TK Worldwide, Inc. Applies Differential Education theory in
Curriculum Development



"What is old is new and what is new is old". This phrase sure applies to a recent conversation I had with a High School teacher. In educational circles, Differential Education is the "new speak" in education. In schools across America, they are scrambling to utilize Differential Education to help teach gifted and challenged students.
 

 
When my friend explained the details about Differential Education, I smiled and said, "that's nothing new, we have been doing Differential Education for years in Industrial Training. We don't need to label it. We just called it Curriculum Development for Adult Learners or how to develop courses which engaged the student in a combination of classroom theory and hands-on learning activities so they did not fall asleep in class."
 
Early in my career, Subaru of America sent me to the University of Wisconsin for advanced Curriculum Development and Adult Training Certification. Subaru wanted to ensure that our training programs helped to produce positive CSI results.
All customers expect perfection in warranty repairs the first time at the Dealership. "Come backs" cost money and CSI ratings. A technician's failure to learn new diagnostic skills will cost Dealers money and their reputation will suffer. Therefore, our training had to produce positive results ... technicians with new diagnostic skills. They must learn or get fired.
 
Kevin Bradberry had the same experience in the Navy when he was assigned to train those that were falling behind in technical training courses. Failure to learn the needed technical training can cost a life. Failure to learn in the Navy is not an option.
 
Kevin's experience in Adult Training has been the same:
  • Not all adult students learn at the same pace
  • Each student is different and they learn differently
  • The pace and speed at which a student learns does not matter
  • The training material presented must be learned and failure is not an option
  • Everyone learns differently
  • Quality is more important than quantity
  • "One-size-fits-all" curriculum and instruction presumes that content is more important than students