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Schools for All Kinds of Minds: Boosting Student Success by Embracing Learning Variation [Anglais] [Relié]

Paul Orfalea , Mary-Dean Barringer , Craig Pohlman , Michele Robinson

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Description de l'ouvrage

16 avril 2010
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.

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Descriptions du produit

Quatrième de couverture

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.

Biographie de l'auteur

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.

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Dans ce livre (En savoir plus)
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Couverture | Copyright | Table des matières | Extrait | Index | Quatrième de couverture
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Commentaires client les plus utiles sur (beta) 3.7 étoiles sur 5  7 commentaires
6 internautes sur 6 ont trouvé ce commentaire utile 
4.0 étoiles sur 5 Behavior is communication 2 avril 2010
Par Penny - Publié sur
For me, this pull quote captures what this book is about:

"Being an effective kid watcher requires suspending judgment and interpretation of the events and instead focusing on describing the phenomenon that you see." from chapter 4, "Digging Deeper, Knowing Students as Learners".

I am impressed with the way the authors walk readers through determining a neurodevelopmental profile for a student. Look at the factors they consider:

From Exhibit 4.1 Sample Neurodevelopmental Profile, page 72:

Attention: Mental Energy
Attention: Processing
Attention: Production
Memory: Short-term
Memory: Active working
Memory: Long-term
Language: Receptive
Language: Expressive
Temporal-sequential ordering
Spatial ordering
Neuromotor functions: Fine motor
Neuromotor functions: Graphomotor
Higher-order cognition
Social cognition: Verbal pragmatics
Social cognition: Social behaviors

Later chapters tease apart these neurodevelopmental pieces even more, helping guide the parent or teacher in determining the strengths and weaknesses of a student and how to use strengths and grow areas that are weak within a positive environment.

The definitions, descriptions, charts and worksheets are clear and allow parents and teachers to thoughtfully assess the behavior of a student through a neurodevelopmental lens and address challenges in a neurodevelopmentally appropriate sequence and approach.

Schools for All Kinds of Minds is book that I'd recommend to teachers of homeschoolers and school-building schoolers alike. don't let the name fool you into thinking this one is only for school-building schoolers. If you have a student who is challenging or acting out that you can't quite figure out, Barringer, Pohlman, and Robinson give readers new ways (neurodevelopmental perspectives) to consider teaching and learning. For parents of students in special education, I suspect this is one parents will like to highlight in yellow and take to IEPs or team meetings about a student's FBA and BIP.
4 internautes sur 4 ont trouvé ce commentaire utile 
5.0 étoiles sur 5 A Worthy Entry in the School Reform Discussion 21 juillet 2010
Par sam schwarzmer - Publié sur
Format:Format Kindle|Achat vérifié
The notion that all kids learn differently is not new to those of us in the classroom and allied professions. What is new, and what this book brings home in a cogent, yet powerful and plain-spoken way, is how to appreciate these differences, understand them from a learning science standpoint, and then address them in ways that are not labor intensive for the teacher.
The authors advocate a systemic approach that acknowledges the realities of school change while still embracing hope for the possibilities that such change could engender. The stories that are told about individual successes make these possibilities very vivid.
I can see using this book with my faculty as a book study over the course of this year, as we learn about the different learning systems that all children use to do the work of school, how we can hone our observation skills to be aware of the clues, and how we can modify our intervention model to first ask why a child is struggling before we throw interventions at the problem. This will fit in well as we move forward with RTI in all its "scientifically-based" glory, so that we can stop blaming the child or the teacher when an intervention is not successful, but rather be reflective in our undestanding of the child's learning from the outset.
4 internautes sur 5 ont trouvé ce commentaire utile 
5.0 étoiles sur 5 A New Lens for educators 7 avril 2010
Par William Stone - Publié sur
Format:Relié|Achat vérifié
Educators need to look at how students learn - this book provides a way to look at how students learn and to develop a learning profile for students. Once a teacher understands a learning profile of a student (Strengths and struggles), lessons can be developed making sure that the learning needs of the student are met. If the learning needs of a student are met - success and achievement will be assured. The all kinds of minds approach to learning should be adapted in all classrooms.
1 internautes sur 1 ont trouvé ce commentaire utile 
5.0 étoiles sur 5 A Must Read for all Teachers and Parents 22 août 2010
Par Teacher - Publié sur
Format:Relié|Achat vérifié
This material was should be provided to all teacher education programs and to all current teachers in the country! It only makes sense that educators should understand the science of learning. Schools/teachers/parents that believe there is only one way to teach and assume there is only one way to learn, unfortunaley miss the learning needs of a large population of students. Everyone learns differently.
5.0 étoiles sur 5 AKOM 29 septembre 2011
Par dairywife - Publié sur
Format:Relié|Achat vérifié
This is more than a book about differentiation. It takes a hard look at how we educate students today. It challenges us to meet individual needs, and to relook at how and why we "do school". It asks difficult questions about the roles of teachers and learners and begs us to fix what is wrong with the status quo of educational institutions today.
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