DIFFERENCES AMONG LEARNERS, REAL AND NOT

Submitted by Annie Murphy Paul – book author, magazine journalist, consultant, and speaker The idea that students have particular “learning styles”—visual, auditory, kinesthetic, etc. — is a popular and persistent one despite the lack of scientific evidence to support it. (For a great summary of the research, see this blog post by UVA cognitive scientist Daniel Willingham.)…

WHY I DON’T TEACH TOLERANCE

Submitted by Ariel Martin-Cone, Landmark School Faculty Member and Academic Case Manager I was asked to write this blog piece about teaching tolerance, but I want to start by changing some vocabulary. Teaching tolerance promotes that idea that you just need to put up with something you don’t particularly value or enjoy (brussel sprouts, regular…

JUST EFFECTIVE TEACHING

Submitted by Bill Barrett, Director of Faculty Recruiting and Teacher, Landmark School Although it is almost 16 years ago, I can still remember the feeling I had entering my first public school teaching job.  I was hired to teach four sections of 9th grade Civics classes and one section of an 11th grade honors US…

A VOICE FOR DYSLEXIA

Submitted by Deborah Lynam Parent, Decoding Dyslexia – NJ One of the first things a parent discovers as we begin the journey to learn about dyslexia and to find resources for our children is that there are two distinct worlds. The first is that of the learning disability (LD) community — dyslexia conferences, LD workshops, webinars, and research-based…