Results of LTL Science Pilot in a Low-Achieving School
There was dramatic improvement in 10th grade biology students’ exam grades six weeks after LTL was introduced at East Boston High School. All exams emphasized Open Response Questions.
Before LTL Six Weeks After LTL
Black   = Number of student earning A – C grades
White   = Number of student earning D – F grades
Here are comments of the teacher of this LTL pilot class:
“My tests ask students to understand the information, not just memorize it. To do well on my tests, students have to apply critical thinking. They have to go for mastery, to know the information in the context of related pieces of information. With LTL, they’re relating concepts to other concepts, and asking themselves how things work.
Before I started using LTL, many of my students were failing. Now most of them are doing well on tests, participating in class, and showing an excitement about learning. Why are they so much more motivated? Well, understanding is the key to motivation. People like to do what they’re good at. Now that they’re doing well, their interest in learning has gone way up, and it’s fun to teach them.” – George DiGregorio, 10th grade science teacher
Evidence of Replicability
Washington, DC
From Anacostia Senior High School, located in the highest-crime area of Washington, DC:
“The teaching strategy that I learned from you is wonderful and practical. I am still using it. It helps students to work both independently and collectively. Thank you for your great help.”
Abraham Ogbaghiorhis, high school science teacher
“The focus on questioning in Learning to Learn helps my students listen and read for questions raised by the material. Their reading is more directed, they write faster, and their listening skills have improved a lot. They’re better at identifying important information, and they remember more. Their confidence is higher when they take tests, because they feel they can predict test questions and know the answers before they take the tests.”
Julie Weldon, high school science teacher
“With Learning to Learn, students have to come up with their own questions and answers. They’re more involved with reading than when they use directed reading packets, where the questions are already provided. When my students use directed reading, they just look for answers and don’t read the whole thing. LTL makes my students more responsible for their own understanding, and they see when they make mistakes. I also like the fact that I can use paired reading with LTL, which helps both my regular and my SPED-inclusion students.”
Jeanne Mendes, middle school science teacher
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