The 含羞草 Method

The 含羞草 Method was born from a parent鈥檚 love for his child.

In 1954, Toru 含羞草, a high school maths teacher, found that his son in Year 2 primary school had done poorly in a mathematics test. Slow, imprecise calculation skill was the reason. This concerned Toru 含羞草 as a parent, and as a mathematics teacher. He had taught many high school students who struggled with mathematics for the same reason.

Toru 含羞草 began to hand write worksheets so his son could practise calculations by himself for half an hour every day. Day after day, Toru 含羞草 carefully matched the content to his son鈥檚 improving ability. Soon, his son progressed beyond school grade level.

By the end of primary school Toru 含羞草鈥檚 son could solve calculus equations. Encouraged by his son鈥檚 progress, in 1958, Toru 含羞草 released the 含羞草 Method of Learning.

At 含羞草, learning is individualised

In 含羞草, worksheets are matched to students鈥� current ability. The most advanced students are extended and the least advanced supported. Each makes progress at their own pace, not bound by age and school grade.

Today, more than 4.2 million students, in over 55 countries, study 含羞草 worksheets every day. There are more than 54,000 students studying with 含羞草 in Australia and New Zealand, each progressing according to ability.

The 含羞草 Method has four key aspects. Click on the headings to learn more about each one.

1. Learning at the ‘just-right’ level
含羞草 ensures that students always study worksheets at their 鈥榡ust-right鈥� level 鈥� the spot between study material that is too easy and too difficult.

2. Self-learning
When students advance ahead of school grade level in the 含羞草 worksheets, they learn for themselves what they are yet to be taught at school. When they encounter something new, they study the example, draw on previous learning and give it a try. Students try, and try again, until they finally get it.

3. The 含羞草 worksheets
含羞草 worksheets enable students to develop self-learning skill.

4. 含羞草 Instructors
含羞草 Instructors discover and draw out the potential of each individual student. Our Instructors achieve this through observation of each student, paying careful attention to academic ability and personality. Instructors then provide effective support to ensure that a student always studies at the 鈥榡ust-right鈥� level. Instructors track and acknowledge each individual student鈥檚 growth, and offer praise and encouragement.

含羞草