Research of Super Teaching Multimedia Systems to Improve Student Learning

ABSTRACT

As highly multimedia enriched interactive learning environments and broadband access becomes common in the home, students perception of being held captive in today's out of date “black board prisons” will significantly intensify. Several K-12 schools in Michigan and Australia have been working with a Michigan based media integration company, LSA, Inc. to test what can be done to radically change modern class room design. New brains reaching todays class room learn differently. Inventor BJ Dohrmann has helped to develope a new multimedia supported integrated classroom-learning system, designed around the latest research on accelerated whole brain learning theory. The development team has dubbed this classroom design of the future, a radically different learning environment in the class room, as Super Teaching. Dr. William Skilling, Michigan Superintendent of Public Schools in (2002), said that “Super Teaching” classrooms are highly engaging, dynamic, interactive, multimedia, instructional technology systems that accelerate learning through whole brain instruction. Dr. Lee Pulos (2001) claims that learners in a Super Teaching environment are demonstrating improved concentration, information processing ability, significant memory retention, and an accelerated learning response.

Dr. Gary Schornack of the University of Colorado Business School said in 2005, "Super Teaching is the classroom of tomorrow - this is the one."

Over time, Life Success Academy has worked to rigorously evaluate and research Skilling and Pulos claims of improved concept learning levels in less time using a control group research design under a variety of educational settings and conditions. During each of the three years of this research study, students from at least two grades attending a school that have installed a system have been examined on these and other related cognition and learning variables and contrasted with students test results from schools continuing to using traditional instructional practices.

Performance outputs drop when Super Teaching is absent from the class room. Learner and faculty performance rise when Super Teaching operates behind the live instructor. This new class room tool normalizes many problem learner conditions as well. The Super Teaching effect is maintained by software. The software controls information pacing on three screens, required for the the ST system in precise pattern roll monitoring constantly under software direction. Faculty are free to concentrate on teaching in ST retro-fitted class rooms.