Schools for All Kinds of Minds: Boosting Student Success by Embracing Learning Variation (Anglais) Relié – 16 avril 2010
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Descriptions du produit
Présentation de l'éditeur
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.
Quatrième de couverture
"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.
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Détails sur le produit
Commentaires en ligne
Commentaires client les plus utiles sur Amazon.com (beta)
"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
Memory: Active working
Neuromotor functions: Fine motor
Neuromotor functions: Graphomotor
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.
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.
It has many valid, very time consuming, approaches to evaluating student functioning in the classroom. Might be practical for evaluating a small number of students.
A bit laborious to read. When I finally got to page 204 I was impressed with the approach taken by Wasatch Academy. I went to their website and discerned they were a very nice residential private school. Unfortunately not the paradigm most teachers find themselves in.
I do not think this is a solution that could be implemented in the typical cash strapped and understaffed school. Unfortunately being overworked and cash strapped is the situation in which most teachers and administrators find themselves. I have to wonder just how many teachers have the time to "develop a neurodevelopmental profile for a student" as mentioned by Penny (a reviewer who gave the book 4 stars).
Sam (a reviewer who gave the book 5 stars) says that the book presents ways to "address them in ways that are not labor intensive for the teacher". I believe Sam may have better skills than I in quickly developing a neurodevelopmental profile for a student. I also get the sense that the book may be designed for individuals working with students that have an IEP, but I could be wrong.
I bought the book because teachers in a local school district were reading the book. After reading the book I felt I had wasted my time as it seems to me to be a book marketing the training and expensive materials needed to implement the concepts presented, not something an untrained teacher or parent could implement.
With all the money our government spends on testing, and the Gates foundation spends on paradigms that most schools can not afford, you would think that someone would fund a low cost K- 8 language arts and math curriculum that would work. Unfortunately the oligarchy that controls both major political parties and corporate thinking are determined to make our students last in the industrialized world and they are succeeding. One would be hard pressed to conclude that anyone in power actually wants to have results that work.