Chapter 13 - Planning tomorrow's schools

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Planning tomorrow's schools

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UNLIMITED Learning - the new learning revolution and the seven keys to unlock it.

Student To Succeed). Both start before school, and have seen youngsters progressing one to three years in growth as measured by the Jerry Johns Basic Reading Inventory Test.
  An even stronger guarantee comes from Master's Academy and College in Calgary, Alberta, Canada. Its promise: that students will become "Master Learners" by age 12 or 13. 4
  "Academically, that means a guarantee that 95 percent of our students will achieve A level standing in their academic work," says visionary Superintendent Tom Rudmik. He's spent years researching many models of learning, including attending one of co-author Vos's ten-day Learning Revolution workshops.
  He puts his goals boldly: "The future of Master's Academy and College is driven by a powerful and compelling vision. Our mission is to develop Master Learners who will be knowledge workers of the 21st century - young people of academic excellence and noble character." 5
  In the Canadian school system, 65 percent examination results are classed as average, 80 per cent outstanding, and 90 percent is very rate. Rudmik's goal is for 95 percent of students to achieve 80 percent or better. The college is strongly based on values, character development, quality, high technology and a strong emphasis on positive, bold, creative thinking. It also aims to share great learning principles with schools worldwide.

4. Cater to all intelligence traits and learning styles
 
  In many ways, this is probably the most important single innovation that could be made to greatly reduce school dropout rates.
  In our view, research by Howard Gardner, the Dunns and Barbara Prashnig shows beyond doubt that most dropouts do not learn best in schools that are geared almost exclusively to only two of the seven-or-more "intelligence traits". And most, too, are unfairly handicapped in a school environment which discourages kinesthetic learning.
  The Key School in Indianapolis and New City School in St. Louis, Missouri, show what can happen when an entire school is designed to encourage every student to develop each "intelligence" - and cater to different learning styles.
  A similar example comes from Cascade Elementary School in the Washington State school district of Marysville. Teacher Bruce Campbell has been a long-time fan of Gardner's theory, and has developed a class-room setup with seven learning centers: a building and moving center for

 

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