We are delighted to announce the arrival of the Communication Course, VERSION 2.0.
CLICK HERE TO DOWNLOAD AUTUMN NEWSLETTER
Our latest newsletter outlines some of exciting developments of the latest course.
Thursday, 8 September 2011
Friday, 27 May 2011
Thanks to Mike Baker for posting about us
We would like to thank Mike Baker, an award-winning journalist, author, broadcaster, and consultant specialising in education, for posting information about our teaching systems.
MIKE BAKER'S WEBSITE - GUEST ARTICLE
MIKE BAKER'S WEBSITE - EDUCATION BLOG
Below is the guest article which was posted on his website:
Poor literacy is one of the most significant contributors to youth disengagement – leading straight to poor behaviour and eventually to crime. For students lacking fundamental communicative skills, any engagement in the classroom or in the workplace remains a practical impossibility.
Rapid English has brought in specialised know-how, originally developed for high-level industry, to optimise the learning process for students with major weaknesses. At the heart of the programme is a sophisticated software-based grammar system, which has been developed and fine-tuned for over 30 years. It is based on detailed frequency counts, which allow teachers to prioritise the learning process according to ‘communicative value.’ The system gives students everything they need to communicate effectively.
The system works holistically, enhancing all aspects of communication (reading, writing, speaking and listening). Often, teaching students the mechanics of language is enough to generate massive, long-term improvements. It puts everything back into context for them, and dissolves all the long-standing confusions they have been carrying around for years. Targeting exactly where students need help allows teachers to provide highly targeted lessons. This saves valuable time with students who already have a short fuse with education. The skills they learn allow them to gain genuine self-confidence. Giving students the tools with which to communicate and integrate is the only way of curbing the massive re-offending rates we see today.
So how can it be that the same systems used to teach international executives also works for young offenders? Well, fundamentally, English works the same way for everyone. About 80% of all communication is done using a very small and identifiable 20% of the language. This 20% doesn’t change whether you are talking to a shareholder or a case worker, and the mechanics of conveying and receiving information are also very similar. This can be applied to vocabulary, punctuation, sentence structure, oral communication, handwriting, and much more.
Rapid English is so effective because it massively de-clutters the learning process. Teaching high-value items first, gives students an all-important basis of understanding. More complex language can then be drip-fed into the student’s environment in a controlled manner, thus removing any scope for confusion. Most importantly, students understand every step of the process, making it possible for them to handle complicated grammar when they get to it.
For more information, see: http://www.rapidenglish.com/
MIKE BAKER'S WEBSITE - GUEST ARTICLE
MIKE BAKER'S WEBSITE - EDUCATION BLOG
Below is the guest article which was posted on his website:
Rapid English
A guest article by David Hore
Poor literacy is one of the most significant contributors to youth disengagement – leading straight to poor behaviour and eventually to crime. For students lacking fundamental communicative skills, any engagement in the classroom or in the workplace remains a practical impossibility.
Rapid English has brought in specialised know-how, originally developed for high-level industry, to optimise the learning process for students with major weaknesses. At the heart of the programme is a sophisticated software-based grammar system, which has been developed and fine-tuned for over 30 years. It is based on detailed frequency counts, which allow teachers to prioritise the learning process according to ‘communicative value.’ The system gives students everything they need to communicate effectively.
The system works holistically, enhancing all aspects of communication (reading, writing, speaking and listening). Often, teaching students the mechanics of language is enough to generate massive, long-term improvements. It puts everything back into context for them, and dissolves all the long-standing confusions they have been carrying around for years. Targeting exactly where students need help allows teachers to provide highly targeted lessons. This saves valuable time with students who already have a short fuse with education. The skills they learn allow them to gain genuine self-confidence. Giving students the tools with which to communicate and integrate is the only way of curbing the massive re-offending rates we see today.
So how can it be that the same systems used to teach international executives also works for young offenders? Well, fundamentally, English works the same way for everyone. About 80% of all communication is done using a very small and identifiable 20% of the language. This 20% doesn’t change whether you are talking to a shareholder or a case worker, and the mechanics of conveying and receiving information are also very similar. This can be applied to vocabulary, punctuation, sentence structure, oral communication, handwriting, and much more.
Rapid English is so effective because it massively de-clutters the learning process. Teaching high-value items first, gives students an all-important basis of understanding. More complex language can then be drip-fed into the student’s environment in a controlled manner, thus removing any scope for confusion. Most importantly, students understand every step of the process, making it possible for them to handle complicated grammar when they get to it.
For more information, see: http://www.rapidenglish.com/
Tuesday, 19 April 2011
The history of Rapid English:
Rapid English was originally conceived by its creators during post-graduate studies at Manchester University, under the professorship of Dr. Patricia L. McEldowney. (For academic context – a book of hers “English in Context” is worth a read.) Studies focused on the application of English teaching methods.
In an analysis of 40 experienced teachers, who had taught in 39 countries, is was found that mistakes being made were very similar for native and non native speakers. Mistakes were caused by certain aspects of the teaching method. By breaking the language down into logical steps, teaching effectiveness could be dramatically improved, no matter what the nationality.
