| Don’t take our word for it... |
| What They Are Saying |
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“The flexibility
MINDsprinting gives to high school students is extremely positive
from a developmental standpoint. Older students can: (1) pick and
choose without restriction (i.e. no Unit tests) lessons that address
high school subjects they may be studying in school at that time
(e.g. algebra, geometry); (2) follow MINDsprinting's “directed” path
for those same subjects; and (3) work through the tailored starting
program that addresses un-mastered skills identified by the Assessment
Test (which follows a “directed” path
and requires passing Unit tests to advance). Thus, older students
avoid needless repetition and develop a sense of control and self-efficacy
(which they crave and need) even though MINDsprinting continues
to provide them needed direction.” -
Peter J. Gamlin Ph.D., C.Psych, Professor Emeritus and senior researcher,
Department of Adult Education, Community Development and Counselling
Psychology, Ontario Institute for Studies in Education, University
of Toronto
“The rewards
and motivators built into the site spark greater commitment to
[students’]
own learning and enhances their self-esteem. Working at their own
pace through the directed lessons, students see their progress,
progress that fosters self-confidence and reduces anxieties. Confidence
transfers to the classroom and promotes more focused attention
on the demands of the school curriculum. MINDsprinting would
definitely benefit all my students working to achieve those build-blocks
of academic success. The site encourages students to actively take
responsibility for their own learning and encourages parents to
be involved with that process.” -
Elizabeth Cowling, Elementary Teacher (over 20 years experience
in Special Education and teaching students with learning disabilities)
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