Revolution in education: How to teach Math to high school

students?Addressable Minds™

Developed by:Brian Park

White Plains, HS, Janna Kaminskaia

iNovum LLC

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AGENDA

The business Vision

Addressable Minds… what is it

Addressable Minds results from the “Teaching Math to high school students” survey

How results are used

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BUSINESS ISSUE

United States’ education is on the verge of crisis. American kids show very little interest in learning essential sciences like Math. Upcoming generations of students are lacking basic skills to compete in the job market.

At the same time countries like Russia, China and India produce millions of highly educated, hard-working and motivated specialists.

What would make learning subjects like Math interesting to students? What would motivate them? What will scare them away?

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BUSINESS VISION

The Vision – to give a process of learning Math a new life, new aura, new approach. Make Math kids’ new favorite subject.

Give US Educational system a new insight on how to get into student’ heads and hearts the best

Dr. Howard Moskowitz.Addressable Minds Inventor, honored by the scientific community,...

•Is the President of Moskowitz Jacobs Inc. and holds a Ph.D. in Experimental Psychology from Harvard University.

•Won two of the most prestigious awards for research

•2005 Charles Coolidge Parlin Marketing Research AwardThe “Nobel Prize” of Market Research, received only

by the pioneers of market research. Recipients include Petter Drucker, Arthur Nielsen,

George Gallup, Michael Porter, David Ogilvy and Philip Kotler.

•2010 Walston Chubb Award for Innovation across all sciences, Sigma Xi, The Scientific Research

Society, international Awarded for Mind Genomics: …the science underlying the technology discussed in this presentation

ABOUT ADDRESSABLE MINDS

Addressable Minds is a scientific, actionable form of “predictive consumer intelligence” accurately defining consumer attitudes and preferences both stated and unstated.

It has been described by Malcolm Gladwell and others as discovering the “DNA of the Consumers Mind”.

This patented science created by Dr. Howard Moskowitz, author of “Selling Blue Elephants” (Wharton Press) and the Wharton Business School has achieved critical acclaim and financial success across:◦ product design and development, ◦ consumer messaging,◦ more effective consumer engagement physically and digitally.

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ADDRESSABLE MINDS

Psychographic Segmentation - Social Class - Lifestyle Type - Personality Type

Behavioral Segmentation - Product Usage - Brand Loyalty - Attitudinal

Demographic Segmentation - Age - Gender - Income

Addressable Minds

Cuts across traditional segmentation & detects hidden preferences

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WHAT CAN THIS SCIENCE OF ADDRESSABLE MINDS DELIVER TO

ATTRACT STUDENTS TO STUDY MATH?

Three Phased Approach to reach practical implementation to deliver business value

Phase IIIImplement Live

Use with Customer &

Prospect Interactions

Phase IIDevelop Use of

Addressable Minds

Phase ICreate

Addressable Mind Segments

The next several charts will describe what we uncovered about Addressable Minds with potential Teaching Math to High schoolers in Phase 1

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CREATE ADDRESSABLE MINDS MESSAGING FOR STUDENTS

DEVELOP SURVEY QUESTIONS

Students

ANALYZED SURVEY RESULTS → Addressable Minds

INTERNET IdeaMap™

SURVEY

IDENTIFY TARGET MARKET

Total Sample

Seg 1 Self Driven Online

Banking Seekers

Seg 2 Technology/

High Security Seekers

Seg 3 Collaborative

Online Seekers

Seg 4 Personal Touch with Technology

Base Size: (267) (105) (50) (59) (53) Constant: 31 34 28 31 26

OC1 Connect online in 'real time' with a customer rep via instant messaging, voice over IP or video conferencing via your computer 0 2 2 5 -13

OC3 Faster loan application process…work in real time online with a loan officer 0 0 -8 12 -8

OC4 Our bank's customer service reps will help you browse and use our online banking services -1 0 -6 10 -10

OC2 Use our online tool to find and schedule at your convenience an online working session with an expert such as investment broker, insurance agent, and/or loan officer -3 1 -11 6 -12

ON3 We will answer all your requests in 'real time' by email, instant or text messaging 1 7 -11 3 -1

