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Through the use of multiple
methods to explain computational procedures, worked examples, and
hierarchically structured lessons, the MINDsprinting math curriculum
brings highly effective pedagogy to computer-based learning.-
Dr. Anna T. Cianciolo, Senior Research Scientist at Global Information Systems
Technology, Inc. and a former postdoctoral associate in the PACE Center at Yale
University
I find the MINDsprinting
program to be very clear, concise, attention-getting, and pedagogically-sound.
The MINDsprinting materials follow an increasingly difficult
progression of items and levels to master, which is ideal for students to learn
at a pace that neither taxes nor bores. The MINDsprinting materials, I
think, hold promise for a new age in supplemental education.
- Dr. Michael Luther, Course Director, Psychology Department, York University
The MINDsprinting program
is based on sound educational practices. First of all, the program is based on
individualized learning. The student is assessed at a particular level and
progresses at his/her own rate. Next, the objective of a new skill is made
explicit, so that the student has a mind-set of what he/she is going to learn.
This program provides clear, step-by-step examples, in words and pictures in
order to lead the student through solving problems in a specific skill set. I
am impressed with the task analysis evident in each particular skill set where
the learning of new concepts is organized sequentially according to
prerequisite, and requisite skills. Also, the MINDsprinting program
provides review practice of skill sets, which is essential to consolidate the
learning of concepts. Another essential feature of the program is the immediate
feedback to the students answers as seen on the Progress Report and
Transcript. Feedback is a critical tool for the student and/or parent to assess
the mastery of learning a particular skill set and motivates the learner to
proceed or review as necessary.- Lidia
Komorowsky Special Education Resource Teacher For Toronto School Board
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