Minda Marshall

Minda Marshall

Minda Marshall is an educationalist and researcher in visual processing and cognitive skills development and has generated cutting-edge reading and cognitive development and support solutions for schools, universities and various other organizations for more than 17 years.

Effective Learning

Lectorsa is a catalyst for effective learning – we believe real, impactful change is possible in our education system – and we see evidence that it can be the reality of a future South Africa.

Let’s take a look at the facts:

Globally it is predicted that by 2030 over three-quarters of a billion young people in low- and middle-income countries will not be on track to acquire basic secondary-level skills If we do not see a rapid improvement in the quality of education. In low-income countries, only one out of 10 will be on track.  Without urgent change, more than 1.5 billion adults will have no education beyond primary school in 2030. The main reason governments and major institutions should take note of this are that illiteracy is one of the leading causes of delinquency, poverty, frustration, and depression which leads to a loss in productivity and a general decline in lifestyles and wellness amongst people in all global communities. The current economic situation has made this phenomenon even worse.

In South Africa:

· “The ‘real’ matric pass rate is 37,6% – DA (News24)

· “In 2016, over 56,000 learners passed matric maths with 50% or higher. In 2018, this figure was just over 50,000.” – (MYBROADBAND NEWS)

The Progress in International Reading Literacy Study (PIRLS) 2016 revealed that 78% of Gr 4 children in South Africa could not read for meaning. The main challenge that we know is often overlooked is that if this crucial skill is not properly developed during the first years of formal schooling, it becomes a problem faced not only by learners in primary school but through secondary school and even by tertiary students who are not reading at acceptable levels. It is presumed that students who have entered university are proficient readers and have mastered the building blocks of reading, but this is, however not the case for all students. Even at tertiary levels, students very often struggle with vocabulary and their reading fluency is insufficient.

Imagine if we had a solution to bridge this gap in education; what might the impact be?

· Educational outcomes across the globe will improve significantly.

· Students will be equipped with the necessary skills to not only face a radically changing world but also to thrive in it.

· We will witness great economic growth.

· Students will secure jobs after completing their studies.

Great news, this can be achieved!

We have designed and developed a progressive on-line solution, LAB-on-line, that specifically targets and develops visual processing skills together with reading and cognitive skills. We use the science of neural-wiring and combine it with the physics of muscle training through the processes of the reading action. When these essential skills are improved, developed and correct standards are achieved, great results are accomplished, and outcomes in academics are improved. In the schools where LAB-on-line has been implemented, considerable progress has been recorded.

We have the results to prove it! LAB-on-line data currently includes more than 95 000 valid profiles. In 2018 alone, we had 10 644 learners from Gr 1 to 12, with valid profiles, who participated in the 2018 project. The results below indicate improvements against accepted international norms and standards. These results show the average improvement of students registered from Grade 1 – 12 in South African Schools.

Visual Processing Factor (VPF)

These students’ VPF improved on average, with 100 words per minute (wpm) during the course.  The VPF is measured in words per minute. This indicates the multi-faceted outcomes of perceptual accuracy, visual efficiency, and accuracy, as well as visual memory in the act of processing information.

Cognitive Development Factor (CDF)

Students improved an average of 5% in CDF. The CDF is measured as % comprehension against the complexity of content. Comprehension focus areas include lower-order and higher-order thinking skills, knowledge, comprehension, application, analysis, evaluation, and synthesis.

Action Interpret Understand Factor (AIU)

We are excited to share a 5-year average improvement in skills. The combined VPF and CDF multiplied leads to an AIU factor. This norm shows the efficient flow of information through the

brain. New information is activated through processing it via the working memory. Information is brought into context by interpreting it through logic, reasoning and connecting it to existing information in the long term memory.

Expertise in any profession results from the absorbing of knowledge gained from textbooks and research that frames the perspectives about that specific field. Successful students are students who have acquired extensive knowledge that affects what they notice (see) and how they organize, represent, and interpret information in their environment. Such knowledge later affects their abilities to remember, reason, and solve problems. Hence, for experts, knowledge is not merely a list of isolated facts, but rather knowledge comes to exist within an extremely organized and contextualized formation. If we do not accept the challenge and improve these crucial skills in as many students as possible, we are robbing our nation of a great future. “We have to stop talking and start implementing proven solutions today if we want to see an improved outcome tomorrow. Let’s make it happen”– Director of Lectorsa, Minda Marshall.

Credit: https://report.educationcommission.org/report/

https://www.news24.com/SouthAfrica/News/matric-results-where-are-the-missing-400-000-pupils-who-started-grade-1-in-2007-20190105

https://mybroadband.co.za/news/trending/290760-the-scary-maths-trend-in-south-africa.html

Share on facebook
Share on twitter
Share on email