The modern approach to Adult Education recognizes that people assimilate and process information in different ways. For example, it is estimated that only 20% of us learn most effectively through verbal instruction -- yet up to 90% of all instruction relies mainly upon the spoken word.

Research has identified four main "learning styles" (described briefly below). Each of us is a blend of these "styles" -- one being dominant or preferred. A successful learning environment will present key points in a variety of ways to encourage understanding by all students.

Type 1 students learn by experiencing, listening and sharing their ideas and feelings; they start with what they see and look for meanings; they work for harmony in a group. Suggested activities include Participatory Experiences, Games or Activities; Simulations; Instructor-led Role-Plays; Small-Group Interaction (with an opportunity for discussion).

Type 2 students learn by listening, thinking, and watching; they are logical and rational; they are most comfortable with a structured lecture and with competition. Suggested activities include Lectures and Stories; Competitions; Objective Tests; "Narrated" Demonstrations.

Type 3 students learn by trying things out, seeing how things work, testing new ideas; they are down-to-earth; they tend to work alone and often don't value the instructor's input. Suggested activities include Hands-on Practice; Problem-Solving; Demonstrations; Experiments; Debates; Independent Study.

Type 4 students learn by exploring the possibilities; they are intuitive and start with what they can see, hear, touch, feel . . . not with ideas; they tend to work by trial-and-error. Suggested activities include Team Projects; Case Studies; Activities Requiring Originality; Extemporaneous Role-Play (with an opportunity for feedback).

The Real Estate Training Institute (RETI) is dedicated to providing students with information and skills using effective techniques .

A good instructor's job is to prepare and instruct each lesson to reach all of the major learning styles and types of learners, even though this requires the instructor to overcome his/her own preferences. In other words, "the customer (i.e. student) is always right" and it is the instructor's job to adjust. For this reason, a variety of instructional methods in each course is recommended -- including sufficient opportunities for participation in the learning process. An effective Instructor provides at least one activity from which every student in the class -- regardless of his or her learning style -- can learn.

Effective teaching is not the goal; it's only a means to an end. Effective learning is the goal.

Our courses are:

1. Objective Driven : The course experience should be planned around student achievement of well defined informational and/or skill objectives, rather than the instructor's desire to "cover the material" or "get through" a given outline.

2. Problem Centered : The courses give students in-class experience in handling real world case studies, problems, decisions and dilemmas. Such problems should, ideally, be the central focus of any course. Actual problems in real estate practice -- both common and extraordinary -- are researched, to make case studies, etc. both realistic and interesting. Memorizing key points in an instructor's favorite lecture can be a waste of student time and courses not centered around real problems often cause students to ask: "Where's the beef?!!"

3. Well Illustrated Visually : The courses accommodate visually oriented students through the use of well designed visual aids, props, etc. Many adults simply don't respond well to purely spoken (vs. illustrated) instruction. In addition, research has repeatedly proven increased comprehension and retention when instruction is visually enhanced.

4. Practice Intensive : Many programs teach by describing a skill -- but do students have experience in performing the skill when the course is over? Not often. Students won't "own" a new skill until they've personally used it. Our courses give students sufficient "hands-on" opportunities in class to practice and apply what they learn. Only then can both instructor and students be sure the objective was achieved.

5. Reliable : Our course material is accurate and up-to-date in its approach to the subject taught. In addition, nothing taught in a course should ever leave the instructor, course, or course sponsor open to a charge that illegal or unethical behavior is being encouraged. Handouts are reliable as post-course references. Students should not be overly dependent on good note-taking for reliability.

6. Documented Adequately : Course materials describe both course content in some detail and the instructional methods used by the instructor.