Schools for All Kinds of Minds: Boosting Student Success by Embracing Learning Variation

ISBN-13: 9780470505151 / Angielski / Twarda / 2010 / 288 str.

Mary-Dean Barringer; Jr. Charles Schwab

Opis

This book shows how schools can--and must--develop expertise in "learning variation" (understanding how different kinds of minds learn) and apply this knowledge to classroom instruction in order to address the chronic learning challenges and achievement gap faced by millions of students. Barringer shows how using what we know about learning variation with a focus on discovering learning strengths, not just deficits, can help schools create plans for success for those students who often find it elusive. The book specifically addresses how school leaders can incorporate this knowledge into instructional practice and school-level policy through various professional development strategies. Schools for All Kinds of Minds

• Provides a readable synthesis of the latest research from neuroscience, cognitive science, and child and adolescent development as it relates to understanding learning and its many variations.
• Links this information to strategies for understanding struggling learners and adapting school practices to accommodate a wider array of learning differences in a classroom.
• Demonstrates how this understanding of learning variation can change the way teachers and others help students succeed in various academic and content areas and acquire necessary 21st century skills.
• Includes discussion questions and facilitator guidelines for staff developers and teacher education programs; downloadable forms that accompany exercises from within the book; an action plan for schools to implement the ideas found in the book; and more.

Spis treści

Foreword: America Needs all Kinds of Minds.

Acknowledgments.

About the Authors.

Introduction: An Enduring Dilemma.

1 Understanding Learning as the Core Business of Schools.

2 Bringing the Science of Learning into the Classroom.

3 Key Ingredients of Learning.

4 Digging Deeper: Knowing Students as Learners.

5 Building on Student Assets.

6 Looking Deeper: A Fresh Perspective on Behavior.

7 Boosting Writing Achievement Through the Science of Learning.

8 Getting Started: Creating Schools for All Kinds of Minds.

Appendix A: Glossary of Key Terms.

Appendix B: All Kinds of Minds Schools of Distinction.

Appendix C: The Effects of the Schools Attuned Program: A Snapshot of Research Results.

Appendix D: Programs from All Kinds of Minds.

Appendix E: All Kinds of Minds Web Site Resources.

Notes.

Index.

O autorze

Mary–Dean Barringer is CEO of All Kinds of Minds, a nonprofit organization that translates the latest research from neuroscience and other disciplines on how children learn into a powerful framework for educators. She was a founding board member of the National Board for Professional Teaching Standards and then served as vice president of Outreach and Mobilization for that non–profit education organization from 1990 to 2000.

Craig Pohlman, Ph.D., is the director of Mind Matters at Southeast Psych, a learning assessment and consultation program in Charlotte, North Carolina. He is the author of Revealing Minds and How Can My Kid Succeed in School?, both from Jossey–Bass.

Michele Robinson has worked with All Kinds of Minds in various capacities developing program curricula, training facilitators, supporting research, and translating the knowledge base. She has personally taught thousands of educators the All Kinds of Minds approach.

Blurb

Praise for Schools for All Kinds of Minds

"Any educator who is genuinely interested in improving student success, and their own knowledge about learning, will benefit from the research and practical suggestions in this book."
Ian Adamson, retired superintendent, Alternative Programs, Curriculum, Instruction and Special Education Support Services, Peel School District Board, Ontario, Canada

"Schools for All Kinds of Minds is for all kinds of teachers. There′s more than one way to learn and more than one way to teach, but only one way to have high expectations for the students in our schools. This book helps teachers with high expectations turn that thought into action."
Mike Feinberg, cofounder of KIPP (Knowledge Is Power Program)

"Provides school leaders with a framework and strategies that will help them move beyond an ever–growing list of accountability mandates to a focus on all students as learners that can reach their true potential."
Eric Hirsch, director of special projects, New Teacher Center

"In the fast–moving world of educational reform, this work stresses the importance of putting the science of learning front and center in the current debate about how to improve schools. I highly recommend it to a wide audience of those committed to the maxim that effective teaching results in higher student learning."
Michael Spagna, Ph.D., dean, Michael D. Eisner College of Education, California State University, Northridge

"This essential book puts the customization of school–based learning opportunities in the spotlight with accessible descriptions of how our brains work and concrete tools for maximizing their full potential. A must–read for educational leaders at all levels of school systems."
Sandra J. Stein, CEO, NYC Leadership Academy

"Students everywhere deserve principals, district leaders, and teacher leaders who have not only read this book, but who also have taken the ideas in it to heart and who have worked in partnership with students and their families to create schools and classrooms that teach all kinds of minds."
Gene Thompson–Grove, director, professional development and special initiatives, Public Schools of Brookline and national facilitator, The School Reform Initiative, Inc.