Creating an Accelerated Learning School by Derek Wise, Mark Lovatt

By Derek Wise, Mark Lovatt

This publication describes how a regular highschool set approximately incorporating speeded up studying into its educating practices and rules. Headteacher Derek clever offers a macro view of the method, discussing the alterations made around the complete tuition. Head of technological know-how, Mark Lovatt, presents a micro view, taking a look at how you can use speeded up studying within the school room. Their reports supply necessary examining for any institution wishing to enhance the training caliber of its scholars. a number of case experiences are incorporated to teach how speeded up studying concepts could be utilized to diverse topics.

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M. and we rearranged the school week to facilitate this. Only if INSET and planning time is regular throughout the year can we promote a culture of inquiry and collaboration where teachers are involved in a constant dialogue about teaching and learning. 1). 35 The total number of teaching periods remain the same as is the length of the teaching week but two early finishes (Monday and Tuesday) are now replaced by one early finish (Wednesday). Lunch will be earlier on Wednesday than other days. 45.

CREATING AN ACCELERATED LEAANING SCHOOL • PflBT ONE: flCCELEBflTED LEflRNING WITHIN fl SCHOOL Paul had been working intensively with a number of schools at similar stages of development to us so he was able to bring practical examples of successful strategies. The knowledge that one is not alone and that others are embarking on similar changes is both reassuring and confidence building. By September 1998 we had reached a critical stage. The whole staff were aware of the importance attached to accelerated learning - the science department was blazing a trail and within both the R&D team and a range of departments individuals were trying out a number of techniques.

For colleagues who may rather loftily say 'schools should be steered rather than driven' my reply is yes, up to a point, but too often we have stuck at that point fearful of moving forward - fearful of exercising leadership. Consider the following quote: If you were to say to a physicist in 1899 that in 1999, a hundred years later, moving images would be transmitted into homes all over the world from satellites in the sky; that bombs of unimaginable power would threaten the species; that antibiotics would abolish infectious disease but that disease would fight back; that women would have the vote, and pills to control reproduction; that millions of people would take to the air every hour in aircraft capable of taking off and landing without human touch; that you could cross the Atlantic at two thousand miles an hour; that human kind would travel to the moon, and then lose interest; that microscopes would be able to see individual atoms; that people would carry telephones weighing a few ounces, and speak anywhere in the world without wires; or that most of these miracles depended on devices the size of a postage stamp, which utilized a new theory called quantum mechanics - if you said all this, the physicist would almost certainly pronounce you mad/ (Timeline, Michael Crichton) Whilst the physicist of 1899 would not recognise the world 100 years later, can we truly say the same of the teacher of 1899?

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