About

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It all started when…

we had to take a good look at the problem and what we wanted to do about it. The age old problem of pushing papers and being a machine in the classroom. According to studies done by nces.org, the employment rate of college graduates is 86% compared to those that had just a high school diploma at 72%. There is also a study done by washington.com that reports a far more interesting number. They report that 53% of college graduates are unemployed or are working in a job that doesn’t require a bachelor’s degree. This wasn’t the end of it. We also needed to find out how many of those bachelor degree recipient’s were working in a job that was related to their field of study. The latest study that was found on our end was from washingtonpost.com that estimated that only 27% of college graduates were working in a job related to their field. One caveat was the importance of the major itself.

We know that it’s not about the job. However, to combat this problem and secure a future for the next generation of leaders, we need to solve this problem. We think the problem lies with our current education system. We’ve become paper pushers, that finds its identity in grades and test scores rather than the ability to solve problems. This is where the Paragon Modality comes into play.

This is the theory behind the workings. It’s all about time allocation, dynamic parallelization and management of stressors.

Say a student allocates 2 hours of work within a blended environment and they finish in 90 min. This leaves 30 min left. Now instead of resting, the student will engage in a lesson that isn’t a fortification of the lesson just learned but rather a parallel lesson that is in the same field of study, this is the parallel phase. Basically, it is introducing a new stimulus or pathway. They will systematically be in this thought process for 4 days. Then on the 5th day, they will have chosen a real world problem to solve. However, here’s the catch. They will need to solve that problem with the education they received during the parallel phase and not their actual lesson.

This modality was designed to capitalize on executive function and self regulation.