Faculty Testimonials
Academic Achievement Across the Curriculum
“I’ve been using Learning to Learn for the last three months, and the difference in my students is amazing. First, they’re learning so much more, and doing so much better in class. Before I started using LTL, if I were to legitimately grade my students, most of them would fail. Now they’re able to answer complex questions on tests. I had to raise my standards, or they’d all get A’s. With LTL, my students are active and involved, and they really get interested in what they’re learning. It almost seems hard to remember now, but just three months ago, they were nodding off in class. I’ve been teaching for 29 years, and I’ve never seen anything like this. I leave school smiling at the end of the day. I’m having a wonderful time.”
Robert Healey, Science Teacher, Boston, MA
“I work with very under-prepared students. Although they’re 6th graders, many of my students are at the decoding level – they can sound out words, but often have no idea what they’re reading. I feel that using the LTL Mirror Question process is the most significant thing I can do to improve their reading comprehension. The exposure to the Learning to Learn process has been very rewarding to me as a teacher. I love LTL and use it constantly in the classroom. I will use this process for the rest of my career.”
Dee Kress, History and Language Arts Teacher, Pittsburgh, PA
“My students really love the Learning to Learn note-taking/question asking method. Because of LTL, they have more confidence in expressing themselves in class discussions, they understand everything better, and they look forward – they even feel they’ll do better in college. For me, LTL is all about reorganizing what you know, and enhancing what you’re learning.” Linda Cooper, Science Teacher, Detroit, MI
“With LTL Mirror Questions, my students are asking and answering their own questions. They’re going into more depth, and they understand a math idea better, because it’s in their own words. I think sometimes they can teach themselves better than any teacher can, because they’re explaining things to themselves as they go along.” Jim Brautigam, Middle School Math Teacher, Pittsburgh, PA
“What I like about Learning to Learn is that it increases student engagement in learning. Because of LTL, my students’ reading comprehension has gone up dramatically, and they seem more eager to come to class and pay attention to the readings. I’m sure it will have a big impact on their MCAS scores. I’m very, very pleased with it. I definitely plan to continue to use LTL – forever.”
Pat Wilbur, Language Arts Teacher, New Bedford, MA
“Learning to Learn is unique because students have the opportunity to work individually, then cooperatively. The LTL methods make students alive to learning. They take ownership of the lessons and they’re able to recall more details from their reading. My low-achieving students are asking to read – which is a big thing in a special ed class.” Beverly Dade, Special Education Teacher, Detroit, MI
“My students are really responsive to the LTL Editing Checklist strategy. I like it as a teacher because it allows me to individualize within a regular classroom. My students appreciate it, and they’re eager to check their own work. They actually look forward to finding and correcting new mistakes. One of my students said to me about this skill, ‘I never noticed that I was doing this. You’re a really good teacher.’ You know, when a student says that, it makes you feel good as a teacher.”
Rosa McGuire, English Teacher, Boston, MA
“With Learning to Learn, students write their own practice problems, and they’ve learned to focus on the meaning of mathematical terms. Their math study skills have improved, and I see a big improvement in their confidence in their ability to tackle math problems.” Carolyn Burwell, Detroit, MI
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