle refers to the informa-tion we want students to learn – the facts, the for-mulas, the new terms, the sequence, the reasons,etc. When we design our instruction using Experi-ence Before Label, we are using a brain-consider-ate strategy that attaches the learning topreviously established schema, evokes properemotional learning states, maximizes the use ofinquiry, and bridges the content to the students'world.
3© 1999 Quantum Learning Network / Revised 2008
Acknowledge Every EffortThis Tenet places a strong emphasis on reinforc-ing effort in the classroom. By acknowledgingeffort the professional educator places a strongfocus on effort. This focus on effort has many ben-eVts in the educational arena. By acknowledgingeffort and creating a focus on effort we help ourstudents to know that we consider good consis-tent effort the hallmark of a good student.
One very signiVcant beneVt with a focus on effortrelates to our students' self-efficacy. Self-efficacyis our students' concept of what they are capableof accomplishing and relates to their views of theirown abilities. When we deVne a student as onewho gives good consistent effort we are askingthe student to do something he or she can do.This is because effort is a choice. Even thoughsome students may not be able to compete withthe student sitting next to them in achievementscores, they can choose to give effort, and if effortis the sign of a good student then they can con-sider themselves good students. By asking stu-dents to give good consistent effort we are askingthem to do something they know they canchoose to do. How satisVed would you be as aprofessional educator if all your students did wasgive 100% effort? Most of us could live with that!
If It’s Worth LearningIt’s Worth CelebratingThese celebrations occur inside the student andare orchestrated by the professional educator. Itis the good feeling students have about theirown progress and their contributions to the learn-ing of others. It includes the joy, excitement, andpassion for learning that permeates the classroomatmosphere. It includes the positive acknowl-edgements the students receive for their effortand participation. It may be enhanced by suchthings as small as a comment by the teacherexpressing appreciation for accomplishment orby an entire group joining together in a cheer, aspecial event or a rewarding activity. It should bean ongoing and consistent principle operating inthe classroom. It reinforces motivation and themessage, “This is important.”
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How to create a
Narrative Chain
• VAK
• Callbacks andmotions forcritical content
• Crazy and wild
• Connect
• Review
Content area
Narrative Chain
©2011 Quantum Learning Network
5© 1999 Quantum Learning Network / Revised 2008
Narrative Chain A
Let's explore how powerful picturing can be forencoding content into memory and see if we cancatch ourselves using pictures to learn.
HMOY have ever had one of those days whereeverything just seems out of sorts? HMOY havedays that always go exactly the way you plannedand everything is perfect? Wow, please teach meyour secrets. I would love to tell you about a daythat I had that was like no other.
It all began when I opened the door and walkedinto a deli. A what? _________ That’s right, a deli.Open the door to the deli with me. Great job ondoing the motions. Once again, let’s do the mo-tion and say the name of the place. A _________ .I could smell all of the wonderful deli aromas offresh-baked bread and dill pickles. I stepped up tothe counter, ordered a sandwich and it came withpens sticking out of it. What was sticking out ofmy sandwich? _________ That’s right, a wholebunch of leaky, blue, ink pens. Imagine the inkbeing absorbed by the bread. Make the motion ofsticking a whole bunch of pens into your sand-wich and say, “pens” _________.
Review
So I walked into a _________ and ordered a sand-wich that came with ________ in it. Great job!Thanks for doing the motions with me. Well pensare hardly something I wanted in my sandwich soI threw it out the window for the birds to eat andit landed on a jersey. In fact, it looked like a brandnew jersey, it’s bright red, and so clean. Or at leastit was clean. What did it land on? A _________Right, a jersey. Do the motion with me and say_________.