ON4 We offer 'On demand' status reports for services requests (e.g., loan application) delivered to you via e-mail, text or instant messaging

1 6 -4 -3 0ON2 No more paper mail... We will send you statements and images of

transactions securely by email -2 5 -17 -5 2ON1 We allow you to pay bills securely using your mobile devices (cell

phone, PDA, Blackberry, etc.) -4 2 -13 -9 -2

BR3 We offer a bank-issued smart card so we can recognize you entering the branch and process your needs faster 4 2 6 -3 13

BR4 Choose a secure eye or finger security scan to identify you immediately in-branch and at ATM 4 3 10 -1 3

BR2 We have the most secure biometric system that identifies you as you enter the branch so we can process your needs faster 2 -1 8 -5 6

BR1 We will recognize our customer's mobile phone signal when entering a branch so we can recommend appropriate bank products, promotions and special services -4 -3 -6 -11 2

Online Collaborative

Online Other

In-Branch Recognition

No more paper mail – we will send you copies of statements by secure e-mail

Securely manage your account by PDA, Internet of automated telephone

Our banks customer services reps will help browse & use our on-line services

Manage all your banking needs with a state of the art kiosk and be confident that live help is available if you need it

No more paper mail – we will send you copies of statements by secure e-mail

Securely manage your account by PDA, Internet of automated telephone

Our banks customer services reps will help browse & use our on-line services

Manage all your banking needs with a state of the art kiosk and be confident that live help is available if you need it

MARKET SEGMENTATION TYPING ENGINEMARKETING PHRASES

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AN INITIAL SURVEY WAS DONE

A survey to serve as a demonstration of the approach

Sufficient to show the power of the method

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TEACHING MATH TO HIGH SCHOOLERS SURVEY

Survey run from January 25 to January 27 , 2011 :◦ Population of high school students ages 12-18

266 Individuals responded

Assessed two major aspects of messages◦ Students’ interest in various aspects of learning math◦ How do these messages make students feel?

Data reveals the mind-sets of respondents across the United States, as well as ‘what works, what doesn’t’

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WELCOME PAGE

HOW INTERESTED ARE YOU IN LEARNING MATH?

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SELECT THE EMOTION THAT YOU FEEL

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RESULTS

WHAT CONVINCES?

WHAT DRIVES FEELINGS?

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TOTAL PANEL: INTERESTED IN MATH LESSONS TAUGHT WITH HUMOR/FUN.USING TECHNOLOGY TO LEARN MATH IS A TURNOFF.

Total

SampleBase Size 266Propensity to learn math 46Students are more comfortable with the learning from the funny teacher as he/she has less intimidating aura

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Math class goes by very quickly because of the fun lessons 4Humor turns math class into a student club 4Math presentations are set up to prevent any squinting and/or fidgeting to see it 4Students get in less trouble with their teacher because the teacher has a sense of humor 4Study groups allow learning from other kids which develops mutual understanding 3Students look forward to class for the laughs that occur while learning 2Learning at a slow and steady pace 2Technology keeps students focused, prevents from fooling around 2The symbol for math taught with humor is a smile, and not a frown 2No embarrassment is felt when asking a question to a fellow student 2Learning math in a non-stuffy and comfortable environment 1New and easier methods of learning math are created through teamwork 1When you learn alongside your classmates, you do not feel boredom 1Not having textbooks in class allows students open-minded thinking 0Technology in math class decreases the need for textbooks 0Homework assignments from math class are easily transferrable from school to home environment

0

Math presentations are flashy and mesmerize students 0Technology helps to remove lethargy in class -2

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THE TOTAL PANEL’S INTEREST IS DIFFERENT FROM THAT IN EACH OF THREE IDENTIFIED SEGMENTS

Conditional Formatting : Winners >+5 in green & Losers <-2 in redTotal

Sample

Segment 1

Fun

Segment 2

Comfortable

Setting

Segment 3

Working together

Base Size 266 105 69 92Propensity to learn math 46 50 52 36Students are more comfortable with the learning from the funny teacher as he/she has less intimidating aura

4 11 0 -1

Math class goes by very quickly because of the fun lessons 4 10 0 1Humor turns math class into a student club 4 13 -1 -3Math presentations are set up to prevent any squinting and/or fidgeting to see it 4 -2 14 3Students get in less trouble with their teacher because the teacher has a sense of humor

