Our teaching method effectively covers incredible amounts of material
Many people who’ve never seen our Problem/Solution training method in action wonder how we’re able to present all of the course material without the use of lectures. In simplest terms, we treat the material on a “need to know” basis. For example, when the first problem which requires the use of floating point memory pops up, then the instructor will discuss floating point memory – but not before. What makes this approach so effective is that the students become intently focused on a specific problem. The instructor makes sure that they fully understand the nature of the problem. Then when the solution is finally presented, the students make a firm mental connection between the problem and the solution. We all know from personal experience that these are the types of lessons which stick best in the human mind. By using simple techniques like this we’re able to pack more knowledge into our five-day classes than most colleges are able to cover in a full semester. We frequently hear that particular comparison from students who are amazed at how much they’re able to learn, and understand, and remember – all while thoroughly enjoying their time in our classes.
Our Problem/Solution training method allows us to cover incredible amounts of useful material. By matching specific solutions with specific problems, our students are able to learn, understand, and remember much more useful information than is possible with any other method.
Our competitors’ teaching methods limit the material they can cover
Most of our competitors use the traditional outline method for presenting their lecture material. First “Topic A” is presented and discussed in detail. Then “Topic B” is presented and discussed in detail. Then “Topic C” and so on. At first glance this looks like an ideal way to organize and present a large amount of information. It certainly makes the instructor’s job easier. But although this teaching method introduces a great number of solutions, unfortunately it offers the student little or no guidance into what problems will eventually require those solutions. Imagine sitting through several hours of lecture each day. Somewhere in there might be a discussion of how floating point memory can be used for storing a fractional number. How many students are likely to remember that one specific piece of knowledge when, a day or two later, the need for that knowledge finally comes up?
Our Problem/Solution training method overcomes the natural limitations of the Lecture/Lab approach. Rather than presenting a mass of unrelated information, we target the course material to match the students’ precise needs in realistic situations.