Review
So after I get the sandwich with _________ in it, Ithrow it and it lands on a _________. Great! Dothe motions! Well, I am feeling pretty bad for
staining this new jersey so I walk outside to apol-ogize to this fellow whose jersey I just stained.Well, this guy is not happy. His Vsts are clenchedand his nostrils are Waring, and he says, “ByGeorge!” I ruined his jersey so he yells what? By___________. Go ahead and shake your Vst as yousay that word, By _________. This guy is scary so Istart to run away. See it in your mind. I look backto see if he is chasing me and lucky me, he is stuckto the pavement. Somehow his feet are con-nected to the cuts in the sidewalk. His feet arewhat? _________. That’s right they’re connected– to the what in the sidewalk? __________ Goahead and do the motion of feet connected to thesidewalk. (Demonstrate trying to pull feet up.)One more time: his feet are _________ to the_________ in the sidewalk. And after I threw mysandwich he said, By _________ you ruined my_________. Just in case he managed to get free Iducked into this lovely white church with a tallsteeple. Can you see it? There was a mass goingon so I was trying to be very quiet. What wasgoing on? A _________. I felt a sneeze coming on.Oh no! The mass was completely silent and I triedto, ah, I tried to, ah, keep very, ah, ah, ah-choo. Thepeople attending the mass all turned and lookedat me, they were upset by my ah-choo. By mywhat? Do the motion of an ah-choo. _________.They were attending a what? __________ So Iwalked back outside.
Review
I walked into a _________. Ordered a sandwichthat came with _________. Threw it out a windowand it landed on a _________. When it landed, theangry man said _________. When I apologized hetried to come after me but his feet were_________ to the _________ in the sidewalk. So Iran into a church and disturbed the people at-tending a _________ with my _________ so Iwalked out. Great job! Turn to the person next toyou and give them a high four and say,“Way to gofor it on the motions.”
6© 1999 Quantum Learning Network / Revised 2008
Demonstrate a high )ve but with only four )ngers.
Next door to the mass there was a music storecalled Marilyn’s Music. Picture a big sign out infront that looks like the McDonald’s goldenarches. Do the motion and say it with me . Mari-lyn’s. _________. (Move your hand in sort of an arclike you’re tracing the sign as you say Marilyn’s.) Idecided this would be a good place to hide. WhenI walked in I heard the distinctive sound of JingleBells being sung by Garth Brooks. Sing in yourbest twang: Jingle bells, jingle bells, jingle all thewa-ay.
Southern Carols. I couldn’t believe I was listeningto a Southern Carol. Listening to a what?_________. Do the motion. Just as I started toenjoy all of this great music, a rumbling started tohappen down by my feet. The Woor shakes as hun-dreds of baby hamsters break through the carpet.They are new hamsters and they are so cute.What are they? _________
Demonstrate hamster motion.
There were so many new hamsters that theypicked me up – who picked me up?_________ –and carried me off to a virgin forest. Now a virginforest is a forest with brand new trees. All aroundme are little trees. It is so beautiful. What kind of aforest is it? _______.
Show me a motion for virgin forest.
Just as I was enjoying the serenity of the virgin for-est, the New York Yankees stepped out from be-hind the trees and they started singing“New York,New York” and swinging their bats. Go ahead andswing a bat and say, “New York, New York.”_________. Just as the best hitter on the teamsteps out swinging, a pitch is thrown and the ballgoes Wying. All of the Yankees look at me and tellme to go get the ball so I run out of the virgin for-est and I see the ball just on the other side of thehighway. There was tons of traffic going north inthe north car lane. In the what? __________. Dothe motion.
Review
I walked into a _________. Ordered a sandwichand it came with _______ in it. I threw it out thewindow where it landed on a __________. Theangry man yelled, "By ___________,” I ran andhis feet are _____________ to the ______ in thesidewalk. But just in case, I ducked into thechurch and disturbed the ___________ with my___________. Next door was a music storeowned by ____________. I heard _________________________. Then out of the Woor come hun-dreds of ________ ____________. They pickedme up and carried me off to a __________ forest.It’s peaceful until the ___________ ___________come out from behind the trees swinging. A ballis hit and I run to retrieve it from the other side ofthe ________ ________. Traffic was zooming by.There was so much traffic, so many cars. If only Icould make it to the island in the middle of thisroad. I dodge, I dart, and Vnally leap to the roadisland. To the what? _________ It’s nice andgrassy. There are a couple of palm trees. It really isan island in the middle of the road.
