Total Learning has been shown effective in reducing the achievement gap, increasing teacher quality, and engaging parents, family and community.  In addition, there is abundant anecdotal evidence that Total Learning leads to school change, and improves classroom and school climate.

A sampling of findings follow:

Total Literacy implementations that predate Total Learning provided evidence of student and teacher success, and helped refine the approach.

Earlier Evidence:


“Something good is happening in Bridgeport! TLI is a very exciting program. It presents a new approach to early childhood education and curriculum planning. Expanding the Head Start model to include more children, increased family support services, age appropriate curriculum, enhanced learning environment, extended day/year for curriculum focused learning activities and innovative professional development program make TLI a feasible program for closing the achievement gap. The program exhibits face validity. It is a new way of laying a successful foundation for learning readiness. SDE should continue to support this program and examine its replication in other towns.” – CT SDE Observer’s Report

“Total Learning is a model which should be replicated across the country.” – Margaret Spellings, U. S. Secretary of Education

“Over the years, I have found Total Learning helps my students increase or improve their English oral language development; there is constant interaction between the students in the studios that fosters this.” – 2nd Grade Teacher

“I like how Total Learning uses the arts and different learning styles (drama, art, music, movement) to allow practically all students to fully enjoy themselves in one lesson or another. When Total Learning lessons align with the curriculum, the students are learning their grade level content while having fun.” – 2nd Grade Teacher

“I have never had a group that has progressed this fast and I am convinced that it is due to Total Learning! I feel like I have a whole new way of looking at teaching. This is great for those of us who have been at this for a while and need to refresh ourselves, to say nothing of how effective it is for the children.” – Grade 1 teacher

“WOWIE ZOWIE, Sue–your site is so beautiful! And aMAZing! And comprehensive! And simple to use!

Teachers will be thrilled to have this wonderful resource!

The video modeling is really well done and looks great!

The audio talk-through is also helpful — your voice is warm and reassuring, and having someone “there” to provide personal instructions is VERY effective on lots of levels.

What an enormous amount of work and what spectacular results! Congrats to everyone, especially you!”
– Marcia Hill, Editorial, McGraw-Hill Education

“Thank you for your kind email you sent to Maritsa and me. Over the past couple of weeks I took a great deal of time to reflect on my practice as an educator and administrator and found that you were at the heart of much of my growth. Thank you for investing you in the best practices across the US and the world. You have made a huge difference and continue to make a difference to those you have touched.”
– Lisa Meyer, Music Resource Teacher, Dearborn, MI Public Schools

“Thank you for your letter with the You Tube attachment. I watched the video and am very impressed with the work that you and your organization are doing. You have my permission to use Amphibious in Total Learning Digital.”
– Eric Chappelle, Ravenna Ventures, Inc.

“Thank you for taking the time to meet with all of us today. I think it was very helpful and invigorating. I could feel the excitement as the teachers were finding the connections that you were laying out before them. You are a gem! I’ll neaten up my notes and send them to you.”
– Lisa Meyer, Music Resource Teacher, Dearborn, MI Public Schools

“I finally had time this morning to take a good long look at your website. The scope and comprehensiveness of what you have created is truly impressive. And I really connect to your philosophy of “experience first, then label.” I especially value your broken-down steps that help teachers deliver the “experience first, then label” model. This is a more Socratic approach to teaching. It is very hard to train teachers to hold off on the “labeling” until they observe that, through experience, the students have mastered the concept well enough for the teacher to finally label it. Your approach emphasizes formative assessment – the teacher needs to be watching and listening to the children to determine how to shape and move the learning. It’s much more creative for the teacher. I will have to come back to your site several times to really grasp everything you are doing. It’s overwhelming. Congratulations! I can only imagine how this brings together a lifetime of practice and work!!”
– Marcia Daft, founder and artistic director, Moving Through Math & Moving Through Science

“Thanks for taking time out of your very busy schedule to talk with our teachers. It is so helpful and useful to pick your brain. Thanks also for all that you do to help us be the best we can be. Your influence is seen and heard in Dearborn!”
– Lisa Meyer, Music Resource Teacher, Dearborn, MI Public Schools

“I like it. It really spoon feeds the teachers and gives them instant feedback and support. Interesting concept.”
– Elementary School Principal


Welcome to Total Learning Digital
Welcome to Total Learning
BridgePort Now live interview – Total Learning, Channel 88

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