4 10 2 -2

Study groups allow learning from other kids which develops mutual understanding 3 -1 -1 9Students look forward to class for the laughs that occur while learning 2 8 -1 -2Learning at a slow and steady pace 2 -6 13 4Technology keeps students focused, prevents from fooling around 2 1 -2 6The symbol for math taught with humor is a smile, and not a frown 2 9 -2 -4No embarrassment is felt when asking a question to a fellow student 2 0 -1 6Learning math in a non-stuffy and comfortable environment 1 -4 14 -2Homework assignments from math class are easily transferrable from school to home environment

0 -3 -2 5

Math presentations are flashy and mesmerize students 0 -9 14 -1Technology helps to remove lethargy in class -2 0 -5 -3

DIFFERENT STUDENTS – DIFFERENT APPROACH

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Working Together

35%

Messaging for one isn’t necessary going toappeal to the other…

Fun

39%

Comfortable setting

26%

FUN SEEKERS(SEG1) –INTERESTED IN CLASSES TAUGHT WITH HUMOR. NOT INTERESTED IN PRESENTATIONS OF MATERIAL, PACE OF LEARNING

OR LACK OF TEXTBOOKS

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Conditional Formatting : Winners >+5 in green & Losers <-2 in redTotal

Sample

Segment 1

Fun

Segment 2

Comfortable

Setting

Segment 3

Working together

Base Size 266 105 69 92Propensity to learn math 46 50 52 36Humor turns math class into a student club 4 13 -1 -3Students are more comfortable with the learning from the funny teacher as he/she has less intimidating aura

4 11 0 -1

Math class goes by very quickly because of the fun lessons 4 10 0 1Students get in less trouble with their teacher because the teacher has a sense of humor

4 10 2 -2

The symbol for math taught with humor is a smile, and not a frown 2 9 -2 -4Students look forward to class for the laughs that occur while learning 2 8 -1 -2Students feel thankful for the technology and learn more willingly 0 3 -7 3Enough resting time is given between units for refreshment 1 -2 7 -2Math presentations are set up to prevent any squinting and/or fidgeting to see it 4 -2 14 3Homework assignments from math class are easily transferrable from school to home environment

0 -3 -2 5

Learning math in a non-stuffy and comfortable environment 1 -4 14 -2When you learn alongside your classmates, you do not feel boredom 1 -4 -4 11Technology in math class decreases the need for textbooks 0 -5 3 4Learning at a slow and steady pace 2 -6 13 4Not having textbooks in class allows students open-minded thinking 0 -6 2 6Tests are administered when everyone is ready as learning takes place in groups 0 -7 -2 10Math presentations are flashy and mesmerize students 0 -9 14 -1

COMFORTABLE SETTING(SEG2) –CONCERNED WITH SETTING, PACE AND PRESENTATION STYLE. NOT INTERESTED IN TECHNOLOGY OR

TEAM WORK.

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Conditional Formatting : Winners >+5 in green & Losers <-2 in redTotal

Sample

Segment 1

Fun

Segment 2

Comfortable

Setting

Segment 3

Working together

Base Size 266 105 69 92Propensity to learn math 46 50 52 36Math presentations are set up to prevent any squinting and/or fidgeting to see it 4 -2 14 3Learning math in a non-stuffy and comfortable environment 1 -4 14 -2Math presentations are flashy and mesmerize students 0 -9 14 -1Learning at a slow and steady pace 2 -6 13 4Enough resting time is given between units for refreshment 1 -2 7 -2Technology in math class decreases the need for textbooks 0 -5 3 4Not having textbooks in class allows students open-minded thinking 0 -6 2 6Students get in less trouble with their teacher because the teacher has a sense of humor

4 10 2 -2

Students are more comfortable with the learning from the funny teacher as he/she has less intimidating aura

4 11 0 -1

Homework assignments from math class are easily transferrable from school to home environment

0 -3 -2 5

New and easier methods of learning math are created through teamwork 1 2 -4 4When you learn alongside your classmates, you do not feel boredom 1 -4 -4 11Technology helps to remove lethargy in class -2 0 -5 -3Students feel less intimidated by other students as everyone is working together 1 0 -7 7Students feel thankful for the technology and learn more willingly 0 3 -7 3

WORKING TOGETHER (SEG3) –INTERESTED IN LEARNING IN TEAM ENVIRONMENT. NOT INTERESTED IN HUMOR OR TECHNOLOGY

ASPECTS.

