Courses Taught
Courses Taught
EDN 595 Direct Instruction
EDN 321 Meeting Learner Needs in Secondary Schools
EDN 523 Educational Research
EDN 566 The School as a Socio-Technical System
EDN 553 Classroom Management For the Mildly Handicapped
Principles of Sociology
EDN 356 Reading in Secondary Schools
EDN 301 Instructional Design
Professional Service
Assist schools and school districts to raise student achievement, close and prevent the achievement gap, increase teachers' skills, and increase the social cohesion of schools by implementing effective, field-tested curricula in language, beginning reading, and remedial reading (e.g., Language for Learning, Reading Mastery, and Corrective Reading).
Assist states to evaluate and reform curricula in schools of education.
Supplementary Materials
1. What is knowledge?
Knowledge is what we want students to acquire and use. This document tells what knowledge is, what kinds of knowledge there are, and how the nervous system constructs and applies knowledge.
2. Behavior principles and phases of mastery.
This document summaries Applied Behavior Analysis, show how to teacher uses the principles and methods to replace problem behavior with desirable behavior, and the five phases of mastery (essential!).
3. The Model (I do), Lead (You do), Test/check (You do)-Verification format.
This is a highly effect format (communication) for teaching quickly and effectively. It is the main format when teaching tools skills such as reading and math. Learn it!
4. How to teach tools skills.
This document tells what tool skills are (reading, math, science), and how to design lessons and teach the skills. Use it when you are teaching these skills.
5. Socratic questioning.
These are follow-up questions that the teacher to find out if students “got” what the teacher just taught. Socratic questions also help students to evaluate what they believe.
For example, “How do you know?” “What was the definition of republic?”
6. Add-ons.
Add-ons increase the clarity of communication and help students to organize and recall what they are learning. Examples are graphic organizers, highlighting, think time, and repetition.
7. Learning Readiness Skills
Document 2 showed how a teacher used behavior principles to move a class from chaos to calm. This chapter shows how to get a good start by teaching students to “sit tall and ready to learn” and to take turns with the teacher.
8. How to Teach Classes, or Categories.
This is the basic form of knowledge---that there are kinds of things, examples of each kind share certain defining features, and that each kind (class) has a name. This document shows how to teach what classes are. This will make students very smart.
9. Concepts and vocabulary.
Classes (document 8) contain real things---red things, puppies, trees. Concepts ae the IDEA of classes. Redness, triangularity. This document shows five ways to teach concepts.
This is probably the most important knowledge to teach!
10. Errors.
Students will make errors. This document tells how to prevent and correct errors. If we don’t do that well, student achievement comes to a halt.
11. This document tells how to teach fact knowledge. Concepts are groups of examples that share defining features. Facts are statements of subject and predicate; for example, "This horse is brown." A set of facts statements is a description.
12. This document shows how to teach rule relationships. Rule relations are how class/concepts are connected. That is, how reality is organized and changes. Category rules tell that (All, Some, No) horses are (mammals, pets, cows). Causal (when-then) rules tyell how class change together. "When water is heated to 212 degrees Fahrenheit, it boils.
13. Routines are sequences of steps or stages or phases in Nature (such as changes in the seasons) and in human action (such as solving math problems. This documents show six ways (formats) for teaching routines.
14. This document uses all of the knowledge in documents 1-13. It shows a whole 5-Part Lesson on teaching students to decode words.
15. This document uses all of the knowledge in documents 1-13. It shows a whole 5-Part Lesson on teaching students about sharks.
16. This document shows the application of "clicker training" (TAG Teach--teach with acoustic guidance) and Applied Behavior Analysis to a child with autism. The whole curriculum was invented by the boy's mother. It is surely a work of love and brilliance. It is a good idea to list the skills she works on, in order, and to mark the pages where she describes the methods. You will be able to use them.
Teaching Students Autism and other Moderate to Severe Learning Difficulties
1. Tag Teach (Teach with Acoustic Guidance)
TagTeach (sometimes called "clicker training") is now used to teach athletes, surgeons, and students. It works because the student hears to sound at the instant that her body is doing the exactly correct movement (rather than having to wait seconds before she hears, "Good."
2. Book series. Teaching children with learning and behavior, challenges.
This is a series of five books written by Kozloff for teachers and families.
Skill Sequence Table for Children with Autism and Other Learning and Behavior Challenges
Please start with this table. It shows that the curriculum sequence is based on two principles: (1) teach elements (for instance, watching, saying sounds and words, cooperation, imitating movements) before you teach "wholes" that use the elements (for example verbal imitation of sounds, words, and phrases); (2) Once a student is firm on the elements, teach the student to integrate them into a routine.
Book 1. Learning readiness.
Please look at the Skill Sequence Table to see what is taught.
This skill area is necessary for students to learn more complex skills.
Book 2. Motor Imitation.
This skill area builds on Learning Readiness and prepares students to use imitation to learn more complex skills.
Book 3. Verbal Imitation.
This skill area builds on the earlier areas, and prepares students to learn Functional Speech.
Book 4. Functional Speech.
Here (as shown on the Skill Sequence Table) the students learns mands (asking), tacts (naming, describing), and intraverbals (conversing).
Book 5. Chores, Self-help, and Family Living
This last book uses all of the earlier skill areas to teach complex skills used in daily life.