The underlying assumption behind the ShillerLearning philosophy is that children are natural learners
We believe that the educator's main role is to provide children with the proper tools (which you know have with ShillerLearning) and a learning-friendly environment (the job of the educator)
ShillerLearning is so successful because students are given the opportunity to let their natural learning ability take root and thrive. With ShillerLearning you will discover that a lesson may have three outcomes
The student gets it but wants to move on. This usually happens when the learning style of the student doesn't match that of the lesson, for example, when the student is primarily kinesthetic and the lesson is visual or involves writing. In this case drilling is not appropriate and would only foster frustration: it's best to move on and wait for another lesson that covers the same material from a learning style closer to the student's. We have seen students cover ten or more lessons in a row in one sitting; that's a good thing.
The student gets it and wants to repeat the lesson over and over and over. This usually happens when the learning styles of the student and lesson match. In this case it's best to let the student develop focus and concentration as the lesson is repeated until the student decides he or she has closure. Moving on before the student has closure would only foster anxiety and hinder development of focus and concentration skills. We have seen students work on the same lesson for three days in a row; that's a good thing.
The student doesn't get it. The worst thing an educator can do in the case is drill because that will only foster low self-esteem and unnecessary anxiety. Better to say something like: I see that you are not developmentally ready for this lesson; let's put it aside for now and revisit it in a few days. At this point (even if they don't quite understand the word 'developmentally') a student will usually take one of two attitudes:
A OK, no problem. In this case, great! Just make a note to revisit this lesson on the Completed Work Sheet on the inside front cover of the lesson book.
B No, I want to do this. In this case, also great! The student is taking charge. He or she may experience some angst - even tears - before completing the lesson but as long as the student wishes to continue this angst is the good kind (the bad kind is when the push to do the lesson is external). The educator can say: I see this is hard for you but I am impressed that you are working so hard on trying to understand it. And when the student does finally get it, the joy of discovery is a reward he or she will strive to experience again and again.
With your support and encouragement, ShillerLearning provides the path to learning and excitement by becoming a customized curriculum for each student
Because ShillerLearning considers tests to be part of the learning experience, each test question may be considered to be a lesson, with one of the three outcomes as described above. The tests are no longer a batch process required before learning can start; instead they become an integral part of the learning process itself, with discovery and learning taking place with every question.
Knowing the three lesson outcomes helps educators create the best learning environment for their students