This narrative chain covers the )rst thirteen colonies,which is taught in )fth grade. If youareworkingwitha secondary group, add the following section tocover the )rst fourteen states to ratify the Constitu-tion.
As I look down at the grass I see that it is moving.There are lots of little bugs, caterpillars, gross,slimy crawling things, rats and bats, and mangycats. Vermin, vermin, everywhere. Make a dis-gusted face and say, “Vermin!” _________. Wow!What a crazy story.
Let’s see if we can remember it. Remember to saythe words out loud and do the motions with me.Your memory will appreciate the help. And awaywe go!
Review
7© 1999 Quantum Learning Network / Revised 2008
Narrative Chain B
How about another little field trip? Pretend youare going to the beach. This is just a day off foryou. You have been working hard and you de-serve a little time just to relax. Pretend you go toa very special, private beach where you are theonly one there. You get there and look around andtake a deep breath. Aah, this is perfect.
As you begin to make your little camp for the day,you hear a sound. You look up and there are twoducks flying right overhead. You are quite shockedto notice that they have braces on their bills. (Re-member your motions) You can see the sun re-flecting off their braces. You shake your head. Youactually saw ducks with braces. You saw duckswith what? (Response)
You then look out at the water and you see thesun reflecting off the ducks bills shining on some-one way out in the surf. It looks like he is strug-gling. You get this bad feeling inside and begin towonder what you should do. It is at that momentthat you notice a shadow moving along theground. Pelicans. That’s right, pelicans. They arejust flapping along and carrying a raft. Carrying awhat? (Response)That’s right. You see pelicans car-rying a raft. They fly right out to the person in thesurf and just drop the raft right next to him. Thisis amazing.
You finally settle in to soak up some sun. Then youdecide you will take a little stroll along the beach.Look out! That raft comes riding the crest of awave and comes crashing down on the sand andsmashes into some Peacocks! That’s right. Pea-cocks are on the beach! It’s the most amazingthing. The raft interrupted their mustard fight, butjust for a few seconds. That’s right, they are hav-ing a mustard fight. They are throwing mustard.They are throwing what? (Response) You are quiteshocked, because you have never seen peacocksthrowing mustard.
Review
Look, you came to the beach to have a nice re-laxing day. Then you hear a sound and look upand see ducks with ___________ . Then there arepelicans carrying a ___________. You then walkalong the beach and discover peacocks throw-ing ___________.
Just then an old man who was jogging along thebeach with foxes on a leash runs up and yells,"Stop that throwing." That’s right, he had foxes ona leash. Foxes on a what? (Response)The peacocksscattered and off went the old man with his foxeson a leash.
You turn around to go back to your little camp andjust when you thought it would calm down, there,standing right behind you, is a kangaroo. A what?(Response)That’s right, a kangaroo. And the kanga-roo is dressed like a mobster. Dressed like a what?(Response)That’s right. He has the coat, the hat, andeven has a gun.
Review
You were just coming down to the beach to havea relaxing day. You look up and see ducks with___________. Then there are pelicans carrying a___________. You then walk along the beach anddiscover peacocks throwing ________. But itdoesn’t last long because an old man comes jog-ging along and yells "stop the throwing" and hasfoxes on a ___________. You turn around andthere standing right behind you is a kangaroodressed like a ___________.
This kangaroo mobster really is the last straw. Youdecide to go home and rest. You cannot wait toget into your bed for a nap.
So you run from the mobster and finally get homeand as you throw back the covers to jump into
8© 1999 Quantum Learning Network / Revised 2008
your bed, you discover there are clams in yourbed. Clams in your what? (Response) That’s right.You have clams in your bed. Do they ever smell.
