Chapter 13 - Planning tomorrow's schools

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Planning tomorrow's schools


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

kinesthetics, a reading center, a math and science center, a working-together center (to develop interpersonal intelligence), a personal work center (for intrapersonal intelligence), a music center and an art center.6
  Campbell is a "thematic" teacher - and his students normally divide into seven different groups to explore each day's theme, moving from center to center for about 20 minutes at a time. His experience has also shown that the seven-center approach helps children develop all their talents.
  At the start of the year, most students describe only one center as their favorite. By midyear most have three or four favorites, and by year's end every student nominates at least six centers as preferences.
  Gardner's more recent suggestion of an eighth intelligence ("naturalist") gives teachers the chance to add nature-study centers - as many schools already do.

5. Use the world's best teaching techniques
  No school, lifelong learning resource center or business training and retraining unit can exist without skilled teacher-facilitators. And no changes in education will be successful without a major emphasis on teacher training and continual retraining.
  John Eliot Elementary School in Needham, Massachusetts, typifies what is needed. It is the most multicultural school in the district. Its students include African Americans, Haitians, Hispanics, Vietnamese and many others from Asia and elsewhere - in an area where average incomes are low. Unlike Kimi Ora, it was an existing school when it started its big turn-round. Five years later its students had the top grades in Massachusetts.
  One catalyst was principal Miriam Kronish. But another was her husband, Herbert, an architect. When he decided to go back to college to get a masters degree in education, fortunately that included an introduction to integrative accelerated learning techniques by Dr. John Grassi. "He was so enthused," recalls Miriam Kronish, "it got me involved."7
  Grassi was obviously another catalyst. Talk to principal Kronish by phone and the enthusiasm bursts through the fiber optics: "John Grassi? He is a renaissance man, a man of the future. He is a musician, a poet, a conjuror. He's uplifting, inspirational, a change agent. And he's knowledgeable in all educational fields: preschool, elementary, high school and college; and in most areas: maths, geography, science."


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