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Kumon as a business is scalable because of a high level of standardization, from curriculum to approach to the philosophy of the method.Standard CurriculumIf you look at the “Description of Study Levels” for Math and/or Reading, you can see competencies assigned to levels (for example, level “E”) and sublevels (for example, level “E 131a through E 196a”), with a description of the major skill and sub skills.Source: Kumon.com . The above is a screenshot of the math level, which you can find by searching for Description of Study Levels for Kumon. A PDF of Kumon reading levels may be accessed here http://www.kumon.com/es/miscellaneous/kumon_reading_levels.pdfA standard curriculum means you have a way to introduce a student at every level of Kumon skill, as long as they have skills to acquire within the level. As of the 2010 edition of the curriculum, the highest level for Kumon math is Level O, where students learn advanced differentiation and differential calculus. The earliest level is Level 7A, where students are learning to count up to 10. Basically, you have a learning span of a student from preschool through high school. You can potentially capture 12–14 “customer” years, although realistically you may capture a few years per student based on parental purchasing decisions: kids are behind, kids can get ahead, kids’ existing school work need enrichment, etc.Standard ApproachA standard approach means you have a systematic way to assess which level to introduce a new student, how quickly the student can progress in what sequence, and a way to ensure the student “reviews” and retains/integrate the skill. This is where Kumon’s approach differs from many U.S. schools’ approach.For example, in my local district’s elementary schools, fractions are introduced in the first grade, to expose children to the concept. Thus first graders can be learning to add single digits and in the same school year, being introduced to fractions. However, in Kumon, fractions are not introduced until level E, when a student has already mastered multi-digit addition, subtraction, multiplication, and division (including long division with remainders) via levels A through D. The reason why fractions are not introduced this early is because fractions are “divisions”, and according to the Kumon approach, you should understand divisions before getting into fractions.Some public schools use a “spiral” or distributed approach to math, versus a concentrated/massed approach (see Why Everyday Mathematics Distributes Learning). While I appreciate the rationale behind “revisiting” a concept to reinforce the concept, I have observed that young learners who have not yet achieved numeracy (number fluency) needed concentrated repetition to master a concept than revisiting the same concepts they have not yet mastered. Kumon approach reminds me of the Singapore Math approach, where students work on a topic until they have mastered that topic, then they move onto the next topic…. basically, when your face no longer looks like this when you encounter a math problem:Image: The Kumon logo means to feature a “thinking” face, but people have interpreted it as “sad” or “confused”.In some situations, a Kumon center director needs to work with the parent to “customize” as much as feasible the curriculum for a student especially if the student is using Kumon to “catch up” in school. I have known parents who enroll their kids in Kumon specifically because their kids have begun struggling in elementary school math and are falling behind.One aspect of Kumon I like is the approach to students’ errors. When a student makes mistakes on the worksheet, the errors are marked (the problem # may be circled or X’ed), and the worksheet is returned to the student. The student then needs to figure out where the error occurred (once you get into PEDMAS operations it becomes a bit of a sleuthing game for the student) and correct the error and return the worksheet to be checked. Parents are advised to stay neutral toward errors, so no making a big fuss because Johnny made 10 mistakes in his workbook: simply mark the mistakes and tell Johnny, “You have corrections” in a neutral tone. and let him correct his mistakes.Philosophy of KumonAccording to http://www.kumongroup.com/eng/about-kumon/history/ there was a “Mr. Kumon” (Toru Kumon) who created worksheets for his elementary school-age son. I have not read the “secret” of the Kumon method, but based on many years of observation (as my kid’s been in the program), the secret is a combination of repetition and incremental progress. This secret may also be why Kumon works for some kids and not others.Kumon stresses repetition to increase fluency and confidence, by way of doing worksheets. It is no different from putting in practice hours in a skill until you have mastered that skill. The more problems you do, the more familiar/fluent you become, and the more confidence you gain doing similar problems. This is why all Kumon books have markings for time (how long it took for a student to complete workbook) as a way to measure fluency. Yet: If you have a kid that picks up a concept very quickly, then the kid may get bored with the repetitive worksheets (unless the site director can quickly move the kid through to the next level because the kid has demonstrated mastery on a level test).Additionally, repetition in doing one type of problems may not guarantee the ability to apply to new types of problems using the same skill but presented in a different way: this is probably the most common