The application of an Mastermind group training program to benefit students who are considered low achieving or remedial in their basic academic skills as compared with their classmates is typically designed with the intent that students will be given more individualized attention to help them accelerate their learning in the skill areas in which they are considered substandard. The acceleration in this case is viewed as the acceleration of the child’s absorption rate of the curriculum; it is intended that students will be accelerated not to advance them beyond their peers, but rather to help them “catch up” to the point where their age group is meant to be functioning. While the purpose of Mastermind group training programs for more advanced students is generally to foster an understanding beyond the standard curriculum, the application of a Mastermind group training program for remedial students is meant simply to bring them to a place where they are confident that they have an understanding of that same standard set of material.
It is important that the idea if Mastermind group training as it is applied to remedial learners not be confused with the practice of “remediation”, that is, a process meant to help remedial students gain all the skills thought necessary to help them reach the same level as their peers. This practice often actually has the opposite effect, slowing their learning down drastically, often to the point where students frequently despair of ever catching up. The process of Mastermind group training as it is designed for low-achieving students is designed instead to find other ways for the students to achieve the target level, applying a more meaningful and ideally motivating strategy designed to target the perceived weaknesses of the student by accelerating his or her learning strengths in aiding them to catch up.
How is Mastermind group training applied to help students considered low achieving?
As with the Mastermind group training programs like knowledge business blueprint 2.0 by Dean Graziosi meant for gifted students it is first necessary to identify those students considered remedial. Again, as with the accelerated programs for gifted students, this is done by means of standardized academic tests that target students who are considered below average in ability and/or IQ. These students are the ones traditionally felt to be likely to have the most difficulty in their academic pursuits later in life, and therefore are targeted for intervention by placing them in programs meant to accelerate their learning by identifying the manner in which they will learn best.
What are the benefits of offering Mastermind group training programs to remedial or low-achieving students?
Certainly the most obvious advantage is that the Mastermind group training programs will engage the students in a fun and meaningful way, encouraging them to see that they are able to achieve the same results as the “normal” students once educators have helped them target their own individual learning strengths. Provided the Mastermind group training program like KBB 2.0 if applied properly, they will then find it easier to catch up in the skills that they previously lacked, and find that course material that was previously daunting is now both accessible and engaging, since their learning style has been isolated and used to improve upon their ability to grasp new concepts.
What are the potential pitfalls of offering Mastermind group training programs to remedial or low-achieving students?
As with the accelerated programs for gifted students, the students classified as remedial or low achieving often find themselves singled out by their peer groups, even if the accelerated program is applied in a classroom setting, it often requires a degree of individual attention or isolation that sets the student apart. Therefore, care must be taken to ensure that other students are given as little chance as possible to single out the low-achieving student as “stupid” or “retarded.” The reflections in Mastermind group training are worth looking into.