You decide to go to the back yard for a breath offresh air. You have a sliding glass door that opensinto your back yard. Just as you are about to stepout onto the lawn you notice it moves. You lookcloser. Your back yard is full of toads. Full of what?(Response) That right. Your back yard is full oftoads, not just any toads, these toads are tied inknots. (Remember todo yourmotions)They are tiedin what? (Response) That’s right. Your back yard isfull of toads tied in knots.
You are then startled by a large crash. It’s a rhino.A what? (Response) A rhinoceros comes rightthrough your fence with a crash, walks rightthrough the toads (squish, squish—ugh) and goesthrough the fence on the other side with anothercrash. A rhino comes through your fence with acrash. With a what? (Response)
Review
You run home from the beach. You throw back thecovers and discover clams in your ___________.What a smell. You go to your back yard and dis-cover toads tied in ___________. You are thenstartled when a rhino comes through your fencewith a ___________.
As you look through the hole in your fence, yousee ponies coming through. They are tied to-gether with string. That’s right. String is tied to thetail of one pony and around the neck of the onebehind. They keep pulling each other through thehole in the fence. Can you see them? Comingthrough the hole in the fence are ponies tied to-gether with ___________.
And right behind the last pony are leopards. That’sright. Leopards are stalking the ponies and whenthey get to the fence, they leap. They what? (Re-sponse)That’s right, the leopards leap over the fence.
Review
You run home from the beach. You throw back thecovers and discover there are clams in your___________. What a smell. You go to your backyard and discover toads tied in ___________. Youare then startled when a rhino comes throughyour fence with a ___________. Coming throughthe hole in the fence are ponies tied together with___________. Leopards are stalking the poniesand the leopards ___________.
Review
You started the day hoping for a little relaxationand some time alone at the beach. You were justcoming down to the beach to have a relaxing day.You look up and see ducks with ___________.Then there are pelicans carrying a ___________.You then walk down the beach and discover pea-cocks throwing ___________. But it doesn’t lastlong because an old man comes jogging alongyelling "stop the throwing" and he has foxes on a___________. You turn around and there stand-ing right behind you is a kangaroo dressed like a___________.
You run home from the beach. You throw back thecovers and discover there are clams in your___________. What a smell. You go to your backyard and discover toads tied in ___________. Youare then startled when a rhino comes throughyour fence with a ___________. Coming throughthe hole in your fence, you see ponies tied to-gether with ___________. And right behind thelast pony you see leopards ___________.
MM
AA
PP
SS
The opposite of b is the place to start. A plus and a minus willshow you’re smart. While the radical rests gent-a-ly on theb squared minus 4ac. The only thing left to say (whoop, whoopis divide it by 2a.
There is a specific order we follow when eating an orange— peel it first! The same is true with math. There is a specific orderwe follow when completing a math problem: order of operations.
Which is bigger: 5/6 or 5/8? Slice those pies and see!
3x + 5 = 17. The 3 and the x are “together” but the x wants to breakup. Get the friend (the 5) out of the room first before they have “thetalk.” Then the 3 and the x can break up and the x can be by himself,like he wants.
©2011 Quantum Learning Network
MAPS
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Brain Bulletin
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VAK Characteristics
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Use color.
Have students create a song or chantto remember key information.
Use music.
Encourage students to use mindmaps to visually display content.
Use callbacks.
Teach speciVc content in a speciVc location.
Provide opportunities for students to peer teach or review within groups or with a neighbor.
Stand by your content.
Teach the way you test.
Provide opportunities to learn by doing.
Talk slower.
Use visual representations of content and graphic organizers.
Give auditory instructions to supplement written directions.
Create activities that involve role-playing.
Provide the “big picture.”
Provide opportunities for movement.
Vocal variations.
Anchor content to sounds or voices.
Stay in their immediate visual Veld, but give them space.
Anchor a prop to speciVc content.
Use proximity.
Use purposeful pauses.
Create a motion/dance for the content.
