This book shows how schools can - and must - develop expertise in "learning variation" (understanding how different kinds of minds learn) and apply this knowledge to classroom instruction in order to address the chronic learning challenges and achievement gap faced by millions of students. Barringer shows how using what we know about learning variation with a focus on discovering learning strengths, not just deficits, can help schools create plans for success for those students who often find it elusive. The book specifically addresses how school leaders can incorporate this knowledge into instructional practice and school-level policy through various professional development strategies.
Schools for All Kinds of Minds:
©2010 John Wiley & Sons, Inc. (P)2012 Audible, Inc.
This book is largely an advertisement for their seminars. There is little actual content in the book and almost nothing for a classroom teacher. The book is chapter after chapter of vignettes about how great the "all kind of minds" approach is. While claiming to reject jargon, it simply replaces it with its own undefined jargon. The book is poorly reasoned and poorly argued. While claiming to be base on science, it does not present the data necessary to support that claim. It also blends its scientifically base findings, with serious future speculation rooted in their own philosophical presuppositions. The whole thing is a lousy bate and switch.
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