| See Also: Book Summary Schools Business Parents Personal |
|
| . |
|
| . |
|
| .10
Do it in style (Read Chapter) |
341 |
| How to find your own
learning style and use your many intelligences |
|
| Determining your learning
style |
347 |
| How you take in information |
349 |
| How you organize and process
information |
351 |
| The conditions that affect
your learning ability |
351 |
| Physical and biological
needs that affect learning |
353 |
| How to determine students'
preferred learning styles |
353 |
| Your unique working style |
355 |
| Four types of thinking style |
357 |
| Test your own thinking style |
358 |
| The implications for schools
and individuals |
361 |
| . |
|
| .11
Catching up quick at school (Read Chapter) |
367 |
| The world's greatest
catch-up programs - and why they work |
|
| Two key principles: the
mind-body connection and the mind-brain connection |
369 |
| Specialized kinesiology |
371 |
|
Doman-Paimer-Niklasson-Hartigan models |
375 |
| The ball/stick/bird method |
375 |
| Catching up at spelling |
377 |
| Back writing for
mirror-writing problems |
379 |
| New Zealand breakthroughs |
379 |
| The four-minute reading
program |
381 |
| Finger-phonics program |
385 |
| TARP-the tape-assisted
reading program |
385 |
| Peer tutoring |
387 |
| The "Look Listen"
method |
387 |
| New Zealand's Reading
Recovery program |
391 |
| Personal key vocabularies |
393 |
| Beginning School Mathematics |
395 |
| Computerized catch-ups |
397 |
| The SEED mathematics program |
397 |
| Three
"medical-educational" programs |
397 |
| . |
|
| .12
Solving the dropout dilemma (Read Chapter) |
401 |
| How to get
"high" on education and not on drugs, gangs and crime |
|
| Using Japan's business
methods to improve school |
403 |
| Integrated studies use the
world as a classroom |
413 |
| Group study and "big
picture" techniques |
421 |
| Six-week courses build
success step by step |
423 |
| SuperCamp brings it all
together |
425 |
| . |
|
| .13
Planning tomorrow's schools (Read Chapter) |
435 |
| The 12 steps to
transform a nation's education system |
|
| 1. Schools as
lifelong, year-round community resource centers |
437 |
| 2. Ask your customers |
441 |
| 3. Guarantee customer
satisfaction |
441 |
| 4. Cater to all
intelligence traits and learning styles |
443 |
| 5. Use the world's
best teaching techniques |
445 |
| 6. Invest in your key
resource: teachers |
451 |
| 7. Make everyone a
teacher as well as a student |
451 |
| 8. Plan a four-part
curriculum |
451 |
| 9. Change the
assessment system |
455 |
| 10. Use tomorrow's
technology |
457 |
| 11. Use the entire community
as a resource |
461 |
| 12. For everyone: the right
to choose |
461 |
| . |
|
| .14
Tomorrow's business world (Read Chapter) |
463 |
| Big growth opportunities
for 'the learning organization" |
|
| Electronic multimedia
opportunities |
463 |
| Accelerated learning
business opportunities |
471 |
| Selling services and
training with your products |
475 |
| The company as a learning
organization |
477 |
| The school or college as a
business venture |
483 |
| . |
|
| .15 Just do it! (Read
Chapter) |
487 |
| How any country can lead
the learning revolution: and so can you |
|
| The Singapore centralized
leadership model |
487 |
| The decentralized New
Zealand model |
489 |
| The new Swedish models |
491 |
| The certification model |
493 |
| Corporate leadership models |
495 |
| The give-it-away model |
497 |
| The Internet selling model |
497 |
| The
business-teacher-multimedia model |
499 |
| The Foundation model |
501 |
| The international conference
model |
503 |
| The "learning
organization" model |
503 |
| The "cluster"
model |
505 |
| The Chinese
"back-to-your-roots" model |
507 |
| Invent your own model |
509 |
| . |
|
| .Chapter reference notes |
514 |
| .Acknowledgments and thanks |
526 |
| .resources |
|
| The Learning Revolution
Library |
528 |
| Other recommended reading |
534 |
| .Index |
538 |
|
|
| Notes: 1. Figures throughout are in U.S. dollars
unless stated. 2. Billions are also in American terminology; thus one billion is 1,000
million, and a trillion is a million million. 3. Spelling is American-English. |
|
| . |
|
|
Table
of Contents Part 1 (Chapters 1-4)
Table of Contents Part 2 (Chapters 5-9) |
|