Use silence.
VAK
©2011 Quantum Learning Network
VAK Teaching Strategies
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• Turn and talk to your neighbor abouthow mammals care for their young.
• Read over your notes and add a drawingfor each stage of cell development.
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• Create a series of body motions for this formula.
• Review cards.
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Review strategies you might use include:
10–24–7
©2011 Quantum Learning Network
Results from 5th Grade Math Focused QL Student Program in Houston, TX
Length of Program – 3 Days Number of students – 250 Purpose of Program – Preparation for Retake of Texas TAKS Test Date – May, 2006
Subgroup Data % Passing Non QL Trained
% Passing QL Trained
April Score 20+ AA Hispanic Caucasian ED
27% 46% 64% 40%
69% 78% 67% 71%
Average Number of Correct Questions from April to May April Score Ranges April - May 20 – 25 26 - 29
W/O QL Ave # Increased
April to May
4.7 4.8
With QL Ave # Question
Increased
5.3 5.3
Overall Passing %
With April Score 20+ 63% 75%
This program has been offered in this school district every spring and summer since March 2004. It has been given to 3rd, 4th, and 5th graders and, more recently, to middle school students with exceptional results. J. Bogard, Director, Compliance
How Quantum Learning Teaching Strategies Affect At-risk Learners A Study about Quantum Learning Effects on
Student Attitudes toward Learning and Academic Achievement Abstract 7th and 8th grade students, parents and teachers from Westfield Community School, Carpentersville, IL, were surveyed to discover student attitude and confidence levels. ISAT scores of the students surveyed were also compared. For 7th grade Social Science ISAT scores and for 8th grade Math ISAT scores were used. Students are all on four or five-person middle school interdisciplinary teams – some were in Quantum Learning classrooms and others in traditional classroom. Results support brain-based education.
Results Quantum Learning Traditional Classroom Classroom
Test Scores
7th Grade ISAT Social Studies Students met or exceeded the standards 85% 77%
8th Grade ISAT Math Students met or exceeded the standards 57% 55%
LD ISAT Intensive Math Students met or exceeded the standards 17% 0%
Quantity of time teachers spend using major brain-based components
Multi-Modal lesson design are used a% of the time 88% 24%
Teachers help students to answer the question. “What’s in it for me?” 72% 8%
Teachers find opportunities to celebrate learning 83% 14%
Teachers use visual aids to help students remember, think and succeed 82% 63%
Confidence Level Comparison
Students reported the highest level of confidence (top of five) 26% 18%
Parents reported the highest level of their child’s confidence (top of five) 54% 38%
Students with LD reported confidence in the highest 2 levels (out of five) 86% 35%
Parents of students with LD reported confidence in the highest 2 levels (out of five)
78% 7%
Parent Involvement Comparison
Parents stated specific instructional strategies and methods the teacher were using to help the students
85% 14%
Parents response for the survey 99% Low
Conclusions Overall Quantum Learning students performed better and felt more confident about school. Quantum Learning teachers also felt better about their students and work. Quantum Learning parents were able to state many strategies that led to student success while traditional parents focused more on grades and student effort. When middle school students are excited enough about school to tell their parents what goes on in class, the whole school community benefits. ISAT test scores showed larger percentages of Quantum Learning students scored higher, and fewer scored lower than traditional classroom students. The teacher survey comparison showed that Quantum Learning teachers use multi-modal instruction, enriched learning environment, state changes and music more than traditional teachers. What is interesting to note are the levels of difference between Quantum Learning and traditional teachers. 17% more LD students receiving Quantum Learning instruction met state standards on the Intensive Math ISAT. Many students with learning disabilities have learning styles other than those normally addressed in school. Therefore the multi-modal instructional style of Quantum teaching, along with the emphasis of learning environment proved very beneficial for LD students. More parents of Quantum Learning students felt their children were confident about school and their capability.