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Conditional Formatting : Winners >+5 in green & Losers <-2 in redTotal

Sample

Segment 1

Fun

Segment 2

Comfortable

Setting

Segment 3

Working together

Base Size 266 105 69 92Propensity to learn math 46 50 52 36When you learn alongside your classmates, you do not feel boredom 1 -4 -4 11Tests are administered when everyone is ready as learning takes place in groups 0 -7 -2 10Study groups allow learning from other kids which develops mutual understanding 3 -1 -1 9Students feel less intimidated by other students as everyone is working together 1 0 -7 7Not having textbooks in class allows students open-minded thinking 0 -6 2 6Technology keeps students focused, prevents from fooling around 2 1 -2 6No embarrassment is felt when asking a question to a fellow student 2 0 -1 6Homework assignments from math class are easily transferrable from school to home environment

0 -3 -2 5

New and easier methods of learning math are created through teamwork 1 2 -4 4

Learning math in a non-stuffy and comfortable environment 1 -4 14 -2Students look forward to class for the laughs that occur while learning 2 8 -1 -2Students get in less trouble with their teacher because the teacher has a sense of humor

4 10 2 -2

Humor turns math class into a student club 4 13 -1 -3Technology helps to remove lethargy in class -2 0 -5 -3The symbol for math taught with humor is a smile, and not a frown 2 9 -2 -4

THE PANEL’S STRONGEST EMOTION IS SOMEWHAT INTERESTED.

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Eager ComfortableSomewhat Interested Uncertain

Disinterested

EagerStudents are more comfortable with the learning from the funny teacher as he/she has less intimidating aura 9 5 7 4 5Math class goes by very quickly because of the fun lessons 9 6 7 3 5Students get in less trouble with their teacher because the teacher has a sense of humor 8 5 7 6 6ComfortableTechnology helps to remove lethargy in class 6 12 12 4 2Learning at a slow and steady pace 5 12 8 6 3Math presentations are flashy and mesmerize students 6 10 9 4 4Somewhat InterestedStudents feel less intimidated by other students as everyone is working together 5 6 14 2 6Technology helps to remove lethargy in class 6 12 12 4 2Technology in math class decreases the need for textbooks 7 8 12 4 4UncertainMath presentations are set up to prevent any squinting and/or fidgeting to see it 4 10 10 6 3Study groups allow learning from other kids which develops mutual understanding 5 8 10 6 3Students feel thankful for the technology and learn more willingly 8 7 10 6 3DisinterestedStudents get in less trouble with their teacher because the teacher has a sense of humor 8 5 7 6 6Students feel less intimidated by other students as everyone is working together 5 6 14 2 6Humor turns math class into a student club 7 8 8 5 5

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USING ADDRESSABLE MINDS TO IMPROVE MATH TEACHING

You meet a high school student in a class. How do you find the right teaching

approach to that student?

How to uncover mind-set to correctly classify a person who you’ve never met

before?

Knowing the specifics guides you…what to say and do

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INTRODUCING CUSTOMER ENHANCEMENT TOOL

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INTRODUCING CUSTOMER ENHANCEMENT TOOL

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INTRODUCING CUSTOMER ENHANCEMENT TOOL

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INTRODUCING CUSTOMER ENHANCEMENT TOOL

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APPROACH TO FUN LEARNERS

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APPROACH TO COMFOTRABLE SETTING LEARNER

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APPROACH TO WORKING TOGETHER LEARNER

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ONLINE EXAMPLE

Typing Tool Linkhttp://www.mjiweb.com/mjitt/QC_Math/index.htm

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CONCLUSIONS The use of Addressable Minds for teaching math to

high school students identifies three distinct segments with each segment having different hot buttons

Schools across US can adapt the use of this technique to improve attitude towards learning math and other subjects as well as to make teaching process more effective