criticism of Kumon, that worksheets are “robotic”. I think a more productive approach is to look at what type of learners benefit from a specific approach, than to completely discount the approach. All learners benefit from repetition when acquiring a new skill, and review/reinforcement to ensure the duration of skill mastery.Finally: Kids in general don’t like to do worksheets or extra work in addition to homework (unless you’re THAT kid, you know who you are!), which makes Kumon a chore and daily source of contention between parents and children because — yes — Kumon worksheets are to be done daily. Sometimes kids get “holidays” or breaks per parents request, but technically you are supposed to practice daily. Not unlike practicing the piano. Or violin. DAILY.Next, Kumon Centers as Businesses.Not all Kumon centers are successful, as the answers to How much profit can a Kumon franchise center earn on average? suggest. I am familiar with a center that is successful and has served as a “model” for other franchisees, that is, I see current or potential franchisees visiting the site to see how “it should be done”. Here are factors that I have observed to contribute to the success of the center:Site Director is Hands-On and Present.The site director is almost always there at the center, very involved in the teaching, and is very responsive to parental queries and concerns.Core Staff is Stable.Kumon sites are notorious for turn-over, but this site has an admin who knows all the kids’ names because the admin has worked there for years and years. There is also a core staff of tutors/teachers who have been at the center for many years.Location, Location, Location.The site is located in an absolutely horrendous location for parking BUT in a central enough area where it has a steady stream of (affluent) clientele who can afford the monthly tuition.

While I certainly agree with those who think (nay, "believe" may be a better word for some tech evangelists) the new tech reading devices are more convenient, I am agnostic with respect to their essential VALUE and critical of the outsized impact of their negative aspects.Firstly, let me tell you about me, then I will give my list of pros and cons.I am a tech-savvy educator. I was always the first in my school district to implement new technologies into my teaching and lessons. Only once, when a teacher beat me to the punch in using hand-held quizzing devices, has anyone in my district ever had something before I had already been "piloting" it in my classroom (high school & college biological sciences and environmental sciences).I personally own 2 Kindles, 3 iPads, 3 versions of the iPhone, multiple Mac & PC computers (Mac much preferred) with Mac OS9, OSX, WinXp, Win7, and a couple flavors of LINUX, several "off-brand" reading/text devices that never survived in the marketplace, graphing calculators, and other gadgets that have come and gone with the tide of fashion. ThereIn the classroom:I installed my own wireless network so students could bring their own devices and share data, files, and bandwidth with me,I used LCD screens and an overhead to project computer screens, then LED projectors, then digital computer projectors, then a blend of digital projectors and electronic whiteboard (SMART) with tablet-sized controllers, digital ink pads (Qomo), and drawing tablets (WACOM)I used digital data acquisition software and hardware (i.e. "probeware") from Vernier and PascoI set up a special GoogleDocs (before GoogleDrive was the name) account before Google made educational accounts available, had a classroom DropBox account, and used electronic distribution of reading materials and submissions of homework possible.My classes used physical texts, electronic texts (minimal, since the cost was prohibitive) and digital copies (PDF) of many, many articles from newspapers (especially NYTimes Science Tuesdays), popular science journals, and some professional science journals.Now, as I say, I am no enemy of technology and readily embrace it for my own use and in my own learning. As a skilled adult learner, I know which media best suits my preferences and proclivities as I seek to come to understand new concepts and experience new ideas.However, my students generally did not and do not have these metacognitive skills, nor have they developed or owned the disciplines needed to be able to evaluate their own learning much beyond the ability to predict whether they might pass today's quiz.Because of that issue: the lack of student self-awareness of learning and metacognition and their general lack of "expert learner" discipline, I rarely relied on electronic devices to provide significant amounts of information, but rather used them as tools for data acquisition and then tools for analyzing, displaying, and discussing the data. Most "big" information on major course concepts came from reading the physical text and re-interpretation and extension by me, as the teacher, and in group discussions. Ancillary information, current events (involving the concepts), and relevant examples of the concept came through guided readings of articles (sources mentioned earlier) and self-directed "research" of information via the Web with general guidelines and suggested search topics provided.25+ years of classroom teaching showed me that my students were just like those used in many studies of how student approach different text media. They essentially "scanned" or "skimmed" electronic media and interacted more deeply with physically printed text--if they read anything at all. Simply making the lessons more "tech-oriented" pleased the students for the first lesson or so, but once they realized they still had to develop the skills to learn the material and to integrate it into what they already knew, they came to find the new tech gadgets (first, a limited number of shared desktop computers, then a lab set of laptops, then multiple lab sets of notebook computers, and eventually individual student "netbooks") as just another "text book." The newness wore off in days. Retention of electronic media readings was lower than that of reading the physical text. I even ported my Bio-1 text to an electronic form (PDF) and assigned the same chapters. Kids just "skimmed" the electronic forms --just as they had been taught to do by the design and implementation of the billions of World Wide Web pages!So, I ask this: For k-12 students in the USA, is it any more convenient for them to own electronic copies of their textbooks on a single device (say, a Kindle or iPad) if they are NOT going to read the texts or are only going to skim them anyway?I say no.Because of the way that publishing companies have expertly set themselves up as the arbiters of curriculum in the USA, by virtue of also being the ones who oversee the writing of many of the the US States' End of Course Assessments (ECA) and of the entire Common Core (CCSS) Assessments, they effectively control what is included the textbooks and can demand whatever they want for remuneration. In my state, at least (IN), the cost of the intro biology text is as much as 6 times the cost of the same physically printed textbook. There is NO cost incentive in the long-term. There is usually an insignificant savings in the short-term.Now to other matters more practical and immediate to the teacher and student.As someone already has stated, no textbook has ever run out of power, had a dead battery, or required a special adapter for its use. ALL of these happen -- and in any school, they happen every day! This issue has an impact on the student, the teacher, classmates, and the IT department. It steals time and other precious resources (people and educational $$). The lower the grade level, the more the teacher will have to intervene--and disrupt their lesson flow and classroom time management. It is largely a non-issue with physical textbooks.If someone "forgets" their single reading device, or it is lost, stolen, damaged, or otherwise incapacitated through an Act of God (I had a student say: "My dog ate my netbook"!), ALL of their customized material is out for the day. Some of my students took advantage of this loophole in technology curation and "forgot" their netbooks regularly. Since their netbook was personalized for their set of classes before school had started, a simple "loaner" netbook would not d0--unless it had everything in every course that any student might possibly be taking that semester. Our IT folks couldn't/wouldn't do that, so "forgetful" students, or students who suffered a loss, often missed a day or more of lessons until something could be specifically set up for them. In addition, the number of loaner netbooks was necessarily small due to expense and maintenance. The number of spare computers also shrank throughout the year as loaners were brought into full-time service to replace broken, lost, or stolen computers. These are not a trivial issue in a typical school with more than 100 students. ...And Yes, Our students were on the hook to pay for lost, broken, and stolen computers. They were offered insurance at the beginning of the year at a nominal cost. This factor did not improve results. What happened is that more than a few students had parents that simply refused to pay up when their child lost or broke a computer and in the inimitable wisdom of the admin & IT folks, that student was no longer allowed to have a computer (until the parents paid the bill).The reliance primarily on keyboard input removes a thought-flowing physical act we know as handwriting. We know from research that marking up a paper with a pen & highlighter does something different in the brain than performing the same acts with a keyboard (Kindle) or even with a stylus (iPad or Tablet). While we are not yet sure of the longer-term consequences, we know that physically marking a physical text results in better memory (immediate, short-term, and for several days) of the process and the reasoning behind the markings than the electronic form of marking.Do I find "pros" with tech gadgets in the classroom?When they are used for things that only the tech gadgets can do better than previous technologies and can aid the teacher in helping the students gain knowledge, analytic skills, and to develop better self-awareness of their own learning.To that end, using an iPad as a simple reading device is, I think, a mistake. Using it to collect, display, and aid in analysis of data is a wonderful use! Using the iPad, then, to write a communication to explain what the student did and why they did it increases its usefulness. THEN--using it to browse the web to find an article in a journal that supports the student's conclusions and constructing a presentation (individual or group) that reviews the article as it applies to the recent student work has very good value.As a way to re-do worksheets and make them more "appy," or to be the receptacle of the textbook...>>Phhbbbbbbttt!!<<(For those who do not recognize that last outburst - it is a "raspberry" and a display of derision.)There is more that can be said, but I bow to the constraints of time and Quoran space.

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