For additional information, contact Carol Fetzer, Senior Programs Consultant, Quantum Learning Education at (800) 285-3276 ext 106 or [email protected] or visit our website at www.quantumlearning.com
Improving Student Performance, Student Engagement and Teacher Effectiveness
High School Study
Saint Xavier University and IRI/Skylight, Chicago, IL Results of implementing Quantum Learning in the
Thornton Township High School District, South Holland, IL.
2047 student population (37% low income, 83% African-American, 13% Caucasian, 4%other) 452 faculty. Approximately 60 teachers and 600 students were involved in the Quantum Learning Pilot Program. Post intervention data indicated increased student learning, attendance, and improved attitude toward school. Students also showed increased math and reading skills, both on standardized tests and class grades. Post intervention data also revealed improved teachers effectiveness and satisfaction.
Ninth grade “low-level” students in math and English increased their mathematical problem solving ability to 9th grade level
Students had 2.9 fewer periods absent, a significant gain in this highly transient population.
According to the Normal Curve Equivalent (NCE), students accelerated their learning and skills equivalent to 21 instructional months’ growth (more than two school years) in only 22 days.
ENGLISH:
Grade Distribution
Regular Students
Students who without Quantum Learning would’ve been placed in a remedial class
A 6% 1% B 19% 9% C 28% 28% D 29% 42% F 17% 19%
13% more Acceleration students passed with a D grade. These students started out so much further behind than the regular students, but
still their performance nearly equaled anyhow.
SPEECH:
Grade Distribution
Regular Students Students who without Quantum Learning would’ve been placed in a remedial class.
A 8% 5% B 25% 25% C 36% 37% D 19% 22% F 12% 9%
3% more “regular” students failed Speech I than those Accelerated up from
deficiency. Accelerated students virtually equaled the regular students in their A, B, C and D
grade distribution for Speech I.
ALGEBRA:
Grade Distribution
Regular Students Students who without Quantum Learning would’ve been placed in a remedial class.
A 7% 6% B 11% 9% C 22% 24% D 21% 26% F 38% 33%
Students who were able to enter Algebra I as ninth graders rather than the
remedial math course they would have taken 5% fewer Acceleration students failed compared to regular students. Former Acceleration students almost matched the regular students in the A, B, and
C range of grades 67% of former Acceleration students passed Algebra while only 62% of regular
students passed. Students who accelerated their performance from a much lower starting point
were able to sustain their performance at “grade level” more often than those who already had the skills to do so.
Stanford Diagnostic Reading Test Distribution
47% of the students made gains in their reading comprehension skills 55% of the students made gains in their vocabulary
Incoming ninth graders were identified who were performing below grade level in Math and English. These students had the highest frequency of absentees and behavioral problems, slowest gains in achievement and most apathy toward school and learning. Results after attending a 22 day “Quantum Learning” summer school:
2+ year gain in math (students who did not yet reach grade level)
6+ year gain in math (students who reached grade level)
67% passed Algebra (only 62% of ‘regular’ students passed)
37% reduction in absenteeism (7.9 average periods missed to 5.0)
After using Quantum Learning: 100% reported being better teachers 94% reported more awareness of students learning styles and needs 86% reported making more meaningful connections with students 83% reported raising their personal teaching standards 88% take more risks in teaching Teachers Reported:
Before QL After QL • I am frustrated in my teaching much of the time 32% 0% • I get joy and satisfaction from teaching these students 65% 83% • I am able to motivate students in their Learning Forum 52% 69% • Ability to interest students 45% 83% • Freedom from frustration in their teaching 68% 100% • Job satisfaction 65% 83%
Observations of Students after Quantum Learning Training Before QL After QL Higher esteem as a learner 68% 89% Better academic performers 46% 82% Knowledge of how to interest self in class quickly 41% 64% Ability to memorize and retain unrelated facts 31% 63% Giving 100% in class 55% 73% Students are flexible, open positive attitude 60% 69% Students are interested in learning in my class most of the time 45% 83% Students complete their class work 70% 83%
