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STUDENT LEARNING PROGRAMS - HOW WE ARE DIFFERENT
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Goal-Oriented Learning
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Learning & Thinking Style
Focus
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Strategies Immediately
Applied to Current Homework
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Multiple Options for Program
Length
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Multiple Options for Program
Scheduling
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Full & Partial Scholarships
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TL Student Binder
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TL Advisor Program
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Benefit
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Goal-Oriented
Learning Approach
Receiving Information
We show students how to
read textbooks and listen during lectures with specific objectives in mind to
ensure they remain focused on the key information that is necessary for research
papers and exams.
Processing Information
We show students how to approach their homework with a goal-oriented mindset.
Specifically, they will learn how to think more critically (and creatively) to
ensure they understand their teacher's goal for the course - and to gain
knowledge that will help them after they leave school.
Communicating Information
We show students how to ask the right questions
during class - and respond effectively to the teacher's questions.
Students will also learn how to efficiently and effectively write research
papers and essays that specifically address the teacher's objectives for the
course.
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Goal-oriented learners excel in all
areas of their academic work due to
their strong focus and desire for self-improvement.
These learners tend to create learning goals for
each task - and always seek the most
efficient and effective path toward
reaching their goal.
But our programs do more than just show students
how to set a goal and stay on course.
In a standard week, students need to
complete many projects (e.g. homework,
test prep, athletics, extracurricular
activities, etc.), and usually within
a deadline.
Therefore, we will show students a variety of flexible
learning, time management, and organizational strategies to help them create
a seamless transition from one project
to the next.
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Benefit
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Learning & Thinking Style
Focus
Receiving Information
We show
students how to use their personal learning style to quickly decipher
complex reading material and remain focused while reading boring
material. Students will also learn how to listen effectively during
lectures even when the teacher presents information in way that is outside of
the student's personal learning style.
Processing Information
We show
students how to use to use their personal thinking style to critically
analyze information and develop creative solutions to complex problems.
Communicating Information
We show students how to communicate their knowledge in a way that appeals to
teachers and other students who may have different learning and thinking styles.
For example, a linear-oriented teacher will want students to present facts and
details while a global-oriented teacher will prefer to receive concepts and
critical perspectives.
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When students use their preferred learning and thinking style to gather and
process new information, they are applying their most natural aptitude.
And when a process feels "natural", it's easy to perform. As you know, students
don't avoid "easy" tasks; they avoid starting difficult or undesirable tasks.
Of course, attending a learning program (for some) may qualify
as an undesirable task. But when
our past students used their preferred
learning and thinking style to learn
our various strategies, the process
felt more like a common sense extension
of what they already knew - which makes
it more likely
they will apply our learning strategies long after
the program ends.
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Benefit
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Immediate Practice
on Current Homework
Receiving Information
Students will practice most of our reading strategies
on their own current reading
assignments during our class sessions. They will also learn how to listen
effectively through our class activities and by immediately applying our
strategies in all of their other classes.
Processing Information
Since students will practicing our strategies on their current homework (in
class) our instructor will be able to help them critically analyze their
material and provide flexible strategies that meet the unique needs of each
student.
Communicating Information
Since some students will bring homework to our sessions that requires them to
write essays or research papers, our instructor will show them strategies for
getting started (i.e. overcoming writer's block) and fine-tuning papers to
satisfy their teacher's objectives.
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Applying new information shortly after
learning it will always result in greater comprehension
and retention.
By using their
own homework to practice our learning
strategies, students will not only
improve their comprehension and retention, they will immediately realize
the true benefit of the strategies - an important step to ensure they continue
practicing their new skills long after the program
ends.
Of course, another benefit of this approach is that
students actually complete some of their homework assignments while in the
program.
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Benefit
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Multiple Options for Program Length
10-Hour
Format
15-Hour Format
20-Hour Format
Class
sessions occur once per day on your
school's campus. The length of
each session will follow the standard
class period at your school (usually
50 - 60 minutes).
See
Options for Program Scheduling ▼
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Our 10-hour format is for our Target Reading program.
Our longer
formats (15 - 20 hours) are for our Target Learning Complete program. They run for 3 to 4 weeks (1-hour
per day) and allow for significant practice
time on each of our learning strategies.
Many students have seen immediate improvements
in their study skills (and their grades)
even before the program ends.
See
Student Reading Scores
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Benefit
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Multiple Options for Program Scheduling
Monday
- Friday (8:00 a.m. - 10:00 p.m.)
Saturday (8:00 a.m. - 5:00 p.m.)
We typically offer class sessions within the
school's daily class schedule.
Students can use one of their "free
period" slots to attend each daily session.
However, if your school's class schedule doesn't allow time for our sessions
during the day, we can make evening and weekend sessions available.
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Some students have such a busy school schedule they don't have an open (or free)
period to attend a daily class
session. Therefore, we have created
a very flexible scheduling system that
allows time-challenged students to attend
our sessions at a variety of times throughout
the week.
We
also offer “make-up” sessions for students
with legitimate absences.
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Benefit
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Scholarships
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Full Scholarship (1 enrollment free)
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Partial Scholarship (1 enrollment half-price)
For every 10 paid enrollments we will
provide:
1 Full Scholarship or 2 Partial
Scholarships
Typically,
your school will select the scholarship
recipients based on financial need. If not, we will reduce each individual
registration fee based on the total enrollment and our scholarship criteria.
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Scholarships are unlimited based on the criteria of 1
scholarship for every 10 paid enrollments.
Therefore, if the program at your school
has 50 paid enrollments, 5 full scholarships
(or 10 partial scholarships) will be
available to students attending the seminar.
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Benefit
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TL Student Binder
A Binder Containing:
●
All the strategies covered during the
seminar
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Detailed instructions for completing each
strategy
● Color-coded
reference to quickly find each strategy
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Templates to immediate apply the strategies
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This workbook will not only help keep
each student focused during the program, it will serve as an immediate resource
for applying all the learning strategies long after the program ends.
The availability of this binder (at the beginning of
the program) also helps reduce any
learning anxiety students may experience. After all, if students are
taking the program because they are concerned about their learning abilities,
they may feel undue pressure to retain all the information presented - while
still in the program.
Once the
students open their binder, they will
immediately see that all the strategies
are easy to find and apply (during and
after the program).
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Benefit
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TL Advisor Program
(following the program)
●
6 months of unlimited online access to their
instructor
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Unlimited follow-up questions for the instructor
The 6-month
Advisor Program begins on the last day
of the seminar.
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This is another stress reducer for the student. If students realize they
can refer to their binder (or speak
with the instructor after the program),
they will not feel the pressure to retain
all the information during each session. This will allow students to enjoy
the class activities and interactions with the other students - which creates a
more productive learning environment.
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