By refining the theory, Norman and Margaret Hore applied this with secondary school students in Morocco on a TEFL basis. Norman and Margaret continued to refine the teaching practicality. They then moved to France to set up a consultancy firm – teaching to high level industry. The result was to make foreign executives operational English speakers in under 40 hours. They there for 20 years. They also had their text books (in paper form) published by Penguin, selling over 50,000 copies.
The firm grew very large, but the difficulty was getting new teachers to maintain the teaching effectiveness of the original system. With the onset of computing, Norman realised that the computer could more easily control the delivery of information, preventing teachers from falling into bad habits. Still working as consultants, the software began to develop, also with native students (1998 approx). At this point, the software was only designed to support conventional teaching methods.
In 2004, Norman was brought in to Reading Youth Offending Service to revolutionise the delivery of literacy provision for Students. Youth Justice was a great test-bed for developing the software because they were less constricted by conventional curriculums. They were highly responsive to result-based progress, and results were extraordinary! It was clear that results for native students were just as impressive as non-native.
The system grew to incorporate all forms of communication, including advanced auditory development, handwriting, and detailed grammatical diagnostics, making it possible for anyone to conduct advanced English delivery to students. Rapid English software, still in beta form, grew locally, getting two outstanding Ofsted evaluations (2008 Reading YOS – 2009 Wokingham YOS). By 2009 ,the software, was in a position to be delivered to external clients, with a minimal amount of training.
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Rapid English today
Since its success within Youth Justice, the Rapid English Course is now being used by around 60 client organisations, predominantly in Berkshire and Kent. Clients include; prisons, schools (particularly SEN departments), Alternative Provision, Connexions, Charities, etc.
Software remains in a permanent state of BETA. Developments and refinements continue to take place. We have a client feedback process which allows us to prioritise developments. Updates are made on a bi-annual basis, and upon renewal, clients are entitled to the latest developments.
All the while, Rapid English has conducted its own extensive research on the language, allowing us to carefully prioritise each aspect of the teaching method, and to pinpoint the aspects of the language which are holding students back.
The Course, because of its grounding in teaching pedagogy, actually supports students all the way up to university level, though it is mainly used to support students with learning difficulties.
In an analysis of 40 experienced teachers, who had taught in 39 countries, is was found that mistakes being made were very similar for native and non native speakers. Mistakes were caused by certain aspects of the teaching method. By breaking the language down into logical steps, teaching effectiveness could be dramatically improved, no matter what the nationality.
By refining the theory, Norman and Margaret Hore applied this with secondary school students in Morocco on a TEFL basis. Norman and Margaret continued to refine the teaching practicality. They then moved to France to set up a consultancy firm – teaching to high level industry. The result was to make foreign executives operational English speakers in under 40 hours. They there for 20 years. They also had their text books (in paper form) published by Penguin, selling over 50,000 copies.
The firm grew very large, but the difficulty was getting new teachers to maintain the teaching effectiveness of the original system. With the onset of computing, Norman realised that the computer could more easily control the delivery of information, preventing teachers from falling into bad habits. Still working as consultants, the software began to develop, also with native students (1998 approx). At this point, the software was only designed to support conventional teaching methods.
In 2004, Norman was brought in to Reading Youth Offending Service to revolutionise the delivery of literacy provision for Students. Youth Justice was a great test-bed for developing the software because they were less constricted by conventional curriculums. They were highly responsive to result-based progress, and results were extraordinary! It was clear that results for native students were just as impressive as non-native.
The system grew to incorporate all forms of communication, including advanced auditory development, handwriting, and detailed grammatical diagnostics, making it possible for anyone to conduct advanced English delivery to students. Rapid English software, still in beta form, grew locally, getting two outstanding Ofsted evaluations (2008 Reading YOS – 2009 Wokingham YOS). By 2009 ,the software, was in a position to be delivered to external clients, with a minimal amount of training.
---------------------------------------------------------------------------
Rapid English today
Since its success within Youth Justice, the Rapid English Course is now being used by around 60 client organisations, predominantly in Berkshire and Kent. Clients include; prisons, schools (particularly SEN departments), Alternative Provision, Connexions, Charities, etc.
Software remains in a permanent state of BETA. Developments and refinements continue to take place. We have a client feedback process which allows us to prioritise developments. Updates are made on a bi-annual basis, and upon renewal, clients are entitled to the latest developments.
All the while, Rapid English has conducted its own extensive research on the language, allowing us to carefully prioritise each aspect of the teaching method, and to pinpoint the aspects of the language which are holding students back.
The Course, because of its grounding in teaching pedagogy, actually supports students all the way up to university level, though it is mainly used to support students with learning difficulties.
Wednesday, 2 March 2011
Memory4Teachers
Rapid English has recently become a partner of the Memory4Teachers campaign. We have a new presentation available on their educational web channels.
click here for link
click here for link
Tuesday, 15 February 2011
Tuesday, 18 January 2011
The changing paradigms of Education
http://www.youtube.com/watch?v=zDZFcDGpL4U
This is a great link which outlines the current system of education.
This is a great link which outlines the current system of education.
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