Painted Yellow Lines

At Landmark School‘s recent commencement ceremony, graduate Matthew Pramas ’16 sheds light on what it means to learn differently and reminds his classmates that it can have its advantages.  I remember sitting on the swings, 11 years ago, on a beautiful spring day. My teacher let my class out to recess for the last 20 minutes…

Dyslexia: Making Learning Relevant

Recently, we spoke to Dean Bragonier, founder of Noticeability, a non profit enabling students with dyslexia to cultivate their strengths and providing tools to the adults that serve them. Dean will also be addressing our graduates and families at Landmark’s 2016 commencement. What was the inspiration for starting Noticeability? I have an eight-year old son…

The Power of Self-Expression

This last month the Boston Globe announced their Scholastic Art Awards.  I was blown away by the technical skill and visual expression, but even more so for the depth conveyed through the art. I was particularly struck by an emotional series of charcoal pieces inspired by the phrase, “Something You Hide”…

COMMUNITY SERVICE: A WIN, WIN, WIN

Since it’s election day, those behind Landmark360° thought that a blog post about community service and civic duty was relevant. Enjoy! Submitted by Reverend Bill Ferguson, Chaplain, Landmark School Somehow over the years, in the midst of the “ME” generation, this idea of volunteering for other people and other causes has really taken off. One of…

COLLABORATIVE LEARNING AND DEFYING THE MYTHS TRADITIONAL SUCCESS

Throughout the majority of our academic careers we are conditioned to equate good grades with success.  “Johnny studied hard.  Johnny earned an ‘A;’ therefore, Johnny will be successful.”  In academic environments, where teaching is predicated on homogeneous learning styles, this concept of success is troublesome for individuals with learning disabilities.  Students with learning disabilities are…

THE DYSLEXIA PARADOX

To date, the earliest that a reading disability/dyslexia (RD) can be reliably diagnosed is in second grade and most exhibit enduring reading impairments throughout adolescence and into adulthood. However, research has shown that intervention is most effective in kindergarten and first grade and that intensive instruction for “at risk’ beginning readers” can help many of…